Assessments / Standardized Testing
Standardized testing serves several purposes. Some of these tests help teachers determine how much academic growth or progress students are making in a given subject area. Other tests help teachers determine the most important areas that require an additional or heightened teaching focus. Different types of testing take place throughout the school year.
The Illinois State Board of Education (ISBE) mandates four assessments each year:
Illinois Assessment of Readiness (IAR) [formerly the PARCC Exam]—The Illinois State Board of Education requires all Illinois public school students in Grades 3-8 to participate in state-administered testing in reading and math. The current Illinois state achievement test is called the Illinois Assessment of Readiness (IAR). The IAR test measures a student’s general Math and English/Language Arts skills. The Illinois State Board of Education has created a short introduction to the IAR.
Assessing Comprehension and Communication in English State to State (ACCESS)—ISBE requires that school districts administer ACCESS annually to all students in a second language program. ACCESS measures an English Language Learners’ development and proficiency in English. The ACCESS test is also designed to demonstrate student’s growth toward English proficiency over time.
- Illinois Science Assessment—Starting in 2016, Illinois school districts were required to assess student knowledge and skill in Science. The Illinois Science Assessment is aligned to the Next Generation Science Standards and is used to measure student mastery of the Illinois science standards. This test is administered online and is taken by students in Grades 5 and 8.
- The Kindergarten Individual Development Survey (KIDS) is an observational tool designed, and not a test, that teachers use to help understand the developmental readiness of children entering kindergarten. KIDS focuses on the knowledge, skills, and behaviors across four key domains that most impact long-term student success. The domains are: Approaches to Learning and Self-Regulation; Social and Emotional Development; Language and Literacy Development; and Cognition: Math.
In addition to these state-mandated tests, District 15 uses the MAP (Measures of Academic Progress) testing system. Students in Grades 2-8 are tested at least twice a year (fall and spring). Some schools may also choose to administer MAP tests during the winter. The computer-based MAP tests measure individual student achievement in three academic areas: reading, language arts, and math. They accurately reflect each student's knowledge and understanding and they measure growth over time. Tests dynamically adjust to a student's performance level, making test scores more accurate. MAP test results are shared with parents at the close of each testing window. The information provided through MAP testing better enables the district to make appropriate, data-driven decisions at the classroom, school, and district levels. It also allows teachers to make rapid adjustments in instruction to respond to identified student needs.
For students in Grades K-2, the district uses a short screening measure of students’ reading proficiency using curriculum-based measures. AIMSWEB is the testing system that is used to record student early reading skills including alphabet recognition and sounds, phonemic awareness, and oral reading fluency.
Other individually administered tests may be required if additional information is needed to provide more targeted educational programming for a child. For example, a variety of processed-based assessments are used, including the Fountas and Pinnell Benchmark Assessment System, Oral Language Assessment, Words Their Way Inventory, and additional classroom-based assessments. Other tests, like the Cognitive Abilities Test (CogAT), a standardized test that measures a student’s verbal, non-verbal, and quantitative abilities is used together with MAP reading and math scores to determine whether or not a student would benefit from academically talented and gifted programming in Grades 3-6. When needed, individual evaluations may also include psychological or educational assessment as part of a case study evaluation for specialized educational services. Parent permission is required for this type of evaluation
Please be certain your child has adequate sleep prior to testing and encourage your child to do his or her best when taking the tests. The opportunity for mkaing up tests is limited, so it is important that you schedule doctor appointments or important family commitments when students are not involved in standardized testing.
No single test can provide a complete picture of a child's achievement. Classroom performance, teacher observation, and other tests help provide additional information about your child. Questions about your child's test results should be directed to his/her teacher or the school principal.
See the District 15 Standardized Testing Schedule for the full list of scheduled tests.