Levels 5-8 | Levels 9-14 | Purposes of the ITBS Batteries, Levels 9-14
Description of Iowa Tests of Basic Skills Tests, Levels 9-14 (Grades 3-8)
The descriptions on this page are brief summaries of the content and skills measured by each test across the six levels, 9-14.
Vocabulary
Each multiple-choice question on the Vocabulary test presents a word in the context of a short phrase or sentence, and students select the answer that most nearly means the same as that word. Approximately equal numbers of nouns, verbs, and modifiers are tested. The target words represent general vocabulary content rather than the specialized vocabulary used in various subject-matter areas.
Reading Comprehension
The Reading Comprehension test, which is administered in two parts, consists of passages that vary in length from a few lines to a full page. Included are fiction, fables, tales, poetry, interviews, diaries, biographical sketches, science and social studies materials, and other nonfiction. Many of the passages are excerpts from previously published works. Approximately two-thirds of the questions require students to draw inferences or to generalize about what they have read.
Spelling
Each Spelling question presents four words, one of which may be misspelled, and a fifth option, No mistakes, for use when all four words are spelled correctly. This format permits the testing of four spelling words for each test question. Errors in the tested words are based on common substitutions, reversals, omissions, or unnecessary additions.
Capitalization
The questions in the Capitalization test require students to identify errors -- undercapitalization or overcapitalization -- presented in brief written contexts. Students identify the line of text containing an error, or they may mark the fourth response, No mistakes, if no error is present. Capitalization of names and titles, dates and holidays, places, organizations and groups, and other words is tested. The particular skills tested differ from one test level to another.
Punctuation
The questions in the Punctuation test require students to identify errors in punctuation, including underpunctuation and overpunctuation. Students identify the line of writing in which an error occurs, or they may mark the fourth response, No mistakes, if no error is present. Questions relate to the use of terminal punctuation, commas, apostrophes, quotation marks, colons, and semicolons. The particular skills tested differ from one test level to another.
Usage and Expression
In the first part of the Usage and Expression test, each item contains one or two sentences arranged in three lines. Students must identify the line of text containing a usage error, or they may select No mistakes if they believe no error is present. Often a group of consecutive items contains continuous text, as if it were a short piece of writing. Errors in the use of verbs, personal pronouns, and modifiers are included. In the next part of the test, students must choose the best or most appropriate way of expressing an idea that has been presented as a sentence or a paragraph. Choices involve issues of conciseness, clarity, appropriateness of expression, and the organization of sentence and paragraph elements.
Math Concepts and Estimation
In the first part of this test, Math Concepts, students must demonstrate an understanding of math ideas, relationships, and visual representations. The questions deal with number properties and operations, algebra, geometry, measurement, and probability and statistics. The second part of the test is on computational estimation and number sense and measures students' mental arithmetic and estimation skills. Problems are presented both with and without an applied context, and each requires the use of one of several rounding or estimation methods.
Math Problem Solving and Data Interpretation
Some portions of the Problem Solving and Data Interpretation test consist of word problems that require one or more steps to solve. Several real-world "stories" form the basis for 3-4 math problems, each requiring somewhat different skills to solve. In many cases, students select an appropriate method or approach, rather than compute an answer. In other parts of the test, data are presented in tables and graphs, and students must use the data displays to obtain information, compare quantities, and determine trends or relationships. The information shown in the graphics is based on content that students often encounter during classroom instruction.
Math Computation
Each problem in the Math Computation test requires the use of one arithmetic operation -- addition, subtraction, multiplication, or division. The problems require operations with whole numbers, fractions, decimals, and various combinations of these. Students must work problems and compare their answers with the choices given. The fourth option in each question is N, meaning the correct answer is Not given.
Social Studies
The Social Studies questions measure objectives of the social studies curriculum not tested elsewhere in the ITBS tests. Emphasis is on the use and understanding of concepts, principles, and selected types of visual materials. The content of the questions is drawn from the areas of history, geography, political science, economics, sociology, and anthropology.
Science
The Science test gives considerable emphasis to the methods and processes used in scientific work. In addition, many questions measure knowledge and skills in the areas of life science, earth and space sciences, and physical sciences. Students are required to use the concepts and principles of science to explain, infer, hypothesize, measure, and classify.
Maps and Diagrams
In this test, a variety of maps representing authentic locations is used to measure students' abilities to use maps for multiple purposes. The specific map skills tested include locating places, determining directions and distances, and interpreting data. Other questions on the test use charts and diagrams to measure students' abilities to understand information presented visually. The skills tested include locating information, explaining relationships, and making inferences about processes or products.
Reference Materials
The questions on the Reference Materials test measure the ability to use reference materials and library resources to obtain information. Students must have a knowledge of information sources and a command of strategies for using those sources. At all test levels there are questions about using search strategies, keywords, a dictionary, and general reference materials. At the lower levels, students must also demonstrate the ability to alphabetize and to use a table of contents. At the upper levels, additional skills tested include note-taking and using electronic sources and an index.
Word Analysis (Level 9 only)
The Word Analysis test provides detailed diagnostic information about a student's ability to identify and analyze distinctive features of the sounds and symbols of oral and written language. The items in the Word Analysis test measure decoding skills involving the knowledge of sound-letter relationships. A variety of skills involving sound-letter association, decoding, and word structure are represented as they apply to initial, medial, and final sounds and to silent letters, initial syllable, final syllable, suffix, and compound words.
Listening (Level 9 only)
The Listening test measures the skills that students need to comprehend written material when it is presented orally. The situations in the test tap many of the general comprehension skills necessary for understanding meaning in reading, but those skills are applied to understanding material that students are more likely to hear than to read, such as school announcements, reports on the radio, brief instructions, and weather forecasts. The response choices are a mixture of pictorial and text-based stimuli so that aural, visual, quantitative, and verbal skills are needed in answering the questions. However, like the Reading Comprehension test, the Listening test requires students to comprehend both literal and inferential meaning. In addition, the test measures students' abilities to follow directions, understand concepts and sequences, and predict outcomes.
Levels 5-8 | Levels 9-14 | Purposes of the ITBS Batteries, Levels 9-14
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