Types of Educational tests

There are many different types of testing that can be done during an evaluations.  They can be done by our school system or independently:

There are about a dozen different intelligence test (WISC being the most common used).
Achievement test for: reading, spelling, written language, and arithmetic/mathematics.

These are assessments listed on this page, click on the type of test or the test acronym, and it will take you to that place on the page.
Educational Diagnose Reading: TERA - young child basic abilities Five areas of Reading: 1. Phonemic Awareness (PA) (PA may also be tested in a Speech and Language evaluation) CTOPP TPAT TOPA LAC 2. Phonics (Decoding) WRMT - word attack & identification WIST - decoding, and spelling (encoding) 3. Fluency DIBELS - phonological awareness, alphabetic understanding, and fluency RFI - fluency GORT - fluency & comph. TOWRE - accuracy, fluency, sight words 4. Vocabulary (Vocabulary may also be tested in a Speech and Language evaluation) TOLD - spoken language,  vocabulary. PPVT-  receptive vocabulary, verbal ability EVT - expressive vocabulary 5. Comprehension strategies Gates-MacGinitie - reading comprehension,  & vocabulary GRADE - reading comprehension GDRT -  identification, phonetic, vocabulary, & reading meaning GORT-D - decode, comprehension GSRT- silent reading comprehension Writing:           TEWL WPT TOWL TOWE Spelling: KTEA TWS Math: KeyMath TOMA	Speech and Language:           Oral Language: CELF -  oral language TLC- oral language OWLS -  written and oral TNL - oral narrative Problem solving, drawing inferences: TOPS-E - problem solving TOPS-A - problem solving Vocabulary: TOLD - spoken language,  vocabulary. PPVT-  receptive vocabulary, verbal ability EVT - expressive vocabulary Auditory processing: TAPS - auditory processing Articulation: Arizona - articulation Social Pragmatics: TOPL Also check under Social skills, below in it's own section. Phonological Awareness (PA): (To test a child's readiness for reading, see Phonological Awareness Tests):
Achievement: Woodcock-Johnson Kaufmann WIAT Classroom Kindergarten Skills checklist     by Tampa Reads (view the form on their website, in html format) Classroom reading checks: DAR QRI Stanford Diagnostic DIBELS - phonological awareness, alphabetic understanding, and fluency WADE Reading Programs levels & ratings	Occupational Therapy:   MAP - developmental delays PDMS - Peabody TVPS - Gardner Test of Visual Perceptual MVPT - Motor Free Visual Perceptual TVMS - Test of Visual Motor Skills PVMIA - Preschool Berry-VMI - Visual Motor Integration Bruininks-Test of Motor Proficiency THS-Test of Handwriting skills SI: Sensory Profile SIPT
	Social Skills: SSBS SSRS WMS VABS SIB Also check under Social Pragmatics, listed under Speech and Language.
	Executive Functioning:          D–KEFS          BRIEF

Which Educational Test to use?

Article and book:

An Article: Tests & Measurements
Recommend Book

Program:

A tool to graph your test scores

Charts, diagrams and graphs:

Detailed Tests Scores chart
Full Scale IQ Bell Curve
Detailed Bell Curve (8 type of scores: Standard Deviations (SD), percentiles (%tiles), Z-scores, T-scores, Scaled Scores (ScS), Standard Scores (SS), Staines, etc. )
Less Detailed Bell Curve (3 type of scores: Standard Deviations (SD),Standard Scores (SS), and percentiles (%tiles)

Comprehensive Achievement Assessment of Perceptual Abilities:

Ages:  2.0+, Grades: K.0 - 16.9

Administration time:
Varies; approximately 5 minutes per subtest.

Scores:
SS; GE; AE; PR; RMI; instructional ranges; developmental level bands. Yields individual test scores plus cluster scores.

