(Stanford Achievement Test Series, Tenth Edition)
S ta n f o r d 10 : o V E r V I E WStanford 10(Stanford Achievement Test Series, Tenth Edition)Multiple-choiceassessmentof academicachievement.Grade Range: K–12Completion Time: Untimed withflexible guidelines. For details,see p. 14Administration:Online or paper-and-pencilGuide teachinG and learninGtoward 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 contentstandards and high expectations. This multiple-choice assessment helps to identifystudent strengths and needs, leading to effective placement and instructional planning.Fe ATuReS & BeNeFiTSForms/Levels: Two forms (A andD), 13 levels; Form D includesComprehensive Language subtest;abbreviated editions available forForms A and D; secure formsavailable by special arrangementnContent is aligned to state and national standards.n2007 norms allow you to compare student performance with that of a representative sample ofstudents across the country with current information (2002 norms also available).nIdentification of student strengths and needs supports effective placement and instructional planning.Norms/Scores: Scaled scores,national and local percentile ranksand stanines, grade equivalents,and normal curve equivalents(NCEs); Lexile measure ofreading available (Grades 2–12);Achievement/Ability Comparison(AAC) with the Otis-LennonSchool Ability Test , EighthEdition (OLSAT 8). For additionalinformation on normative data, seechart on p. 13nAn Achievement/Ability Comparison can be made when Stanford 10 is administered with OLSAT 8.nTest design reflects curricula and best instructional practices.nAll questions are unique across forms and levels.nEach item is designed to measure up to four achievement parameters: content cluster, process cluster,cognitive level, instructional standard.nTest questions assess all core content areas.nFull-color, consistently formatted testing materials help motivate students to answer all questions.nUnique, easy-to-navigate answer documents provide a clear road map for students to mark their answers.nUntimed testing gives all students the opportunity to show what they know.nBraille and large-print versions are available for special accommodations.Standardization Midpoints:Fall 9/30; Midyear 1/21;Spring 4/17Standardization TestingWindows: Fall 9/9–10/18;Midyear 1/14–1/31;Spring 4/1–5/3Scoring/Reporting Options:For Stanford 10, paper-and-penciladministration, machine scoringvia Pearson Scoring and ReportingServices (central scoring andreporting); Ready Results for localscan, score and report; Results Online(reporting only) or hand scoringDiscover the convenience of Stanford 10 OnlineEvaluate student achievement in real time with online delivery of the Stanford 10 multiple-choiceassessment for Grades 3–12.ADMiNiSTRATORS caneliminate the additional costof traditional paper-and-pencilassessment systems and can usethe timely feedback to help informinstructional planning.TeACheRS benefit from timesaving test administration andimmediate scoring, reporting,and normative analyses, enablingthem to readily put test resultsto work.For Stanford 10 Online, scoringand reporting is delivered via theonline platform with print-on-demand12PHONE 800.328.5999LearningAssessCap.indb 12FAX 888.556.2103PAReNTS gain a betterunderstanding of what theirchildren know and how they canhelp them apply this knowledge,with the availability of parent/caregiver reports in English orSpanish.For details, see p. 10 2:34 PM
ac h i eve m e ntS 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 SAdministrAtion optionsTeST LeVeLSReCOMMeNDeD LeVeLSGradeFallSpringKSESAT 1SESAT 21SESAT 2Primary 12Primary 1Primary 23Primary 2Primary 34Primary 3Intermediate 15Intermediate 1Intermediate 26Intermediate 2Intermediate 37Intermediate 3Advanced 18Advanced 1Advanced 29Advanced 2 or TASK 1Advanced 2 or TASK 110TASK 2TASK 211TASK 312TASK 3The concepts and skills assessed byeach level of Stanford 10 are thoseordinarily taught during the secondhalf of any given year and the first halfof the following year. This midyear-tomidyear configuration—with studentstested in the spring of one grade andthe fall of the next—provides a morefocused assessment and greateropportunity to monitor academicgrowth. At the high school levels,where the TASK levels assess basicskills, a single level is appropriate foruse in both the fall and spring of thesame school year.Coming Fall 2010!Common Core StandardsAlignment StudyVisit:Stanford10.com/AlignmentSTANFORD 10 NORMS20022007Norms NormsPaper:NationalnTASK 3CatholicnTASK 3PrivatenLocalnnnnOnline:FORMSNationalnForms 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 measureslanguage proficiency through the assessment of language mechanics and expression. The FormD Comprehensive Language