Ages 11 to 13, grades 5 to 8
Ages 11 to 13, grades 5 to 8
The Senior Elementary Series Tests were designed to assess educational progress in the materials that are normally taught to elementary and middle school students in the U.S. (five major academic areas and 23 sub-categories are reported). These tests were developed for private schools and tutors who wished to frequently review progress so that the educational process could be adjusted and optimized. These tests have been administered for many years to thousands of students, and are calibrated against normal age and grade performance levels. Results are kept strictly confidential!
This test is available in three versions. Version A should be taken the first time, followed by Version B the second time, and then Version C the third time. Rotating these versions gives variety to the student. The results of the three versions can be compared to chart the students progress.
Similar to the GED (nationally recognized high school equivalency test), the Senior Elementary Series Tests are directed at the following categories of knowledge:
As you can see, each Sr. Elementary Test is broken down into five major categories: math, science, language, social studies, and reading comprehension. A separate timed section is administered for each of these major categories. For this test to be an accurate assessment of grade level, the time limits for each section must be observed:
- Language - minutes
- Social Studies - minutes
- Science - minutes
- Literature - minutes
- Math - minutes
Grade Level Performance:
When time limits are observed, the test results will show the students overall grade level academic performance. Sub-category scores will help evaluate strong and weak performance areas.
Academic Skills Inventory:
- The test can also be used to inventory student skills by simply ignoring the time limits and spending as much time as necessary to try to solve all problems. By this means it becomes possible to more accurately assess what areas a student is strong in and which areas need work.
For optimal learning, it is a good idea to take the tests every 3 months to see the students progress. By watching the progress in various categories and sub-categories, it becomes possible to see what is working in the study plan and to see what areas need strengthening. Rotating test versions (ver. A, B, C) keeps the student from "learning to the test." When students master these tests, we recommend moving on to the "V" series tests. We are trying to keep the costs down, so that frequent testing is possible; but if frequent testing isn't economically feasible, we still recommend at least annual testing. Remember: Testing keeps students focussed and can result in doubling or tripling the learning rate!
Remember, these tests are really evaluating the learning process. The teacher, the student, the materials, and the environment all figure prominently into the success of the learning process! Testing lets the teacher know if the student is being successfully reached. Avoid the temptation to beat up on yourself or others (as the teacher or student). If something doesn't work, try something else. Check out our education site for ideas: www.CERlink.com.
Absolute scores tend to indicate overall subject mastery, where 100% tends to indicate full mastery or at least the ability to master quickly. Absolute scores also allow comparison of one's mastery of a subject to that of others. These scores can help to determine the level of difficulty of curriculum materials to be employed, such as reader grade level, or to gauge if prerequisite knowledge is present to study advanced topics, such as basic math in preparation for algebra.
As successive tests are taken, the rate of score improvement is indicative of the efficacy of the curriculum with respect to a given student's learning modalities. That is, if scores improve rapidly, the curriculum is working well with the particular student, but lack of improvement does not necessarily indicate a learning handicap, but only that the instructional methods for that topic are not effective. As an example, some students learn reading more quickly using sight/whole-word methods, while most learn more quickly using phonics. If the method you use produces modest score improvements, trying other methods may lead to better gains, which in turn tells you about the student's preferred learning modalities.
Which sentence is correct?
(1) What would you do if you were the President of the United States?
|Who was the President of the United States in 1861?
(1) Jefferson Davis
(2) Henry Clay
(3) Robert Fulton
(4) Abraham Lincoln
|Have you ever wondered what a barnacle is? It is a tiny sea animal that locks itself into a hard shell on rocks, pilings, boats and sometimes other sea creatures. When a baby barnacle hatches, it quickly finds a hard surface on which it glues itself. Then it begins secreting a shell around itself for protection. Through an opening in the shell it extends jointed legs to catch food from the surrounding sea water. It might be hard to think of a barnacle as being alive, but it is!
1. A barnacle is:
(1) a plant
(2) a piling.
(3) a purple dinosaur on a TV show.
(4) a deputy on a TV show.
(5) a tiny sea animal.
The body system which includes our heart is called the:
(1) muscular system
|5/8 + 1/4 =
|3,690 / 45 =
(2) 82 R 1
(3) 82 R 5
|394 x 87 =
|How is 1/4
(1) 33 1/3%