Purpose:
A diagnostic tools used by evaluators to determine whether a student has learning disabilities.  It is important that both the cognitive and achievement portions of the Woodcock-Johnson test be administered.  Often only the achievement portion is given which points out the student's academic weaknesses. The cognitive test needs to be given to provide a more complete picture of the student's academic functioning and strengths. The combination of both the cognitive and achievement test results gives valuable information concerning the strengths and weaknesses of the student, the student's learning style, the possible presence of visual perceptual difficulties, and the student's aptitude in academic areas.  A student with learning disabilities often scores high in oral language and verbal ability. ( From The Woodcock-Johnson Test: Maximizing Benefits for Students with Learning Disabilities , by Larry Falxa.  Note: The WISC can be used for the   cognitive test instead of the WJ cognitive section.)

The WJ is divided into two sections, Cognitive and Achievement:

The WJ-R Cognitive part has 7 subtest and the supplement battery of the cognitive test are made up of 14 subtest (total 21).  The achievement battery 9 subtest and the supplement battery of the achievement battery test are made up of 5 subtest (total 14 subtest).  Giving us a total of 35 subtests in all.

The WJ-III Has 42 subtests, the Cognitive part has 20 subtests.  The achievement battery 22 subtest.   

For a list of the WJ-R, subtests and clusters, click here.
For a list of the WJ-III, subtest and clusters, click here.

Educators have often reported that when they give WJ to prove what they all ready know, and have found that test does not show the student areas of weakness.  It is important to have your child tested in each area of weakness.  Using standardize tests in their area of weakness (i.e. reading test, spelling, math test).   Publisher: Riverside Publishing Company website

See the list of the different diagnostic tests that are available.

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Achievement Assessment:

The Kaufmann Educational Achievement Tests (KTEA)

Ages:  6-11, Grades: 1-12

Administration time:
Brief Form 20-30 minutes;
Comprehensive Form (Grades 1-3) 30-60 minutes, (Grades 4-12) 50-75 minutes.

Test purpose:
This test is intended to screen students on global achievement skills to determine the need for follow-up testing and evaluation.

Scores/Interpretation:
Age and grade-based standard scores (M = 100, SD = 15), grade equivalents, percentile ranks, normal curve equivalents (NCEs), and stanines.   Provides error analysis for each subtest to help identify a student's strengths and weaknesses.   Provides accurate score comparisons for reading decoding, reading comprehension, and math.

Subtest:

• Reading decoding - The student reads words aloud to the examiner.
• Mathematics application - story type problems printed on easel pages.  The student can use a pencil to figure our the answer, but must answer orally.
• Spelling - given as a typical spelling test.
• Reading comprehension - student reads silently and respond orally.
• Mathematics computation - This subtest includes 60 math problems.

Wechsler Individual Achievement Test (WIAT)

Ages: 5 - 19

Administration time:
30 - 75 minutes

Test purpose:
The educational achievement of the children and adolescents.

Score:
Age and grade-based standard scores (M = 100, SD = 15), composite score, grade equivalents, percentile ranks and stanines.

The Wechsler Individual Achievement Test - Second Edition (WIAT-II), published in 2001, revises the Wechsler Individual Achievement Test (WIAT), published in 1992, by The Psychological Corporation.

Subtests:

• Word reading - naming letters, phonological skills (working with sounds in words), and reading words aloud from lists.  Only the accuracy of the pronunciation (not comprehension) is scored.
• Pseudoword Decoding - reading nonsense words aloud from a list (phonetic word attack).
• Reading Comprehension - comprehension of detail, sequence, cause-and-effect relationships, and inference in very short paragraph.  (Students can look back at the paragraph and find the find the answers.)
  
• Spelling - encoding and spelling ability
• Written Expression - Free writing task.  It assessment of idea development and organization as well as capitalization and punctuation.
• Numerical Operations - the ability to write dictated numerals; counting; to solve basic addition, subtraction, multiplication's, and division problems; to solve problems with whole numbers, fractions and decimals and to solve algebraic equations.  
  
