When administering tests, there are many things to think about: the student's age, determining scores, and how to improve student results.
Chronological Age vs. Biological Age
The difference between these two is quite simple. Chronological age is how long you have been alive. Subtract your birthdate from today's date and that is your chronological age. On the other hand, biological age is how old the person seems or appears to be. We have all met someone in our life that we think is way older or younger than we would guess. For example, I met a couple the other day, and I would have guessed the wife to be 10 - 15 years younger than the husband. Turns out, she was the exact same age. Her chronological age was 50, but her biological age, what age she seemed to be to me, was 35 - 40 years old.
This is important when testing students, especially when you are testing for behaviors. A student may be chronologically 16 years old, but could be acting or seeming as if they are 5 years old. This would be an important observation to note in that case.
SCORES: Raw, Ceiling, and Basal
Basal and ceiling scores sound difficult at first, but once you see an example, they are pretty simple to figure out. Please click the following link to find step by step instruction on how to find basal and ceiling scores: http://familyliteracy.tiu11.org/foundations/Articulate/LAP/engage.html.
I have administered the Woodcock Johnson test numerous times to students. It is very important to understand how to find the basal and ceiling scores for the assessments that are within that test. The basal score helps you determine at which level the student should start within the test. Should they start at the 1st grade level questions even though they are 16? For some students, absolutely, for others, absolutely not. Figuring out this score can help make that determination. The ceiling score is used to determine at which point you are doing giving the assessment. For example, when asking questions of a student, some test might say you can be done once they have gotten 4 in a row wrong. There is no point in continuing to ask questions of the student at a more difficult level, when most likely, they will just continue to get them wrong.
If basal and ceiling scores are not done properly, results can be invalid, which can lead to improper verification, which can lead to a process that may or may not be necessary. There are many videos and websites that can help you understand basal and ceiling scoring. It would be worth your time to do more research if you have any questions at all about this topic.
Improving Student Results
In today's educational world, improving student results, specifically student TEST results is very important. Please click the link to read how one school has worked hard to not only improve their student test scores, but to use those test scores in a way that helps all students: http://www.educationworld.com/a_admin/admin/admin366.shtml. It is important to note that this is how one school is helping ALL of their students achieve higher scores, not just in special education. I think a lot can be taken from it though that can be relevant in the special education world. My goal is to work for a staff, or maybe eventually someday lead a staff, that would have the willingness to put in a system like the school in the article. It is so difficult to get buy-in from staff members. I have watched my husband, who is an administrator, try to implement a system that helps ALL students, and that would help monitor "bubble" students. There are some teachers that resist change, and I mean RESIST it. So to be a part of a staff willing to do the things necessary to accomplish what is best for kids, even if it might be hard work at first, would be a goal of mine.
