International Journal of Economy, Management and Social Sciences, 2(6) June 2013, Pages: 402-409

TI Journals

International Journal of Economy, Management and Social Sciences

ISSN
2306-7276

www.tijournals.com

Assessments and Competitions Commonly Implemented in

U.S. Public Schools at the Campus/District/State/Nation Level
Volkan Cicek
(Assist. Prof. Dr.) Ishik University, Erbil, Iraq.
AR TIC LE INF O

AB STR AC T

Keywords:

In this study, assessments, programs and competitions, which are implemented minimum at the
campus level up to nationwide level in United States Kindergarten thru 12th grade public schools,
are reviewed from various aspects and examples are given as a first step of a study, in which it
would be possible to foresee whether such supplementary educational tools could be compatible
with other educational systems around the globe or not. These assessments, programs and
competitions are in addition to the regular curriculum based content teaching in regular classroom
setting and implemented to reinforce or supplement the teaching of the curriculum or to assess the
students from the mandated curriculum. Programs that are reviewed in terms of the related
assessments are Gifted and Talented (G/T), English as a Second Language (ESL), Special
Education (SPED) and Study Island programs.

Cognitive Abilities
Creative Reasoning
Norm-referenced
linguistically accommodated
Interscholastic

Other assessments that are reviewed are campus/district wide implemented tests that are
benchmark tests, mock tests, TPRI and ITBS tests and state wide implemented state-standardized
tests such as Texas Assessment of Knowledge and Skills (TAKS).
Overviewed competitions which are implemented at district, state or nationwide level are science
fairs, science Olympiads, University Interscholastic League (UIL), spelling bees, math counts, and
robotics competitions.
2013 Int. j. econ. manag. soc. sci. All rights reserved for TI Journals.

1.

Introduction

There are assessments, tests and competitions implemented in U.S. public schools at the campus, district, state or nation level that are not
directly part of the curriculum but indirectly related and also incorporated. Some of these are federally required, e.g. state standardized tests
to meet federal Adequate Yearly Progress (AYP) requirements (Marion et. al., 2002) or tests and assessments to identify and implement
federally required Special Education (SPED), English as a Second Language (ESL) or Gifted and Talented (G&T) programs; on the other
hand others are required within the district or state level, e.g. Accelerated Reader if the school is a Reading First school for instance or CScope program if the school is in a public school district that employs the program; and some are optional, e.g. Science Olympiads or
University Interscholastic League (UIL) competitions. It is possible to classify these commonly implemented assessments and tests at the
campus, district, state or nationwide level based on the types of the tests and for which program they are implemented for.

2.

Achievement, Skills/Ability Tests and Holistic Assessments

Achievement tests are used to determine students academic levels. Based on the reason for which they are implemented, achievement tests
can be categorized into state standardized tests, benchmark tests, mock tests, TPRI, ITBS, etc.
2.1 State Standardized Tests
Most commonly implemented achievement tests are state standardized tests that include measures that are federally required to be assessed
in the academic core areas of English/Language Arts/Reading, Math, Science, and Social Studies. An example to such state standardized
tests is TAKS (Texas Assessment Knowledge and Skills), in which students get either passing performance with 2100 points or
commanded performance with 2400 points (District and Campus Coordinator Manual, 2012).
2.2 Benchmark Tests
Benchmark tests are usually administered quarterly and serve to assess the students level in the respective core subject areas.

* Corresponding author.
Email address: volkancicek@gmail.com

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2.3 Mock Tests

Mock tests are exact duplicates of the state standardized tests and they serve as practice tests. Students need to pass the state standardized
tests to be promoted to the next grade level; thus often students that receive low scores from mock tests are placed in after school or
weekend tutorials (Szabo&Hastings, 2000).
2.4 Texas Primary Reading Inventory (TPRI)
Texas Primary Reading Inventory (TPRI) is a common example of several software assessment programs assessing phonemic awareness,
graphophonemic knowledge and listening comprehension tasks as shown in Figure 1 in students of lower grade levels, thus an early reading
assessment system (Vaughn, Thompson, Hickman; 2011).