• Mathematics Reasoning - counting, identifying shapes, and problem solving verbally framed “word problems” presented both orally and in writing or with illustrations in geometry, measurement, and statistics.  (Paper and pencil are allowed.)
• Listening Comprehension - Levels of comprehension ranging from understanding of details to make inferential conclusions.
• Oral Expression -  assess the ability to name targeted words, describe scenes, give directions and explain steps in sequential tests.

Educational Diagnostic tests

Reading:

Test of Early Reading Ability (TERA)
Measures of the reading ability of young children age 3 years, 6 months - 8 years, 6 months (does not test the child's readiness for reading).  Assess their mastery of early developing reading skills.  Three subtests: Alphabet - Knowledge of alphabet and uses, Conventions - Book orientation and format, and Meaning - Construction of meaning from print.  Testing time 30 minutes. (Recommend to also test the child Phonological Awareness).  Publisher: Stoelting

Phonological Awareness   

Test of Phonological Awareness (TOPA)

Ages:
The Early Elementary version of the TOPA can be used to determine if first and second-grade students’ difficulties in early reading are associated with delays in development of phonological awareness.
The TOPA is provided in a Kindergarten version suitable for administration any time during the kindergarten year.  The Early Elementary version suitable for first and second-grade children.

Administration time:
Both versions can be administered either individually or to groups of children, with group administration taking about 20 minutes. 

Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).

The TOPA is a nationally normed, standardized, 20-item test that measures awareness of the individual sounds within words. Specifically, children are asked to identify the ending sounds in words. 

The Phonological Awareness Test (TPAT)

Ages: 5-9 and Grades: Kinergarten to 4th grade.

Administration time:

Score:
Age Equivalency, percentile ranks, and standard scores (M = 100, SD = 15).

To view an actual copy of the test protocol on-line:

The Lindamood Auditory Conceptualization Test® (LAC®)


Test measure:
The LAC helps determine which students will be at risk in reading and spelling.   It measures the ability to (1) discriminate one speech sound or phoneme from another and (2) segment a spoken word into its constituent phonemic units.

Ages:
It may be  administered at any age level.

Administration time:
Testing time is about 10 minutes.

Score:
Criterion-referenced measure, easy to administer, and helpful in identifying younger student may be at risk for reading problems.  Area of need of older students.

The table below shows the recommended minimum scores for high probability of grade-level or above-grade-level spelling and reading performance, on earlier verisons of LAC: 

Woodcock Reading Mastery Test-Revised (WRMT-R)

For students in Grades K-16, ages 5-0 through 75+.  Measures Word Attack and Word Identification.  The test has two alternate, equivalent forms (G and H), that are used to pre-and post-testing.  Grade equivalent, percentile and standard score are provided.
The Word Attack subtest assesses the students' word-level phonetic decoding skills.  The subtest is comprised of 45 isolated, phonetically regular syllables, nonsense words and low frequency, phonetically regular real words.  The use of phonetic nonsense words and syllables allows us to examine decoding in relative isolation form sight-words and vocabulary abilities.
The Word Identification subtest assess the students "word recognition" skill (the ability to read isolated real words).
Publisher: Pearson Assessments



Word Identification and Spelling Test (WIST)

• Word Identification: Measures word reading accuracy, including sight recognition of familiar words and sight recognition or orthographic memory of high frequency words with one or more irregularities.
• Spelling: Assesses the ability to spell words correctly from dictation, including
  (a) recall of correct letter sequences for familiar words and the ability to apply sound/symbol relationships to spell words that are unfamiliar and (b) recall of letter order of high frequency words with one ore more irregularities.
• Sound-Symbol Knowledge: Assesses the ability to associate sounds (phonemes) with specific letters (graphemes).

