LARGE SCALE TESTS

LARGE - SCALE ASSESSMENTSBy: Michele Leslie B. DavidMAE-IMTYPES OF LARGE-SCALE TESTSStandardized Achievement Tests

Standardized Ability TestsGroup Ability TestsIndividual Ability Assessments

High Stakes UsageTo determine if performance standards for grade promotion and graduation have been demonstratedTo evaluate teachersTo evaluate principalsTo evaluate and accredit schoolsStandardized Achievement TestsWhat do students know?How much students have learned?- Reading- Math- Science- Social Science- EnglishCoverage is broad and common to all.Advantages Contents are shared by all schoolsAllows comparison throughout the country

DisadvantageMismatch between test and local curriculum

Survey Battery Norm-referenced standardized testComprehensive set of subject matter Helps determine students strengths and weaknessesBut does not provide the teachers the information which are helpful to developing instructionsDiagnostic BatteryCriterion-referenced testSpecific strength and weakness in a particular subjectHelpful in developing instructional decisionsStandard-Based Large Scale Test-Customized to states and school districts -Criterion-referenced or standards-referenced (standards-based)PurposeSpecific and has direct consequences for students and schools, promotion and accreditationAlso formative assessment Also summative assessment

Formative AssessmentUsed to guide student instruction and learning, diagnose skill or knowledge gaps, measure progress, evaluate instruction, to determine what concepts require more teaching and what teaching techniques require more modification... To use results to evaluate instruction strategies, curriculum and teachers, and make adjustments for better student performance. (Pearson education, 2007)National Assessment of Educational Progress (USA)1969 title of The nations report cardCriterion-referenced 3 main scoring basic, proficient and advancedIncludes all subjects

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Group Ability TestsUsed as screening device to identify students whose abilities deviate from the norm

Individual Ability AssessmentConducted by a trained examiner with one examinee done face to faceConsideration on variables like motivation, handicapping conditions, and persistenceAdministering the testTeachers will proctorInstructions shall be read in a verbatim mannerProctors shall answer questions related to instructions onlyPreparing the examineesRead or listen to directions carefullyRead or listen to test items carefullySet a pace that will allow adequate time to complete the testBypass difficult items and come back to them later ( do easy items first)Make informed guesses rather than omitting itemsPreparing the examineesEliminate as many options as possible before guessingFollow directions for marking answers carefullyCheck to be sure that the item number in the booklet matches the item number in the answer sheetCheck answers if time permitsReview item formats and strategies to get the answerLook for grammatical clues to the right answerRead all options before selecting oneothersClassroom environment (teachers attitude)Physical environment (lighting, space, ventilation)No distractionsRemove visual aidsSeating arrangementTime of test (AM or PM?)

How is the environment of this room?

How do you find this arrangement?

INTERPRETING SCORESThe vast majority of scores that are used are the modifications or transformations of the raw scores into derived scores.

2 types of derived scores Absolute derived score which is referred to as percentage correctRelative derived score this is a comparison with how the others did on the same assessmentNorm-Referenced ScoresPercentile scores indicate the percentage of students in the reference group (norm group) who were outperformed.Standard scores are derived scores, transformed from raw scores, that are expressed as units of standard deviation.Grade equivalent scores sometimes called grade norm score that indicates student performance in relation to grade level and months of the school year.Standards-Based ScoresThe basis for interpreting standards-based scores is the number of items answered correctly or the judgment of an expert who reviews a sample of a student work.Interpreting Test ReportsIdentify the nature of information presented .Find an explanation for it in an interpretive guide.Use of Test ResultsPlanning prior to instructionTo evaluate the effectiveness of instruction after content and skills have been taughtTo provide indication of general ability level of the students in the classEstablish reasonable , realistic expectation for students and to influence the nature of instructional materialsUse of Test ResultsIf students scores are lower than expected, the results may be used for further retesting, special attention or counsellingUsed also for selection and placement into special programsUsed to evaluate effectiveness of instruction and curriculumUsed to evaluate programs by examining trends in areas that have been emphasized or notUse of Test ResultsUsed to indicate areas within the curriculum that need further instructionTo examine specific methods of teachingTo evaluate teachersHow important is it?Standardized tests have value because of their technical soundness and their ability to identify strengths and weaknesses, show gains from year to year, and compare programs to establish effectiveness.Large-Scale Tests in the Phils.National Career Assessment ExaminationNational Secondary Achievement TestNational Elementary Achievement TestPhilippine Validating TestAccreditation and Equivalency ProgramAccelerated Learning Program for Elementary Schools 2007 NCAEExaminees with High Score in General Scholastic Aptitude Test

National Achievement Tests (Grades 4 - 6) SY 2002-2005 (In Percent).

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National Achievement Tests (Fourth Year High School) SY 2002-2005 (In Percent)

.Mean Percentage Scores of the National Achievement Test in Grade 6 by Subject Area, SY 2005-2006

. Mean Percentage Scores of the National Achievement Test in Fourth Year High School by Subject Area, SY 2005-2006

.Mean Percentage Scores of the National Achievement Test in Grade 6 and Fourth Year High School By Region, SY 2005-2006

Sources:http://www.filipinasoul.com/national-college-entrance-exam-back-again-with-more/http://www.deped.gov.ph/updates/updateslinks.asp?id=331http://www.pia.gov.phhttp://www.nscb.gov.ph/factsheet/pdf07/FS-200705-SS2-01.asphttp://en.wikipedia.org/wiki/Education_in_the_PhilippinesNATIONAL EDUCATIONAL TESTING AND RESEARCH CENTERCEM Diagnostic Tests of James Matthew B. David and Jullienne Margaret B. DavidGLT of the reporter