Guiding Education Down the Right Path

Students at the high school participated in the first diagnostic exam of the year to measure various skills mastered in reading and math.


Photo by A. Mckeough

English students taking the iReady diagnostic in their classes this week experienced this adaptive exam that will help assess their current ability level and margin of growth as they begin a new school year post COVID.

After overcoming the challenges of online learning, Patchogue-Medford High School has administered a virtual assessment called I-Ready. I-Ready measures a student’s capabilities in reading and math in a friendly way. The goal of this diagnostic program is to allow teachers to assess their students’ weaknesses and strengths to help guide the curriculum and promote growth throughout the year.

Students were given the task of completing this test over the course of two class periods with additional time available if required.

Paige Herrmann, a junior in Patchogue- Medford High School, claims, “i-ready is a simple way for students to learn what to expect for the year ahead.”

Students are given a series of texts (some equipped with an audio function) along with questions corresponding to the various passages. Since this is an adaptive diagnostic, students are encouraged to do their best to answer all questions and the program will be able to measure their current grade-level skills.

Throughout the test “brain breaks” are provided which aim to help students focus and provide a relaxed environment. After a student finishes the assessment, i-ready provides data that corresponds to each student’s educational needs and growth. I-ready’s ability to supply personalized data ensures every student receives an education catered to their needs.

The Assistant Superintendent of Instruction, Ms. Cannetti adds, “The i‑Ready Diagnostic screener will assist the high school in identifying each student’s current performance levels in both reading and mathematics.  It will help the high school target strengths and areas of growth. The detailed diagnostic reports that will be provided to teachers supply them with information to help identify learning needs and will support intervention efforts within their classroom.

This information is also used by building leadership and academic directors to enhance and modify curriculums to meet the needs of the students and prepare them for college and careers.

The diagnostic will help high school students understand what they need to work as an individual and we hope it will foster ownership in the learning process.  After receiving results, high school students can set individual academic goals and track their individual growth over time. High school students will take the diagnostic again in the Winter (January) and Spring (May).”