Tests and Measurement

1
Tests and Measurement

• Donna Sundre, EdD
• Robin D. Anderson, PsyD

2
How to Use a Test

• Standardization
• Test Score Interpretation
• Bias or True Difference
• Communicating Test Results to Others
• Using Test Scores to Advocate
• Common Test Misuses

3
Standardization

• A standardized test is one that is administered
  under standardized or controlled conditions that
  specify where, when, how, and for how long
  children may respond to the questions or
  "prompts." (NCREL, 2002)

4
Standardization

• They provide a "systematic procedure for
  describing behaviors, whether in terms of numbers
  or categories."
  
• They include specified procedures for
  administration and scoring
  
• They have an established format and set of
  materials
  
• They present the same tasks and require the same
  response modes from all test takers
  
• They provide tables of norms (see standards for
  technical qualities) to which the scores of test
  takers can be compared in order to ascertain
  their relative standing
• Goodwin, W. L., Driscoll, L. A. (1980).
  Handbook for measurement and evaluation in early
  childhood education. San Francisco Jossey-Bass.
  

5
Test Security

• Important for Fairness and Validity
• Before Test
• Keep tests secure
• Do not share items as part of test prep.
• During Test
• Do not allow students to take notes
• Do not allow copies to be made
• After Test
• Insure no items leave test area
• Keeps tests secure
• Test Preparation

6
Test Score Interpretation

• Observed Score
• Standard Score

7
Norm-Referenced Interpretation

• Describe a students performance in relation to
  the performance of a group of students
  
• Examples Grade Equivalent Scores Percentiles

8
Advantages

• Allow one to Analyze the general progress of
  large groups of students
  
• Give you a basis for examining an individual
  students general performance
  

9
Limitations

• Inappropriate for following an individual
  students specific progress in specific skills
  
• Insufficient for diagnosing a students specific
  strengths or weaknesses within a given subject
  area
  
• Inappropriate for your district if specific
  features of your curriculum or of your students
  are not represented in the test
  
• Assess narrow range of outcomes
• Limited number of items for each objective
• Norms quickly become outdated

10
Criterion-Referenced Interpretation

• Describe a students mastery of skills
• Often developmental information provided

11
Advantages

• Measure whether your district has attained its
  curricular objectives
  
• Often developed from programs or courses that are
  taught in local schools
  
• Appropriate for diagnosing your students
  strengths and weaknesses within a given subject
  area
  
• Help you plan instructional programs

12
Limitations

• Do not provide meaningful norms
• Can be expensive to develop
• Must revise them periodically to reflect current
  objectives
  
• Require a great deal of testing time
• Require additional cut scores
• Rudner, L. (1989). Basic testing principles. In
  Understanding Achievement Tests A guide for
  School Administrators. American Institutes for
  Research Washington, D.C.

13
Test and Item Bias

• Bias When subgroups of equal ability perform
  differently on a test or item
  
• Not bias if it reflects a true difference in
  ability between two groups
  
• Documenting the achievement gap

14
Communicating Test Results

• Explain why students are tested
• Explain the different types of scores
• Help parents to interpret test scores
• Advocating for students

15
Why students are tested

• Evaluate and improve the school district
• Evaluate and improve the individual school
• Identify a child's academic strengths
• Identify areas where a child may need to improve
  
  
• Eisenberg, Thomas E., and Rudner, Lawrence M.
  (1988). Explaining Test Results to Parents. ERIC
  Digest No. 102.

16
Test Misuses

• Relying on Test Titles
• Ignoring Error of Measurement
• Lack of Multiple Indicators
• Poor Test Score Reporting
• Ascribing Causation
• Gardner, E. (1989). Five Common Misuses of Tests.
  ERIC Digest No. 108.
  

17
Concluding Remarks

• Brief Introduction
• Resources in handout and on Web
• Concerns? Questions? Issues?