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Chapter 14: Standardized Testing: - Coggle Diagram
Chapter 14: Standardized Testing:
Standardized Tests: tests that are usually commercially prepared for nationwide use and are designed to provide accurate and meaningful information on students' performance relative to that of others at their age or grade level
Norms: standards that are derived from the test scores of a sample of people who are similar to those who will take the test and that can be used to interpret scores of future test takers.
Standardized tests are often used to select students for entry or placement in specific programs.
standardized tests can provide information to help you decide whether to place students in special-education programs
Standardized tests are often used to diagnose individual students’ learning problems or strengths
Perhaps the most common application of standardized testing is to evaluate students’ progress and teachers’ and schools’ effectiveness.
The results of some standardized tests provide information about appropriate student placement and diagnostic information that is important in remediation.
Types of standardized test
Aptitude Test: designed to measure general abilities and to predict future performance.
Multifactor aptitude battery: a test that predicts ability to learn a variety of specific skills and types of knowledge.
Achievement tests: measuring how much student's have learned in a given context.
Predict students' future performance, diagnose students' difficulties, serve as formative tests of progress, serve as summative tests of learning.
Achievement batteries: standardized tests that include several subtests designed to measure knowledge of particular subjects
Intelligence tests: are designed to provide a general indication of an individual’s aptitudes in many areas of intellectual functioning
Diagnostic tests: tests of specific skills used to identify students' need and to guide instruction.
Criterion-referenced Achievement Test: The items on the test are selected to match specific instructional objectives, often with three to five items measuring each objective.
Scores on criterion-referenced tests are frequently reported in the form of the number of items that the student got correct on each objective.
Cutoff score: the score designated as the minimum necessary to demonstrate mastery of a subject
How Standardized Tests are Interpreted
Derived scores: values computed from raw scores that relate students' performances to those of a norming group
Percentile score: a derived score that designates what percentage of the norming group earned raw scores lower than a particular.
Grade-equivalent scores: standard scores that relate students' raw scores to the average scores obtained by norming groups at different grade levels.
Normal distribution: a bell-shaped symmetrical distribution of scores in which most scores fall near the mean, with progressively fewer occurring as the distance from the mean increases.
Standard deviation: a statistical measure of the degree of dispersion in a distribution of scores
Scores on standardized tests are often reported in terms of how far they lie from the mean as measured in standard deviation units.
Stanine score: a type of standardized score ranging from 1 to 9, having a mean of 5 and a standard deviation of 2
Normal curve equivalent: a set of standard scores ranging from 1 to 99, having a mean of 50 and a standard deviation of about 21.
z-score: a standard score having a mean of 0 and a standard deviation of 1
Issues around Standardized Testing
No Child Left Behind/ Every Student Succeeds Act: federal education law specifying federal testing and accountability policies, funding for title I, special education, and other purposes
Test validity: a measure of the degree to which a test is appropriate for its intended use.
Content Evidence: a measure of the match between the content of a test and the content of the instruction that preceded it.
Criterion-related evidence: a type of evidence of validity that exists when scores on a test are related to scores from another measure of an associated trait.
Predictive evidence: a type of criterion-related evidence of validity demonstrated when scores on a test are related to scores from a measure of a trait that the test could be used to predict
Concurrent evidence: a type of criterion-related evidence that exists when scores on a test are related to scores from another measure of the same or a very similar trait.
Discriminant evidence: a type of evidence shown when scores on a test are related or unrelated to scores from one or more measures of other traits when educational or psychological theory about these traits predicts they should be related or unrelated.
Reliability: a measure of the consistency of test scores obtained from the same students at different times
Reliability is commonly measured using a coefficient that has a theoretical range from 0 to 1.
Test Bias: an undesirable characteristic of tests which item content discriminates against certain students
Computerized Test Administration
Computer-adaptive: an approach to assessment in which a computer is used to present items, and each item presented is chosen to yield the best new information about the examinee based on prior responses to earlier items
Common Core Standards
A set of academic performance standards being adopted by most of the US.
Smarter Balanced: a state assessment aligned with the CCSS
College- and Career-ready standards: Assessments intended to indicate how students are moving toward success in college and careers, and to move teachers and schools toward innovative approaches to teaching in line with the needs of colleges and the workplace.
Informing your Teaching
Benchmark Assessments: brief tests given every few months to help a teacher know whether students are on track toward success on state standards.
Data-driven reform: school reform strategies emphasizing careful analysis of data and implementation of proven programs to strengthen areas of need.