Heads Up

Welcome to Heads Up, your one-stop source for news about your son’s upcoming activities and events.

What did we learn from this year’s ERB scores?

Every fall, students in Forms 4 and 6 write the CTP4 (Comprehensive Testing Program: Edition 4).

How the test results inform our program:
The main purpose for administering the CTP4, designed by the Educational Records Bureau (ERB) is to gather the test scores over time and along with other data we have, measure our progress and program. The CPT4, combined with the other ways teachers assess and observe student learning, can provide valuable information to help us meet the needs of our students. Many independent U.S., Canadian and other international schools use this standardized test as a comparative external measure.

How the test informs us about your son’s learning:
Standardized test scores, in isolation, aren’t a measure of a student’s learning, ability or achievement. The results from the test provide us with some information about your son’s development in the areas of verbal reasoning, reading comprehension, writing and mathematics. We compare your son’s test results to his classwork and his teacher’s observations to better understand next steps in his learning.

How the test informs teachers:
The test scores provide one benchmark that teachers can use to assess student and also class achievement. Teachers also look for other evidence, i.e. in-class test results, and then refine or adjust their lessons meet the needs of their class.

How do we decide which tests to write?
The CTP4 has over 20 tests to choose from! We want to be sure we’re diligent about how many areas we test and how often we repeat each test. For example, we repeat writing concepts and skills each year because it tends to be an area where some boys are challenged in the overall writing process. We’ve connected with a few boys’ schools, through the International Boys’ School Coalition, to discuss writing concepts and skills. The ERB has no gender-specific norms and we feel that by connecting with other boys’ schools, it’ll help us share best practices and continue to help boys develop in this area.

Mathematics is an area where we’ve scored consistently within or above the independent school norms. Therefore we do more of a “pulse check” and Forms 4 and 6 alternate writing this test each year.

How did we do?
The CTP4 also provides “normed groups.” We chose the CTP4 through the ERB because it was one of the few companies that provide independent score norms. In the national normed groups we’re consistently in the 90th percentile in all areas. Since the independent school norms are based on the CTP4 results from independent schools with a selective admissions process, we use this normed group as our measure.

The CTP4 is reported in percentiles. Percentiles explain where we’re at in relation to other schools in a normed group. For example, in the independent school norms, if the UCC percentile is 85th percentile, it means we scored 85 per cent higher that other schools in that normed group). If scores are above or below by 5 per cent in any normed group, that difference is statistically insignificant.

Form 4

1) Reading Comprehension
UCC 87th percentile
Independent School Norms 86th percentile

2) Writing Concepts and Skills
UCC 84th percentile
Independent School Norms 88th percentile

Form 6

1) Reading Comprehension
UCC 82th percentile
Independent School Norms 83th percentile

2) Writing Concepts and Skills
UCC 82th percentile
Independent School 88th percentile

3) Mathematics
UCC 92th percentile
Independent School Norms 87th percentile

Questions?

We’ve created a podcast for you to learn more about the CTP4. Click here to find out how we use the information from the test in more detail.

Thank you and please send an email to mgauthier@ucc.on.ca if you’ve any questions.

Mary Gauthier
Executive Director, Wernham West Centre for Learning