(Stanford Achievement Test Series, Tenth Edition)

S ta n f o r d 10 : oV E r V I E W

Stanford 10

(Stanford Achievement Test Series, Tenth Edition)

Multiple-choice assessment of academic achievement.

Grade Range: K?12

Completion Time: Untimed with flexible guidelines. For details, see p. 14

Administration: Online or paper-and-pencil

Forms/Levels: Two forms (A and D), 13 levels; Form D includes Comprehensive Language subtest; abbreviated editions available for Forms A and D; secure forms available by special arrangement

Norms/Scores: Scaled scores, national and local percentile ranks and stanines, grade equivalents, and normal curve equivalents (NCEs); Lexile? measure of reading available (Grades 2?12); Achievement/Ability Comparison (AAC) with the Otis-Lennon School Ability Test?, Eighth Edition (OLSAT?8). For additional information on normative data, see chart on p. 13

Standardization Midpoints: Fall 9/30; Midyear 1/21; Spring 4/17

Standardization Testing Windows: Fall 9/9?10/18; Midyear 1/14?1/31; Spring 4/1?5/3

Scoring/Reporting Options: For Stanford 10, paper-and-pencil administration, machine scoring via Pearson Scoring and Reporting Services (central scoring and reporting); Ready Results for local scan, score and report; Results Online (reporting only) or hand scoring

For Stanford 10 Online, scoring and reporting is delivered via the online platform with print-on-demand

Guide teachinG and learninG

toward high academic standards.

The benchmark of excellence in achievement testing for more than 80 years, Stanford 10 provides reliable data to help measure student progress toward content standards and high expectations. This multiple-choice assessment helps to identify student strengths and needs, leading to effective placement and instructional planning.

FeATuReS & BeNeFiTS n Content is aligned to state and national standards. n 2007 norms allow you to compare student performance with that of a representative sample of

students across the country with current information (2002 norms also available). n Identification of student strengths and needs supports effective placement and instructional planning. n An Achievement/Ability Comparison can be made when Stanford 10 is administered with OLSAT? 8. n Test design reflects curricula and best instructional practices. n All questions are unique across forms and levels. n Each item is designed to measure up to four achievement parameters: content cluster, process cluster,

cognitive level, instructional standard. n Test questions assess all core content areas. n Full-color, consistently formatted testing materials help motivate students to answer all questions. n Unique, easy-to-navigate answer documents provide a clear road map for students to mark their answers. n Untimed testing gives all students the opportunity to show what they know. n Braille and large-print versions are available for special accommodations.

Discover the convenience of Stanford 10 Online

Evaluate student achievement in real time with online delivery of the Stanford 10 multiple-choice assessment for Grades 3?12.

ADMiNiSTRATORS can eliminate the additional cost of traditional paper-and-pencil assessment systems and can use the timely feedback to help inform instructional planning.

TeACheRS benefit from timesaving test administration and immediate scoring, reporting, and normative analyses, enabling them to readily put test results to work.

PAReNTS gain a better understanding of what their children know and how they can help them apply this knowledge, with the availability of parent/ caregiver reports in English or Spanish.

For details, see p. 27.

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S ta n f o r d 10 : a d M I n I S t r at I o n o P t I o n S

AdministrAtion options

ReCOMMeNDeD LeVeLS Grade Fall K SESAT 1 1 SESAT 2 2 Primary 1 3 Primary 2 4 Primary 3 5 Intermediate 1 6 Intermediate 2 7 Intermediate 3 8 Advanced 1 9 Advanced 2 or TASK 1 10 TASK 2 11 TASK 3 12 TASK 3

Spring SESAT 2 Primary 1 Primary 2 Primary 3 Intermediate 1 Intermediate 2 Intermediate 3 Advanced 1 Advanced 2 Advanced 2 or TASK 1 TASK 2 TASK 3 TASK 3

TeST LeVeLS

The concepts and skills assessed by each level of Stanford 10 are those ordinarily taught during the second half of any given year and the first half of the following year. This midyear-tomidyear configuration--with students tested in the spring of one grade and the fall of the next--provides a more focused assessment and greater opportunity to monitor academic growth. At the high school levels, where the TASK levels assess basic skills, a single level is appropriate for use in both the fall and spring of the same school year.

