Statewide criterion-referenced test results : spring 1981

<SA E3oo . ? 5
Sl
T35 \981
Statewide Criterion-Referenced
Test Results
Spring 1981

Standards and Assessment Division Office of Planning and Development Georgia Department of Education
Atlanta, Georgia 30334 1981

. eceive '

MAR 0 8 199J

DOCUMENTS

. ~

RARI

.

Contents

1. Introduction

. Page 1

2. Overview .

. Page 3

3. Fourth and Eighth Grade Test Results .

. Page 5

4. Basic Skills Tests Results .

. Page 17

5. Test Results by Demographic and Educational Characteristics Page 27

Appendices

Program Description

Page 38

Test Objectives

Page 40

Introduction
The 1980-81 academic year represents a year of more changes to the Student Assessment Program than any year since the introduction of criterionreferenced tests in 1976. The procedures implemented and the products produced during this past year are the result of a newly designed test development and management system started two years prior. This system follows the principle that test development is an on-going process. It is based on several philosophical and educational principles, including the concepts of full LEA involvement at every phase of test development and the introduction of new test forms at regular intervals.
This report summarizes the 1981 performance of Georgia students on the criterion-referenced tests. These tests are products of the system described above. Of the three grades in which tests are administered, new test forms were introduced in two. One of these, the fourth grade reading and mathematics tests, is a new edi.tion replacing the first form initially introduced in 1976. While the number of objectives and the content represented by these objectives remain unchanged in the new form, the relative emphasis and objective criterion levels are quite different. The new items have been written to better reflect both the intent of the objectives and the relative emphasis given these objectives in the classroom. The new criterion levels set for each objective were designed to better reflect the expected levels of performance appropriate for students at this grade level.
In addition to the fourth grade test, a new test was introduced for tenth graders. Unlike the fourth grade test, which was a new form of an existing test, the tenth grade tests administered this year were a totally new instrument. The new tenth grade tests, called the "Basic Skills Tests" (BST) were developed in response to State Board Policy IHF. This policy put forth new

requirements for students pertaining to high school graduation. Contained in this policy was the requirement that all students demonstrate mastery of specific competencies prior to receiving a diploma, and that the mastery of certain of these competencies be measured by the State in a standardized fashion. The BST introduced this past year was developed in response to this policy. Details pertaining to the developmental process are described in other documents. The effective date for implementation of the competency requirements is 1982 (freshman class of 1981-82). Prior to this date, no standard (cut-off score) will be applied to the populations tested with the BST.
The introduction of the new fourth grade form and BST has dictated some changes in this summary from previous years. The main difference is the modification of the type of longitudinal data presented showing achievement changes over years. As a new test, the BST will produce longitudinal data from this point in time. The new form of the fourth grade test is treated statistically in a new format which provides a basis for comparison to the previous form. However, this historical comparison can only be made by skill areas, a broader content domain, as opposed to individual objective comparisons.
This summary differs from previous reports in one other important aspect. Section V of this report summarizes the 1981 performance data in terms of selected demographic and educational characteristics of schools and school systems. One limitation of "State" summarized test performance is the inability of individual school systems to evaluate performance in relation to specific characteristics unique to that system or sub-groups of systems. This section, to a limited degree, provides for such an opportunity. It is hoped that the data presented in this section will help LEA's to better understand, evaluate and summarize their own performance data.
2

Overview
The results from the 1981 statewide criterion-referenced tests administration in grades four and eight continue to Schow g~owth from p-revious y:ears. Fourth grade students averaged between 92 and 66 percent achievement across the various skill areas in reading. The corresponding percentages for mathematics are 85 to 69 percent.
Eighty-six percent of the fourth grade examinees achieved 11 or more of the 20 reading objectives. Seventy-one percent achieved 15 or more and 22 percent achieved all 20 reading objectives. In mathematics, 82 percent of the fourth graders achieved 11 or more objectives, 64 percent achieved 15 or more and 18 percent achieved all 20 mathematics objectives.
Eighth grade students averaged between 97 and 80 percent achievement across the various skill areas in reading. The corresponding percentages for mathematics are 90 to 56 percent.
Ninety-three percent of the eighth grade students achieved 11 or more of the 20 reading objectives. Eighty-two percent achieved 15 or more and 40 percent achieved all 20 reading objectives. In mathematics, 73 percent achieved 11 or more objectives, 52 percent achieved 15 or more and 17 percent achieved all 20 mathematics objectives.
The career development tests administered to f,ourth and eighth graders showed improvements in all areas for both grades.
The Basic Skills Tests (BST) administered for the first time this year reports performance in terms of a scale score. This scale ranges from 75 to 140. The state mean for reading is 112. The mean for mathematics is 109,

indicating that students are performing somewhat better in reading than in mathematics. 11Problem Solving"was measured as a sub-content, or skill area, of both reading and mathematics. In comparison to other sub-content or skill areas, problem solving seems to represent a skill area of high performance. Students seem to be performing better in this area than any other .
. .
4

Fourth and Eighth Grade Test Results Fourth Grade Summary: Reading and ~~thematics
The average percentage of students achieving the various reading skills .ran~es from a high of 92 percent in "Vocabulary" to a low of 66 percent in "Study Skills." The vocabulary portion of the reading test contains items which determine if students can recognize simple vocabulary words. The study skills section tests the understanding of basic reference skills. Other skill areas which seem to be showing a high degree of mastery are "Classification11 and "Word Recognition" skills. Table 1 shows the actual percentage for both reading and mathematics.
In mathematics, students appear to be performing best in the skill area of "Relations and Functions" and weakest in the skill area of "Geometry. : These sections measure,respectively, the student's understanding of comparative relationships among objects and numbers and the ability to recognize and mentally manipulate simple shapes and objects.
In terms of specific objective performance, five of the 20 reading objectives measured were achieved by over 90 percent of all fourth graders. Twelve of these objectives were achieved by over 80 percent of all fourth graders. In mathematics, one objective was mastered by 90 percent of the students, and eight objectives were achieved by 80 percent. This information is shown in Table 2. The percentages shown represent average student performance for each specific objective. In terms of cumulative performance; that is, the percentage of students achieving a specific number of objectives regardless of which objectives, the results were that 86 percent achieved 11 or more of the 20 reading objectives. Seventy-one percent achieved 15 or more and 22 percent achieved all 20 reading objectives.

The corresponding results for fourth grade mathematics are: 82 percent achieving 11 or more objectives; 64 percent achieving 15 or more; and 18 percent achieving all 20 mathematics objectives. These data are presented in Table 7. Eighth Grade Summary: Reading and Mathematics
Students averaged 97 percent achievement in the "Classificationn skill area on the reading test, while the "\-lord Recognition" area was lowest with an 80 percent average achievement. In mathematics, average achievement ranged from a high of 91 percent in '1Relations and Functions" to a low of 56 percent in "Operations, Properties and Number Theory." In reading, more strength is apparent in "Classification" and "Language Usage" skills. The classification section is mainly grouping words into categories. Language usage has the student reading and distinguishing between sentence fragments and complete sentences, understanding and selecting appropriate parts of speech to correctly complete a sentence, and understanding the meaning of signs and symbols necessary to function effectively in everyday life.
Eighth graders in 1981 were weakest in the "Word Recognition Skills" section of the reading test. However, the term "weakest" is only used in relation to other sections of the test. This section, while representing a weak area comparatively, still shows over 80 percent mastering the content. Word recognition skills are measured by assessing the student's ability to recognize sounds of letters and letter combinations, separate words into syllables and understand the use of accents and the meaning of prefixes and suffixes. Table 3 shows the actual percentages, by skill area, for both eighth grade reading and mathematics.
In mathematics, more strength is apparent in the content area of "Relations and Functions," that section of the test which measures understanding of certain
6

