2623 - TESTING PROGRAM

Cedar Springs Public School District

Administrative Guidelines

2623 - TESTING PROGRAM
Purpose of Testing

Testing, like any other element of the District's program, should have a definite purpose related to District goals. No test should be given without first defining its purpose and determining how the results will be used.

SUGGESTED PURPOSES FOR VARIOUS TESTS

A.	Achievement Tests

	1.	to measure a student's progress in achieving District learning outcomes

	2.	to help determine student learning strengths and weaknesses and/or diagnose their causes

	3.	to help assess the effectiveness of a school's or the District's program and/or identify/diagnose educational strengths and weaknesses

	4.	to aid in evaluating curriculum and/or instructional strategies and resources

B.	Intelligence Tests

	1.	to measure a student's mental ability as defined by the tests

	2.	to assist in determining eligibility for special programs

C.	Basic Skills Tests

	1.	to help determine the extent to which a student can perform tasks associated with functional literacy

	2.	to aid in diagnosing problems with literacy task-skills and in providing for appropriate remediation


D.	Readiness Tests

	to help determine the appropriate time for a student to begin a learning program

E.	Vocational Interest/Aptitude Tests

	1.	to help determine a student's interests or aptitudes for comparison with those related to particular vocational fields

	2.	to assist in the vocational counseling of a student

Uses of Test Results

The purpose for giving a test is to use the results to improve learning and to communicate with those concerned about how well a student or group of students are learning.

Item Analysis

If test results are to be used effectively, an analysis of the test items usually should be the first step. Such an analysis makes it easier to determine where students are strong and where the weaknesses are so that instruction can be focused accordingly. A proper analysis should provide the kind of knowledge that will not only aid in designing appropriate learning activities but in producing a more reliable assessment and more useful communication to both students and their parents.

Retesting of Students

A student may retake State-required tests in accordance with statute and applicable State guidelines.

A student with disabilities shall be provided accommodations necessary for him/her to take the State required test. The decision as to what constitutes appropriate and acceptable accommodation will be determined by the student's I.E.P.C., 504 Team, or others responsible for the student's educational program.

Nonspecial-education students with learning disabilities, 504 disabilities, and/or other learning-related difficulties who are not receiving acceptable scores on the 4th grade or 7th grade State required reading tests are to receive special assistance designed to bring their reading skill up to grade level within twelve (12) months.

Curriculum and Instruction

Administrators will be responsible for ensuring that test results are used by the staff to both refine the curriculum and improve instructional strategies and resources. To aid in this process, in-service programs may be necessary to strengthen understanding of how different kinds of tests are designed, how to judge reliability and validity, and how to use test information to diagnose and remediate.

Counseling

Administrators should ensure that teachers and counselors are working cooperatively by sharing information derived from the testing program. The counselors should be using test results and analyses to help students (and their parents) develop a realistic and valid view of their current achievement levels and design and follow through on plans related to both their school and vocational careers. Teachers should also be aware of these plans to help support such plans in the classroom.

Communication with Parents

As one of the important partners in the educative process, it is essential that parents be kept properly informed of test results, particularly those that relate directly to academic achievement. In communicating with parents, particularly with regard to standardized tests, the following guidelines should be observed:

	A.	Test results should be provided in context, that is, with the purpose of the test(s) clearly stated and the student's measurement compared to standards.

	B.	Make sure parents are aware of the relationship between the test's purpose and the goals of the particular program of which the test is a part.

	C.	Communicate what the test is designed to measure as well as what it does not attempt to measure.

	D.	Share the norms, if applicable, and how such norms or standards have been created.

	E.	Seek questions, provide or obtain reliable answers, and, if the parent is not satisfied with the answer(s), refer the question to the next level of authority.

Use in Remediation and Promotion/Retention

Test results will be used by all classroom teachers to assist in identifying and implementing instruction appropriate to the needs of students who do not meet the identified competency standards.


	B.	Special area teachers shall assist regular classroom teachers in identification of individual student competency needs and in accommodating instruction to the intervention needs of identified students.

	C.	Textbooks and other instructional materials appropriate to the intervention needs of students should be identified and correlated to the adopted courses of study.