subtest (for Primary 1–TASK 3) uses a comprehensive approach thatassesses language proficiency in a more holistic fashion through actual writing processes.CatholicnPrivatenLocalnCOMPLeTe BAT TeRieSFOR FORMS A AND DThese include full-length versions ofall subtests.ABBReViATeD BAT TeRieSAND SuBTeSTSIncludes a subset of items from allComplete Battery subtests, except Listening.Form AForm DForm AForm sMathematicsMathematicsLanguage(Traditional test)ComprehensiveLanguage(Integrated test)Language(Traditional test)ComprehensiveLanguage(Integrated eningScienceScienceScienceScienceSocial ScienceSocial ScienceSocial ScienceSocial SciencePHONE 800.328.5999LearningAssessCap.indb 13FAX 888.556.2103nProfessional Developmentavailable for Stanford 10Pearson also provides professionaldevelopment training sessions onbest practices in using Stanford 10results and analyzing the data tosupport student progress. For details,see pp. 139/15/10 2:34 PM
14KTKTSeSAT 2GRADeK.5–K.5PHONE 800.328.5999LearningAssessCap.indb 14FAX 888.556.2103230 2123 hrs.32 min.3023342458282523302050303030210 1893 hrs.9 408020202050308040304230724036304010020T298 265338 2954 hrs.55 min.4040401154013030KPrimary 2GRADe2.5–3.5318 295358 3255 hrs.25 min.4040202530T303030KPrimary 561230193019240 2033 hrs.23 min.302330205030302030702040254025316 280396 3305 hrs.30 min.4545404630764838305411430KPrimary 561230193019240 2013 hrs.21 min.302330205030302030702040254025322 280402 3305 hrs.30 12051282614304430193019220 1873 hrs.7 min.3023302050303020305040254025292 260372 3105 hrs.10 51282614304430193019220 1873 hrs.7 min.3023302050303020305040254025292 260372 3105 hrs.10 min.4845404832804840305484Kintermediate 1 intermediate 2 intermediate 04535205070T302050282614304430193019220 1863 hrs.6 min.3023302050303020305040254025292 260372 3105 hrs.10 min.4845404832804840305484KAdvanced 30193019220 1853 hrs.5 min.3023302050303020305040254025292 260372 3105 hrs.10 min.4845404832804840305484KAdvanced 0 1602 hrs.40 min.302330302030503040254025222 180302 2303 hrs.50 min.4840484030548450KTASK 0 1602 hrs.40 min.302330302030503040254025222 180302 2303 hrs.50 min.4840484030548450KTASK 2GRADe10.0–10.9NOTe: 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 MinutesComprehensive Lang. (Form D)Total Testing TimeComplete 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.Comprehensive Lang. (Form D)Abbreviated Battery—Multiple-Choice SubtestsWord Study SkillsWord ReadingSentence ReadingReading VocabularyReading ComprehensionTotal ReadingMathematicsMathematics Problem SolvingMathematics ProceduresTotal l ScienceAbbreviated BatteryTest LevelsSeSAT 1GRADeK.0–K.5STANFORD 10 : SCOPe & SeQueNCe403020406050T25231430443030193019200 1602 hrs.40 min.302330232030503040254025222 180302 2303 hrs.50 min.4840484030548450KTASK 3GRADe11.0–12.9S 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 SPearsonAssessments.com/LearningAssessments9/15/10 2:34 PM
ac h i eve m e ntS ta n f o r d 10 : C o n t E n t a r E acontent AreARe ADiNGThe Reading subtests measure a broad spectrum of essential reading components and are aligned withIRA/NCTE standards, state standards, and the National Assessment of Education Progress (NAEP).Reflecting a balanced, developmental curriculum and sound instructional practices, these subtestsassess 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. TheSounds and Letters subtest closely reflects reading research findings on the importance of phonemicawareness and phonics. Word Study Skills and Sentence Reading are evaluated across a broader agerange than in previous editions. This assessment of literacy development in the early grades helps ensurethat students are progressing at every stage on the road to literacy.Reading Comprehension SubtestThe Stanford 10 Reading Comprehension subtest is based on research about the contexts and activitiesthat are most effective for reading instruction and assessment. The Stanford 10 framework involves threemajor 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’sliterature help create a level playing field for all students and reflect diverse multicultural themes toappeal to students of varying backgrounds, experiential levels, and interests.here are some reasons tohave norm-referenced tests(NRTs) in your toolbox: Local assessments cancomplement the state assessment. National norms compare individualstudent, building, and districtperformance with the nation asa whole. Not only is this uniqueinformation, but also NationalPercentile Ranks are broadlyunderstood scores. NRTs efficiently cover fivemeasures in one test—reading,math, science, social studies,and language. With NRTs, it is possible tomonitor growth over time,providing convincing evidenceof improvement by following theprogress of students from yearto year.Students