basic relationships between numbers or between shapes. The weakest area is "Operations and Properties" which involves knowing when and how to use basic computational skills.
Tables 3 and 4 show results for l9BO as well as 1981. This is appropriate since the eighth grade test form used in 1981 was first administered in 1980. Since it is the same form, direct comparisons of test results for the two years can be made. As such, it is worth noting that while there were increases in performance between 1980 and 1981, the same pattern of relative strengths and weaknesses in skill areas is apparent in the results for both years.
In terms of the specific objective performance shown in Table4, 11 objectives out of the 20 reading objectives measured were achieved by over 90 percent of all eighth graders. In 1980, only six objectives were achieved by over 90 percent of the examinees. The corresponding percentages for mathematics are three objectives for 1981 and two objectives for 1980. As for grade four, information is also objective specific; the percentage shown represents the performance for that specific objective.
In terms of cumulative performance~ that is, the percentage of eighth grade students achieving a specific number of objectives regardless of which objectives, the results show that 93 percent achieved 11 or more of the 20 reading objectives. Eighty-two percent achieved 15 or more and 40 percent achieved all 20 reading objectives. Each one of these percentages represents gains over the corresponding 1980 test results. Table 7 shows actual percent~ ages for both years.
The corresponding results for eighth grade mathematics are 73 percent achieving 11 or more objectives, 52 percent achieving 15 or more objectives and 17 percent achieving all 20 mathematics objectives. As is true of reading, these percentages for mathematics represent gains over 1980 test performance.
7

career Development Summary: Grades Four and Eight The Career Development test forms used in 1981 were first introduced into
the testing program in 1976. The summary of test results shown in Tables 5 and 6 presen~information for the past four years by grade. These two tables clearly show that, by skill area and by objective, 1981 performance continues to improve.
Historical Analysis: Fourth and Eighth Grades Table 8 provides an historical presentation of fourth and eighth grade
test performance. Since new forms of tests can vary in terms of number of items, criterion levels and overall difficulty, comparisons from year to year cannot be made by comparing number or percentage of items correct. In order to make year-to~year comparisons, a scale score was derived. The use of a scale score permits comparison by adjusting for the various differences which exist between forms of a test.
For the current report, the 1980 and 1981 data were converted to scale scores. In subsequent years, additional performance results for a given year will be added to the report. Similar data are also prepared and distributed to each school system.
As will be noted from Table 8, both fourth and eighth grade 1981 results show modest increases in test performance over the 1980 results. These increases averaged approximately two score units or one percent over 1980 performance. In addition to total test results, Table 8 provides an analysis of 1980 and 1981 results by skill area.
8

TABLE 1

SUMMARY OF ACHIEVEHENT by Skill Areas
Grade 4 ~eading and Mathematics

READING

Skill Areas

Mean Performance 1981

Vocabulary

92.00%

Word Recognition

83.80%

Comprehension

72.80%

Language Usage

78.50%

Classification

84.50%

Study Skills

66.00%

Overall Achievement

79.60%

MATHEMATICS

Skill Areas

Hean Performance 1981

Sets, Numbers Numeration

79.66%

Operations, Properties, Number Theory

72.00%

Relations, Functions

85.00%

Geometry

69.33%

Measurement

71.33%

Probability, Statistics

78.66%

Overall Achievement

75.99%

9

TABLE 2
SUMMARY OF ACHIEVEMENT BY OBJECTIVE Grade 4 Reading and Mathematics

Objectives
1 2 3 4 5 '6
7 8
9
10 11 12 13 14 15 16 17 18 19 20

Reading 1981
80% 95% 86% 86% 80% 90% 85% 95% 72% 92% 59% 84% 53% 90% 79% 65% 85% 66% 77% 62%

}~athematics
1981
91% 82% 66% 68% 86% 66% 81% 59% 84% 83% 88% 73% 79% 56% 65% 71% 78% 80% 78% 78%

10

TABLE 3

COMPARATIVE SUMMARY OF ACHIEVEMENT by Skill Areas
Grade 8 Reading and Mathematics

READING

Skill Areas

Mean Performance

1980

1981

Word Recognition 77.33%' 80.16%

Comprehension

88.50% 90.50%

Language Usage

88.33% 91.00%

Classification

96.p0% 97.00% '

Study Skills

82.50% 85.00%

Overall Achievement

84.30% 88.73%

MATHEMATICS

Skill Areas

Mean Performance

1980

1981

Sets, Nmnbers Numeration

75.33%

77.33%

Operations, Properties, Number Theory

52.60% 56. 20~C

Relations, Function

88.50% ' 90.50% >

Geometry

62.50% 66. 00 ~~

Heasurement

67.33% 70.33%

Probability, Statistics

75.33% 78.66%

Overall Achievement

67. zo% 73.ln

11

TABLE 4

COMPARATIVE SUMMARY OF ACHIEVEllliNT BY OBJECTIVE Grade 8 Reading and Mathematics

Objectives
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

READING 1980 1981

76%

79%

63%

67%

95%

96%

84%

86%

78%

81%

73%

75%

87%

90%

92%

94%

78%

81%

92%

94%

75%

78%

89%

91%

89%

91%

98%

99%

88%

90%

68%

72%

82%

85%

96%

97%

87%

90%

96%

98%

l1ATHEMATICS 1980 1981

97%

98%

49%

52%

80%

82%

59%

63~~

34%

38%

54%

58%

56%

59%

60%

63%

93%

95%

84%

86%

64%

67%

85%

88%

52%

57%

49%

52%

57%

61%

86/~

88%

59%

62%

87%

90%

65%

69i~

74%

77%

12

TABLE 5

COMPARATIVE Sill1MARY OF ACHIEVEMENT BY SKILL AREAS
Career Development

Grade 4

Skill Areas

1978

1979

1980

1981

Self-Understanding 69.00% 70.43% 71.29% 73.00%

Work and Occupations

64.83% 66.83% 68.83% 70.33%

Education

59.33% 60.67% 63.33% 65.00%

Decision-Haking

67.75% 69.50% 70.00% 72.00%

f-'

Overall

Lt..l

Achievement

66.05% 67.20% 69.12% 70.08%

1978 69.29% 63.75%

Crade 8

1079

1980

69.l:-3% 68.29%

64.SO% 63.50%

1981 70.85% 66.00%

70.80% 70.50% 68.80%

71. 20/~ 71.25% 6Q. 30~',

70. 40~~ 70.25% 68.25%

72.80% 73.25% 70.72%

Objective
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

TABLE 6

COMPARATIVE Sill1HARY OF ACHIEVEMENT BY OBJECTIVE
Career Development

1978
71% 67% 56% 71% 64% 77% 77% 66% 46% 63% 78% 58% 78% 52% 63% 63% 72% 70% 69% 60%

Grade 4

1979 1980

73%

73%

67% 68%

59%

61%

72%

73%

66%

67%

77%

78%

79%

79%

68%

69%

48%

52%

66%

69%

80%

81%

60%

62%

79%

80%

53%

55%

64%

65%

65%

70%

74%

75%

72%

73%

70%

69%

62%

63%

1981
75% 70% 61% 75% 70% 79% 81% 71% 52% 71% 82% 64% 82% 57% 67% 71% 76% 75% 71% 66%

1978
70% 68% 74% 68% 74% 62% 69% 68% 75% 71% 76% 64% 73% 63% 61% 58% 75% 65% 70% 72%

