Transcript Chapter Four: Using & Reporting Standardized Test Results

Lecture by: Chris Ross
 Both
are standardized instruments
 Norm-Referenced
tests => provide
information on how the performance of
an individual compares with that of
others.
• Individual’s standings compared with others
• Person is given a percentile rank
 Criterion-referenced
tests => provide
information on how the individual
performed on the some standard or
objective.
• Allows for interpretation what an individual can
do without considering other’s performance.
• Measures the results of instruction
• Performance on specific behavioral or
instructional objectives
 Linn
& Miller (2005): “The criterionreferenced test emphasizes description of
performance and the norm-referenced
test emphasizes discrimination among
individuals.”
 Linn
& Miller (2005) describe Norm and
Criterion-Referenced Tests common
characteristics:
• Both require a relevant and representative sample of
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test items
Both require specification of the achievement
domain to be measured
Both use the same type of test items
Both use the same rules for item writing (except for
item difficulty)
Both are judged by the same qualities of goodness
(validity & Reliability)
Both are useful in educational measurement
 Norms
are not standards to be reached;
they are numerical descriptions of the
test performance of a group of students.
 Norms can be made at a national or local
level.
 Commonly used to measure school
achievement, intelligence, aptitude and
personality traits.
 Formal tests can help determine those
who need specialized education
 Wechsler
Preschool & Primary Scale of
Intelligence (Wechsler, 2002). Intelligence
test that is norm referenced.
• Kaufman Assessment Battery for Children (Kaufman
& Kaufman, 2005)
• McCarthy’s Scales of Children's Abilities (MacCarthy,
1983)
 Norm-Referenced
tests with preschool
children are used to measure their present
level of knowledge, skills or performance.
 Locally
developed, state and national
tests are given in order to measure and
analyze individual and group
performance.
 Screening and diagnostic tests
 Norm-Referenced tests results are used
for general comparisons of groups.
 Test
scores are used to describe
individual performance on specific
objectives
• Diagnostic Evaluation => an evaluation to
analyze an individual’s areas of weakness or
strengths and to determine the nature and
causes of the weakness
• Developmental Screening => Evaluation of the
young child to determine whether development
is proceeding normally. It is used to identify
children whose development is delayed.
 DIBELS
Individual Sound Fluency (ISF), a
measure of phonological awareness.
 Denver
II ( Franenburg, Dodds, Archer,
Shapiro & Bresnick, 1990), used by
pediatricians commonly.
 Criterion-Referenced
results are used for
instructional planning with children
 Reports
of individual performance are used
for instructional planning
 Mastery Testing
=> Evaluation to determine
the extent to which a test taker has mastered
particular skills or learning objectives.
Performance is compared to a
predetermined standard of proficiency.
 Individualized
Instruction=> Instruction
based on the learning needs of
individual students. It may be based on
criterion-related evaluation or diagnosis.
 Minimum
Competency Testing =>
Evaluation to measure whether test
takers have achieved a minimum level of
proficiency in a given academic area.
 Normal
Distribution => the hypothetical
distribution of scores that has a bell-shaped
appearance. This distribution is used as a
model for many scoring systems and test
statistics.
• Physical and psychological traits are distributed in a
bell-shaped frequency polygon, with most scores
clustered toward the center of the curve.
• Mean => the arithmetic average of a set of test
scores.
 Standardized
Deviations => a measure of
the variability of a distribution of scores
around the mean.
 Pages
90-91 detail the uses of SD.
 Percentile
Ranks => the test taker’s test
score, as expressed in terms of its position
within a group of 100 scores. The percentile
rank is the percentage of scores equal to or
lower than the test taker’s score.
 Percentiles
=> a point or score in a
distribution at or below which falls the
percentage of cases indicated by the
percentile. The score scale on a normal
distribution is divided into 100 segments,
each containing the same number of scores.
 Stanines
=> A scale on the normal curse
divided into nine sections, with all
divisions except the first and the last
being 0.5 standard deviation wide.
Z
Scores => a standard score that expresses
performance in terms of the number of
standard deviations from the mean
T
Scores => a standard score scale with a
mean of 50 and a standard deviation of 10.
 Standard
Scores => a transformed score that
reports performance in terms of the number
of standard deviation units the raw score is
from the mean.
 See
figure 4-6 to see an example of how
an individual’s test is recorded. (Pg. 95)
 Within
each test and subtest, the scaled
score, national percentile rank and
stanine, and grade equivalent are
reported.
 Criterion-referenced
scores are all
broken down into subcategories.
 Take
a look at figure 4-7 (pg 97). Look at
the reporting methods used. What is the
difference between this figure and the
individual report? Why are these two
reports so important?
 Many
audiences will review these reports
(teachers, principles, government,
parents, etc)
 Achievement reports can be studied by
grade level, across a school or among all
the district schools.
 Strengths and weaknesses are noted
 Achievement over time can be seen (or a
decline)
 Given
parents an opportunity to meet
with teachers to explain the results
• Gives a chance to go through the strengths and
weakness. Also why that test was given
 Be
careful comparing test scores among
the children.
 Grade
Equivalent => the grave level for
which a given score on a standardized
test is the estimated average. Gradeequivalent scores, commonly used for
elementary achievement tests, are
expressed in terms of the grade and
month.
• Can be used to help the parents understand
where the student is at in their progress.
 Uniformity
in test administration
 Quantifiable
 Norm
scores
referencing
 Validity
and reliability
 High-Stakes Testing
 Measurement
Limitations
 Assessment
of Students with Disabilities
and/or Limited English Proficiency
 Effects
on Curriculum and Instruction
 Please
review Pgs 105-106