who take the full-length Reading Comprehension subtest at Primary 1–TASK 3 levels canreceive a Lexile score. The Lexile Framework defines and sequences reading materials in termsof difficulty and allows you to identify customized reading lists for students based on their readingachievement. For information about the use of Lexiles, see PearsonLexile.com.Authentic Reading SelectionsStanford 10 is the only standardizedachievement test to provide readingselections written expressly forStanford 10 by authors of children’sand young people’s literature. Theseauthentic selections create a levelplaying field for all students, and theyinclude a variety of topics and diversecultural themes that will appeal tostudents of varying backgrounds,experiential levels, and interests.PHONE 800.328.5999LearningAssessCap.indb 15FAX ents159/15/10 2:34 PM
S ta n f o r d 10 : C o n t E n t a r E aMATheMATiCSThe Mathematics subtests align with the NAEP and measure concepts and processes based on theNational 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 evaluateprocesses in computation and representation; estimation; mathematical connections; and reasoning andproblem solving. To enhance test interpretation, the subtests provide consistency in names of contentclusters across levels.Mathematics Problem Solving measures the skills and knowledge necessary to solve problems inmathematics. Mathematics Procedures measures the ability to apply the rules and methods of arithmeticto problems that require arithmetic solutions.Both standard and metric rulers are used in the Mathematics Problem Solving and Mathematics subtestsfor the Primary 1–TASK levels. A mathematics reference sheet that provides the formulas necessaryto solve problems is included for the Advanced and TASK levels. Calculator use is an option in theMathematics Problem Solving subtest beginning at the Intermediate 1 level and in the Mathematicssubtest at the TASK levels.L ANGuAGeAligned with IRA/NCTE standards and state standards, the Stanford 10 Language subtest measuresstudents’ 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 10offers 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 threedifferent sections. The first section measures language mechanics (capitalization, punctuation, andusage) with questions that resemble an actual editing task with a variety of embedded errors. Thesecond section assesses language expression as students demonstrate their understanding of sentencestructure. The third section provides language expression items that include objectives typically evaluatedin the direct assessment of writing.An alternative Comprehensive Language subtest (Form D) provides an integrated test that replicatesthe 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.SPeLLiNGThe Spelling subtest assesses objectives based on the phonetic and structural principles taught at eachgrade level. At Primary 1, the subtest is dictated and students choose from three options. Beginning atthe Primary 2 level, the spelling items reflect real-life editing tasks because they are presented in contextrather 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 thetask. The misspellings used reflect students’ most common spelling errors.16PHONE 800.328.5999LearningAssessCap.indb 16FAX ents9/15/10 2:34 PM
ac h i eve m e ntS ta n f o r d 10 : C o n t E n t a r E aLiSTeNiNG COMPReheNSiONStanford 10 helps assess both listening vocabulary and comprehension at K–Grade 9 levels inrecognition of the importance of listening skills in literacy development, instruction, and everyday life. TheListening subtests emphasize listening strategies and provide a wide variety of selections that includesmulticultural representation.In the Listening Vocabulary section, students demonstrate recognition of the common meanings ofspoken words encountered in various types of activities. The Listening Comprehension section usesdictated selections and questions that reflect the listening materials students hear in school and outsideof the classroom. This section parallels the Reading Comprehension subtest, using literary, informational,and functional texts to measure the same modes of comprehension: initial understanding, interpretation,and critical analysis and strategies.SCieNCeThe Science subtest assesses students’ understanding of the life, physical, and earth sciences, and thenature of science with questions that elicit problem solving and inquiry using a basic understanding ofscience. Reflecting current science practice and research, this subtest aligns with the National ScienceEducation Standards (National Research Council), the Benchmarks for Science Literacy (AmericanAssociation for the Advancement of Science), and state standards.Students must use reasoning skills