Grade 8

1979 1980

70%

70%

67%

65%

74%

73%

68%

67%

74%

72%

63%

63%

70%

68%

69%

67%

75%

76%

71%

69i~

77%

76%

64%

64%

74%

73%

63%

63%

62%

61%

59%

57%

76%

76%

66%

65%

70%

69%

73%

71%

1981
73% 67% 75% 70% 74% 66% 7U 70% 78% 72% 78% 66% 76% 65% 63% 60% 78% 69% 72% 74%

14

TABLE 7

~RGIA ~ CRT RESULTS 1978-1981
BY SEL .Eif DiStRIBUTIONS .OF .OBJECTIVES ACHIEVED

Percent of Students Who Achieved

1978 1979 1980 1981

4th Grade Reading
11 objectives or more 15 objectives or more 20 objectives
4th Grade Mathematics
11 objectives or more 15 objectives or more 20 objectives
4th Grade Career Development . 5 objectives or more 10 objectives

*

*

*

86%

*

*

*

71%

*

*

*

22%

*

*

*

82%

*

*

*

64%

*

*

*

18%

72%

74%

75%

77%

25%

27%

28i~

29%

8th Grade Reading
11 objectives or more 15 objectives or more 20 objectives

*

*

90%

93%

*

*

78%

82%

*

*

37%

40%

8th Grade Mathematics
11 objectives or more 15 objectives or more 20 objectives

*

*

69%

73%

*

*

48%

52%

*

*

15%

17%

8th Grade Career Development
5 objectives or more 10 objectives

76%

77%

76%

79%

25%

25%

25%

27%

* represents previous editions of the tests which prevent yearly comparisons
beyond this point

15

TABLE 8
HISTORICAL REPORT FOURTH AND EIGilTH GRADES

READING TOTAL Literal comprehension Inferential Comprehension Word Identification

4th Grade

1980

1981

204.01 204.10 204.48 202.76

205.98 206.14 207.14 205.92

MATHEMATICS TOTAL Concept Identification Component Operations Analysis/Synthesis

200.00 199.48 200.32 200.69

202.67 202.32 202.57 203.08

8th Grade

1980 .

1981

197.34 196.65 197.99 197.57

199.58 198.98 199.54 199.34

200.14 200.63 200.33 199.29

201.57 202.18 201.80 201.11

16

Basic Skills Tests Results
The Basic Skills Tests (BST) administered for the first time in 1981 replace the tenth grade criterion-referenced tests in use since 1978. The BST is designed to fill two measurement needs. On one hand, there is a need to assess overall performance in a competency area (for example, reading) for individual students. In addition, there is a need to report specific areas of skill strength and weakness. Such assessment is necessary to meet the requirements of State Board Policy IHF which stipulates that, to receive a high school diploma, students must demonstrate competency in certain bas.ic skills.
Students entering high school as freshmen in the 1981-82 school year are the first to whom these competency requirements will apply. However, the BST is being administered on a pilot basis prior to the actual implementation of the requirements in order to aid local school systems in assessing the needs of their students and in planning appropriate curriculum. The latter is facilitated by reporting information of a diagnostic nature relating to the various skills (called indicator clusters) measured by the BST. The skills measured by the BST are included in the appendices of this report.
The results of the BST given in spring of 1981 are reported in terms of "scale scores." Scale scores are transformations of the number of items correct and are computed from the raw scores (number of items correct) actually obtained on the test. Transforming the raw number of items correct to a standard score scale permits comparisons of different parts of test, such as mathematics and reading, and also comparisons between different test forms given over the years.
The scale scores shown on Table 9 represent the mean performance for all tenth grade students who took the test in the spring of 1981. The profile
j

shown to the right of the table illustrates the relative relationship of reading performance to mathematics performance, as well as the relative relationships between skill areas within each test. Since no criterion or "cut-off" standard has yet been established for the BST, this relative comparison of results is the most useful at present.
Students are performing somewhat better on the reading test than on the mathematics test, with an overall reading mean score of 112 as compared to a mathematics score of 109. Within the reading test, students perform somewhat better on items measuring inferential comprehension and problem solving. These two areas involve the understanding of information which can be determined from written material even when not directly stated, and being able to determine needed information and apply it to problem situations. Conversely, students seem somewhat weaker on items requiring the understanding of the use of appropriate reference resources and interpretation of graphic information.
In mathematics, problem solving appears to be a relative strength, as is true in reading. The general area of concept identification is also relatively stronger. This area concerns the basic vocabulary of mathematics and the interrelationship of different kinds of numbers. The area of relative weakness, component operations, involves basis computational and measurement skills. Information about the skill strengths and weaknesses is sunnnarized in Tables 10, 11, and 12.
Tables 13 and 14 show the student distribution of scores for reading and mathematics. These distributions, along with the profile which is also presented, help provide an overview of state performance . The percentage of students scoring at various score points can be seen as well as the cumulative number and corresponding cumulative percentages. Similar information is provided in Tables 15 and 16 which show score distribution for school systems rather than students.
18

SKILL AREA
READING
I-' Literal Comprehension 1.0 Inferential Comprehension
Study Skills Problem Solving

Scale ~
112
112 114 111 120

MATHEMATICS

109

Concept Identification

110

Component Operations

107

Analysis & Synthesis

109

Problem Solving

123

TABLE 9

BASIC SKILLS TESTS SPRING 1981 ADMINISTRATION TOTAL TEST AND SKILL MEAN SCORES

Scale Scores

75 80 85 ')0 95 100 105 110 115 120 125 130 135 140

I

+ I

I

+ I

I I
I

*

I I I

*

I

I

I

.1

I

I

I *

* +I

I I
I

*

I I

TABLE 10 BASIC SKILLS TESTS Diagnostic Summary
READING Strengths
Cluster 2: Interprets semantic relationships Cluster 3: Recognizes explicitly stated main ideas, details, sequences
of events, and cause and effect relationships Cluster 5: Interprets figurative language Cluster 8: Makes predictions, generalizations and comparisons Cluster 12: Recognizes appropriate reference resources Weaknesses Cluster 1: Distinguishes between fact and opinion Cluster 6: Recognizes propaganda techniques Cluster 7: Recognizes ~mplicitly stated main ideas, details, sequences of
events and cause and effect relationships. Cluster 9: Draws conclusion Cluster 10: Interprets graphic information, instructions and labeling
information, forms and applications, transportation information, occupational and career information Cluster 11: Recognizes relevance of data Cluster 13: Locates information in reference materials
20

TABLE 11
BASIC SKILLS TESTS Diagnostic Summary
MATHEMATICS
Strengths Cluster 3: Translates from decimals to percents and the reverse Cluster 5: Translates from fractions to decimals and the reverse Cluster 9: Solves simple word problems Cluster 11: Applies formulas Cluster 12: Computes the mean and median Cluster 19: Determines amounts of money Cluster 20: Identifies sets of points using standard names Cluster 21: Identifies geometric relations and properties
Weaknesses Cluster 2: Orders fraations, decimals or percents Cluster 4: Translates from fractions to percents and the reverse Cluster 6: Selects appropriate operations for a given problem situation Cluster 7: Computes with whole numbers, fractions, decimals and percents Cluster 14: Organizes data into tables, charts and graphs Cluster 15: Interprets data in the form of tables, charts and graphs Cluster 16: Identifies customary or metric units to measure length, area, volume, weight, time and temperature Cluster 17: Applies customary or metric units of measurement to determine length, area, volume, weight, time and temperature
21

TABLE 12

BASIC SKILLS TESTS Diagnostic SUIIUnary
PROBLEM SOLVING

Strengths Cluster 3; Reading: Recognizes explicitly stated main ideas, details, sequences of events, and cause and effect relationships. Cluster 8; Reading: Makes predictions, generalizations and comparisons. Cluster 12; Reading: Recognizes appropriate reference resources. Cluster 9; Mathematics: Solves simple word problems.

Weaknesses

Cluster 1; Reading: Distinguishes between fact and ppinion.

Cluster

7' Reading:

Recognizes implicitly stated main ideas, details, sequences of events and cause and effect relationships.

Cluster 9; Reading: Draws conclusions.