FORMS

Forms A and D are identical with the exception of the format of the Comprehensive Language subtest. The Form A Language subtest (for Primary 1?TASK 3) uses a traditional approach that measures language proficiency through the assessment of language mechanics and expression. The Form D Comprehensive Language subtest (for Primary 1?TASK 3) uses a comprehensive approach that assesses language proficiency in a more holistic fashion through actual writing processes.

COMPLeTe BATTeRieS FOR FORMS A AND D These include full-length versions of all subtests.

Form A

Form D

Reading

Reading

Mathematics

Mathematics

Language (Traditional test)

Comprehensive Language

(Integrated test)

Spelling

Spelling

Listening

Listening

Science

Science

Social Science

Social Science

ABBReViATeD BATTeRieS AND SuBTeSTS Includes a subset of items from all Complete Battery subtests, except Listening.

Form A

Form D

Reading

Reading

Mathematics

Mathematics

Language (Traditional test)

Comprehensive Language

(Integrated test)

Spelling

Spelling

Science

Science

Social Science

Social Science

achievement

Coming Fall 2010!

Common Core Standards Alignment Study Visit:

Alignment

STANFORD 10 NORMS

2002 2007 Norms Norms

Paper:

National

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Catholic

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Private

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Local

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Online:

National

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Catholic

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Private

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Local

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Professional Development available for Stanford 10

Pearson also provides professional development training sessions on best practices in using Stanford 10 results and analyzing the data to support student progress. For details, see pp. 63?65.

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S ta n f o r d 10 : a d M I n I S t r at I o n o P t I o n S

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STANFORD 10: SCOPe & SeQueNCe

SeSAT 1 GRADe K.0?K.5

SeSAT 2 GRADe K.5?K.5

Primary 1 GRADe 1.5?2.5

Primary 2 GRADe 2.5?3.5

Primary 3 GRADe 3.5?4.5

intermediate 1 intermediate 2 intermediate 3

GRADe

GRADe

GRADe

4.5?5.5

5.5?6.5

6.5?7.5

Advanced 1 GRADe 7.5?8.5

Advanced 2 GRADe 8.5?9.9

TASK 1 GRADe 9.0?9.9

TASK 2 GRADe 10.0?10.9

TASK 3 GRADe 11.0?12.9

Test Levels

K T

K T

K T

K T

K T

K T

K T

K T

K T

K T

K T

K T

K T

Complete Battery--Multiple-Choice Subtests

Sounds and Letters

40 30 40 25

Word Study Skills

Word Reading

30 15 30 25

Sentence Reading

30 30

Reading Vocabulary

Reading Comprehension

Total Reading

70 45 100 80

Mathematics

40 30 40 30

Mathematics Problem Solving

Mathematics Procedures

Total Mathematics

Language

Spelling

Listening To Words and Stories 40 30 40 30

Listening

Environment

40 30 40 30

Science

Social Science

Basic Battery*

150 105 180 140

Complete Battery

190 135 220 170

Total Testing Time

2 hrs. 15 min.

2 hrs. 50 min.

Comprehensive Lang. (Form D)

Abbreviated Battery--Multiple-Choice Subtests

Word Study Skills

Word Reading

Sentence Reading

Reading Vocabulary

Reading Comprehension

Total Reading

Mathematics

Mathematics Problem Solving

Mathematics Procedures

Total Mathematics

Language

Spelling

Environment

Science

Social Science

Abbreviated Battery

Total Testing Time

Comprehensive Lang. (Form D)

30 20 30 25 30 30

40 40 130 115

42 50 30 30 72 80 40 40 36 30

40 30 40 30

318 295 358 325

5 hrs. 25 min. 40 40

20 11 20 17 20 20

30 30 90 78

30 34 20 24 50 58 30 28 30 25 30 23

230 212 3 hrs. 32 min.

