Classification of Standardized achievement test Tests

Numerous tests are used in the schools, which can be classified into different

types or categories. One way to classify tests is by the construct the test purports

to measure. Using this method, tests can be organized into achievement tests,

aptitude or intelligence tests, personality inventories, projective techniques,

interest inventories, attitude measures, and so forth. Each of these types of tests

may be further divided into subcategories. For example, individual tests are

designed for administration in a one-on-one situation. Group tests are designed

for group administration.

Individual tests are typically used for clinical purposes, such as making a

diagnosis of a disability or disorder or determining strengths and weaknesses in

a specific area of functioning (e.g., intelligence, achievement). These tests are

administered to one student at a time. The test user should have considerable

training in test administration, scoring, and interpretation. Group tests, on the

other hand, are designed primarily as instruments for mass testing (Anastasi &

Urbina, 1997). They are largely pencil-and-paper measures suitable for

administration to large or small groups of students at the same time. The

majority of tests used in schools are group tests. The recent large-scale tests

used by states are also group tests. Group tests are fairly easy to administer and

score, and their use does not require much special training on the part of the

examiners. Some group tests may also be computer administered and scored.

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Tests may also be grouped into speed tests and power tests. A speed test is

designed to measure the speed or rate of performance, rather than the

acquisition or mastery of knowledge. Typically, speed tests include very easy

items so every test taker knows the answers. This way, only speed of response is

measured by the test. On the other hand, a power test is designed to measure the

knowledge of the test taker, regardless of his or her speed of performance.

Power tests contain items with varying degrees of difficulty and allow enough

time for test takers to attempt all items. Performance is based on how well a

student can answer the items, instead of how fast he or she can perform.

However, most tests used in the schools measure both knowledge and speed as

factors on test performance. Specifically, these tests are designed to measure

students' knowledge in a domain of content and a time limit is set for the

students to complete the test. In other words, a student's score is influenced by

both accuracy and speed of his or her answers. On such tests, although a student

may have the necessary knowledge required to answer the test items correctly,

the student may not receive a high score if he or she works in a slow speed and

is unable to complete many items within the time limit.

Another way to classify tests is by the measurement theory that underlies a test.

Based on this consideration, tests may be categorized into norm-referenced tests

(NRT) and criterion-referenced tests (CRT). The major difference between NRT

and CRT lies in the standard used in interpreting test performance. In NRT, a

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student's performance is compared to that of other students in a group.

Specifically, interpretation of scores is made by comparing the student's

performance to the average of performance of other similar students on the test

or to the norm of a standardization sample. It indicates the student's status in a

group or how well the student has performed with respect to the rest of the

group. NRT is by far the most common approach to test interpretation.

However, it should be noted that because NRT compares a student's

performance to the normative group, language, culture, and socioeconomic

status differences between the student and the normative group could affect the

student's score (Kubiszyn & Borich, 2003). CRT, also known as domain-

referenced tests, employs a different frame of reference in test interpretation

than does NRT. In this approach, a performance standard called criterion is

established prior to testing to indicate mastery of the specific content domain

covered by the test. A student's performance is compared to the pre established

criterion, rather than to the performance of other students. Interpretation of CRT

results yield specific information regarding the student's proficiency in or

mastery of the measured skills. In recent years, states have begun to develop

minimum competence tests to assess students' performance, which are designed

and used based on the theory of criterion-referenced measurement.

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The Metropolitan Achievement Tests

The Metropolitan Achievement Tests (MAT7), a series of norm-referenced,

objectives-based tests, were administered in October 2004 to students in grades

3 and 5.

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These tests are designed to measure achievement in the basic skills commonly

found in state and district curricula. The content areas measured were Reading,

Mathematics, Language, Science and Social Studies. Also administered was the

Otis-Lennon School Ability Test (OLSAT), which measures the student’s

ability to cope with school learning tasks in verbal and nonverbal areas.

The percentile ranks compare the students’ performance in Braintree with mean

scores of students in the same grade across the nation.

The Peabody Individual Achievement Test

The Peabody Individual Achievement Test (PIAT-R) is the revised version of

the now classic Peabody Individual Achievement Test (PIAT), an individually

administered, norm-referenced measure of academic achievement. The test was

designed to provide a wide-range screening measure in six content areas that

can be used with students in kindergarten through the 12th grade.

Nelson-Denny Reading Test

he Nelson-Denny Reading Test was created in 1929 by M.S. Nelson and E.C.

Denny, both of whom were on the faculty of Iowa State Teacher's College. The

purpose of the test is to measure reading ability among high school and college

students. It is not appropriate for the clinical evaluation of reading disorders,

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however it may be used to identify students in need of remedial reading

instruction. The Nelson-Denny includes two

subtests(Vocabulary and Comprehension) both with multiple choice questions,

and yields four scores. The most recent revision was published in 1993 and is

available from Riverside Publishing in Itasca, Illinois.

The Nelson-Denny can be administered in a group format. Total administration

time is about 45 minutes which includes time spent instructing examinees

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