Cluster 10; Reading:

Interprets graphic information, instructions and labeling information, forms and applications, transportation information, occupational and career information.

Cluster 11; Reading: Recognizes relevance of data.

Cluster 13; Reading: Locates information in reference materials.

Cluster 15; Mathematics: Interprets data in the form of tables, charts and graphs.

22

TABLE 13
BASIC SKILLS TESTS STUDENT DISTRIBUTION AND PROFILE
READING

f

Cf

% C%

Profile

>140

4551 74,613 6% 100 * * * * * * * * *

140

3548 70,062 5%

94 * * * * * * *

135

3948 66,514 5%

89 * * * * * * * *

130 6338 62,566 8% 84 * * * * * * * * * * * * *

125

6468 56,228 8%

75 * * * * * * * * * * * * *

120 7988 49,760 11% 67 * * * * * * * * * * * * * * * *

115 7278 41,772 10% 56 * * * * * * * * * * * * * * *

110 6324 34,494 8% 46 * * * * * * * * * * * * *

105 7570 28,170 10% 38 * * * * * * * * * * * * * * *

100

5039

20,600

]",gI

28 * * * * * * * * * *

95

4779 15,561 7%

21 * * * * * * * * * *

90

3706 10,782 5%

14 * * * * * * *

85

2290

7,076 3%

9 "/( * * * *

80

2047

4,786 2%

6 ****

75

2739

2,739 4%

4 ******

23

TABLE 14

BASIC SKILLS TESTS STUDENT DISTRIBUTION AND PROFILE
MATHEMATICS

> 140
140 135 130 125 120 115 110 105 . 100 95 90 85 80 75

f

Cf

%

C%

Profile

4322 74,585 6% 100 * * * * * * * * *

1672 70,263 2%

94 * * *

3844 68,591 5% 92 * * * * * * * *

3199 64,747 4%

87 * * * * * *

6038 61,548 9% 83 * * * * * * * * * * * *

6502 55,510 8% 6720 49,008 9%

74 * * * * * * * * * * * * *
66 * * * * * * * * * * * * *

7957 42,288 11% 7619 34,331 10%

57 * * * * * * * * * * * * * * * *
46 * * * * * * * )"( * * * * * * *

7164 6369

26' 712 10% 19,548 8%

36 * * * * * * * * * * * * * * 26 * * * * * * * * * * * * *

5333 13,179 7%

3968

7,846 6%

2132

3,878 3%

18 * * * * * * * * * * * 11 * * * * * * * *
5 ****

1746

1,746 2%

2 ****

24

TABLE 15

BASIC SKILLS TESTS SYSTEM DISTRIBUTION M~ PROFILE
READING

f

Cf

%

C%

Profile

140

0

181

0

100

135

0

181

0

100

130

0

181

0

100

125

1

181

1

100

*

120

13

180

1

99

* *

115

46

167

25

92 * * * * *

110

60

121

33

67 * * * * * *

105

39

61

21

34 ~ * * *

100

19

22

10

13

* *

95

1

3

1

3

*

90

1

2

1

2

*

85

0

1

0

1

80

1

75

0

1

1

0

0

1

*

0

25

TABLE 16

BASIC SKILLS TESTS SYSTEM DISTRIBUTION AND PROFILE
MATHEMATICS

f

Cf

%

C%

Profile

140

0

181

0

100

135

0

181

0

100

130

0

181

0

100

125

0

181

0

100

120

3

181

1

100

*

115

23

178

13

110

65

155

36

105

50

90

28

100

31

40

17

95

7

9

3

99

* * *

86

* * * * * * *

50

* ** **

22

* * *

5

*

90

1

2

1

2

*

85

0

1

0

1

80

1

75

0

1

1

0

0

1

*

0

26

1981 Test Results by Demographic and Educational Characteristics
This section of the report presents the 1981 test results in terms of specific demographic and educational characteristics. As mentioned earlier, one limitation of state summarized test performance is the inability of individual school systems to evaluate performance in relation to specific characteristics unique to that system or subgroups of systems. This section attempts to provide for such an opportunity. The tables presented are designed to help educators, at all levels, to better understand, evaluate and summarize performance data.
It should be pointed out that the data presented and the variables examined are not designed to establish cause and effect relationships. There are a great ~any variables which influence student achievement. The analyses presented in this section do not control for one group of variables while examining others. For example, the differences in performance by geographic area are without taking into account influence of many other variables.
27

1981 FOURTH GRADE ASSESSMENT RESULTS BY GEOGRAPHIC AREA

READING

MATHEMATICS

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N CXl

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>'

C/)

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~

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~
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~~

..
C/)C/)
~~
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~t)

E-<
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~~
0~

~~

~ ~
~
t!l

..

~ i::cn

I

HO .H. . .E: I H- < '
~~

C/)
~.

~!;:
~E-<
~C/)

STATE AVERAGES 187 92

83 72 78 84 66 79 72 85 69 71 78 I

NORTH GEORGIA

56 91

85 75 80 86 68 81 74 87 71 75 81

SOUTH GEORGIA

62 91

82 68 75 83 62 77 69 83 67 67 74

MIDDLE GEORGIA 69 92

82 69 77 84 64 78 70 83 68 68 76

-- -

----

--

-

July 1981

1981 FOURTH GRADE ASSESSMENT RESULTS BY COMMUNITY TYPE

READING

MATHEMATICS

til

ffi

~

N \0

~

til

~

C/)

rz..
0
~

~

~
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~
> 0

H
~
H
~ 0 u ~ ~
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H til
~
~ ~
u

~
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til l:J
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5
~

~
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j
u

til
::3
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~
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til

..
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H~ ~~
~~

..
tl.ltll
~~
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jt

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OP-4

~ ~
u ~

.

~ ~til

I

HU ....1H
H~
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STATE AVERAGES 187 92

METRO (11,000 +) 15 92

URBAN FRINGE (6.000 - 10,999)

24

94

MID SIZE (3.000 - 5,999)

51

92

RURAL (2. 999 - UNDER)

97

90

83 72 78 84 66 79 72 85 69 71 78 84 73 79 85 67 80 71 85 70 72 79 86 76 81 86 70 82 75 87 73 76 81 84 72 79 85 65 80 72 85 69 71 79 81 68 75 83 62 77 69 82 66 67 74

July 1981

1981 FOURTH GRADE ASSESSMENT RESULTS BY FREE LUNCH STATUS

READING

MATHEMATICS

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I

til

ffi

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w
0

E-t

>ti<l

til

"0""
~

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~
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> 0

H E-t H
E: u 0
~
~
~

~
H
ztil
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u

~ (!)

~

<

H

til

E-t

l:l

C)

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~
l:l

"tH"i"l

(!)

til

~ :u3

til
~ :H:.::
til

E-t til

~
~
~
..
til

.. .. tlltll

z~

tlltll

OH
~~

~~
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~t! j t

~
-~

E-t
~
til

~0 ~~ 0~

~~

0
~ (!)

.

t ~til

i

HU ...:IH HE-t
~~

i

~~
~E-t ~til

STATE AVERAGES 187 92

66 to 100 PERCENT 45 89

55 to 65 PERCENT 48 92

40 to 54 PERCENT 47 91

LESS THAN 39 %

47 94

83 72 78 84 66 79 72 85 69 71 78 77 62 72 80 57 74 66 79 64 62 70 83 70 77 85 63 78 70 83 67 68 75 84 73 79 85 66 80 72 85 70 73 78 87 77 81 87 70 83 76 88 73 77 83

July 1981

1981 EIGHTH GRADE ASSESSMENT RESULTS

BY GEOGRAPHIC AREA

-

READING

MATHEMATICS

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w
f-'

tS
E-1
U)
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U)
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p::
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z

0 H E-1

z

H

0

3
0

H
zU)

t)

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~

~
~

~
0

~

~

t)

~
~
U)
:;:J
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~
5
j

z
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"H"'
U)
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U)

E-1
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U)
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~
!~
.~
~~

..
U)U) z~
OH HE-I
~~
~ p..,0 p:: OP-t

.
z z U)U)
00 HH
;H::Es-uI ~~

..