30 23

30 20

30 20 40 40 100 80

44 50 30 30 74 80 48 45 36 30

40 30 40 30

298 265 338 295

4 hrs. 55 min. 40 40

20 11

20 14 30 30 70 55

30 34 20 24 50 58 30 28 30 25 30 23

210 189 3 hrs. 9 min.

30 23

30 20

30 20 54 50 114 90

46 50 30 30 76 80 48 45 38 35

40 30

40 25 40 25 316 280 396 330

5 hrs. 30 min. 45 45

20 12

20 14 30 30 70 56

30 33 20 22 50 55 30 28 30 26

30 19 30 19 240 203

3 hrs. 23 min. 30 23

30 20

30 20 54 50 114 90

48 50 32 30 80 80 48 45 40 35

40 30

40 25 40 25 322 280 402 330

5 hrs. 30 min. 48 45

20 12

20 14 30 30 70 56

30 33 20 20 50 53 30 28 30 26

30 19 30 19 240 201

3 hrs. 21 min. 30 23

30 20 54 50 84 70

48 50 32 30 80 80 48 45 40 35

40 30

40 25 40 25 292 260 372 310

5 hrs. 10 min. 48 45

20 14 30 30 50 44

30 31 20 20 50 51 30 28 30 26

30 19 30 19 220 187

3 hrs. 7 min. 30 23

30 20 54 50 84 70

48 50 32 30 80 80 48 45 40 35

40 30

40 25 40 25 292 260 372 310

5 hrs. 10 min. 48 45

20 14 30 30 50 44

30 31 20 20 50 51 30 28 30 26

30 19 30 19 220 187

3 hrs. 7 min. 30 23

30 20 54 50 84 70

48 50 32 30 80 80 48 45 40 35

40 30

40 25 40 25 292 260 372 310

5 hrs. 10 min. 48 45

20 14 30 30 50 44

30 30 20 20 50 50 30 28 30 26

30 19 30 19 220 186

3 hrs. 6 min. 30 23

30 20 54 50 84 70

48 50 32 30 80 80 48 45 40 35

40 30

40 25 40 25 292 260 372 310

5 hrs. 10 min. 48 45

20 14 30 30 50 44

30 29 20 20 50 49 30 28 30 26

30 19 30 19 220 185

3 hrs. 5 min. 30 23

30 20 54 40 84 60 50 50

48 40 40 30

40 25 40 25 222 180 302 230

3 hrs. 50 min. 48 40

20 14 30 30 50 44 30 30

30 25 30 23

30 19 30 19 200 160

2 hrs. 40 min. 30 23

30 20 54 40 84 60 50 50

48 40 40 30

40 25 40 25 222 180 302 230

3 hrs. 50 min. 48 40

20 14 30 30 50 44 30 30

30 25 30 23

30 19 30 19 200 160

2 hrs. 40 min. 30 23

30 20 54 40 84 60 50 50

48 40 40 30

40 25 40 25 222 180 302 230

3 hrs. 50 min. 48 40

20 14 30 30 50 44 30 30

30 25 23 23

30 19 30 19 200 160

2 hrs. 40 min. 30 23

NOTe: Stanford 10 allows flexible testing times. The testing times indicated above are guidelines to help administrators and teachers plan. * Basic Battery=Administration without Science and Social Science. K = No. of items T = Time in Minutes

S ta n f o r d 10 : C o n t E n t a r E a

content AreA

ReADiNG The Reading subtests measure a broad spectrum of essential reading components and are aligned with IRA/NCTE standards, state standards, and the National Assessment of Education Progress (NAEP). Reflecting a balanced, developmental curriculum and sound instructional practices, these subtests assess the following areas at appropriate grade levels: phonemic awareness, decoding, phonics, vocabulary, and comprehension.

Stanford 10 places an emphasis on assessing foundation skills that are critical to early literacy. The Sounds and Letters subtest closely reflects reading research findings on the importance of phonemic awareness and phonics. Word Study Skills and Sentence Reading are evaluated across a broader age range than in previous editions. This assessment of literacy development in the early grades helps ensure that students are progressing at every stage on the road to literacy.

