The Iowa Assessments replaced the Iowa Tests of Basic Skills (ITBS) and Iowa Test of Educational Development (ITED) in 2011-2012 to align with the Iowa Common Core Standards. The assessment can be administered to students in grades K-12 and can be used for monitoring student growth, making relative comparisons, predicting future performance, and identifying students who may need intervention. The Iowa Assessments measure students' abilities in reading, language, mathematics, social studies, and science. The test is consistent with Response to Intervention (RTI) programs and is often used with the Cognitive Abilities Test (CogAT).
Content
Listening comprehension; Reading comprehension; Vocabulary; Phonics; Phonological Awareness; Fluency
Administration Information
Not specified.
Access and Use
Basic Data Iowa Form E Complete 5/6-9 Machine Scorable: $7.60; Basic Data Iowa Form Survey Levels 7-9: $7.10; Basic Data Iowa Form E Complete 9-17/18: $4.50; Basic Data Iowa Form E Survey Levles 9-14: $4.50; Data Plus Iowa Form E Complete 5/6-8: $11.90; Data Plus Iowa Form E Surveys 7-9: $11.45; Data Plus Iowa Form E Complete 9-14: $8.75; Data Plus Iowa Form E Survey 9-14: $8.75
800-323-9540
Kalulu, M., Snyder, T., & Ouattara, S. N. (2017). Charter Schools’ Impact on Traditional Public School Performance: Evidence from Arkansas. EJEP: EJournal of Education Policy. Retrieved from https://eric.ed.gov/?q=%22Iowa+Assessments%22&pr=on&id=EJ1169405
Studies on ITBS and ITED: May, H., Gray, A., Sirinides, P., Goldsworthy, H., Armijo, M., Sam, C., … Tognatta, N. (2015). Year One Results from the Multisite Randomized Evaluation of the i3 Scale-Up of Reading Recovery. American Educational Research Journal, 52(3), 547–581. https://doi.org/10.3102/0002831214565788
Warne, R. T. (2014). Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students. Gifted Child Quarterly, 58(1), 3–23. https://doi.org/10.1177/0016986213513793
Feldman, J., Feighan, K., Kirtcheva, E., & Heereen, E. (2012). Aiming High: Exploring the Influence of Implementation Fidelity and Cognitive Demand Levels on Struggling Readers’ Literacy Outcomes. Journal of Classroom Interaction, 47(1), 4–13.
Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ Ratings of Teacher Support and Academic and Social-Emotional Well-Being. School Psychology Quarterly, 30(4), 494–512. https://doi.org/10.1037/spq0000106
Kim, J. S., & White, T. G. (2014). Replicating the Effects of a Scaled-Up, Teacher-Scaffolded Voluntary Summer Reading Program. Society for Research on Educational Effectiveness. Retrieved from https://eric.ed.gov/?q=%22Iowa+test+of+basic+skills%22&pr=on&id=ED562782
Warne, R. T. (2014). Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students. Gifted Child Quarterly, 58(1), 3–23. https://doi.org/10.1177/0016986213513793
Gersten, R., & Woodward, J. (1995). A Longitudinal Study of Transitional and Immersion Bilingual Education Programs in One District. Elementary School Journal, 95(3), 223–239.
Psychometrics
Dunbar, S., & Welch, C. (2015). Iowa Assessments Research and Development Guide. The University of Iowa. Retrieved from https://itp.education.uiowa.edu/ia/documents/Research-Guide-Form-E-F.pdf