Chapter 4 Standardized Tests Basic Considerations n Standard

Chapter 4 Standardized Tests

Basic Considerations n Standard procedures must be followed n The student’s best efforts must be elicited n Responses must be scored accurately

Preparation of the Tester Training in assessment including supervised practice n Tester’s performance must be evaluated to ensure accuracy n

Preparation of the Testing Environment n Testing Room n n Adequate ventilation and lighting Freedom from distractions and interruptions An office-sized room is preferable to classroom Seating Arrangements n n Appropriate tables and chairs of correct size are preferable Tester should be able to adequately observe the student and easily reach and manipulate test materials

Preparation of the Testing Environment, continued n Equipment Required test equipment should be readily available n Test materials not in use should be removed from the student’s view n n Participants The tester and student should be alone n If necessary, parents or others may observe but may not participate n

Preparation of the Student n n n Consider the optimal time of day to achieve the student’s best performance The tester should introduce himself or herself to the student The tester converses with the student to elicit information and establish rapport The purpose of the testing should be explained to the student Test activities and requirements are described. The student should have the opportunity to ask questions about the assessment

Test Administration n n Strict adherence to administration and scoring guidelines is essential Recording of student responses requires a score sheet or protocol Demonstration items may be provided Establish a basal and continue until a ceiling is reached Testing ends when all items are completed, the time allotted is exhausted, or the student no longer works efficiently

Observation of Test Behavior n Tester observes student’s style of response Verbal or nonverbal response mode n Length of response latencies n Length of the response n Organization of the response n Method of expressing an inability to respond n Observation of idiosyncratic responses n

Observation of Work Style n Tester observes student’s style of work Activity level is observed n Length of time the student attends to task n Student’s ability to persevere until task completion n Student’s need for reassurance n

Scoring the Test n Compute raw scores Compute student’s chronological age n Add points earned by student including those below the basal n n Convert raw scores to derived scores Raw scores may be converted to age equivalents, percentile ranks, standard scores, or others n Some scores may fall above norms and others below norms n

Computing Raw Scores

Interpreting Test Results Test behavior is examined and described in detail n Tester chooses type of score to report n Standard error of measurement is used to construct confidence intervals around observed scores n

Criteria for Evaluating Test Performance Standard scores are preferable n Scores should be reported as confidence intervals n Scores should be described in relation to a range of performance in which they fall n

Using Standard Score Ranges

Computers as Tools for Assessment Tests administered by computers can depress students’ scores n Scoring of tests is the most common use of computers in assessment n Test interpretation and reporting can also be facilitated by computer scoring programs n

Modifications of Testing Procedures Tests should be administered under standard conditions before modification is attempted n When modifications are made to determine further information about the student, it is called testing of limits n Modifications should be accurately described in the test report n

Avoiding Bias in Testing Tester must be professionally prepared n Professionals should have knowledge about the types of students they assess n Tester’s attitudes affect expectations n Student-tester rapport is of critical importance n Bias may occur during interpretation of test results n