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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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Characteristics of Standardized Tests
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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Characteristics of Standardized Tests
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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Characteristics of Standardized Tests
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