A Study Of The Stanford Achievement Test Series, Tenth .

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A Study of theStanford Achievement Test Series,Tenth Edition (Stanford 10)Alignment to theCommon Core State Standards

Stanford Achievement Test Series, Tenth EditionThe benchmark of excellence in achievement testing for more than 80 years, theStanford 10 provides the valid and reliable data needed for an objective measureof student progress toward content standards and high expectations. Thismultiple-choice assessment helps to identify student strengths and needs, leadingto effective placement and instructional planning.With the June 2, 2010, release of the Common Core State Standards,state-led education standards developed for K–12 English Language Artsand Mathematics, Pearson Learning Assessments and content expertsEach item in the Stanford 10 is designed to measure up to four achievementparameters, including a content cluster, a cognitive level, a process level, andan instructional standard. The Stanford 10 content was developed fromextensive review of national and state standards, as well as curricula andinstructional practices.conducted an in-depth study to analyze how the Stanford 10 AchievementTest Series, Tenth Edition (Stanford 10) and Stanford 10 Online items*align to the new standards.The study included analysis of all standalone and passage-baseditems on Form A of the Stanford 10 English Language Arts (ELA) andMathematics subtests for K–12. Overall, 100 percent of the Stanford 10The Stanford 10 and the Stanford 10 Online provide important information aboutachievement for students in all types of learning environments, including public,private, charter, and home schools.With the release of the Common Core State Standards, the Stanford 10 continuesto be an excellent and timely measure of achievement, and this publicationillustrates how the test items align to the Common Core State Standards.English Language Arts items align to the Common Core State Standards,and 98.5 percent of the Stanford 10 Mathematics items are in alignment.Details and examples of the alignment process conducted are includedin this publication, along with more information about the Stanford 10’srelationship to the Common Core State Standards.The Common Core State Standards InitiativeThe Common Core State Standards Initiative is a state-led effort coordinated bythe National Governors Association Center for Best Practices (NGA Center) and theCouncil of Chief State School Officers (CCSSO). The standards were developed incollaboration with teachers, school administrators, and experts to provide a clearand consistent framework to prepare our children for college and the workforce.The standards are informed by the highest, most effective models from statesacross the country and countries around the world, and provide teachers andparents with a common understanding of what students are expected to learn.Consistent standards will provide appropriate benchmarks for all students,regardless of where they live.*Stanford 10 Form A items were aligned to the Common Core State Standards. There has been no claimthat any Stanford Form adequately assesses the Common Core State Standards. This document only relaysinformation about how well Stanford Form A items align to Common Core State Standards.Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.1

These standards define the knowledge and skills students should have withintheir K–12 education careers so that they will graduate high school able tosucceed in entry-level, credit-bearing academic college courses and in workforcetraining programs.As states move toward adoption of the Common Core State Standards, theStanford 10 continues to provide information about how well your students aremeeting the objectives and goals set forth. The Stanford 10 is a single assessment,with multiple subtests, and provides you with insight into much of the CommonCore State Standards.The standards: Focus on English Language Arts and Mathematics Are aligned with college and work expectations Are curriculum standards meant to serve as the base on which tobuild a broader set of assessment standards Are clear, understandable, and consistent Include rigorous content and application of knowledgethrough higher-order thinking skills Build upon strengths and lessons of current state standards Are informed by other top performing countries, so that all studentsare prepared to succeed in our global economy and society Are evidence-basedThe subtests in Stanford 10 that have items aligned to the Common Core StateStandards are available online in the Stanford 10 Online, Form A. Please see thechart below for details.Stanford 10 OnlineAlignment Done for All SubtestsLevelsGradesTotal Reading and Total Mathematics ONLYP3–T33–11 & 12Total Reading OnlyP3–T33–11 & 12Total Math OnlyP3–T33–11 & 12LevelsGradesComplete BatteryP3–T33–11 & 12Abbreviated BatteryP3–T33–11 & 12Stanford 10 OnlineAlignment Done for ELA andMathematics SubtestsThe complete version of the Common Core State Standards is availableat www.corestandards.orgStanford 10 Meets Your Needs Now and in the FutureThe mission statement of the Common Core State Standards establishes that thestandards are to “provide a consistent, clear understanding of what students areexpected to learn, so teachers and parents know what they need to do to helpthem.” The Stanford 10 gives all students the opportunity to show what they knowand can do. Results provide students, educators, and parents with informationabout student progress toward achievement of high academic standards, includingthe Common Core State Standards.2Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.Description and Process of the Stanford 10, Form A, Alignment tothe Common Core State StandardsWhat items were aligned in the study?All of the items for the ELA and Mathematics subtests in the Stanford 10 Scope andSequence, on the facing page, were aligned to the Common Core State Standardsas part of this study.Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.3