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Test of Word Reading Efficiency (TOWRE)
Measures of  word reading accuracy and fluency.  It is used to monitor the growth of two kinds of word reading skills that are critical in the development of overall reading ability.  Recognizing familiar words as whole units or sight words, and the ability to Sound out words quickly.   The TOWRE contains two subtests: the Sight Word Efficiency (SWE) subtest assesses the number of real printed words that can be accurately identified within 45 seconds, and the Phonetic Decoding Efficiency (PDE) subtest measures the number of pronounceable printed non-words that can be accurately decoded within 45 seconds.  Each subtest has two forms (Forms A and B) that are of equivalent difficulty, and either one or both forms of each subtest may be given depending upon the purposes of the assessment.  Scores are provided  in percentiles, standard scores, and age and grade equivalents are provided. (1999)

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
A set of standardized, individually administered measures of early literacy development. 


For Students in K - 3th grade and 4th - 6th grade to measure reading fluency and comprehension.  This test can be used for benchmark assessments in the fall, winter, and spring assessments  to monitor progress (more frequent assessment of lower-achieving students).  Scores provided for each grade level,  3 catalogues: At risk, Some risk, Low risk  or  Deficit, Emerging, Established.

The reading comprehension has the student read a very short passage (which may not be an authentic reading comprehension situation for the for 4th - 6th upper grades.)

The fluency measures are designed to be short (one minute) used to regularly monitor the development of pre-reading and early reading skills.

The following are seven fluency measures: Initial Sounds Fluency (ISF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Oral Reading Fluency (ORF), Retell Fluency (RTF) and Word Use Fluency (WUF).

This test was developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code.  Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.  Publisher: University of Oregon

To view a sample of the DIBELS Individual Student Performance Profile for a grade 1 student

Reading Fluency Indicator (RFI)

A brief, individually administered test of oral reading fluency that measures rate, accuracy, comprehension, and prosody.

Age Range: Grades 1 - 12, ages 5 - 18 years 

Administration Time: Approximately 5 - 10 minutes

Scores/Interpretation: Stanine scores and words read correctly per minute for rate, quartile scores for accuracy, cut scores for comprehension, and a miscue descriptive analysis.  Publisher: Psycan Education

The Gray Oral Reading, Third Edition (GORT­3)
Is a popular reading test created by William S. Gray. This version provides an objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The GORT­3 comprises two alternate, equivalent forms, each of which contains 13 developmentally sequenced passages with five comprehension questions.  The GORT­3 provides examiners with a Passage Score that is derived by examining the reader's performance in rate (time taken to read each passage) and deviations from print (errors). The Passage Score is reported in terms of  standard scores, percentile ranks, and grade equivalents. Also provided are standard scores, percentiles, and grade equivalents for Oral Reading Comprehension. Unlike the earlier versions, the GORT­3 adds normative scores for rate and accuracy .  A total score for Oral Reading is also provided. For ages: 7.0 through 18.11, testing time: 15-­30 minutes, administrated individually. (1992)
For the newer verison GORT- 4 see below.
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The Gray Oral Reading Test, Fourth Edition (GORT-4) 


Test measures: Reading skills progress in Reading Fluency, Rate, Accuracy and Oral Reading Comprehension.

Ages: ages 6 through 18-11 months

Test purpose: Assesses students who have difficulty reading continuous print and who requires an evaluation of specific abilities and weakness.

Score: All four scores are reported in terms of standard scores, percentile ranks, grade equivalents, and age equivalents.

