Session 7 Standardized Assessment

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Session 7Standardized Assessment
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Standardized Tests Assess students under
uniform conditions a) Structured directions
for administrationb) Procedures for scoringc)
Interpretation of the results A students
performance is compared against other students at
the same age or grade level. Standardized tests
have norms and measures of validity and
reliability.
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Norm-Referenced TestsNorms are scores that
describe typical levels of performance for a
particular group. An individuals raw score is
compared to the norms to determine if the score
is above, below, or around the average for that
group.A norm group or comparison group may be a
national sample, or a sub-set of this national
sample, or a school/board sample. Norm
referenced tests do not tell you where students
are in relation to the curriculum.
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Criterion-Referenced TestsCriterion-referenced
tests compare scores to a standard of performance
and measure the degree of mastery of specific
objectives.Ontario currently uses
criterion-referenced tests to measure student
performance in grades 3, 6, 9, and 10.
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What Are Standardized Tests Used For?Provide
information about how a group of students is
performing compared to students elsewhere.
Diagnose students strengths and
weaknesses.Provide evidence for placement in
other programs.Help evaluate new programs and
make administrative decisions.Measures of
accountability of the schools and
teachers.Minimum competency of students before
they are promoted/graduate. What group(s) have
these purposes?
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Discussion Question How has standardized
testing affected your life? What opportunities
have opened or closed to you based on test
scores? Was the process fair? Why or why not?
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Standardized Test Reliability Reliability is
the extent to which a test produces consistent,
reproducible measures of performance. Three
main types of reliability Test-Retest
(Stability) Alternative-Form (Equivalency)
Split-Half (Internal Consistency)Students can
perform inconsistently across the same tests,
therefore internal and external factors should be
considered as they relate to reliability.
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Standardized Test Validity Validity is the
degree to which a test measures what it is
intended to measure. Four main types of
validity Content Criterion (Concurrent or
Predictive) Construct InstructionalIf a
test is valid then it is reliable, but one that
is reliable is not necessarily valid. For
example, students can respond consistently on a
test, but the test might not be measuring what it
purports to measure.
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Standardized Tests Achievement Achievement
tests measure what the student has learned or
what skills are mastered. The results tell the
teacher what the students can or cannot do under
certain conditions. Include survey batteries
which test subject-matter for a particular level
of student (i.e., CTBS, WIAT, WRAT) and tests for
specific subjects (i.e., OSSLT, Key Math).
Achievement tests can be norm- or
criterion-referenced.
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Standardized Tests Aptitude Aptitude tests
attempt to predict a students ability to learn a
skill or accomplish a level. Intelligence
tests are an example of an aptitude
test.Examples include the WISC, WAIS, etc.
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What is Intelligence? Sternbergs Triarchic
Theory Analytic, Creativity, Practical
Intelligence. Gardners Multiple Intelligences
Theory Verbal, Logical-mathematical, Spatial,
Bodily-Kinesthetic, Musical, Interpersonal,
Intrapersonal, Naturalist, Existential. Psycholo
gists do not agree and have differing views on
the nature of intelligence.
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History of Intelligence TestsIn 1905, a French
psychologist, Alfred Binet devised the first
measure. I.Q. stands for Intelligence Quotient
and is calculated by Mental age
---------------------------------Chronological
age X 100 Mental Age is a level of mental
development relative to others and it is the
score on an intelligence test. Example 10 year
old with MA of 8 has an I.Q. of 80
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Discussion QuestionCan a persons mental
capacity be measured and quantified as a
number?Does it exist in a general/overall
capacity or specific capacities?How do we
measure it? Are these tests fair?Should these
tests be used to make educational decisions about
a students instruction or placement?
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Cautions and ControversyTeachers should be
aware of the controversy surrounding intelligence
tests. For example Group administered IQ
tests are usually not accurate.IQ tests may not
be entirely representative of our population as
some questions contain American content and
norms. What is considered intelligent in one
culture is not necessarily intelligent in another
culture.Contemporary versions of intelligence
tests attempt to reduce cultural bias by
including items that would be familiar to
children from all socioeconomic backgrounds.
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Psychoeducational Assessments Administered
by the School Psychologist or a private
practicing certified Psychologist. This is
done to identify a students cognitive strengths
and weaknesses and then designate the student
with an exceptionality. Recommendations for
school placement and academic instruction are
made by the Identification Recommendation and
Review Committee (IPRC).