To what grade or level were stand-alone items aligned?Test LevelsKTSESAT 1GRADEK.0–K.5TSESAT 2GRADEK.5–1.5KComplete Battery—Multiple-Choice SubtestsSounds and Letters40304025Word Study SkillsWord Reading30153025Sentence Reading3030Reading VocabularyReading ComprehensionTotal Reading7045 100 80Mathematics40304030Mathematics Problem SolvingMathematics ProceduresTotal MathematicsLanguageSpellingListening To Words and Stories 40304030ListeningEnvironment40304030ScienceSocial ScienceBasic Battery*150 105 180 140Complete Battery190 135 220 1702 hrs.2 hrs.Total Testing Time15 min.50 min.Abbreviated Battery—Multiple-Choice SubtestsWord Study SkillsWord ReadingSentence ReadingReading VocabularyReading ComprehensionTotal ReadingMathematicsMathematics Problem SolvingMathematics ProceduresTotal l ScienceAbbreviated 04535205070T40254025292 260372 3105 hrs.10 92 260372 3105 hrs.10 min.404832804840305484K305030804535205070TAdvanced 2GRADE8.5–9.920408046307648383040254025292 260372 3105 hrs.10 312051282614304430193019220 1873 hrs.7 min.3020503030203050312051282614304430193019220 1863 hrs.6 min.3020503030203050302050282614304430193019220 1853 hrs.5 0254025292 260372 3105 hrs.10 min.Advanced 1GRADE7.5–8.5303040254025322 280402 3305 hrs.30 min.34245828252330193019220 1873 hrs.7 ctT30548450K20406050T30548450K20406050TTask 3GRADE11.0–12.9K20406050Task 020305030252330193019200 1602 hrs.40 min.4840303030193019200 1602 hrs.40 min.40254025222 180302 2303 hrs.50 min.30193019200 1602 hrs.40 min.40254025222 180302 2303 hrs.50 min.Task 1GRADE9.0–9.9Spring AdministrationFeb–Jun40254025222 180302 2303 hrs.50 min.Sep6th Grade, 5 months6th Grade Starts40254025316 280396 3305 hrs.30 min.Intermediate 1 Intermediate 2 Intermediate diate 2 Administration Window(s)30193019240 2013 hrs.21 min.298 265338 2954 hrs.55 min.20203070Making the assumption of a traditional school year for this example:30193019240 2033 hrs.23 min.210 1893 hrs.9 min.302050303030Primary 3GRADE3.5–4.5A Stanford 10 item at the Intermediate 2 level was first aligned to grade 5, asthe item is appropriate for a student who is in 5th grade for 5 or more months,indicating a spring administration of the 5th grade year.Primary 2GRADE2.5–3.5Example 1NOTE: 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 Minutes230 2123 hrs.32 min.302050303030318 295358 3255 hrs.25 min.4040Primary 1GRADE1.5–2.5In conducting the study, Stanford 10 stand-alone items were aligned to the gradelevel of the Common Core State Standards matching the spring administrationlevel of that item in the Stanford 10. If a match was not found on level, analignment match was sought one level above or one level below the Common CoreState Standards grade level.STANFORD 10 : SCOPE & SEQUENCEAll of the Stanford 10 items are multiple-choice and are either stand-alone,or presented with a passage, passage-based. Stand-alone item alignment isaddressed first.Total Testing Time5.5 means 5th grade, 5 months.5th Grade Ends5th Grade , 5 months5th Grade Start6.5 means 6th grade, 5 months.Intermediate 2Grade5.5–6.55Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.4Alignment of Stanford 10, Form A, Stand-alone Items

