Achievement tests and giftedness

My daughter took an end of year achievement test. It was called the Terra Nova and she scored a 99 percentile in reading and a 98 percentile in science. Her composite percentile was a 94. The cut-off at her school (and many others) is 95 for being considered eligible to move to the next step of the gifted screening process.

So we got a letter in the mail saying that she will be given the Otis-Lennon (OLSAT) in a few weeks because she had scored above 95 in at least one area. She has to score at least a 130 to move on in the screening process. The next step is an individual test.

So, I’m curious, if her composite score was 94, right below the cut-off score, should we expect her OLSAT to be right around the cut-off score too? Are they even related? Is it possible for someone to be gifted in one or two areas and not do well enough on something like the OLSAT?

We’re still deciding whether we want her to go through the testing. We have to decide by Tuesday and we are leaving this weekend. I’ll check this Sept. 4 to see if anyone has had anything to say.

Thanks for any help!

(In case you remember any of my previous posts about my daughter, apparently the principal that told me she would be screened at the end of this year was wrong.)

All tests of this type, whether they are called “achievement”, “assessment”, or “intelligence” tests tend to be very highly correlated. However, scores are not absolutely stable and there is a small range of testing error within each test and between different testing sessions on the same test. The reason that she was invited to take another test is to provide confirmation of her abilities. I would have her take the new test. Just because she scored just below the cutoff on feeder tests does not mean much. This could easily be accounted for by testing error and the extra little bit of experience she gained from prior tests will push her over the line.

STANDARD DISCLAIMER: Among other things, achievement tests test how well you test.

Info about the OLSAT. I would take a practice one and tell you my opinion based (partly) on that, but there are none available, and while I sure like you I ain’t about to shell out for a dated exam (as I’m in college:)).

However, based on what I read, this test tries to test in several areas, ont just verbal and math skills. Someone, IOW, needs to be gifted in a lot of areas, or be able to guess really well.

The relevant question, is what’s at stake with these tests? Is it just eleigibility for the gifted program, or is there scholarship money at stake, too? If there’s money, by all means go for it, as your daughter has a very significant chance of passing the threshold. If it’s just the gifted program, ten the most important question is, does she want to be in the gifted program? If she does, then again, take it, because the odds are fairly good. If she doesn’t want to be in the honors program, of course (her own decision, nothing wrong with that if she doesn’t), and the test doesn’t get her anything else, then there’s no reason to.

Achievement tests test how well you take tests, not how well you actually know material. While test taking is a skill that some naturally excell at, it can be an acquired skill. If your daughter wants to pass the test, then she can learn to. Get some practice tests to learn how they are written, and read the general guidelines for taking the SAT, as the pointers they give there apply to nearly all standardized tests.

You can learn to ace standardized tests. I got 800s on all 3 SATII’s, and I’m not that smart.

[semi-rant/hi-jack/hopefully-helpful-information]Does your daughter know what these are for? If not, don’t tell her. She does not need to know this information. I’ve seen kids who started to think that they were stupid or “below average” just because they didn’t quite make the cutoff for the “gifted” program. From what I have read of your daughter, she isn’t likely to think this but you never can tell.

Also, if she does make it into a gifted program, please do not stress to her that she is the most brilliant child alive and that since she is so smart, academic things should be quite easy for her. This will only result in a crushing sense of defeat if and when she stumbles across a subject she is either not very good at naturally or one she just has to really study hard in.

Parents who have children who score very highly on these tests and/or are placed in gifted or challenge programs tend to inflate their children with a sense that they are intellectually superior across the board and this is rarely true. Your daughter has a great love for reading and obviously, a natural apptitude for it also. However, it may come to light that she has to struggle with some aspect of math (fractions/algebra/geometry) or science (chemical equations/genetic problems/dissection).

If you allow yourself or your child to fall into that “so smart she can do anything put in front of her” mindset, you are just setting her up for tremendous disappointment and pressure later in life. Don’t say things like, “You’re so smart, this should be easy for you.” or “I know you’re very intelligent, you must just not be trying.” Take it from someone who knows.[/semi-rant/hijack/hopefully-helpful-information]

As for your questions, different tests will measure apptitudes in different subjects differently. One test may be skewed toward technical applications of math while the other may focus more on practical applications. One test may focus more on reading comprehension while the other is more concrened with vocabulary and usage. It is very possible that a child can be highly intelligent in mathematics-based fields and yet completely below average in English-related subjects. In these cases, it is possible for a child to be exceptionally gifted in one or two categories and still not score high enough overall to receive a “gifted” (or the like) rating.

