Tippecanoe School Corporation

Assessments

Wainwright Middle School administers a variety of formative and summative assessments to measure student learning. While some assessments have been selected by the TSC to address a specific need, others are mandated by the State of Indiana. The data provided by these assessments help teachers make informed instructional decisions as we strive to provide a high-quality educational experience at WMS.

Information about the assessments administered at WMS has been provided below.

Assessments

ILEARN

ILEARN:
Indiana Learning Evaluation Assessment Readiness Network


April 22, 2019 to May 17, 2019

ILEARN with be a computer adaptive test given entirely
online for grades 3-8, and Biology during the 2018-2019 school year.

The website offers among other things:
  • Blueprints for what standards are represented on ILEARN
  • Released Items Repository for ELA, Math, Science, and Social Studies
  • Training Videos
  • Parent and Educator information


Sites for Practice
ILEARN Released Items Repository

https://login11.cloud1.tds.airast.org/student/V267...

AIR

Overview: AIR and IDOE has released sample items for all types of questions that appear on the test including: released items (multiple choice and technology enhanced) and the new Performance Tasks.

How to Log in: No username/password is needed. Choose your grade level, can also choose accommodations that the student would normally receive, and then can begin working through the sample questions.

NWEA

NWEA Testing

Grades Tested: K-10

NWEA stands for Northwest Evaluation Association, which is the non-profit organization that provides the Measures of Academic Progress (MAP test) for grades 3-10 and the Measures of Academic Progress for Primary Grades (MPG test) for grades K-2.

NWEA tests adapt according to the student's response to each question. If the student answers a question correctly, the following questions become more difficult. If the student answers incorrectly, the questions become easier. The goal of an NWEA test is to provide questions that are difficult enough for the student to answer approximately half the items correctly and half incorrectly. The final score is an estimate of the student’s achievement level, which may be different from the student’s grade level. When a student finishes, we immediately receive instructional levels for each of the Indiana Academic Standards, which helps inform instruction.

Is my child making typical growth?

  • STUDENT RIT stands for Rasch Unit, which is a unit of measure that uses individual test question difficulty values to estimate student achievement. This score is independent of the age or grade of the student and reflects the instructional level at which the student is currently performing in each subject area.
  • STUDENT RIT PROJECTION for the end of the school year is based on the student's actual RIT score at the beginning of the school year and the average growth of students nationwide in the same grade-level that had a similar RIT score.
  • RIT GROWTH for an entire school year can be compared to the growth projection from the beginning of the year to evaluate whether the student progressed as expected.

What if my child didn't make significant growth between tests?

Scores from NWEA tests are estimates of performance and may not always reflect everyday performance. No score should be treated as an absolute or used in isolation. If a student had little or no growth between tests, it does not necessarily mean a student is not learning, that classroom instruction has not been effective, or that NWEA data is not reliable. Sometimes student scores fall for unidentified reasons, and additional data (such as classroom performance) will provide a more complete picture of student achievement.
When looking at unsatisfactory growth, consider the following:
  • Some students may have an off day, be distracted, not put in full effort, or testing conditions (interruptions for announcements, drills, temperature, etc.) in the school may have been less than ideal.
  • For students already performing at a high level of achievement, expected growth may be lower. Because test items on NWEA are independent of grade-level, high-achieving students will sometimes be have a few test items that involve content that they simply have not yet encountered, so the fact that they answer some of these items incorrectly is understandable.
  • In some cases a decline may still be in the range of the previous term’s score and may not truly be a decline.
Concerns about a student’s growth should be communicated to the teacher to check if this data is consistent with other classroom data.