Most people are familiar with the Cito test that is administered at the end of group 8. However, most schools also take Cito tests during previous school years. This is also called the Cito Primary Education Tracking System (LOVS). By administering such tests, the teacher gets a clear picture of how a student scores compared to other students throughout the Netherlands.
The usefulness of Cito tests
Teachers test throughout the year. The majority of this consists of so-called method-related tests. These tests come from the teaching methods used at a school. After working from a language or arithmetic book for a number of weeks, a test is often taken to determine the extent to which the material from the book has been mastered. However, the method tests usually consist of questions that are easy for most children. There are often no extremely difficult questions included.
However, the Cito tests are separate from a method. These tests determine how a student scores compared to peers throughout the Netherlands. The questions are therefore not necessarily linked to the last chapter/part of the textbook covered. This makes the score independent of the method used, which provides a more complete picture.
Moreover, scores can be compared over the years. For example, a child who scores an A in group 4 and scores a D in group 5 has a clear decline in results and the teacher can then investigate why this is happening and intervene if necessary. Because there is more variation in the difficulty of the questions than with method tests, the level differences between the students can be made clearer.
Interpretation of the scores
The tests are indicated by the subject area and a letter and number. The E stands for end of the school year and the M stands for middle of the school year. The number indicates the group. For example, arithmetic E4 means that it is an arithmetic test taken at the end of group 4. Most subject areas are tested twice a year; in the middle and at the end of the school year (M and E). The scores can be set out in a table or graph. And in many cases, those tables and/or scores are included in the report. Because the scores are different from ,normal, tests, it can sometimes be unclear for parents. Very simply put, a letter is given instead of a number. The scores range from A (highest score) to E (lowest score). The numbers show what percentage of other students (nationally) scores higher or lower than the student in question. For example, the 25% highest scoring students receive an A score and the 10% lowest scoring a D score. Please note: a C score is in the middle in terms of letters, but that does not mean that it is an average score. This means that more than half of the students score higher.
|
A score |
25% highest scoring students |
|
B score |
25% well above to just above the national average |
|
C score |
25% just to well below the national average |
|
D score |
15% well below the national average |
|
E score |
10% lowest scoring students |
Difference between report marks and Cito scores
During parent conversations, teachers are often asked why their child scores lower on the Cito tests than the report mark indicates. Report marks are often based on the normal method tests. These are the tests that are given after working from the textbook for a number of weeks. Because the questions are clearly based on the textbook, the questions are often easier to recognize for the students. The questions on the Cito tests are much more general in nature; the questions are not specifically focused on the teaching material that has just been covered. The question may also be different from what students are used to from their textbooks. For some children that makes it a lot more difficult. Furthermore, the Cito tests ask questions about learning material that was presented much longer ago (or, in some cases, has not even been discussed at all). The questions can be difficult for children who have difficulty retaining learning material for a longer period of time. Finally, Cito tests require more insight. It is important to be able to make connections and distinguish the bigger picture. Purely mashing up teaching material is therefore not sufficient.
It can actually be compared to the difference between the national final exam and the school exams at secondary school. The school exams are largely drawn up by the textbooks and/or the teacher, while the national exam is more general and also tests material that was covered some time ago.
It is important not to forget that Cito scores do not say everything; they are just snapshots. However, it can be a useful tool for teachers to see at what level their students score.