Content
ITBS are written in levels 1-8. Each test level consists of a series of tests administered in content sections with each section designed to measure specific skills. Test levels 5-8 are administered to students from kindergarten through second grade (K-2). 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. Sections for levels 5-8 include: Vocabulary, Word Analysis, Reading Comprehension, Listening, Language, Mathematics, Social Studies (Levels 7 and 8 only), Science (Levels 7 and 8 only), and Sources of Information .
Test levels 9-14 are administered to students from third grade through twelve grade. Like test levels 5-8, the primary purpose of levels 9-14 is instructional development. School districts use the standardized achievement battery to learn supplementary information useful in choosing curriculum and lesson planning. Teachers may use ITP testing batteries to suggest areas where the skills of individual students are most and least developed. Sections for levels 9-14 include: 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 (Level 9 only), and Listening (Level 9 only).
Read more about this topic: Iowa Tests Of Basic Skills
Famous quotes containing the word content:
“Thoughts tending to content flatter themselves
That they are not the first of fortune’s slaves,
Nor shall not be the last, like silly beggars
Who, sitting in the stocks, refuge their shame
That many have and others must sit there,
And in this thought they find a kind of ease.”
—William Shakespeare (1564–1616)
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupil’s individual needs and character could probably dispense with it: “I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.””
—C. John Sommerville (20th century)
“To impose celibacy on such a large body as the clergy of the Catholic Church is not to forbid it to have wives but to order it to be content with the wives of others.”
—Jean-Jacques Rousseau (1712–1778)