Example 2If a match was not found in grade 5 of the Common Core State Standards, analignment was sought in grade 6 of the Common Core State Standards, asIntermediate 2 is also appropriate to administer to a student who is in 6th grade for5 or fewer months.An item representative of a Stanford 10 Mathematics Problem Solving itemappropriate for a 6th grade spring administration is shown below.Item 1If a match was not made at grade 6, an alignment was sought in grade 4 of theCommon Core State Standards, as every standard set features different cut-offpoints, from a content standpoint and from grade to grade. However, often withina span of 1 grade, an item is still appropriate from a content, context, and readingcomplexity standpoint and an alignment can be found.If no match was found within this span, the item would either need to be alignedto a less specific standard on the original grade, or it may be considered not toalign. The non-alignment decision is based on the judgment of the person usingthe item and the purpose for which the item is being used.Juanita’s bowling scores were 80, 99, 96, 82, and 93.What was her mean score?A. 80Aligns to:B. 90C. 93D. 96A sample of the 6th grade Common Core State Standards for Mathematicsis shown below.6.SP Statistics and ProbabilityWhat type of alignment was done for standalone items and how?Summarize and describe distributionsThe alignment was conducted manually by content area experts. Each item wasaligned to one standard based on content, intent of the standard, and gradelevel relevance.6.SP.5 Summarize numerical data sets in relation to their context,such as by:To what level within the standard set were standalone items aligned?Stanford 10 standalone items were aligned to the lowest, most specific level of theCommon Core State Standards possible.6.SP.5.c Giving quantitative measures of center (median and/or mean)and variability (interquartile range and/or mean absolute deviation),as well as describing any overall pattern and any striking deviationsfrom the overall pattern with reference to the context in which thedata were gathered.The goal was to align item 1 to the lowest or most specific level of the standards aspossible. Therefore, item 1 can be matched to 6.SP.5.c, the most specific standardwith the most appropriate content (finding the mean of a set of data).Example 3Another item representative of a Stanford 10 Mathematics Problem Solving itemappropriate for a 6th grade spring administration is shown below.Aligns to:Item 2Juanita’s bowling scores were 80, 82, 92, 92, and 74.What was the mode of her scores?A. 746Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.B. 82C. 84D. 927

Item 2 does not align to the specific content in the standard 6.SP.5.c. as it assesses“finding the mode of a set of data” and “finding the mode” is not part of the contentof 6.SP.5.c.The next step would be to look at the 5th and 7th grade Common Core StateStandards to determine if the item matches one of the most specific standardsat one of those grades. It would be determined that “finding the mode of a set ofdata” is NOT specifically addressed in grades 5, 6, or 7 of the Common CoreState Standards.The final step would be to return to the 6th grade Common Core State Standardsto determine whether a less specific level of the standards matches the contentin this item. It is clear that this type of item does match 6.SP.5, as 6.SP.5 is moregeneral and “finding the mode” addresses this more general standard.The alignment was conducted manually by content area experts. Each item wasaligned to one standard based on content, intent of the standard, and gradelevel relevance.To what level within the standard set were passage-based items aligned?Stanford 10 passage-based items were all aligned to the lowest, most specificlevel of the Common Core State Standards. Language Arts Common Core StateStandards can be either fairly specific in focus (Example 4) or more broad andencompassing (Example 5).Example 4, below, shows an item representative of Stanford 10 that can beanswered using information clearly found in the text of the passage.Example 4Alignment of Stanford 10, Form A, Passage-based ItemsDavid’s town is called Hockey Town, USA because —Passage-based item alignment will now be addressed.A.several famous hockey players were born thereTo what grade or level were passage-based items aligned?B.it has more hockey teams than neighboring townsStanford 10 items that are associated with passages, such as the ReadingComprehension items, were aligned to the Common Core State Standardsbased on the Stanford 10 level of the passage. For instance, items belonging to aPrimary 3 passage were aligned to standards within the Grade 3 Common CoreState Standards. In the same manner, items in a TASK 2 passage were aligned tostandards within the Grade 9/10 band of the Common Core State Standards. TheStanford 10 levels and their correspondence to the Common Core State Standardsgrade levels for this alignment are shown in the chart below.C.his town supports a well known hockey campSESAT1SESAT2Primary Primary Primary Intermediate Intermediate Intermediate Advanced –9.9CCSS-KCCSSGr 1CCSSGr 2CCSSGr 3CCSSGr 4CCSSGr 5CCSSGr 6CCSSGr 7CCSSGr 8D. hockey is a popular sport played by the most peopleThis grade 3 item aligns to the standard RI.3.1 found underthe strand “Reading Standards for Informational Text.”RI–Reading Standards for Informational TextKey Ideas and DetailsStanford Levels: S1 through T3 with Administration WindowsCCSS-KWhat type of alignment was done for passage-based items and how?Task1Task2Task3RI.3.1–Ask and answer questions to demonstrate understanding of atext, referring explicitly to the text as the basis for the answers.Admin Admin AdminGrade Grade Grade9.0– 10.0– 11.0–9.910.912.9CCSSGr 9–10bandCCSSGr 9–10bandCCSSGr 11–12bandCorresponding Grade Levels in the Common Core State Standards for Language Arts8Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.9

