My 8yr old Year 4 son has just received his school report. This year he achieved a Distinction in the ICAS mathematics test, and all level 4B's in the Asttle maths tests. However, in his school report, under the heading Curriculum level for Mathematics, he was given one 2M and two 3B's. When I queried the difference with his teacher, I was told that the highest level the school can award a year 4 student is a 3B. In other words, his results (potentially able to work at 4B - the beginning of Year 7 level) are not recognised at all. Has anyone else had this experience? My son is twice exceptional and his giftedness doesn't always show in class, and he has mild behavioural difficulties. It is such a battle to get recognition when he does manage to get wonderful results!!
This seems odd, and I wonder if the problem is that the two scales (ie asTTle test results and maths curriculum levels) are not actually the same? My reason for querying this is that the asTTle results are reported as B (basic), P (proficient) or A (advanced) - there is no such thing as 2M. If this is the case, then 3B on the Maths levels will not be equal to 3B on the asTTle test results at all. I think you need to clarify this with the teacher.
I too would be interested in what you find out, as like you I believed the curriculum reporting was related to the asTTle. I would be very concerned if they do cap it as my DS year 3 was tested for asTTle (at the year 4 level as that is when they start) and he received 3a's and 3p's. I hate to think that at the end of next year i.e. year 4 they will still be giving him 3a's and 3p's!!!! I kind of assumed at that point they would be testing him at year 5 asTTle levels!!
Can any teachers clarify numeracy levels for me? My daughters report says 8 for Gloss and 5 for IKAN. She has just finished Yr 5 - I would be interested to know what the "expected " levels are.
The Asttle website says that the tests provide curriculum levels, and the teachers have not disputed this. I assume that the school 'renames' the curriculum levels for some reason - the report explains them as B for beginning, M for mid range, and E for nearing the end of that level. Presumably the B P and A of the Asttle reports is not clear enough for parents?
I did find something interesting in my search of the Asttle website. If the test is set too low, there is weighting according to the difficulty level of the questions answered correctly, and an estimate is made of what level the student would in all probability be answering 50% of questions correctly. So my son's 4B results are most likely an estimation rather than a confirmed level. That makes a whole lot more sense to me, than the teacher saying 'oh no we can't give him a level higher than xyz'.
That doesn't stop me being frustrated with the school report though!!!
LVS - I have searched the NZ Maths site and tki site and although they give examples of Gloss and Ikan worksheets and talk about how they are used, they do not give the expected levels. Perhaps we need a special teachers log-in to see this sort of information? So disappointing when the school reports contain unexplained information.
Unfortunately you are highlighting what will be one of the weaknesses of the National Standards - the levels of the various assessment tools are not consistent. The MOE is planning to try to figure that out next year.
The biggest problem for all you parents of gifted children, you will be told that your child is 'above standard' (well hopefully that's what you'll be told!) but although teachers are required to report that children are 'well below', there is no 'well above'. There is an excellent article by Perry Rush Principal of Island Bay School at bit.ly/4rsNyn
One of the reasons fro introducing National Standards is to try to make more sense for parents of what the levels actually mean. Time will tell.
Hi
I have just read both my boys school reports this week and had the usual disappointment.
I have a 6 yr old in Y2 who is shooting well above his peers for maths but he gets marked as C3,and reading much higher than the school rank him at (8.5yrs) and he still gets a C3 and a 8yr old in Y3 who has never done homework all year and gets marked A for homework!
I think I have come to the realisation that school reports are just a piece of paper and should not be taken too seriously....... :-)
Don't know if this is the case for you, but I sat in on a maths test used for end of year assessment, and I can easily see how this form of testing might not work for all children.
It was probably more to assess their speed at recall of facts rather that reasoning skills, but the speed of the questions was such that if they miss one and get in a bit of a mess, they could easily miss a number of questions that given more time would be answered correctly.
The test results are only an indication of their level rather than an accurate record. Good luck with next year, must say that after reading this forum for al while I feel like I have a bit more idea of what I need to be proactive about!