Figure 1. A Sample TPRI Report for Kindergarten Students

2.5 Gifted and Talented (G&T) Assessments and Tests

Gifted and Talented (G&T) program is one of the special education programs that the schools are required to administer in case there are
students that are identified as G&T through identification tests (National Excellence, 1993). Among reviewed assessments within Gifted
and Talented (G/T) program are; ability tests such as Cognitive Abilities Test (CAT) or Test of Logical and Creative Reasoning (TLCR)
and achievement tests such as Iowa Tests of Basic Skills (ITBS). Both skill/ability tests and achievement tests are administered to students
for complete G/T identification (As cited in Adaptations for Special Populations, 2007). Skills/ability tests such as Cognitive Abilities
Tests, e.g., CogAT, CAT, TLCR are K-12 assessments designed to measure students learned reasoning abilities (Donovan&Cross, 2002).
These tests usually consist of two parts:

Part I: To measure cognitive abilities through verbal and quantitative skills

Part II: To measure non-verbal abilities in reasoning and problem solving using spatial symbols.

2.5.1 Test of Logical and Creative Reasoning (TLCR)

TLCR (Test of Logical and Creative Reasoning) is an ability/aptitude test designed to measure logical and creative reasoning skills focused
on verbal and mathematical skills independent of coursework or curricula (Test of Logical and Creative Reasoning (TLCR) in Acronym
Geek, 2012). The cognitive skills assessed include the abilities to classify, sequence, and reason in the verbal and visual domains. TLCR is
a valuable instrument as one of the measures for identification and placement, along with teacher recommendation, academic performance,
and previous achievements. TLCR is utilized to identify high-potential and/or gifted and talented students who might otherwise remain
unnoticed, specifically those who have not had effective instruction.
2.5.2 Iowa Tests of Basic Skills (ITBS)
To couple up with one of the skills/ability tests, ITBS (Iowa Tests of Basic Skills) that are for grade levels K thru 8 are widely implemented
to make up for the achievement component of G/T identification (Huesman&Frisbie, 2000). School districts employ the series of tests in
primary grades to gain information about classes and students for instructional planning, to supplement teacher observations regarding
student abilities, and to establish a basis for subsequent annual evaluation of student progress. School districts use the standardized
achievement battery to learn supplementary information useful in choosing curriculum and lesson planning. ITBS tests for K thru 2nd grade
assess the following areas:

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Vocabulary,
Word Analysis,
Reading Comprehension,
Listening,
Language,
Mathematics,
Social Studies,
Science,
Sources of Information.

While ITBS tests for 3rd thru 8th grade assess the following areas:

Vocabulary,
Reading Comprehension,
Spelling,
Capitalization,
Punctuation,
Usage and Expression,
Math Concepts and Estimation,
Math Problem Solving and Data Interpretation,
Math Computation,
Social Studies,
Maps and Diagrams,
Reference Materials,
Word Analysis,
Listening

The results of the assessments in the aforementioned areas are determined using various score types, which allow student scores to be
compared with scores of other students that are of same grade level, demographics, etc within the same school/campus, district, state or
nationwide. These ITBS scores that are reported are:

Raw Scores (RS),

Percent Correct (PC),
Grade Equivalent (GE),
Developmental Standard Score (SS),
Percentile Rank (PR).

2.6 English as a Second Language (ESL) Assessments and Tests

Another federally required program that the schools require to provide special education services for eligible students is English as a
Second Language (ESL) program (Student Testing Requirements, 2012). Among reviewed assessments within English as a Second
Language (ESL) that are needed to be administered for ESL and Limited English Proficiency (LEP) identification are; Oral Language
Proficiency Tests (OLPT) such as Links Language Assessment (LAS Links) and Norm-referenced achievement tests such as Terra Nova
Surveys for ESL identification; and for assessing the students already identified as ESL, to meet the federal requirements state-specific tests
such as Linguistically Accommodated Testing (LAT) and Texas English Language Proficiency Assessment System (TELPAS) (Guidelines
for Identification Process of Prospective LEP Students, 2009);
2.6.1 Oral Language Proficiency Tests (OLPT)
OLPT (Oral Language Proficiency Tests) are administered to assess students language proficiency verbally. A very commonly
implemented OLPT assessment is LAS Links (Links Language Assessment).
2.6.2 Norm-Referenced Achievement Tests
Norm-referenced achievement test are administer to couple up with OLPT assessments for complete Limited English Proficiency (LEP)
status of the student. A very commonly implemented Norm-referenced achievement test is Terra Nova Survey Assessments. It is important
to pay attention to details when ordering and administering these tests since there are different versions designed for different objectives
and for different grade levels.
After LEP eligibility is established, LEP/ESL students are administered appropriate tests and assessments instead of the ones administered
to regular students. These tests/assessments include
2.6.3 Linguistically Accommodated Assessments
Linguistically Accommodated Assessments, e.g. LAT (Linguistically Accommodated Testing) in Texas, assess LEP/ESL students in the
areas of Reading or English Language and Arts (ELA), Mathematics and Science replacing the state standardized tests that the regular