This is the newest version of this test.  Some educators find student to score higher on this version of the test.
It provides an efficient and objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties. The test consists of two parallel forms, each containing 14 developmentally sequenced reading passages with five comprehension questions and can be given to students . The GORT has 4 scores: Reading Fluency, Rate, Accuracy and Oral Reading Comprehension .  The Fluency Score that is derived by combining the reader's performance in Rate (time in seconds taken to read each passage) and Accuracy (number of deviations from print made in each passage). The number of correct responses made to the comprehension questions provides examiners with an Oral Reading Comprehension Score.  The Fluency Score and the Oral Reading Comprehension Score are combined to obtain an Oral Reading Quotient.
The test -retest study was conducted with all ages for which the test can be administered and illustrates the stability and reliability of the measure. The validity is extensive and includes studies that illustrate that the GORT­4 can be used with confidence to measure change in oral reading over time. The GORT-4 has many improvements.  Finally, several new validity studies have been conducted, including  an examination of the relationship of the Wechsler Intelligence Scale for Children , Third Edition (WISC­III) to the GORT­4. You can use the GORT­4 in a variety of settings, such as elementary and secondary schools, clinics, and reading centers. The two forms of the test allow you to study an individual's oral reading progress over time. (2001) Publisher: Pro-Ed and Pearson.

 
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The Gray Oral Reading Tests-Diagnostic  (GORT-D)
now called: Gray Diagnostic Reading Tests (GDRT-2)


Test measure: Reading skills progress

Ages: 6 - 13, 11 months

Administration time: 45 - 60 minutes

Test purpose: Assesses students who have difficulty reading continuous print and who requires an evaluation of specific abilities and weakness.

The GDRT-2, a revision of the Gray Oral Reading Tests-Diagnostic (GORT-D),
(There are also the Gray Oral Reading Tests-Fourth Edition (GORT-4) and the Gray Silent  Reading Tests (GSRT), form the Gray reading test battery.)


GDRT 4 core subtests: Letter/Word Identification, Phonetic Analysis, Reading Vocabulary, and Meaningful Reading.
There are 3 supplemental subtests, Listening Vocabulary, Rapid Naming, and Phonological Awareness.  Publisher: Pro-Ed


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Vocabulary

Test of Language Development (TOLD)

Test of Language Development - Primary
Pre-Kindergarten through fourth grade An individually administered language battery.
Ages: 4-0 through 8-11
Administration Time: 1 hour
Development­Primary, Third Edition (TOLD-P) has 9 subtests that measure different components of spoken language. Picture Vocabulary, Relational Vocabulary, and Oral Vocabulary assess the understanding and meaningful use of spoken words. Grammatic Understanding, Sentence Imitation, and Grammatic Completion assess differing aspects of grammar. Word Articulation, Phonemic Analysis, and Word Discrimination are supplemental subtests that measure the abilities to say words correctly and to distinguish between words that sound similar.  Publisher: AGS Publishing

TOLD PRIMARY (Ages 4-0 through 8-11)

	SUBTEST	ABILITY MEASURED	CONSTRUCT
1.	Picture Vocabulary	Understanding words	Semantics
2.	Relational Vocabulary	Mediating vocabulary	Semantics
3.	Oral Vocabulary	Defining words	Semantics
4.	Grammatic Understanding	Understanding sentence meaning	Syntax
5.	Grammatic Completion	Understanding sentence formation	Syntax
6.	Sentence Imitation	Repeating sentences	Syntax
7.	Word Discrimination	Noticing sound difference	Phonology
8.	Phonemic Analysis	Segmenting words	Phonology
9.	Word Articulation	Saying words correctly	Phonology

Test of Language Development - Intermediate
Focus on middle school language An individually administered language battery.
Ages: 8-0 through 12-11
Administration Time: 30 minutes to 1 hour
The TOLD-I, third edition assesses the understanding and meaningful use of spoken words, as well as different aspects of grammar. This third edition features five subtests.

