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Tuesday, March 15, 2011

Why test above level?

I have been asked recently what value there is in testing above level when a child is already doing well. Think about it this way. If a child is capable of adding double digit numbers but an in class test (or standardised test) only asks them to add single digit numbers they may well get all the questions right (although they may not, but that is a matter for another post). In the results there is no clue that the child is capable of working on more advanced material or how advanced that material might be.

Testing ‘above level’ simply means giving a child a test designed or intended for children who are older than them, or for a point further through the education system. It may test material a child has not yet been taught but they may be able to do.

It is much more difficult to get all the answers right on an above level test, and if a child does, then a higher level test is needed in order to gain useful information. Otherwise all it tells us is that a child can answer all those questions, nothing more useful.

The really useful information that can be gained from an above level test is not in the final score. It is in analysing which questions a child got wrong. And the error analysis is really the most important part of the testing. This provides us with information about what the child needs to learn next. This is effectively a prescription for their learning needs.

The questions they got right serve to show what they already know (but may not have been taught yet) and provide a marker point for their current skill development. There is really nothing to be gained in teaching a child something they already know so indentifying what they already know is a way to effectively ‘test out’ of that content and move on to something new.

Few schools offer regular opportunities for above level testing but it doesn’t hurt to ask. This is testing that should be able to be done in the school (it should not require the psych to do it) as it is achievement testing (not a test of potential).

The next challenge comes in accessing testing far enough above level. In the early years of Primary school, one year above Year level may be enough. By middle primary above level testing probably needs to start 2 years above Year level, by the end of Primary school, testing would usually need to start at 3 years beyond Year level. If a child scores highly on an above level test, further testing at a higher level again is needed. What you are trying to do is establish the limits of the child’s current learning. What you see in the classroom is almost certainly not going to be a good indication of what that might be for gifted children, even those who are not achieving highly.

The EXPLORE test is an opportunity for gifted children in Years 4, 5 or 6 to take a test designed for older students (13 and 14 year olds in fact). By raising the ceiling, parents and teachers can gain valuable insights into a child’s capabilities which might remain hidden in the regular classroom. You may like to read more about EXPLORE and see if this test would be useful for your child.

What about self esteem?
Sometimes parents ask about whether it will dent a child’s self esteem taking a test where they probably don’t know all the answers. If we look at what research has shown us about self esteem we see that it builds from engaging with and working through a task that is challenging in a way that it does not when working on simple material.

I think it is important to consider the situation the child may find themselves in on a daily basis if they are not able to access curriculum at a sufficiently challenging level. We know that this can be stressful in the same way that material which is much too challenging. Research has also reinforced that intrinsic motivation has a strong place in our drive to achieve and to find satisfaction in our lives. It is difficult to be intrinsically motivated when challenge is lacking.

Some children feel validated when they score highly and prefer to continue to reaffirm their ability without being challenged (Carol Dweck calls this a fixed mindset). Others thrive on challenge and the chance to stretch (a flexible mindset). I talked about the difference in a recent post which included an excellent graphic showing the differences over time in achievement levels of the two groups.

You can't fail an above level test
As the test is meant for older children and is likely to test material that the child may not have been taught as yet, it is not possible to fail an above level test. This is an important point to share with a child who may be shy of challenge.

“That was cool! Hard but cool”
Over the years I have heard many comments from students as they met their parents after finishing the EXPLORE. Some comment that the test was tricky, occasionally one is a little crest fallen that they have not found it as easy as their usual experience. But by far the majority of comments are positive and their eyes shining and I hear them saying how much they enjoyed the chance to really have to work at something, that it was the only time they have taken a test they have had to really think about.

Most children I have tested using subject based above level tests also finish the session smiling, some ask if there is more testing they can do.

Is it any use as far as school goes??
A parent whose child has taken the EXPLORE test in each of the last 2 years emailed me recently to tell me about their experience.
"The Explore test has been invaluable to us and her school as one of the forms of assessment in making the decision to accelerate her by us and her school."

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