SOME parents of gifted kids tend to overinflate their kids. However, a fair number are aware of the multiple intelligences and multi-aging issues with kids who test high in at least some areas, and THOSE parents I find are pretty good about keeping perspective.

In other words, many ‘gifted’ kids (my son included) are gifted in some areas, average in others, and may even be below average in others. Intelligences are many, and the levels for each are often varied - every type of skill/understanding can be considered an intelligence, from social skills, to math, to language, to physical prowess, to culture even (acculturation capacity is considered an ‘intelligence’ officially).

I am not sure I agree with not telling her about what the tests are for - I wasn’t told myself, and I spent most of my life beating myself for being dumb, despite the evidence. So that won’t necessarily improve things. Sometimes there’s a problem with rational levels of self esteem no matter what path you take. PART of that tendency is related to the differences in how very bright people think (outside the box, ‘different’, etc.). It is the parent’s job not to just tell or not tell, but pay attention and tell if it is necessary. Not telling about the tests and/or the results is the default, however, until you see that 1) your child can appropriately handle it, and 2) he/she needs the info. And THEN, you have to help them digest the info, and understand that it imparts no VALUE (this being the flaw I see most often - being smart makes some kids ‘better’ according to their parents), but just different needs and abilities.

No matter which path she ends up on - ‘gifted’ program or regular schooling - the goal is a child who is able to function well in the world, understands and accepts herself, and is happy. It is hard to mess up if you keep that goal in mind.

As for whether to test, has she been in any gifted-type programs so far? Is she struggling with the pace or style of the current classes? Does she have a lot of frustration about school? If she’s having difficulty, then a change is indicated, so test to see if she can move on that way. If she WANTS to try the gifted program, again, go for it. And then add your opinion - is she being challenged? Is the style suitable for her? Will she benefit? Talk about it with her. From all that I’ve read, most people who are on the margin between gifted and not gifted benefit SOME by being in gifted programs, but do as well in regular programs PROVIDED they have some flexibility and opportunities for expanded work, in-depth projects, and variations in pacing. Not every program does that (most don’t), so if the school program is flexible, then it doesn’t matter which way she goes if she ends up on the margin. If the program is NOT flexible, then it will make more difference being in the gifted program.

Good luck!

What I’ve been able to find out about the OLSAT is that it is NOT an IQ test. It is used strictly to measure abilities associated with doing well in school.

We already told her what the tests are for. We said that she should do her best on the tests so that the school staff could understand what they can do to help her be less bored with school. We also made sure that she knew it had nothing to do with passing second grade and would not effect her overall grade for school.

I agree wholeheartedly with iberii. I am the verteran of numerous “citywide” standardiazed tests, given (IIRC) yearly in NYC grade schools, not to mention my high school entrance exams, PSAT, SAT, GRE, “Achievment” exams (now called SAT II, I believe). Let’s see… Oh, and New York State Regents exams in french, algebra, trig, world history, american history, writing, chemistry, biology and physics. I think its fair to say I had the crap tested out of me as a child.

Standardized test do nothing more than measure the test-taking ability of the testee. There are VERY SPECIFC ways to do better on every test, depending on how they are graded, that have nothing to do with knowledge and ability per se. For example, on the SAT, they subtract for wrong answers but ther is no penalty for skipped questions. So, it is quite important to skip the questions which seem too hard, then go back to them if there is enough time.

I would encourage the child to practice taking the test as much as possible, so that she is familiar with the format, and let her know that the test in no way measures intelligence. Ugh, what a place for a 7 year old to be in…

She took the test yesterday. I still don’t know much about the OLSAT except that the one for second grade consisted of 3 puzzles which they had to complete and answer questions about in a certain amount of time.

She said she finished all of them. I don’t know what that means in the way of how well she did, but she was very pleased with herself for completing the test. :slight_smile: