Otis-Lennon School Ability Test

Otis-Lennon School Ability Test
Eighth Edition
Assessing the Abilities That Relate to Success in School
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Otis-Lennon School Ability Test
Eighth Edition
Look into any classroom and you’ll see students of many shapes and
sizes. Look closer and you’ll discover that each student brings to the
classroom a variety of abilities and aptitudes—a result of his or her
unique environment and life experience.
OLSAT, Eighth Edition, helps
educators understand and make
the most of each student’s
unique
potential.
With new items and new norms, the Otis-Lennon School
Ability Test®, Eighth Edition (OLSAT 8), is the latest addition
to a distinguished series of tests authored by Arthur S. Otis
and Roger T. Lennon. Since 1918, these tests have enabled
educators to understand better the attributes that students
bring to the task of learning.
1
OLSAT measures cognitive
abilities that relate to
success
school.
in
OLSAT measures the cognitive abilities that relate to a student’s ability to learn in school. By assessing a student’s
abstract thinking and reasoning abilities, OLSAT supplies educators with information they can use to enhance the
insight that traditional achievement tests provide. When administered with the Stanford Achievement Test Series,
Tenth Edition (Stanford 10) OLSAT 8 scores may also be used to relate a student’s actual achievement with his or
her school ability.
OLSAT 8 assesses students’ thinking skills and provides an
understanding of a student’s relative strengths and weaknesses
What abilities
?
in performing a variety of reasoning tasks. This information
enable students
allows educators to design educational programs that will
to
enhance students’ strengths while supporting their learning needs.
To learn new things, students must be able to perceive accurately,
learn
to recognize and recall what has been perceived, to think logically,
to perceive relationships, to abstract from a set of particulars, and to
apply a generalization to new and different contexts.
By evaluating a student's performance on a variety of tasks, OLSAT assesses
those abilities that are related to success in school. Tasks such as detecting
likenesses and differences, recalling words and numbers, defining words,
following directions, classifying, establishing sequence, solving
arithmetic problems, and completing analogies are included in OLSAT
since they have been shown to be valid measures of an individual's
ability to reason logically.
2
Scope and Sequence
Cluster/ltem Type
A
B
(Kindergarten) (Grade 1)
VERBAL
Verbal Comprehension
Following Directions
Antonyms
Sentence Completion
Sentence Arrangement
Verbal Reasoning
Aural Reasoning
Arithmetic Reasoning
Logical Selection
Word/Letter Matrix
Verbal Analogies
Verbal Classification
Inference
NONVERBAL
Pictorial Reasoning
Picture Classification
Picture Analogies
Picture Series
Figural Reasoning
Figural Classification
Figural Analogies
Pattern Matrix
Figural Series
Quantitative Reasoning
Number Series
Numeric Inference
Number Matrix
C
(Grade 2)
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Seven
levels
of OLSAT,
Eighth Edition, assess verbal and
nonverbal reasoning.
OLSAT consists of seven levels that collectively
assess the range of ability of students in Kindergarten
through Grade 12. There is a separate test level for each
grade from Kindergarten through Grade 3, allowing for the
rapid cognitive growth that occurs during this period.
Each level of the new OLSAT was designed to accurately and
efficiently assess most students in the grade or
grades for which it is recommended. The levels and their
recommended grade ranges, as well as the content outline and
item types at each level, are shown in the chart above.
3
TEST LEVEL
D
E
F
G
(Grade 3) (Grades 4-5) (Grades 6-8) (Grades 9-12)
A friendly format makes OLSAT
appealing
to
students.
The latest edition of OLSAT features a child-friendly format that uses attractive, eye-catching graphics and
white space to make the test interesting to students. Also, test items are arranged so that difficult items are
immediately followed by easier items. This "spiraling" of test items prevents students from encountering
increasingly difficult test items and becoming discouraged.
Encourage
a
child
to reach his or her potential
by identifying areas of need.
With OLSAT, educators have an opportunity to evaluate a student’s performance and then to take positive action
based on this information—to intervene in the educational process and strengthen instruction in the areas in
which a child may be experiencing difficulties. OLSAT 8 results are the starting point from which educators can
begin setting challenging objectives for students at all ability levels.
4
OLSAT 8 is an objective
each
student’s
measure of
ability.
In addition to a Total score, OLSAT also provides separate Verbal and Nonverbal part scores. A student's ability to
learn school tasks is dependent on both types of skills, although the Total score is the best overall indicator of
school-learning ability.
A variety of scores is available to describe the student's Total, Verbal, and Nonverbal performance, including
School Ability Indexes (SAIs), percentile ranks and stanines based on age and grade, scaled scores, and normal
curve equivalents (NCEs). The SAI, with a mean of 100 and standard deviation of 16, is an easy-to-understand
indicator of a student’s standing relative to his or her age peers.
STUDENT REPORT
FOR
FIRSTNAME M LASTNAME
TEACHER: SAMPLE TEACHER - 0000000000
SCHOOL: SAMPLE SCHOOL - 0000000000
DISTRICT: SAMPLE DISTRICT - 0000000000
GRADE:
04
TEST DATE: 04/09
Age: 10 Yrs 06 Mos
NATIONAL AGE PERCENTILE BANDS
AGE-BASED
SCORES
No. of
Items
Total
Verbal
Nonverbal
72
36
36
GRADE-BASED
SCORES
Scaled
Score
Total
Verbal
Nonverbal
581
584
578
Number
Correct
SAI
28
14
14
90
92
89
Age
PR-S
27-4
27-4
25-4
Age
NCE
1
5
10
20
30 40 50 60 70
80
90
95
99
10
20
30 40 50 60 70
80
90
95
99
39.6
41.9
37.1
CLUSTERS
VERBAL
Verbal Comprehension
Verbal Reasoning
NONVERBAL
Figural Reasoning
Quantitative Reasoning
TOTAL
5
NATIONAL GRADE PERCENTILE BANDS
National National
Grade
Grade
PR-S
NCE
31-4
35-4
27-4
1
37.1
39.6
35.6
Number Correct/ Below
Above
Number of Items Average Average Average
14/36
7/12
7/24



14/36
8/18
6/18



26/72

SCHOOL:
SAMPLE SCHO
OL - 0000000000
DISTRICT:
SAMPLE DISTR
ICT - 0000000000
Group Code:
OTHER INFO ER
RMATION
Number
Correct/
Number
Possible
The student's total OLSAT score is slightly below average, both in comparison with students of the same age and in comparison
LASTNAMrange.
E, FIRSTNAM
with students in the same grade. The verbal and nonverbal part scores are also in the slightly-below-average
EM
10 yrs 02
mos
TOTAL
VERBAL
NONVERBAL
The cluster analysis presents performance indicators for this student on each of the clusters in OLSAT. These indicators, which are
expressed as above average, average, and below average, describe the student's performance relative to that of other students in the
LASTNAME,
same grade.
FIRSTNAME
M
10 yrs 06
mos
Verbal Comprehension refers to the understanding of the structure of language, of relationships among words, and of subtle
differences among similar words. Verbal Reasoning refers to the ability to use language for such reasoning tasks as inference,
application, and classification. Figural Reasoning involves geometric shapes rather than words. This
isE,
independent of
LASTskill
NAM
FIRSTNAME
language. Quantitative Reasoning, which is also independent of language, refers to the ability to reason
with numbers
and M
09 yrs
11 mos
mathematical concepts.
TOTAL
VERBAL
NONVERBAL
TOTAL
VERBAL
NONVERBAL
LASTNAME,
FIRSTNAME
M
10 yrs
87
90
86
38/72
22/36
16/36
92
92
93
03 mos
Scores based on normative data copyright ® 2003 by NCS Pearson, Inc.
Simulated
Data
33.0
37.1
31.5
48-5
62-6
33-4
101
103
97
30/72
14/36
16/36
Age
NCE
21-3
27-4
19-3
99
105
93
38/72
20/36
18/36
48.9
56.4
40.7
52-5
57-5
43-5
31-4
31-4
33-4
TOTAL
VERB
25/72
13/36
12/36
AL
NONVERBAL
87
90
86
06 mos
TOTAL
VERBAL
NONVERBAL
LASTNAME,
FIRSTNAME
M
09 yrs
20/72
9/36
11/36
70
71
72
11 mos
TOTAL
VERB
AL
NONVERBAL
LASTNAME,
FIRSTNAME
M
10 yrs
36/72
21/36
15/36
92
99
87
02 mos
TOTAL
VERBAL
NONVERBAL
LASTNAME,
FIRSTNAME
M
09 yrs
20/72
9/36
11/36
08 mos
TOTAL
VERBAL
NONVERBAL
OLSAT LEVE
L/FORM: E/5
2002 NORMS:
Spring Nation
al
40/72
19/36
22/36
70
71
72
101
99
103
21-3
27-4
19-3
3-1
4-2
4-2
31-4
48-5
21-3
3-1
4-2
4-2
52-5
48-5
57-5
51.1
48.9
53.7
610
598
622
571
536
597
610
603
617
52.6
61.0
43.0
55-5
62-6
46-5
52.6
56.4
47.9
42.5
41.9
43.0
19-3
10-2
32-4
31.5
23.0
40.2
26-4
26-4
27-4
60-6
49-5
70-6
23-4
30-4
20-3
14-3
14-3
16-3
50-5
66-6
32-4
31-3
5-2
46-5
60-6
54-5
66-6
34.4
39.0
32.2
55-5
70-6
37-4
36-4
35-4
37-4
576
574
578
600
617
583
10.5
13.1
13.1
23-4
30-4
20-3
568
550
583
560
557
562
39.6
48.9
33.0
573
579
568
586
584
588
573
579
568
10.4
13.1
13.1
National Natio
nal
Grade Grad
e
PR-S
NCE
605
612
597
39.6
39.6
40.7
33.0
37.1
31.5
Scaled
Score
605
622
588
51.1
53.7
46.3
TOTAL
23/72
84
VERB
COPY
01 AL
16-3
29.1
8/36
77
NONVERBAL
All rights reserved.