In Example 4, the item aligns to RI.3.1 because the item requires the reader tounderstand explicit information found in the passage to answer the questionof why David’s town is called Hockey Town, USA. The standard contains veryspecific skills that are assessed by this item, making the alignment to RI.3.1very appropriate.How Well Does a Stanford 10, Form A, Item Align to aCommon Core State Standard?All Stanford 10, Form A, items, standalone and passage-based, may not matchthe entire content of a Common Core State Standard, as the Common CoreState Standards are somewhat broad and often contain more than one learningobjective and/or skill. However, the item will match at least one of the learningobjectives and/or skills represented in the standard to which it is aligned. Lookingat Example 3 in the standalone item section, the item is about “finding the mean,”while the standard is about mean, median, range, etc. The item aligns to thisstandard, because part of this standard is about mean, one of the quantitativemeasures of central tendency.In the next example, Example 5, the correct answer is neither explicitly found inthe passage text, nor determined solely by inference. The reader must extend hisor her thinking beyond the text.Example 5Based on Mr. Calder’s customer letter, in the future, he will most likely —For Mathematics, 98.5% of the Stanford 10, Form A, items align to the CommonCore State Standards. Items are included from the Mathematics, MathematicsProblem Solving, and Mathematics Procedures subtests, as applicable byStanford level.D. watch for store coupons for KomputerKleenThis grade 5 item aligns to the standard RI.5.10 found under the strand,“Reading Standards for Informational Text.”Stanford Form A Mathematics Item Alignment to CCSSThis item requires extended thinking beyond the text. The task of “extendingthinking beyond the text” is inherent to reading independently and proficiently,and falls within the purposeful broadness of RI.5.10 in the Common Core StateStandards. Even though broad, this is the best alignment for this item.80 7950 5050 4850 50Task 3independently and proficiently.40 3980 79Task 240 4080 80Task 1texts, at the high end of the grades 4-5 text complexity band80 80Advanced 280 77Advanced 1texts, including history/social studies, science, and technical76 73Intermediate 3RI.5.10–By the end of the year, read and comprehend informationalNumber of ItemsRange of Reading and Level of Text Complexity72 7174 73Intermediate 2RI–Reading Standards for Informational Text8580757065605550454035302520151050Intermediate 1give KomputerKleen as a gift to clientsPrimary 3C.Primary 2recommend KomputerKleen to his wifePrimary 1B.Results of Stanford 10, Form A,Alignment to the Common Core State StandardsSESAT 2buy KomputerKleen for his office staffSESAT 1A.Stanford Item LevelsTotal Number of Mathematics Items10Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.Total Number of Items Aligned to CCSS11

For English Language Arts, 100% of the Stanford 10, Form A, items align to theCommon Core State Standards. Items are included from subtests that are part ofthe Total Reading Score and items from the Language, Spelling, Listening to Wordsand Stories, and Listening subtests, as applicable by Stanford level.Stanford 10 Form A

conducted an in-depth study to analyze how the Stanford 10 Achievement Test Series, Tenth Edition (Stanford 10) and Stanford 10 Online items* align to the new standards. The study included analysis of all standalone and passage-based items on Form A of the Stanford 10 English Language Arts (ELA) and Mathematics subtests for K–12.

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