throughout the subtest to reach answers. These skills includeestimating, making simple calculations, seeking patterns, making observations, recognizing causeand effect, reading standard instruments, and drawing conclusions. Students are challenged to applyfoundation concepts and skills as they think through questions.SOCiAL SCieNCeThe Social Science subtest measures the concepts important for the development of citizenship andstrongly emphasizes critical thinking skills. Giving equal attention to history, geography, political science,and economics, the subtest maintains a balance between national and international issues. It reflectscurrent social studies standards, practices, and research and is aligned with the National Council for theSocial Studies (NCSS) Curriculum Standards for Social Studies and state standards.Using the National Standards for History as a guideline, the history questions focus on the history of theUnited States, Western civilization, and non-Western people and societies who share our interdependentworld. Geography questions, which are based on the Geography for Life: National Geography Standards,cover the themes of location, places, human-environment interaction, movement, and region.The political science component helps assess students’ basic understanding of the U.S. system ofgovernment as outlined in the National Standards for Civics and Government. The economics questionsare based on the Voluntary National Content Standards in Economics.PHONE 800.328.5999LearningAssessCap.indb 17FAX ents179/15/10 2:34 PM
S ta n f o r d 10 : S C o r E r E P o r t SSTANFORD SCALe ALLOWS yOu TO MONiTORSTuDeNT GROWThThe Stanford Scale expresses student performance across all test levelsof a subtest or total score. For example, the Reading Comprehensionsubtest is linked across 11 test levels (Primary 1–TASK 3), forming onecontinuous scale that makes it possible to compare scores from testlevel to test level. This scale is especially helpful for comparing studentperformance in a particular subject area over time.scoring & reporting servicesStanford 10 helps educators make data-driven decisions. A range ofuser-friendly score reports, designed with the input of administratorsand teachers across the country, supports teaching, learning, andaccountability requirements. The reports include narrative summaries,process and cluster summaries, and graphic displays to clarifythe student’s performance and guide planning and analysis.(See pp. 19–22 for sample score reports.)The Stanford Scale offers an objective, consistent tool to monitor studentachievement across years and multiple assessments. Many of our tests arelinked to this scale. From broad-based assessment to classroom diagnosticevaluation, teachers and administrators can relate s
Science 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 30 19 Abbreviated Battery 230 212 210 189 240 203 240 201 220 187 220 187 220 186 220 185 200 160 200 160 200 160 Total Testing Time 3 hrs. 32 min. 3 hrs. 9 min. 3 hrs. 23 min. 3 hrs. 21 min. 3 hrs. 7 min. 3 hrs. 7 min. 3 hrs. 6 min. 3 .
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.
SEISMIC: A Self-Exciting Point Process Model for Predicting Tweet Popularity Qingyuan Zhao Stanford University qyzhao@stanford.edu Murat A. Erdogdu Stanford University erdogdu@stanford.edu Hera Y. He Stanford University yhe1@stanford.edu Anand Rajaraman Stanford University anand@cs.stanford.edu Jure Leskovec Stanford University jure@cs.stanford .
The new OLSAT may be administered in conjunction with the Stanford Achievement Test Series, Tenth Edition (Stanford 10)in order to relate a student’s individual level of achievement to his or her school ability. When OLSAT is given in combination with Stanford 10,a score ca
Domain Adversarial Training for QA Systems Stanford CS224N Default Project Mentor: Gita Krishna Danny Schwartz Brynne Hurst Grace Wang Stanford University Stanford University Stanford University deschwa2@stanford.edu brynnemh@stanford.edu gracenol@stanford.edu Abstract In this project, we exa
Computer Science Stanford University ymaniyar@stanford.edu Madhu Karra Computer Science Stanford University mkarra@stanford.edu Arvind Subramanian Computer Science Stanford University arvindvs@stanford.edu 1 Problem Description Most existing COVID-19 tests use nasal swabs and a polymerase chain reaction to detect the virus in a sample. We aim to
Stanford University Stanford, CA 94305 bowang@stanford.edu Min Liu Department of Statistics Stanford University Stanford, CA 94305 liumin@stanford.edu Abstract Sentiment analysis is an important task in natural language understanding and has a wide range of real-world applications. The typical sentiment analysis focus on
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