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Chapter 14: Standardized Tests and Accountability (Teacher Accountability,…
Chapter 14: Standardized Tests and Accountability
Interpreting standardized test
Percetniles
is where the child ranked in their grade level against others in the same category
Grade equivalent
based on average scores in a particular grade level
easy to interpret
Should be taken with a grin of salt
since norms vary from test to test
Standard scores
based on a normal curve
standard deviation
average differ from the mean
Staine Score reported as a whole number
Normal curve Equivulant
range fro 1 to 99
similar to percentiles
Tests and accountability
Bias
false information
unfair to diverse students
preparing fro the tests
students of low income of diverse backrounds
Computerized
multiple choice
Simplest form
Tailor selective form for student performance
dependent of successful answering by student(s)
Used more and becoming common
accurate information
avoids on easy or impossible items
Reliability
Knoledge
Skill
measured coefficient 0 to1
Measurement and meaningful the scores are
Accommodations
SPED Students
enlarging text
extending time
reading items
reading the test to the student
ELL Students
not tested in some school
simplify instruction
test in two languages
Validity
criterion
relationship between the scores
predictive evidence
predict future behavior
school preformance
SAT and ACT
concurrent evidence
IQ test
comparing scores
Discriminant evidence
May lack variable relationhip
content evidence
What is taught
what should be taught
focus on accuracy and relavance
consequential
Teacher Accountability
Education policies and Obama Admin.
Test scores are reflected to the teacher
used for retention or promotion
very contrversial
pressure to regional or national consortia
States to make major changes
firing some or all staff
making the school into charter school
freedom to fire or hire teachers
choose curricula
set own policies
Common Core Stanards
developed by Naional Governors Association
Council of Chief State school Officers
46 states take part
All students and schools have a similar objectve
Similar to the European and Asian countries
focus is on writing, argumentation, reasoning, and technology
Data Driven Reform
Collect Data
organize existing data
collect new data
information on instruction material
information on programs being used
Anaylyze results
Set priorities and goals
make sure they are measurable
acheveiments
realistic
Attainable
Determine what you want to know
begin with a problem that needs to be solved
or a question that they want answered
Assessment done by
Subskills
subgroup
grade level
other categories
Develop stratigies
specific
consider potential solutions
Bench Mark Assesmnet
Done 3 to 8 times a year
Using the Assessment can help with professional development for the teacher
Sometimes results are not in on time
schools are told a subject may be in trouble of low scores
School has already planned for the new school year
Done 3 to 8 times a year
Use the assessment for teacher reform
No Child Left Behind Act
Disaggregated reporting scores
SPED students
students living in poverty
ethnic groups
ELL students
Adequate Yearly Progress
subgroups hopeful scoring high
each state is different on assessment
expected to make progress
AnnualTestng
Or contracted from other companies
Some states make their own tst
selected grades are tested
Consequences for not meeting AYP
opportunity to transfer
reconstruction of the school
replace staff or new staff
small-group tutorials
after school
summer
closure
taken over by the state
most states have a wavier so their exempt
Value dded ASSESSMENTS
What Types of Standardized Tests Are Given?
Aptitude Tests
Designed to assess students' abilities
General Intelligence Tests
Intelligence quotient or IQ tests
Multifactor Aptitude Tests
Provide a breakdown of more specific skills
Norm-Reference Achievement Tests
Achievement Batteries
Measure individual or group achievement in a variety of subject areas
Diagnostic Tests
Produce more detailed information on specific areas
Criterion-Reference Achievement Tests
Most meaningful when constructed around a well defined set of objectives
Scored for each objective
Standard Setting
Cutoff score established by qualified professionals to determine the probability that a student with a given level of proficiency would get the item correct.
Standardized Tests
Typically given under "standardized conditions to thousands of similar students, allowing publishers to establish norms for comparing individual scores.
Selection and Placement
Often used to select students for entry or placement in specific programs
Diagnosis
Often used to diagnose individual students' learning problems or strengths
Evaluation and Accountability
Evaluate students' progress and teachers' and schools' effectiveness
School Improvement
Can provide information about appropriate student placement and diagnostic information that is important for remediation