E I

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~

~U)
HU
~H
HE-I
~n~~
c:QE-1
~ES
P..,Ul

STATE AVERAGE 182 80 90 91 97 85 77 56 90 66 70 78

NORTH GEORGIA 56

81 91 91 95 86 79 58 91 69 72 81

SOUTH GEORGIA 58

78 89 90 93 83 75 51 89 61 68 77

MIDDLE GEORGIA 68

77 89 90 95 83 75 53 90 61 68 77

Jul:y 1981

1981 EIGHTH GRADE ASSESSMENT RESULTS BY COMMUNITY TYPE

READING

MATHEMATICS

I

I '
I I
I

,,

Ul

w
N

iS
H
Ul ~ Ul
~
0
~ IJ;:l
I

z

0

H
H

z

H z

0
H

C.!)
0 u

zUl
IJ;:l

~

~
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~
0
:J:

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u

IJ;:l
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Ul :;::1
IJ;:l
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~

~
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<uH
H
-~ H Ul Ul
:u J

Ul
:j
H ~ Ul
~

H
Ul

Ul ~ IJ;:l
~~
.~
E~

..
UlUl
O ZIH J'l HH
~~
IJ'lO
p...~
OP...

.
z z Ul Ul
00
HH HH
:~s~u

~ ~

~
IJ;:l C.!)

~

..
~Ul
HU ...:IH
HH
~~
~~I
~HI P.,.Ul I

STATE AVERAGE 182 80 90 91 97 85

METRO (11,000 +) 15

82 91 91 97 86

URBAN FRINGE (6 .000 - 10 ,999)

24

MID SIZE (3.000- 5.999 )

51

RURAL ' (2. 999 - UNDER)

92

81 92 92 97 86 80 91 91 97 85 77 89 89 92 82

77 56

90

66

70

78 '

'

79 58

91

68

71

79 II

79 59 92 69 73 80 I
76 53 90 63 69 78 I

75 52 90 62 68 77
--

July 1981

1981 EIGHTH GRADE ASSESSMENT RESULTS BY FREE LUNCH STATUS

READING

MATHEMATICS

.

Cl)

w w

ffi
E-1
Cl)
><
Cl)
r....
0
~
~

z

0

H
H

z

z H

0 H

(.')
0 u ~

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~
0
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Cl)
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j

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H
Cl)

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.
Cl) Cl) z~
OH HE-I
~~
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P..P::
OP-t

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00 HH HH
;~s~u

..

E I

~
~ (.')

~

~CI)
HU
~H
HH
~~ o < ~E-1
P::H
P.,.Cil

STATE AVERAGE 182 80 90 91 97 85

66 to 100 PERCENT 41

71 86 87 96 78

55 to 65 PERCENT 48

78 89 90 93 83

40 to 54 PERCENT 47

80 90 90 95 85

.a:.ESS THAN 39 %

46

84 93 93 95 89

77 56 90 66 70 78 70 45 88 54 63 72 75 53 89 61 67 77 77 56 90 66 71 78 81 61 93 73 75 83
~----

Ju1r 1981

1981 TENTH GRADE ASSESSMENT RESULTS BY GEOGRAPHIC AREA

READING

MATHEMATICS

z

Cll

~

0

H

H

Cll

Cll

w
+:'-

ffi
~
:C;..l..l
til
~
0
p:: ll:l
~

H
zCll

5 ~ H

~

~
u 0
Cll
~
~
0
~

ll:l

~

~

z

~

0
~~

u

HZ

~ll:l

~ ~~

ll:l
~
H

~~

~

HU

Cll ~ ~
H::.::
Cll
~ ~
Cll

zc.!)
H
I>
~
0
Cll
~
~
1='1
~
Pot

H

~

H

z ~

~

ll:l
~

u 0

H

Cll

~

Pot

~
~-

ulzl:l

0
~

u 0

~
ll:l
~
~
z ~
0
~
u

Cll
1>-1
Cll
~
Cll H Cll
~

zc.!)
H
~
0
Cll
~
~
1='1
~
Pot

STATE AVERAGE 181

NORTH GEORGIA

56

SOUTH GEORGIA

58

MIDDLE GEORGIA 67

112 112 114 111 120 114 115 116 112 123 108 107 110 106 117 108 108 110 107 117

109 110 107 109 123 110 112 109 111 125 105 106 104 106 121 106 107 105 106 121

July 1981

1981 TENTH GRADE ASSESSMENT RESULTS BY COMMUNITY TYPE

READING

MATIIDtATICS

z

Ul

~
H

0

H

H
H

zUl

Ul
IJ;.1

w
VI

~
H
Ul
>t
Ul
"0"'
~
IJ;.1
~

zUl

I:J:;:.c1

~

z

tJ

0
H

~

zc.!)
H

H ~ H
H

~
IJ;.1

Ul
>t
Ul

zc.!)
H

~
u 0
Ul
~
H 0 H

~

0
~~

u

HZ

~

zH:I:J:;.c1
~~

IJ;.1 H
H

z~o~

..:I

HU

Ul ..:I ..:I
H::..:
Ul
>t A
~
Ul

~
0
Ul
ffi
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~ ~

~

fij
A

u 0

H

Ul

H

~
H

~
u z

0 H

u 0

~
z H zIJ;.1
0
~
u

~
Ul H Ul
~
~

~
0
Ul
ffi
..:I ltl
~
~

STATE AVERAGE 181

METRO (11,000+1

15

URBAN FRINGE ( 6 '000 - 10 9_9_9) 24

MID SIZE

i (1- 000 - 'i qg_g_)

51

I ~..-

-

lRURAL
.(? qqq -

UNDER)

91

112 112 114 111 120 113 113 115 112 121
114 115 116 112 123 109. 109_ 111 108 118 109. 109. 111 107 118

109_ 110 107 109 123 109_ 111 108 110 124
110 112 109. 110 124 107 108 105 107 122 106 107 105 107 122

July 1981

1981 TENTH GRADE ASSESSMENT RESULTS BY FREE LUNCH STATUS

READING

I
MATHIDiATICS
I I

z

z

til

0

H

0

H

til

til

H
ztil

E-i
~

~
H

~

w
0"\

ffi
E-i
til
:><
til ~
0
~ ~
!

~
u 0
til
~
E-i 0 E-i

~

::t:

~

z

~

0
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u

HZ

E-i~

~ ~~

~
E-i H

z~o~

...:I

HU

til
...:I ...:I
H::.::
til
~ ~
til

0 z
:H:>
...:I 0
til
ffi
...:I
~
~
p..

H

~

H

Ez-i

~

~
1=1

0 u

H

til

E-i

~

~
u z

0 E-i

u 0

~
~
@)
E-i
z ~
0
~
u

til
:><
til
~
til H til
:><
~

0 z
H
~
0
til
i
ffi
...:I
~
~
p..