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students take in the respective core subjects. LAT tests include the necessary accommodations so that the LEP/ESL students could be
assessed comparatively with their peers that are not in ESL program (Division of Policy Coordination, 2007).
2.6.4 English Language Proficiency Assessments
English Language Proficiency Assessment Systems, e.g. TELPAS in Texas, which assess the holistic components to meet the federal
Adequate Yearly Progress (AYP) for LEP/ESL students (As cited in The English Language Proficiency Standards (ELPS), 2009; TELPAS
(Texas English Language Proficiency Assessment System) Rater Manual for Grades K12, 2009).
2.7 Special Education (SPED) Assessments and Tests
There are different educational and medical tests, assessments, diagnoses administered by paraprofessionals to determine special education
eligibility in each of the following 13 categories (A Students Guide to the IEP by the National Dissemination Center for Children with
Disabilities, 2005; Scheiber and Talpers, 1985; Bradley et al., 2002):

Learning Disability (LD) and Dyslexia,

Emotionally Disturbed (ED),
Speech Impaired (SI),
Autism,
Deaf and Blind,
Other Health Impairment (OHI),
Orthopedic Impairment,
Auditory Impairment,
Visual Impairment,
Mental Retardation,
Developmental Delay,
Traumatic Brain Injury,
Non-categorical Early Childhood

After special education eligibility is established, standardized tests for regular students are not administered to students receiving special
education services; instead tests based on the PEIMS (Public Education Information Management System) data are applied. Examples to
such replacement tests in the State of Texas for instance are TAKS-Accommodated, TAKS-M (Modified) and TAKS-Alt (Alternate) tests
to replace the regular state standardized test for Texas that is TAKS (Texas Assessment of Knowledge and Skills) (Standardized Test
Accommodations Manual for Students Including General Education Students, 2009).
Basically if the student is pulled out less than 21% of the classes, then the student takes TAKS-Accommodated. If s/he is pulled out more
than 21% of the classes but less than 50% then the student takes TAKS-Modified. If pull-out ratio is more than 50% then the student takes
TAKS-Alternate. Additionally, if the student is dyslexic but not receiving special education services still s/he can take dyslexia bundled
accommodated test during state standardized tests in certain states such as Texas.

3.

Study Island

Study Island is one of the programs that are usually purchased at the district level and implemented at the schools within that district.
Examples to other programs that are also usually purchased and implemented at the district level are Accelerated Reader (AR) and C-Scope
Curriculum Support, which are discussed in detail in the authors other articles. In this study, Study Island program is reviewed.
Study Island program is divided into sections based on subject, e.g. math, reading. Each section is made up of approximately 30 topics, and
each topic corresponds to a standard(s) from the state mandated curriculum/objectives. Topics consist of a lesson first and then a bank of
practice questions with explanations (Study Island Teacher Manual, 2009).
The goal of the program is to pass every topic. If a student passes every topic, he or she has demonstrated proficiency in all areas tested and
is very well prepared for the state test (Study Island Preparing for State Assessments, 2009).
3.1 Program Details
In the Study Island program, every student and teacher has their own username and password, which they use to logon to the system. Then,
first, pretest questions are solved. At least 10 questions in the pretest have to be answered in order to move on to the remainder of the
subject. For a multiple-topic test, the box beside each topic is checked for Start Studying. A blue ribbon is received for the topics that are
passed and a red triangle is received for topics in which additional work is needed and thus access to remedial work is given. When all
topics in a subject are tried and in all but 3 topics Blue Ribbons are earned, then Post Test unlocks. Once the Post Test is complete, the
subject is passed (Getting Started for Students, 2012).