TOLD INTERMEDIATE (Ages 8-0 through 12-11)

	SUBTEST	ABILITY MEASURED	CONSTRUCT
1.	Sentence Combining	Constructing sentences	Syntax
2.	Picture Vocabulary	Understanding word relationships	Semantics
3.	Word Ordering	Constructing sentences	Syntax
4.	Generals	Knowing abstract relationships	Semantics
5.	Grammatic Comprehension	Recognizing grammatical sentences	Syntax
6.	Malapropisms	Correcting ridiculous sentences	Semantics

   
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Peabody Picture Vocabulary Test (PPVT) 

PPVT measures receptive vocabulary for standard English and a screening test of verbal ability.  Several verisons of this test: PPVT-R, PPVT-III, PPVT-IV.
Ages 2-1/2 (2.6) through 90+ years.
Administration Time: 10-15 minutes
Publisher: AGS Publishing

Expressive Vocabulary Test (EVT)

The Expressive Vocabulary Test (EVT), expressive vocabulary and word retrieval.  The expressive assessment counterpart used in conjunction with the PPVT test (see the description above), and have both been updated (2006).
Ages 2-1/2 (2.6) through 90+ years.
Administration Time: 10-15 minutes
Publisher: Parson

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Group Reading Assessment and Diagnostic Evaluation (GRADE)

Author: Kathleen T. Williams
Date Published: 2001

For Pre-Kindergarten through Adult (post secondary):

Passage Comprehension -- Student reads a passage of text and responds to multiple-choice comprehension questions (both explicit and implicit).   This subtest is for each grade level, up to adult level.  

This is a link to the GRADE (45 page) marketing brochure, with samples of the different test sections:

 http://www.pearsonlearning.com/content/File/GRADE_GMADE/GRADE_Program_Sampler.pdf

The Group Reading Assessment and Diagnostic Evaluation (GRADE) is not timed.
The administration time for the whole test is 45 - 90 mins.  If the student takes extra time on the Comprehension section it should be noted by the examiner.

This test can be given 4 times a year.  That there 2 forms A and B, used by alternating them.

Scores provided: Percentile ranks, standard scores, grade equivalents, normal curve equivalents, stanines, and growth scale values.

There are six subtests: Word reading (decoding and sight words), Word meaning (decoding and sight words), Vocabulary, Sentence comprehension, Passage comprehension, and Listening comprehension.

To view a sample of the GRADE test report, for Grade 1-3.

Publisher: AGS Publishing

Gray Silent Reading Test (GSRT)
Measures an individual's silent reading comprehension ability ages 7 - 25.
This test consists of two parallel forms each containing 13 developmentally sequenced reading passages with five multiple-choice questions. The two forms of the test allow you to study an individual's reading progress over time.  It can be given individually or to groups. Each form, of the test yields raw scores, grade equivalents, age equivalents, percentiles, and a Silent Reading Quotient.  Publisher: Pro-Ed

Classroom checks


Diagnostic Assessment of Reading (DAR)


Provides individual diagnostic information in the areas of reading and language: word recognition, word analysis, oral reading, silent reading comprehension, spelling, and word meaning. 
Can be used by classroom teacher to get a quick assessment of a child's reading.  Appropriate use requires training.
This test is criterion referenced test, not as reliable as norm referred test.
Grades K - 3 version, another version for grades 4 - 8.  There are two measures of reading skill oral reading (decoding) and comprehension. A reported instructional level is meaningless in DAR for both decoding and comprehension. There is not one score.  Hearing your child is reading at "DAR of level 12" does not give you enough information about student's reading performance.

Qualitative Reading Inventory (QRI)
Is an informal reading inventories. It provides graded word lists and numerous passages designed to assess the oral reading, silent reading, or listening comprehension of a student. It contains narrative and expository passages at each pre-primer through high school level. All are self-contained selections highly representative of the structure and subject matter of materials found in basal readers and content-area textbooks.  Passages at the pre-primer through second grade levels are presented with and without pictures. Maps and illustrations are part of the high school selection. Prior to reading, knowledge of concepts important to an understanding of the passage is assessed, which allows the examiner to label a passage as familiar or unfamiliar to each student. The QRI–3 measures comprehension in several ways: through an analysis of the student's retelling, through the answers to explicit and implicit comprehension questions, through the use of look-backs that allow readers to search in the text for information to answer questions not previously answered correctly, and through the use of think-alouds to analyze students’ thoughts during reading.  This test allows the user to evaluate a reader's comprehension abilities in light of his or her background knowledge about a subject and whether the text was narrative or expository. The reader's answers to explicit and implicit comprehension questions allow the examiner to assess the reader's understanding of the text. The examiner can also assess the reader's understanding of the structure of the text through a qualitative analysis of his or her retelling. Look-backs and think-alouds can be used to assess a reader's awareness and use of various metacognitive strategies for comprehending text.