STATE AVERAGE 181 66 to 100 Percent 40 55 to 65 Percent 48

112 112 114 111 104 103 106 103 109 109 111 107

I
120 109 110 107 109 123 'I I
113 102 102 102 103 119
I
118 106 107 105 107 121

40 to 54 Percent 47 110 110 112 109 119 107 109 106 108 122

.Less than 39%

46 116 117 117 114 124 112 11lf 110 112 126
I
----

July 1981

APPENDICES

PROGRAM DESCRIPTION
In 1969 the State Board of Education initiated the Georgia Assessment Project for the purpose of establishing educational goals for the State. An Advisory Commission, made up of educators and representatives of concerned citizen groups, assessed social, economic and political conditions and made recommendations for educational goals to meet the challenge of those conditions. Phase I of the Project culminated with the adoption of Goals for Education in Georgia by the State Board in 1970.
Phase II of the Project began with the initiation of a statewide testing program in 1971, for the purpose of assessing the needs of students in relation to basic academic skills. The program began with the use of norm-referenced tests in reading, language and mathematics for all students in grades four, eight and twelve. After the first year the high school assessment was changed to take place in grade eleven.
The following year the State Board funded a project through the Atlanta Public Schools to translate the goals which had been identified in Phase I into measurable performance objectives and to develop instruments to measure student progress toward these goals. These instruments were designed primarily for use in high school and some of the items form the basis of the grade ten tests currently in use in the statewide testing program.
While continuing to assess student achievement with the norm-referenced tests, the State Board by 1973 realized the need for assessment information more directly related to instruction in Georgia classrooms and in a form more easily utilized by teachers in planning programs for students. In conjunction with Educational Testing Service an effort was begun to identify basic skills for grades four and eight which related to the Goals for Education in Georgia and to develop test instruments to measure student progress in these areas. Criterion-referenced tests in reading, mathematics and career development were completed and implemented in the spring of 1976. Grade ten instruments were added to the mandatory program in 1978, along with optional reading and mathematics tests for grades two, three and six. In the optional program the State furnishes the test materials to participating systems, and the system purchases scoring services. Approximately 120 of the 187 school systems now utilize these optional instruments .
The force of law was added to the testing effort in 1974 when the General Assembly adopted the Adequate Program for Education in Georgia Act (APEG). APEG mandates annual statewide assessment of student progress at a minimum of three grade levels and empowers the State Board to adopt such instruments, procedures and policies as deemed necessary to assess the effectiveness of the educational programs of the State.
In addition to its initial policy on student assessment which established the statewide testing program, the State Board of Education in 1978 adopted a comprehensive plan of student assessment designed to provide for measurement of a core group of essential basic skills at key points throughout the educational development of students. The plan provides for the criterionreferenced tests already in place and also for tests in kindergarten and grade one. In high school the current tenth grade test will be replaced, and assessment of certain learner competencies will begin in grade ten, with provision

who do not meet the competency requirements.
At present the focus of the testing is on basic skills, primarily language arts and mathematics. The skills assessed by the criterion-referenced tests at all grade levels are the product of input from Georgia educators. For the original tests, survey forms received from more than 18,000 teachers established a list of skills considered most essential for students to acquire in order to continue their educational progress. As additional grade level tests have been initiated, teacher committees representing a cross-section of the State have developed lists of objectives which have been reviewed in nearly all the school systems of the State to validate their relationship to curriculum in Georgia classrooms. The test items which measure the skills also are the product of Georgia educators.
The objectives for the reading tests address vocabulary, word recognition skills, comprehension, language usage, classification and study skills (including use of dictionaries, reference resources and library). 'Hathematics objectives relate to understanding of the number system and counting; mathematical relationships; understanding basic geometric concepts and relationships; measurement (including time, money); and simple techniques of collecting, organizing and analyzing data.
Career development objectives (assessed only in grades four and eight) address four broad areas relating to an individual's career decision and preparation - self-awareness (knowledge about one's own values and interests and about how to relate to and work with others); work and occupations (knowledge of effective work habits and knowledge about work of all types); education (awareness of the importance of learning and relevance of education to career plans); and decision-making (skills in problem solving and application o such skills in making career and other life decisions).
It should be noted that the skills represented in the Georgia test objectives constitute only a portion of what is essential for students to :'earn in these three instructional areas. In addition, there are many other areas of curriculum and instruction not addressed in these objectives. However, long-range plans for the assessment program call for continuous updating and revision of these objectives, as well as possible addition of measurement in other content areas such as science and social studies.
As the focus of the Student Assessment Program has centered more and more on instructional planning and improvement, the data reporting system for the statewide test results has been designed and modified to communicate maximum instructional information to various audiences such as teachers, parents and school administrators. The data reports developed for the Georgia Student Assessment Program have received national recognition as an innovative approach to providing information for student and curriculum evaluation.
The Georgia Student Assessment Program provides one other type of data for use in evaluating educational progress in the State. Each year the State gathers data on a stratified random sample of Georgia students at three grade levels to compare performance of students on a nationally-norm standardized achievement test. This continues the type of data base begun with the original assessment effort in 1971. The tests used are the Iowa Tests of Basic Skills (for the elementary grades tested) and the Tests of Achievement and Proficiency (for the high school grade tested).
39

FOURTH GRADE READING OBJECTIVES

Language Usage

1. From a group of phrases, clauses, and words that form a complete thought, the student can select the basic sentences correctly. Primary emphasis is being able to recognize the thought.

6. The student can choose the appropriate adverb of location {e.g., here, there, under, beside, around, above, at school) when it appears in the context of material read. This includes the use of picture clues and captions.

7. The student can translate contractions into the uncontracted form and abbreviations into the unabbreviated form {e.g., Dr. =Doctor, John cannot= John can't).

8. The student can recognize the relationship of verbs to their complements; that is copulative verbs, such as seem, sound, taste, become, with complements {adjectives) following them (e.g., The apple tastes good.).

11. The student can recognize that a symbol stands for a referent and that

there fT!CiY be more than one symbol for a referent. Emphasis is on matching

symbols and pronouns to the things, ideas, or persons that they represent

{e.g.,

$stands

for

money;

Bob

lost

his

dog,

in

which

his 11

11

stands

for

11 Bob's.).

20. The student can utilize punctuation and capitalization of words in material to aid in interpretation and comprehension. This includes recognition of correct use of basic punctuation marks {./?/" 11 /!/,/') and rules of capitalization {at beginning of sentence and for proper names), and understanding how punctuation can change the meaning of a sentence {e.g., Bob, the doctor is here. Bob, the doctor, is here.).

Word Recognition

2. The student can associate and substitute initial consonants, final consonants,

initial and final digraphs, and initial two-letter blends with the symbols repre-

senting the sounds in words. This includes the ability to make visual and auditory

associations

(e.g.,

t r 11

11

in

train,

Ch 11

11

in

church).

3. The student can associate the sounds of short and long vowels in one- and two- syllable words with the symbols representing the sounds in words. The long vowel sounds also include the open syllable and silent e11 11 principle, and the short vowel sounds include the closed syllable principle {e.g., cake, rode, bat, puppy).

4. The student can divide words into syllables by using the VC-CV, V-CV, and LE
principles (e.g., dinner= din-ner).

40

s. The student can recognize words where L, W, and R control the sound of the
vowel and can use the soft "C" and "G" pronunciation generalizations in decoding words. These include: final E, R controller; A before I, W, or U; open syllable/ long vowel, closed syllable/short vowel, soft "C", soft 11 G". 9. - The student can recognize the function of S (plural and third person singular), ES, IES, ER (comparative and agent), EST, lNG, ED, LV, andY added to the ends of words (e.g., In the words harder, softer, 11er" means more.).
Comprehension 12. The student cah recognize and summarize supporting and/or limiting details and relate them to main ideas expressed. This includes selecting the main idea in material read, identifying the main idea, and summarizing it into one sentence; and being able to decide if sufficient support is given to warrant a conclusion or decision. 13. The student can read short selections and identify which statements are facts, which ones express the writer's opinions, or which statements represent fantasy material. ;16. The student can read a simple narrative selection (story or poem) and ' identify main characters (such as heroes, villains, and other main characters and setting (time, place). 17. The student can interpret figurative language from context of material read. Emphasis is on use of metaphor and simile, or on being able to distinguish between the obvious (literal) and implied (figurative) meanings (e.g., John was as mad as a wet hen when Bill hit him.). 19. The student can read and comprehend a simple passage and can draw conclusions, predict outcomes, recognize cause and effect relationships, and use logical and temporal sequence to show understanding of material read (what happened first, second, last, etc.).
Classification 14. The student can classify or arrange given groups of objects or ideas into simple categories (e.g., apple, orange, banana= fruit). 15. The student can arrange words in order from the most general to the most specific (e.g., animal, dog, poodle).
Study Skill 18. The student can alphabetize words according to the first two letters, can use dictionaries (knows how to use and what is found there), and can use tables of contents to find selections and page numbers.
41

Vocabulary 10 .' The student can recognize all the words on the Dolch 220 Sight Word List and first 200 words of the Atlantic and Pacific Word List which are not proper names. Most words will be on both lists.
42

FOURTH GRADE MATHEMATICS OBJECTIVES

Sets, Numbers, and Numeration

1. The student can recognize the concept of sets, subsets, one-to-one

correspondence as a basis of counting and can count by ones, twos, threes,

fives, tens, and hundreds. The emphasis is not vocabulary but understanding

of the concepts.