Well my son's primary school have changed their reporting style and have five categories well below average, below average, average, above average, well above average. I can't make my mind up on this one it is certainly less confusing but does it really tell you anything? Then again does it really matter at this stage anyway they are just primary school kids and it isn't going to get this anything later in life (ie you don't put primary school grades on CV's)
I have a friend who has 3 highly gifted children, and she has become so frustrated over the years that she refuses to go to parent-teacher interviews at all (her husband does go though) and she takes no notice of school reports. Her attitude is that they are full of s--- and her children will be successful as adults and that is all that matters. I could learn a little from that. I find it all such a battle. The most annoying thing is when there is clear evidence of success (such as on a standardised test) but the school STILL does not acknowledge it.
Oh and a thought from the opposite point of view - for twice-exceptional kids and other gifted kids who struggle with self-esteem, it is VERY important that they get a sense of achievement and success, and have their fantastic results acknowledged. So to me, it does matter, even in primary school.
my understanding is that a year 5 child should be at about the following levels:
Gloss 5 or 6
IKAN should match, or be above, the Gloss score in order for the child to progress easily.
So your daughter scored very well in her Gloss test, but might need some practise with her tables/ division or basic facts to keep up with her fabulous grasp of strategies.
Hope this helps...
Also reports - the Ministry recommend that there is a four point scale, at risk, below, at or above. Many schools have also added well above or another descriptor in order to show those children who have shown excellence in a subject. So if your school does this, at least they are trying to acknowledge that your children are performing at an exceptional level.
I respect the point of view and agree in most parts to what anon has stated, i.e. they are not likely to put their report marks on their CV. However for me it is all about finding out where they are really working at.
Although my son was tested last year as hg (especially in thinking, reasoning etc) I never considered him gifted in maths. Until I got this school report and found at that at the age of 7 and at the end of year 3 he is working at year 7/8 level. Now if I hadn't found this out I would have just chugged along thinking he is doing fine. However now I am aware that I am going to have to really engage the school and advocate for him to be getting extended in his maths. I hate to think what he will be learning when he reaches years 7/8!!! God forbid he is still doing the same stuff!!!
Something else that is important for me is that when I informed his school last year that he had tested as gifted, they wanted to know 'what in'. At the time I couldn't give them anything tangible like 'maths' so they basically ignored his psych report and have done nothing to extend him. Now I have their own 'testing' to show where he is gifted, and obviously this is just one subject.
Also I have to agree with C who stating "for gifted kids who struggle with self-esteem, it is VERY important that they get a sense of achievement and success, and have their fantastic results acknowledged". This is my son down to a 'T' - a major underachiever in the sporting world - something that is massively important at school. So this reporting has given him a sense of achievement at last.
My son this year has been working up in the top year 4 class for maths (his teacher said to me this is where he fitted and placed him accordingly). He was a year 3. However next year he is staying in the top year 4 maths class again (his teacher was not privvy to this). He scored a 6 on the gloss test and a 6 on the ican test. I'm not sure if I should advocate or not. I don't really know where his maths level is (it sounds like it is a year 5/6), and how exception? or not this is (he has just turned 8).
I've never been very worried as he isn't really interested in maths. What is your opinion, he seemed to really enjoy working up a year. I know that it will be difficult for him to join with the seniors to do maths, and think this is the reason.
can anyone please tell me where i can find good clear information about asttle? specifically i would like to know what the levels mean. my children are being tested at level 3, 4 and 5 and they are in year 4 and 5. is this appropriate?
my elder son's ikan result was 7 in year 5. what does this mean? the teacher said it was great but did not quanitify it. the other son got an ikan result of 5 in year 4. is that ok? any information would be gratefully appreciated thanks. shelley
Take a look at the MOE website and search under AsTtle you should find some good information there. Also search further on this site probably in the 'Test' section as it has been discussed previously. Sorry out of time at the mo to find the info for you but will post again if I get a chance to find it. From what I understand they don't start testing till year 4, my ds' school tested them last year in year 3, at the year 4 level just to get them used to doing the testing. Not sure about ikan?
GloSS is strategy testing (i.e. how did you achieve that answer) expected level at Year 8 is end of Stage 7. IKAN is knowledge testing (i.e. basic facts, before and after numbers, ordering fractions and decimals) again to achieve at the National Standard, students need to be working at the end of Stage 7 in Year 8. Hope this helps.