LASTNAME, PROCESS NO. 18904271-000O8SR-0000-03250-9
8-2
15/36
20.4
FIRSTNAME
92
31-4
M
09 yrs 09
39.6
mos
TOTAL
26/72
88
VERBAL
23-4
12/36
34.4
88
NONVERBAL
LASTNAME,
23-4
14/36
34.4
FIRSTNAME
90
27-4
M
10 yrs 04
37.1
mos
TOTAL
40/72
VERBAL
107
67-6
17/36
59.3
NONV
103
ERBAL
57-5
LASTNAME,
23/36
53.7
FIRSTNAME
111
75-6
M
10 yrs 06
64.2
mos
LASTNAME,
FIRSTNAME
M
09 yrs
0000000000
Page 1
Age
PR-S
SAI
25/72
13/36
12/36
TOTAL
VERBAL
NONVERBAL
It should be kept in mind that OLSAT scores give only one piece of information about a student. LAST
Other factors such as school
NAME, FIRSTNAM
achievement and interest should also be taken into account.
EM
09 yrs 10
mos
OLSAT LEVEL/FORM: E/5
2002 NORMS: Spring National
MASTER LIST
OF TEST RES
ULTS
FOR
SAMPLE TEA
CHER
GRADE:
04
TEST DATE:
04/09
Student listing
is alphabetical.
STUDENT NAM
E
Recently this student took the Otis-Lennon School Ability Test (OLSAT). OLSAT measures those reasoning
that
are related
AGE skills
LEVE
L/FO
STUDENT NUMB RM
to school-learning ability. The following is an interpretation of the student's performance on OLSAT.
36.5
36.5
37.1
55.3
49.5
61.0
34.4
39.0
32.2
27.2
27.2
29.1
50.0
58.7
40.2
33.0
15.4
47.9
New
OLSAT 8
results
online.
This new service enables you to immediately
55.3
52.1
58.7
disaggregate your student data to create
Scores based
on normative
data copyright
® 2003 by NCS
Pearson, Inc.
All rights reserve
d.
PROCESS NO.
189042
COPY 01
71-0O8MLTR0000-03240-9
customized reports for individual students
or by school or district levels. For more
information, visit OLSAT8Results.com.
5
OLSAT 8 puts
achievement into
perspective.
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 called an Achievement/Ability Comparison (AAC) is
obtained. AACs describe a student’s achievement in relation to the achievement of students with the same measured
school ability. This is an important distinction, since students whose achievement appears to be below average when
compared with a national sample of all students may in fact be achieving at a higher or lower level in comparison
with students of the same measured school ability.
Scores obtained from combined achievement ability testing give educators a more complete picture of each
student’s potential for success in school.
Recognized for technical excellence, OLSAT is
respected
by educators.
OLSAT 8 has new norms achieved through representative standardization
samples. Furthermore, specialized statistical procedures and a comprehensive
review of all test items by a panel of minority-group educators helped
minimize ethnic, gender, cultural, or regional bias on the new OLSAT.
Through the years, OLSAT has gained the confidence of
educators nationwide who want to assess the unique
abilities each student brings to the learning
process. The new OLSAT continues this tradition
of technical excellence.
6
For additional Product Information,
please call 800-228-0752 or to
place an order contact
Customer Service at 800-328-5999 or
[email protected]
OLSAT8.com
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