---

2. The student can express names of numbers, including whole numbers, fractions, and decimal fractions, in a variety of ways. Emphasis is on use of ordinal context, physical representations, money (for decimals) (e.g., Which of these is another name for 10? 3 + 2, 5 + 5, 1 + 0).

3. The student can read and write names of numbers up through one million (with numerical symbols and words). This includes the decimal numeration system (e.g., 256 is 200 +50+ 6).

Operations, Properties, and Number Theory

4. The student can recognize which arithmetic operation is appropriate to a given problem situation. In particular, the student can match mathematical operations with physical representations, using appropriate words and/or symbols with the operations. Included are both verbal and non-verbal representations of operations, as well as matching open sentences to given verbal problems.

5. The student can recall any of the addition and subtraction facts, and any of the multiplication and division facts through products to 50.

6. The student can recognize use of the properties of numbers (such as properties

of zero and one and properties of operations--commutative, associative, and distrib-

utive--with emphasis on concepts,
sentence true? 7 x _ _ = 7. _

not
_ =

vocabulary) 0, 1, 7).

(e.g.,

Which

number

makes

the

7. The student can add and subtract with numerals up to four digits (with regrouping). Addition should include computation with two addends of fourdigits and three-digits, three addends of two-digits, and five addends of onedigit. Subtraction should include computation with two-digit numbers subtracted from three-digit numbers with regrouping.

8. The student can multiply a three-digit number by a one-digit number, and divide a three-digit number by a one-digit ~umber (with or without remainder).

Relations and Functions

9. The student can state the alation of a given set of elements, and state

pairs

of elements

for a given

relation

(such as

11 iS

equal

to 11 ,

11 iS

less

than 11 ,

and

11 iS

the

brother

of11 ).

Students experiences should include (1) finding a

43

missing element given a relation and one member of a pair, {2) using standard symbols for greater than and less than, and {3) working with non-numerical relations. 10. The student can so and classify objects by similarities or differences. Students should have experiences sorting and should identify the basis they use in sorting the objects. The sorting or classification attributes might include color, shape, size, thickness, use, or any other attributes. 11. The student can recognize appropriately made diagrams, tables, graphs, or other written or pictorial record of relations {ordered pairs).
Geometry 12. The student can recognize the name of, and can identify the standard geometric shapes. These include angle, triangle, square, open and closed curves, and the distinction between plane and solid figures. 13. The student can select from given geometric shapes a shape which matches one that has been turned around, flipped over, moved sideways, stretched, or shrunk. This includes rubber sheet geometry, rotation, reflection, and translation. 14. The student can recognize the relation between points or between geometric figures. This includes inside and outside, parallel, same size as, open and closed, ~d perpendicular.
Measurement 15. The student can select a unit of measure appropriate to a situation in which time, weight, l~ngth, area, volume, temperature, or money is measured {e.g., line segments can be measured in centimeters; time can be measured in minutes.). 16. The student can find, to the nearest who1e number of units, a measurement of time, weight, length, area, volume, temperature, or money using standard and non-standard units. 17. The student can make estimates of measurements and make comparisons {such as, using a11 little more than .. , 11 Smaller11 ).
Probability .and Statistics 18. The student can recall how to collect information and can recognize appropriately made tables, charts, and graphs of data gathered. Students should know how to collect, sort, and tally data and how to make simple charts and graphs, including bar graphs and pictographs. 19. The student can read tables, charts, and graphs of information and draw inferences from the information. 20. The student can fecognize outcomes that are more likely, less likely, equally likely, or not likely to occur from a given set of possible outcomes {e.g., John has 15 green marbles and 10 red ones. If he picks up one without looking, which is he more likely to pick up, a green or a red one?).
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EIGHTH GRADE READING OBJECTIVES

Word Recognition

1. The student can associate the sounds of long and short vowels and diphthongs with the symbols representing the sounds in words. This includes the ability to make visual and auditory association. (Diphthongs include oi, oy, ow, i(ice}, y(by}.}

2. The student can associate the sounds of digraphs and blends with the symbols representing the sounds in words. This includes the ability to make visual and auditory associations. (Digraphs include ie, ou, au, oo, gn, ph, gh.}

3. The student can visually identify words divided into syllables correctly. This includes understanding of the VC-CV, V-C, V, and LE principles, as well as recognition of the use of the ~.SCHWA" sound in decoding unaccented syllables.

4. The student can attach appropriate vowel sound values to words divided into syllables, that is, can recognize how the same word accented in different positions can have different meanings. For instruction, the student must first be able to use pronunciation generalizations in decoding words and also to use context clues (e.g., "sub'ject", as in "subject of the discussion" vs. "subject'", as in "Do not subject your child to harsh punishment."}

.5. The student can visually and auditorially identify the sounds that vowels

have when they appear before R, L, W, and U in words (caution, awful} and can

distinguish between the two different sounds of C and GTn words-(count, space;

g_old, g_iraffe}.

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,16. The student can interpret the meaning of prefixes and suffixes, is able to locate root words, can determine the effect that the affix has on a word, and understands that some root words change before a suffix is added.

Study Skills
6. The student can identify the phonetic spellings of words as they might appear in a dictionary (e.g., mil =mile}.
I 7. The student can recognize how a dictionary is used for selecting appropriate meaning of a word and for finding synonyms and antonyms. Instruction should also include use of the dictionary as an aid in spelling, pronunciation, syllabication, etc.
s. The student can use the table of contents and index to locate specific information in a text or reference book.

