Standardized Testing Chapter 14 Copyright 2001 by Allyn

Overview Evaluation, Measurement and Assessment What Do Test Scores Mean? Types of Standardized Tests Issues in Standardized Testing New Directions in Standardized Testing Copyright 2001 by Allyn and Bacon

Concept Map for Chapter 14 New Directions in Standardized Testing Evaluation, Measurement, & Assessment Standardized Testing Issues in Standardized Testing Copyright 2001 by Allyn and Bacon Types of Standardized Tests What Do Test Scores Mean?

Evaluation, Measurement and Assessment Copyright 2001 by Allyn and Bacon

Basic Terminology Evaluation: a judgment Measurement: a number Assessment: procedure to gather information Norm-referenced

Comparing Norm- & Criterion. Referenced Tests Norm-referenced General ability l Range of ability l Large groups l Compares people to people l Selecting top candidates l Copyright 2001 by Allyn and Bacon Criterion-referenced Mastery l Basic skills l Prerequisites l Affective l Psychomotor l Grouping for instruction l

Criterion- or Norm. Referenced? Driver’s test Standardized achievement test Ed Psych test Bar exam

What Do Test Scores Mean? Copyright 2001 by Allyn and Bacon

Basic Concepts Standardized test Norming sample Frequency distributions Central tendency Mean l Median l

Frequency Distribution Histogram Copyright 2001 by Allyn and Bacon

Calculations: What Do the Numbers Mean? Copyright 2001 by Allyn and Bacon

Mean: The Arithmetic Average Add up all the scores Divide the total by the

Median The middle score l **Scores must be in rank order** l Count up

Mode The most frequently occurring score Look at the frequency distribution Identify which score

Range Report the high and low score or Report the difference between the highest

Standard Deviation Indicates how much the scores vary from the mean Based on the

Calculating Standard Deviation Calculate the mean: c Subtract the mean from each score: (c-c) Square each difference: (c-c)2 Add all the squared differences: S(c-c)2 Divide by the number of scores: Copyright 2001 by Allyn and Bacon Find the square root: S(c-c)2 N

Sample Problems Copyright 2001 by Allyn and Bacon

Calculate the mean, median, mode, range, and standard deviation for the following sets of scores: Reading l l l l l 95 90 85 80 75 70 65 60 55 Copyright 2001 by Allyn and Bacon Arithmetic l l l l l 76 78 77 71 75 79 72 73 74

Calculations Reading c c-c (c-c)2 l l l l l 95 90 85 80 75 70 65 60 55 20 15 10 5 0 -5 -10 -15 -20 400 225 100 225 400 S(c-c)2 = 1500 Copyright 2001 by Allyn and Bacon Arithmetic c c-c (c-c)2 l l l l l 76 78 77 71 75 79 72 73 74 +1 +3 +2 -4 0 +4 -3 -2 -1 S(c-c)2 = 60 1 9 4 16 0 16 9 4 1

Calculations continued Reading Arithmetic S(c-c)2 N S(c-c) 2 N Copyright 2001 by Allyn and

Completed Calculations Reading l Mean = 75 l Mode = none l Median = 75 l Range = 40 l Standard deviation = 12. 91 Copyright 2001 by Allyn and Bacon Arithmetic l Mean = 75 l Mode = none l Median = 75 l Range = 8 l Standard deviation = 2. 58

Reflection Questions Based on the calculations in the previous slides, how much does the mean score tell you about the performance of the whole class? How much do median and modal scores tell a teacher? How can you use a standard deviation to help you in planning for a particular class? Copyright 2001 by Allyn and Bacon

Normal Distributions The “bell curve” Mean, median, mode all at the center of the curve 50% of scores above the mean 50% of scores below the mean 68% of scores within one standard deviation from the mean See Figure 14. 2, Woolfolk, p. 528 Copyright 2001 by Allyn and Bacon

Normal Distribution with Standard Deviations Percent of the population 34% 2% 34% 14% -3

Types of Scores Percentile rank Grade-equivalent Standard scores l z scores l T scores

Interpreting Test Scores Reliability True score Standard error Confidence intervals Validity Content-related l Criterion-related l Construct-related Guidelines, Woolfolk, p. 534 Copyright. See 2001 by Allyn and l Bacon

Types of Standardized Tests Copyright 2001 by Allyn and Bacon

Achievement Tests Measure previous learning The standardized scores reported: NS: National Stanine Score l NCE: National Curve Equivalent l SS: Scale Score l NCR: Raw score l NP: National Percentile l Range: Confidence interval set at 95% l See Figure 14. 5, Woolfolk, p. 535 Copyright 2001 by Allyn and Bacon

Diagnostic Tests Identify strengths and weaknesses Most often used by trained professionals Elementary teachers

Aptitude Tests Measure abilities Used to predict future performance SAT/PSAT ACT/SCAT IQ and aptitude

Issues in Standardized Testing Copyright 2001 by Allyn and Bacon

Issues in Testing High stakes testing Uses of testing l Readiness Minimum and World-Class Standards l l l High school competency National standards Content standards Performance standards Opportunity standards World-Class Standards See Point▼Counterpoint, Woolfolk, p. 541 Copyright 2001 by Allyn and Bacon

More Issues in Testing teachers: Praxis Series Bias and fairness l Culture-fair & culture-free

New Directions in Standardized Testing Learning potential Authentic assessments Constructed response formats Copyright 2001

Reflection Questions How would you determine the validity of a portfolio assessment for high school students? How would you determine the reliability of science projects as an assessment process for 5 th graders? What testing bias have you encountered in your educational process? Copyright 2001 by Allyn and Bacon

Summary Evaluation, Measurement and Assessment What Do Test Scores Mean? Types of Standardized Tests Issues in Standardized Testing New Directions in Standardized Testing Copyright 2001 by Allyn and Bacon

Review Questions Distinguish among evaluation, measurement, and assessment. Distinguish between norm-referenced and criterion-referenced tests. Describe the key features of a standardized test. What are mean, median, mode, and standard deviation? Copyright 2001 by Allyn and Bacon