Stanford Diagnostic Tests

There two separate test, one for reading and mathematics.  The Standford Dianostic Reading (SDRT) and Mathematics Test (SDMT).  Both tests a student's reading and mathematics strengths and weaknesses.

Both the Standford Diagnostic tests are for Grades: 2 - 12, The test are colored coded, Red=Grade 2, Orange=Grade 3,  Green=Grade 4, Purple=Grade 5- 6, Brown=Grade 7-8, Blue=Grade 9-12.  There is only one form for the Red, Orange and Green levels - Form J.  There are two forms for the Purple, Brown and Blue levels - Forms J and K.

Publisher: The Psychological Corporation.

STANFORD DIAGNOSTIC READING TEST (SDRT) - 4th Editon
The test SDRT is a group administered, norm-referenced multiple-choice test, and has 3 subtests.

Administration time:

The test SDRT is 85 minute test may be given in one sitting or each section may be given on different days or different times.  Each section must be given in one sitting.

Score:

• Above, at, or close to grade level: No more than one year below grade level.
• Below grade level: More than one year below grade level, but no more than three years below grade level at grades 6-10 and two years below grade level at grades 4 and 5.
• Significantly below grade level: More than three years below grade level at grades 6-10; more than two years below grade level at grades 4 and 5.

The Total Reading score is not an average of the three scores on the subtests--weighted, unweighted, or otherwise. It is based on the total number of questions answered correctly on all portions of the test and is derived by comparing how the student performed on the whole test with how students from different grade levels at different times of the year have typically performed on the same test.  

Subtest:
Reading Vocabulary measures the range of words your child knows, based on grade-level expectations;
Reading Comprehension measures how well your child understands and analyzes various types of reading material; and Scanning Skills measures your child’s ability to skim through reading material to find information.

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The table found on West Jefferson Elementary, Colorado school website cross reference the various common reading levels used in different classroom assignments.  It includes a table: reading level term, Guided Reading level, grade level, Reading Recovery, Basal Level and DRA Level.

As part of No Child Left Behind (NCLB) Act, and the “Reading First” Initiative (2001),  The Florida Center for Reading Research (FCRR) has a table "Rating of Reading programs", it rates the five critical components areas of reading: 

1. Phonemic Awareness
   
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension strategies

The Manatee School District website (PDF file) has a table of Elementary Reading Programs,  that  has a short summary of  each reading program and list the rates of the five critical components areas of reading each program addresses.




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Stanford Diagnostic Mathematics Test

Test Purpose: Designed to identify specific mathematical concepts in which a student is lacking.

Population: Grades 1.5 to 6.5.

Scoring: Covering the mathematical content of grades 1 through 8, the test is divided into four levels, (two grades per level).
Has both norm-referenced and content-referenced interpretations.  The three subtests produce raw scores that can be converted into percentile ranks, stanines, grade equivalents, and scaled scores for each of the three subtests and for the total score.

Subtest:  Three areas: Number System and Numeration, Computation, and Applications. It may be administered to single individuals or to groups, and permits both norm-referenced and content-referenced interpretations.

Time: (95-110) minutes, it may be administered to single individuals or to groups.

Description: The Stanford Diagnostic Mathematics Test (SDMT) was designed to identify those specific mathematical concepts and skills on which a student is making less than satisfactory progress. 

Analytical Reading Inventory (ARI)

Informal Reading Inventory (IRI)

 


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Writing


Test of Early Written Language (T