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9. The student can recognize how to locate the materials in a library/media c~nt~r. Instruction should include an overall understanding of the media center as a resource ..1t only for learning in school but for life-long use. There should also be an emphasis on the many reference materials other than books, such as maps, globes, newspapers, periodicals, films, tapes, and on effective study skills.
Comprehension 10.' The student can read a selection, distinguish between main ideas and supporting details in the selection, and relate the details to the main idea. This includes ability to summarize the main idea in a brief statement and to relate supporting details in such a way as to support a conclusion. 11. The student can distinguish between statements of fact, opinion, and preference in material read. Emphasis is on use of newspapers, advertisements, and other everyday life materials. Instruction should also include recognition of speaker, audience, and subject. 12. The student can demonstrate ability to put material in sequential order. This includes the typical identification of what happens first, second, last, etc., in a passage, and also the concepts of chronology, hierarchy, and map reading sequence. 13. The student can read a typical textbook passage illustrated with a diagram and interpret material presented. The student also can interpret words from context. Instruction should include use of the diagrams and charts, etc., in written material as a comprehension aid; organization of material {sequence); diagram interpretation; use of captions; context use; and broadening of sight vocabulary from all content areas. 14. The student can respond to questions of who, what, when, and why in material read. This refers to the ability to determine act, actor, purpose, scene, agency, and to determine which of these is stressed in a passage. Also reflected is the idea that the meaning of words or sentences depends on time, place, speaker, and occasion. 15. _ The student can read a simple poem or song and recognize the literal {obvious) and figurative {implied) meanings of statements, with emphasis on metaphor and image; and can recognize patterns of sounds, rhythm, and rhyme. Emphasis in instruction should be on recognition of sounds and meaning rather than knowledge of terminology {such as metaphor, alliteration, etc.).
Language Usage 17. The student can recognize that a symbol stands for a referent and that th~re may be more than one symbol for a referent. Emphasis is on matching symbols and pronouns to the things, ideas, or persons that they represent. Instruction should include literal symbols {such as safety signs) as well as use of less clear-cut referents, such as conditions or abstractions {peace, love, the flag).
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19. The student can recognize that sentences express complete thoughts, and that two or more sentenc~s may be combined into one sentence without changing either's meaning. The se~dent should be able to distinguish between fragments and complete sentences and should know how to combine two sentences to express the same complete thoughts as the pair of sentences. 20. The student can recognize features of nouns and verbs and the relationships that nouns and verbs can enter into. "Features of nouns" include singular, plural; animate, inanimate; _count, uncountable; common, proper; concrete, abstract; feminine, masculine, neuter. "Features of verbs" include tense, number, person, transitive, intransitive, copulative, and forms of be. Classification 18. The student can use the classification process to categorize words and can arrange words in order from the most general to the most specific. Instruction should include making and using ladders of abstraction.
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EIGHTH GRADE MATHEMATICS OBJECTIVES
Sets, Numbers, and Numeration 1. The student recognizes some basic logic ideas related to quantif~ers {such as "all", "some, "none") as starting points for an argument, and can differentiate between assumption and consequence {e.g., All beagles are dogs; all dogs are animals; therefore, all beagles are animals.). 2. The student can recognize appropriate use of numerical forms of rational numbers as fractional parts, equivalent fractions, decimal approximations. The emphasis is on meaningful/appropriate names for fractions, appropriateness of number form to context, and use of estimation. 3. The student can recognize appropriate use of fractions or ratios. Instruction should include translating problem situations into mathematical symbols, with emphasis on analysis and "estimation rather than on computation {also includes percent).
Operations, Properties, and Number Theory 4. The student can select the arithmetic operation appropriate to the given situation or problem {e.g., Three boys each have ten marbles. How many marbles are there altogether?). 5. The student can select a problem situation {from given examples) appropriate to a given mathematical operation {e.g., The sentence {3 x $.50)+ {2 x $1.50) represents the total cost of three student tickets and 2 adult tickets to a concert). 6. The student can add, subtract, multiply by three-digit numbers and divide by two-digit numbers; and compute with simple fractions, decimal fractions, integers, and percents. Emphasis in instruction should be on the understanding and efficient use of algorithms rather than on lengthy computation. Students should have some experience with addition and subtraction which requires regrouping in the computation. For most students, square root should be obtained by estimation rather than by use of the square root algorithm. 7. The student can recognize and apply properties of numbers {such as of zero, one, factors, multiples, and primes) and properties of operations {such as commutative, associative, distributive, identity, and inverse). Properties should include odd, even, factor, multiple, prime, and composite. Students should have competencies in applying field properties {e.g., closure, identity, inverse, commutative, associative, distributive) with emphasis on concepts rather than vocabulary. 8. The student can solve simple, one-variable open sentences {e.g., 3x + 7 + 19,
x = 10, 12, or 4?).
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Relations and Functions 9. The student can supply missing elements of pairs when given a relation, and specify the relation of a set of ordered paiP.St. ., Students should ha....a experience with relations such as is parallel to, is perpendicular to, is a mld+i'-le of, is a factor of, is similar to, is congruent to, and has the same numbe. of sides as. 10. The student can use set notations, rules, formulas, mappings, tables, and graphs to identify relations. Students should have experiences with function machines and guess-my-rule patterns. Problems involving percent are included.
Geometry 11. The student can identify and classify geometric figures, such as point, line, plane, space, polygon, line segment, open curve, closed curve, angle, triangle, rectangle, square, circle, cube, and pyramid. Instruction should include use of physical representations, both two- and three-dimensional. 12. The student can select from a collection of geometric figures a shape which matches one that has been turned around, flipped over, moved sideways, stretched, or shrunk. This includes rubber sheet geometry, rotation, reflection, translation, and uniform stretches and shrinks. 13. The student can identify the relation between two given sets of points of geometric figures. This includes inside, outside, parallel, perpendicular, similar, and congruent. Terminology is included. 14. The student can solve simple geometric problems by using direct measurements, by approximating measurements, by using ratios of similar polygons, and by using the Pythagorean Theorem.
Measurement 15. The student can apply standard measurement formulas, such as perimeter and area of rectangle, triangle, and circle; volume of a rectangular solid; and timerate-distance. {The student should know the formulas for rectangle and triangle measurement.) 16. The student can determine measurements of length, area, volume, weight, time, temperature, and money using real numbers, and specify reasonable error of measurement. Instruction should include use of various physical representations and work in rounding off. 17. The student can use measurement to solve problems from other fields, such as vocational education and the sciences. Instructional emphasis is on application of measurement skills in various real-life situations.
Probability and Statistics 18. The student can recall how to collect information, can recognize appropriately made tables, charts, and graphs of data gathered, and can draw inferences or make predictions from information presented. The student can recognize how sampling may affect data interpretation. {Graphs include line and bar graphs.)
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79. The student can identify range, mean, median, and mode of given data and recognize misuses of these terms in data interpretation. Students should understand the terminology, but only as an aid to understanding an everyday situation.
20. The student can assign or estimate probabilities of chance events, that isJ
recognize outcomes that are more likely, less likely, equally likely, or not likely to occur from a given set of possible outcomes (e.g., John has 15 green marbles and 10 red ones. If he picks up one without looking, which is he more likely to pick up, a green or a red one?).
so

BASIC SKILLS TESTS READING INDICATOR CLUSTERS Literal Comprehension 1. Distinguish between fact and opinion. 2. Interpret semantic relationships. * 3. Recognize explicit main ideas, details, sequences of events and cause and effect relationships. 4. Follow directions. Inferential Comprehension 5. Interpret figurative language. 6. Recognize propaganda techniques. * 7. Recognize implicit main ideas, details, sequences of events and cause and effect relationships. * 8. Make predictions, generalizations and comparisons.
* 9. Draw conclusions.
Study Skills *10. Interpret graphic information. *11. Recognize relevance of data. *12. Recognize appropriate reference resources. *13. Locate information in reference materials. *This skill is also a problem-solving skill.
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BASIC SKILLS TESTS MATHEMATICS INDICATOR CLUSTERS Concept Identification 1. Translate from words to numerals and the reverse. 2. Order fractions, decimals or percents. 3. Translate from decimals to percents and the reverse. 4. Translate from fractions to percents and the reverse. 5. Translate from fractions to decimals and the reverse. 13. Determine probabilities. 16. Identify customary or metric units to measure length, area, volume, time and temperature. 20. Identify sets of points using standard names. 21. Identify geometric relations and properties. 22. Identify points on cartesian coordinates. Component Operations 7. Compute with whole numbers, fractions, decimals and percents. 12. Compute mean and median. 17. Apply customary or metric units of measurement to determine length, area, volume, weight, time and temperature. *18. Estimate numbers (results) using rounded numbers, with or without units of measurement. 19. Determine amounts of money. Analysis and Synthesis 6. Select appropriate operations for a given problem. 8. Apply properties of operations. * 9. Solve simple word problems. 10. Apply proportions. 11. Apply formulas. *14. Organize data into tables, charts and graphs. *15. Interpret data in the form of tables, charts and graphs.
*This skill is also a problem-solving skill.
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