Georgia Statewide Student Assessment Program [1992]

state. NAEP tests are also administered using matrix sampling. The NAEP project is designed to provide a national estimate of student achievement for both public and private schools. Every other year, a sample of students from across Georgia is tested. No individual student, school or system results are reported.
What do these scores mean?
Scaled scores convert number-correct scores to scores that describe performance relative to meaningful points in a score distribution. For CBAs, scaled scores allow comparison with fixed performance levels. For the NRTs, scaled scores can be used to determine if performance is typical or atypical as well as to measure growth across grades.
Percentile ranks allow comparison of achievement to that of a specific group. For example, a student with a percentile rank of 70 scored better than 70 percent of the comparison group.
Grade-equivalents (GEs) are scaled scores expressed in school years and months. A third grader who scores 3.7 in the seventh month is doing average worlc. However, a 1hird grader who scores 5.0 on a test intended for third graders is not doing fifth-grade worlc. Such a score indicates that the student performed on the particular test at a superior level for a third grader.
S'tanines are score bands which have nine intervals. Stanines of 1, 2 or 3 indicate belowaverage performance. Stanines of 4, 5 or 6 indicate average performance, while stanines of 7, 8 or 9 indicate above-average performance.
Normal curve equivalent scores (NCEs) are scaled scores designed for use in Chapter I federal program evaluations. NCEs provide an equal-interval scale which ranges from 1 to 99, with a midpoint of 50 indicating average performance.

How are test results used?
State-level administrators use test results to monitor the achievement of students through-
out the state. allocate funds for remediation based on
student needs. help local systems evaluate and implement
plans for improving curriculum and inslruction. develop policies on curriculum, instruction
and administration.
Local school administrators use test results to identify strengths and weaknesses in instructional programs and curricula. Test results help set priorities for resources, staff'mg, instructional materials and staff development.
Parents and guardians are encouraged to discuss test results with teachers to gain a better understanding of their child's strengths and weaknesses in those areas for which individual student test results are provided. The teacher, parents and student can then plan learning experiences together to meet that student's needs.
For more Information
Contact your local system test coordinator for information concerning the tests described in this brochure and any additional tests that may be required by the local school system.
The Georgia Department ofEducation does not discriminate in employment or educational activities on the basis of race, color, national origin. sex or handicaps.
Georgia Department of Education Office of Instructional Services
Assessment Division 1870 Twin Towers East Atlanta, Georgia 30334
(404) 656-2668 1992
$289/5000

Georgia Statewide Student Assessment Program
Georgia Department of Education Werner Rogers
State Superintendent of Schools

What is the assessment program?
In 1971, Georgia established a statewide testing program to
facilitate instructional planning. provide feedback to students, schools and
local systems. evaluate the effectiveness of education
programs.
The Quality Basic Education Act changed the assessment program in 1986, requiring a variety of testing throughout K-12. In 1991, the testing program was revised to include
Georgia Kindergarten Assessment Program (GKAP) first grade readiness assessment
Curriculum-Based Assessments (CBAs) in grades three, five and eigIX (reading, ~cs, science, social studies and health).
writing~ingrades three,fiveandeiglt. Nonn-Refereoced Tests (NRTs) in grades~,
five, eight and 11 (mathematics, reading, language skills, science and social studies). National Assessment of Educational Progress (NAEP) participation. Georgia Basic Skills Test (GBST), which is a graduation requirement for students who entered ninth grade prior to July 1, 1991 (reading, mathematics and writing). a new graduation test (EnglisManguage arts, mathematics, science, social studies, health and writing), which will be a requirement for students entering ninth gradeafterJuly 1, 1991.
What are the differences between the CBAs and NRTs?
Georgia CurricuIum-Bmed~ts (CBAs) answer the question "How well are students
learning the state-required objectives of the Quality Core Curriculum?"
* Health is assessedatgrodesjiveandeight. ** Science. socialstudiesandlanguage skillsare
assessedatgrade II only.

measure knowledge and sknls based on the Georgia curriculum.
are developed by Georgia educators. have multiple-choice questions, except for
the writing assessments.
CBAs measure not only factual knowledge, but also higher-order thinking skills.
Norm-referenced tests (NRTs) answer the question "How well is the student
doing in comparison to other students around the nation?" are commercially published. are based on skills specified in a variety of cuniculum materialsusedthroughoutthe nation have multiple-choice questions.
Two norm-referenced tests are used in Georgia: the Iowa Tests of Basic Skills (ITBS), administered in grades three, five and eight with individual results reported in reading and mathematics to all students and the Tests of Achievement and Proficiency (TAP), administered in grade lIon a sampling basis which provides school- and system-l~vel results.
On the writing assessment, students write a composition on an assigned topic. Compositions are evaluated on various dimensions of effective writing.
Which tests are students required to pass?
Students who entered ninth grade prior to July 1, 1991, must pass the Basic Skills Tests as one of the requirements toeam ahigh school diploma
Students entering ninth grade after July 1, 1991, must pass the new graduation test as one of the requirements to earn a high school diploma.
Students are given multiple opportunities to pass the required graduation test.

School systems may have additional requirements for graduation.
What kinds of reports and scores are available?
Test reports describe the performance of individual students, schools, school systems or the state as a whole. Tests administered using matrix sampling focus on school and system results. Tests administered to all students provide individual student results.
CBA reports describe performance of schools and school systems on items assessing Georgia's Quality Core Curriculum. Results are used for policy planning, accountability and curriculum planning and development. Systemand school-level scaled scores are reported for each content area and cluster of objectives.
Writing tests may provide descriptive feedback as well as numeric scores.
NRT reports at grades three, five and eight describe individual student performance. At grade 11, school and system scores are provided. NRT reports allow students, schools and systems to compare their performance with a national sample ofstudents. Reports include scaled scores, stanines, normal curve equivalents, percentile ranks and grade equivalents.
What is matrix sampling?
The CBAs at grades three, five and eight and the high school NRTs are administered using matrix sampling. Matrix sampling allows assessment of a broad range of educational objectives in a minimum amount of student testing time. While every student takes a test, not every student takes every test item. No individual student results are reported. Results are reported for schools, school systems and the