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3.2 Grouping Students into Classes

Study Island enables teachers to group their students into a specific class viewing student progress easier, allowing teachers to see class
averages, to send messages to all students in their class, and to make class pages and class assignments. Classes are simply groupings, thus
a student can be in more than one class at a time and many classes may be created by the teacher (Study Island Teacher Instructions, 2006).
3.3 Student Statistics
A variety of reports can be generated on student progress. These reports may be viewed on the progress of students in each topic by
individual or class. Bar graphs can be generated to show student progress compared to the school and state averages (Creating a Diagnostic
Pretest, 2012).
3.4 Study Modes
There are different study modes within the program that teacher may administer depending on the objectives of the course and the needs of
the students Getting Started for Teachers, 2012).
3.4.1 Test Mode
Test Mode is either in standard multiple choice format or short answer format. The number of questions automatically defaults to the
minimum number required to meet the passing parameter for that topic.
3.4.2 Game Mode
There are many different games that students can play. These games pull questions from the same item bank as the other modes. The
difficulty level does not pertain to the questions but rather to the level at which the game is played. Teachers have the option to control
when students access game mode. Some teachers use this as a reward for reaching a certain percentage, at the end of the week after topics
have been reviewed or for home usage only.
3.4.3 Printable Worksheets
One or multiple topics can be chosen by putting a check mark next to the topics to be included on the worksheet. The answers are at the
bottom of the teacher copy. Students can print worksheets, but answers are not included. These printable worksheets can be used for

homework,
make-up work,
tutorials,
tests,
reviews,
transparencies,
substitute plans, etc.

3.5 Working Study Island into Class Activities

3.5.1 Class Time
Students may be allowed to use Study Island during class time allowing the teacher the most control and supervision during the use of
Study Island. If there are not enough computers for each student, students may be assigned into groups to rotate using the program.
3.5.2 Homework
Since Study Island can be accessed from any computer with an Internet connection, some teachers choose to assign homework from Study
Island. When assigning a homework from Study Island, one of the following has to be preset;
Number of individual topics per week or
A deadline for the completion of either
o the entire subject or
o the whole program
3.5.3 Extra Credit
Additional points are offered for students completing a section in the program.
3.5.4 Reviewing Previous Material
At the beginning of the year, grade level students may be allowed to use the prior years topics as a review.
3.5.5 Class Lessons
If classroom has a projection device, Study Island can be used as a whole class lesson by connecting the projector to a computer and
projecting the Study Island website.
3.5.6 Review Problem Areas
After students have completed various topics, the reports can be used to find the low-scoring areas per student or per class.

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3.5.7 Printable Worksheet

Printable Worksheet mode can be used to create a transparency, test, review, tutorial, or substitute lesson plan. Also games can be made by
printing the worksheet and cutting the questions into strips.
3.5.8 Tutorials
Students can utilize the program before or after school. Study Island can be a major part of summer school. Study Island is suggested to
parents as a means to review courses with their children over the summer.

4.

Competitions

Common academic competitions that are indirectly affect the academic performance of the students and sometimes incorporated into the
schools curriculum depending on the types of the school if a special school, etc. are:

Science Olympiads
Science Fairs
Math Counts
Spelling Bee
Robotics
UIL (University Interscholastic League), etc.

4.1 Science Fair

Science Fairs are probably the most commonly implemented type of competitions. In schools that are focused on science education,
participation into the science fairs may be required and Science Fair preparations may be incorporated into the curriculum. Science Fairs
are implemented at different levels (Bochinski, 1996; Bombaugh, 1999):

School/Campus wide science fair

District/City wide science fair
Statewide science fair
Nationwide science fairs, e.g. INTEL science project competition

4.2 Spelling Bee

Spelling Bee competitions are also very common and popular assessing students spelling skills. Spelling competitions are commonly
implemented either at campus level or district or city level, however national Spelling Bee competitions are also available (Guo, 2007).
4.3 University Interscholastic League (UIL)
UIL (University Interscholastic League) contestants are chosen amongst students that are enrolled in a four year, normal program of high
school courses who meet the specific eligibility criteria required for academic, music and/or athletic competitions (Report of the University
Interscholastic League to the Texas State Legislature to Fulfill the Requirements, 2008; Risser et al., 1985).
UIL events are in the following categories:

Calculator
Creative Writing
Dictionary Skills
Editorial Writing
Impromptu Speaking
Listening
Maps Graphs and Charts
Mathematics
Modern Oratory
Number Sense
One-Act-Play
Oral Reading
Ready Writing Science
Social Studies
Spelling
Story Telling

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5.

School Calendar

For the most effective implementation of assessments, tests and competitions and their successful incorporation into academic program,
academic calendar and events calendar must be reviewed simultaneously at the administrative meetings and at staff meetings to avoid
conflicts, to get more involvement of teachers and to get more participation from students and parents.
An effective academic and events calendar includes all predated assessments, tests, competitions and other events in a successful way
employing color labels, legends, etc. as shown in Figure 2.

Figure 2. Sample Academic Calendar

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