Reading Comprehension Subtest The Stanford 10 Reading Comprehension subtest is based on research about the contexts and activities that are most effective for reading instruction and assessment. The Stanford 10 framework involves three major purposes for reading (literary, informational, and functional) and multiple modes of comprehension (initial understanding, interpretation, critical analysis, and awareness and usage of reading strategies).

Authentic reading selections commissioned from published authors of children's and young people's literature help create a level playing field for all students and reflect diverse multicultural themes to appeal to students of varying backgrounds, experiential levels, and interests.

Students who take the full-length Reading Comprehension subtest at Primary 1?TASK 3 levels can receive a Lexile? score. The Lexile Framework defines and sequences reading materials in terms of difficulty and allows you to identify customized reading lists for students based on their reading achievement. For information about the use of Lexiles, see .

achievement

here are some reasons to have norm-referenced tests (NRTs) in your toolbox:

? Local assessments can complement the state assessment.

? National norms compare individual student, building, and district performance with the nation as a whole. Not only is this unique information, but also National Percentile Ranks are broadly understood scores.

? NRTs efficiently cover five measures in one test--reading, math, science, social studies, and language.

? With NRTs, it is possible to monitor growth over time, providing convincing evidence of improvement by following the progress of students from year to year.

Authentic Reading Selections

Stanford 10 is the only standardized achievement test to provide reading selections written expressly for Stanford 10 by authors of children's and young people's literature. These authentic selections create a level playing field for all students, and they include a variety of topics and diverse cultural themes that will appeal to students of varying backgrounds, experiential levels, and interests.

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S ta n f o r d 10 : C o n t E n t a r E a

MATheMATiCS The Mathematics subtests align with the NAEP and measure concepts and processes based on the National Council of Teachers of Mathematics Principles and Standards for School Mathematics (PSSM) and state standards. Concepts assessed include number sense and operations; patterns, relationships, and algebra; geometry and measurement; and data, statistics, and probability. Questions also evaluate processes in computation and representation; estimation; mathematical connections; and reasoning and problem solving. To enhance test interpretation, the subtests provide consistency in names of content clusters across levels. Mathematics Problem Solving measures the skills and knowledge necessary to solve problems in mathematics. Mathematics Procedures measures the ability to apply the rules and methods of arithmetic to problems that require arithmetic solutions. Both standard and metric rulers are used in the Mathematics Problem Solving and Mathematics subtests for the Primary 1?TASK levels. A mathematics reference sheet that provides the formulas necessary to solve problems is included for the Advanced and TASK levels. Calculator use is an option in the Mathematics Problem Solving subtest beginning at the Intermediate 1 level and in the Mathematics subtest at the TASK levels.

LANGuAGe Aligned with IRA/NCTE standards and state standards, the Stanford 10 Language subtest measures students' achievement in applying the principles that form effective writing. From word- and sentencelevel skills to whole composition features, the subtest engages students in real-life activities. Stanford 10 offers a choice of Language subtests to suit different language arts instructional approaches. The Traditional Language subtest (Form A) measures proficiency in mechanics and expression in three different sections. The first section measures language mechanics (capitalization, punctuation, and usage) with questions that resemble an actual editing task with a variety of embedded errors. The second section assesses language expression as students demonstrate their understanding of sentence structure. The third section provides language expression items that include objectives typically evaluated in the direct assessment of writing. An alternative Comprehensive Language subtest (Form D) provides an integrated test that replicates the writing process as closely as possible in a testing situation. This subtest measures pre-writing, composing, and editing in a holistic fashion that resembles authentic writing tasks.

SPeLLiNG The Spelling subtest assesses objectives based on the phonetic and structural principles taught at each grade level. At Primary 1, the subtest is dictated and students choose from three options. Beginning at the Primary 2 level, the spelling items reflect real-life editing tasks because they are presented in context rather than as isolated words. Each spelling item consists of one sentence with three underlined words. Starting at Primary 3, an additional "No Mistake" option is offered, reinforcing the authenticity of the task. The misspellings used reflect students' most common spelling errors.

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