chapter 18 organizer

8/14/2019 Chapter 18 Organizer

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What is a standardized test?

Limited to class or

school. No guidelines

Compared to norm

group. Materials

available to help

Score interpretation

Flexible with unwritten

instructions

Standardized with

specific instructions

Administration and

scoring

UnknownBetween .80 and .95

(high)

Reliability

Unknown (lower)Very highQuality of test items

Adapted to the specific

outcomes at the local

level

General skills found in

the majority of schools

Outcomes and content

measured

Teacher-MadeStandardized


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Characteristics of Standardized Tests

Keep in mind that standardized tests are usuallyconstructed by measurement experts, and have as their

purpose to determine a students level of performance

relative to the performance of other students at the same age

or grade level.

Thus, because of their emphasis on ________________

performance, most standardized tests are_______

REFERENCED.


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Second, most standardized test attempt to measure or assess__________________________.

Third, standardized test are calledstandardized because theyare administered and scored according to ________________.


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Fourth, under the 1997 Amendments to the Individuals with

Disabilities Education Act (IDEA-97), special education

students must now participate in

__________________________________________

Performance of special learners evaluated under non-

standardized conditions may not be directly comparable

with:

(c) their own ________________;

(d) the performance of ________________________; or

(e) students evaluated under _________________________.


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Accommodations

IDEA-97 insists all students are tested

Special needs students must be given

accommodations

1.2.

3.

Cannot _________________ to norm group

May not _______________________

____________________ of other special needs

students


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Administering Standardized Test

For standardized tests, specific instructions are given

the test administrator as to what to say and what to do

during the test. Everyone must administer the test in

EXACTLY the same way.

_____________________________ refers to the

increasingly common practice of educators violating

standardized test procedures in an attempt to increase

standardized test scores.


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Administering a standardized test

Errors in standardized tests are fewer because of

uniform specific instructions.

You cannotindividualize test administration for

slower students. Creates test score pollution.


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Fifth, standardized tests are the heart of high-stakesdecisions

Finally, the trend is toward_________________________________

This is due to increasing accountability and high-

stakes testing.


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Will performance and portfolio assessment make

standardized tests obsolete?

First, administering standardized performance and portfolio

assessments for all students would be

Second, for performance and portfolio assessment to be useful incomparing schools or districts on a state or national level,

Third, when performance and portfolio procedures that meetappropriate standards developed,


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Use of standardized tests

Historically,

High stake decisions

State-mandated assessments

________________ for students, curriculum or programs

________________


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Can you?

A new teacher in your school has been reviewing

cumulative records for her students and asks you to

explain the differences between grade equivalent and

percentile ranks for several of her students on thestandardized achievement battery. How effective

would you be in explaining the difference?


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1 . # a n d / o r % c o r r e c t

2 . P e r f o r m a n c e - s p e e d

3 . P e r f o r m a n c e - q u a l i t y

4 . P e r f o r m a n c e - p r e c i s i o n

C r it e r i o n - R e f e r e n c e d T e s t i n g

1 . G r a d e e q u i v a l e n t s c o r e s

2 . A g e e q u i v a l e n t s c o r e s

D e v e l o p m e n t a l G r o w t h S c a l e s P e r c e n t il e R a n k s

L i n e a r S c o r e s

z - s c o r e sT - s c o r e s

N o r m a l i z e d S c o r e s

S t a n i n e sD e v i a t io n I Q

N o r m a l C u r v e E q u i v a l e n t

S t a n d a r d S c o r e s

N o r m - R e f e r n c e d T e s t i n g

M e a s u r in g & R e p o r t i n g S t u d e n t P e r f o r m a n c e


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Types of Scores Yielded by Standardized Test

Grade Equivalents:

Grade equivalents are the most widely used vehicle

the most misinterpreted.


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Grade Equivalents

In order to determine grade equivalents, a test is administered

to a targeted grade (e.g.,5th) plus the grades immediately

above and below it (6th and 4th).


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Other problems associated with GEs are:

1.

2.

3.


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Age Equivalents:

These scores are very similar to grade equivalents anddetermined in the same fashion

Equal differences in scores may not reflect equal differences in

achievement.


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Age Equivalence

Age equivalents are only meaningful if subjects are taughtacross all grades.

Age equivalents may be misinterpreted as standards, rather than

as averages (norms).

Growth across subject areas may vary greatly, even if age

equivalents show equal growth.


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Percentile Ranks

With a GE of 4.5, we can say a student did as well on the test

as an average fourth grader during the fifth month of school.

But, most of the time, we are more interested in determining

how a students performance compares with that of students in

his or her own grade or of the same age.


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Percentile Ranks

Percentile ranks have several advantages over grade and

age equivalent scores.

Second,


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Percentile Ranks

However, they do have two shortcomings:

1.

2. Equal differences between percentile ranks do not

necessarily mean equal differences in achievement.


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Evaluating norm tables

Relevance: groups are comparable

Representativeness: Classifications or demographics match

Recency: How old are the norms?


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Interpreting scoresThings to consider:

Test-related factors

Student-related factors


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Interpreting Standardized

Tests: Test and Student

FactorsTest - related factors can influence

or limit the interpretability of the

tests results

Therefore, when interpreting these

scores, you need to ask yourself:

Are the test scores reliable?

An acceptable standardized test

should have reliability

coefficients of about:

.95 for internal consistency

.90 for test-retest

.85 for alternate-forms


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Interpreting scores

Test-related factors

Reliability

Accuracy (SEM)

Criterion related variables

Empirical norming dates

Specialized norm tables

Local norms


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Interpreting

Are the test scores accurate

Are the test scores valid?

It is MOST important to evaluate the____________________ of standardized achievement test.


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Interpreting scores

Student-related factors

Language and culture

Age, gender, and maturation

Motivation

Emotional state at testing

Disabilities

Aptitude


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Interpreting

Are the students who comprise the norm group similar to my

students on relevant characteristics?

Were standardized procedures followed (if not, that affects the

tests reliability to an unknown extent)?

Student related factors:


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Interpreting

Keep in mind that, for every test, answers can be scored in terms

of number of items correctly

Scores must be interpreted with respect to a TABLE OF

NORMS.


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Explain an achievement test is not

an intelligence test. It is sensitve

to what was taught in class andonly reflect opportunities to learn.

How smart is my child?Intelligence

Use percentile ranks. Use class

information for illustration.

What does my child do well?Strengths

Use percentile rank to identify

weaknesses. Look at clusters.

Dont overfocus on weaknesses,

explain strengths too.

Where are my childs weaknesses?

How can I help my child improve?

Improvement

needed

Use grade-equivalent scores from

previous years. Use composite

scores to show general growth.

Use subject scores to explain

growth in specific areas.

Is my childs growth on track?Growth

Use percentile rank. Explain test

is only partial information. Useclassroom performance to explain

progress.

How does my child compare to others?

Is my childs progress normal for his/hergrade?

Standing

SuggestionsQuestionCategory


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Parent Misunderstandings

Grade-equivalent scores tell which grade the student shouldbe in

Percentile rank and percent-correct mean the same thing

Percentile rank norm group consists of only the students in

that class

Average is the standard to beat

Small changes in percentile ranks over time are

meaningful


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Finding and Evaluating Published Assessments

Mental Measurement Yearbooks

Tests in Print

Test Critiques

Educational Testing Service FileTechnical Manuals

ERIC/AE


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Selecting/Evaluating a Test

Purpose

General school setting

Intended decisions, purposes, and uses

How do test scores provide information to improve decision-makingBalance between strengths and limitations

Context

Review Materials

Examine reviews

Summarize your review

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