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Educational Assessment of Students Eighth Edition

Chapter 16 Standardized Achievement

Tests

Key Concepts (1 of 2)

16.1 Standardized tests are tests for which the procedures, administration, materials, and scoring rules are fixed so that as far as possible the assessment is the same at different times and places. Appropriate administration of standardized tests and appropriate use of results is key to their effectiveness. Inappropriate administration or use can lead to harmful consequences.

Key Concepts (2 of 2)

16.2 Standardized achievement tests include multilevel survey batteries, multilevel criterion-referenced tests, other multilevel tests for a single curricular area, and single-level tests for one course or subject area. State- or district- mandated tests include state achievement tests customized to state standards, interim or benchmark tests and services, Response to Intervention (RTI) assessments, early childhood assessments, and English language proficiency tests.

Definition of Standardized Test

• Standardized tests are tests for which the procedures, administration, materials, and scoring rules are fixed so that as far as possible the assessment is the same at different times and places.

Steps in Standardized Test Development

1. Assemble preliminary ideas. 2. Evaluate proposal (approve/reject). 3. Make formal arrangement (sign contract if publication is approved). 4. Prepare test specifications. 5. Write items. 6. Conduct item tryout. 7. Assemble final test form(s). 8. Conduct national standardization. 9. Prepare final materials. 10. Prepare marketing plan. 11. Publish.

Other Considerations in Standardized Test Development

• Universal design (to maximize access)

• Using technology – Plan accommodations early – Plan for teacher training – Plan for student training

Standardized Test Score Reports

• Levels of reporting – Individual student reports, class reports, building- and

district-level reports

• Effective reports – Concise and readable – Focus data displays on a few purposes – Not too much information

Varieties of Standardized Tests

• Commercially published achievement tests – Multilevel survey batteries – Multilevel criterion-referenced tests

• Federally mandated state assessments

• Commercially produced interim and benchmark assessments and services

• Other commercially available tests

Multilevel Survey Batteries (1 of 2)

• Survey general educational growth or basic skill development

– Multilevel = test content spans several grade levels – Battery = several curricular areas are assessed by

different subtests

• Often annually administered

Multilevel Survey Batteries (2 of 2)

• Generally include information about: – Test development – Test administration – Norming features – Scoring – Interpreting and reporting scores

• Differ based on: – Content emphasis – Articulation between grade levels – Services offered to schools

Selecting a Multilevel Survey Battery

• Select a test that best fits your school’s curriculum and the state standards.

• Be attentive to community concerns.

• Plan to use a test at least 5 years.

• When possible, test at grade levels not tested by state- mandated assessments.

• Provide individually administered assessments when appropriate for students with special needs.

Multilevel Criterion-Referenced Tests (Single Curricular Area)

• Provide detailed information about students’ status for a well-defined domain of performance in a single subject area (e.g., mathematics).

– Span several grade levels – Some align with state standards

Other Multilevel Tests for a Single Curricular Area

• Tend to be deeper and broader than survey tests

• Should not be used to compare performance in two or more areas

– Usually not normed on same population

Single-Level Standardized Tests for One Course or Subject

• Assess achievement at only one educational level or for one course (e.g., Algebra I)

– Often called “end-of-course” tests or exams

• For most purposes, a teacher-made test for a subject is more appropriate.

State-Mandated Tests

• ESSA requires testing all students in Grades 3 through 8 and high school

– Accountability is usually the focus ▪ Should be used along with teacher development

programs

Assessments of Common Core State Standards

• Search the Internet for the most recent information regarding:

– Partnership for Assessment of Readiness for College and Careers (PARCC)

– Smarter Balanced Assessment Consortium – National Center and State Collaborative Partnership

(NCSC) – Dynamic Learning Maps Alternate Assessment

System Consortium (DLM)

Interim or Benchmark Assessments

• Used for predicting and shaping students’ performance during the year, to maximize performance on the annual state test.

– Example: Measures of Academic Progress (MAP)

Other Assessments

• Response to Intervention (RTI) assessments – Measure how well students respond to changes in

instruction

• Early Childhood Assessments – Used to make certain that young children will be

ready for the demands of accountability testing when they are older

• English Language Proficiency Tests

Uses for Standardized Tests in the Classroom (1 of 2)

• Describe the educational developmental levels of each student.

• Describe specific qualitative strengths and weaknesses in students.

– Use this information to remediate deficiencies and capitalize on strengths.

• Describe the extent to which a student has achieved prerequisites needed to go on.

– Use along with classroom performance to make recommendations for placement.

Uses for Standardized Tests in the Classroom (2 of 2)

• Describe commonalities among students. – Use info to group students for instruction.

• Describe students’ achievement of specific learning objectives.

– Use info to make changes in instruction.

• Provide students and parents with feedback about students’ progress toward learning goals.

– Use info to establish a plan for home and school to work together.

Extra Classroom Uses for Standardized Tests

• Make decisions about curriculum or instructional changes.

• Describe the relative effectiveness of the local educational enterprise.

• Compare the relative effectiveness of the local educational enterprise.

• Describe the relative effectiveness of innovations or experiments in education.

Misuses of Standardized Tests (1 of 2)

• Using only results from one standardized test for: – Placing a student in a special instructional program – Retaining a student in a grade – Judging an entire school program’s quality

Misuses of Standardized Tests (2 of 2)

• Using a survey achievement battery to prescribe the specific content teachers should teach at certain grade levels

• Attributing a student’s poor assessment results to only one cause

• Blaming the teacher if the class does poorly

Classroom Teachers’ Roles

• Follow prescribed directions when you administer a standardized test.

• Prepare your students for standardized testing in ethical and appropriate ways.

Ethical Practices

• Teaching the learning objectives in the curriculum without narrowing teaching to those objectives that appear on a standardized assessment.

• Teaching general test-taking strategies and integrating a variety of test-taking formats into teaching, so students learn how to respond to them.

Unethical Practices

• Giving your students practice on a published parallel form of the assessment they will take.

• Giving your students practice on the same questions and tasks that they will take later.

Questionable Practices

• Teaching only those learning objectives that specifically match the objectives that will appear on the standardized assessment your students will take.

• Teaching only those learning objectives that specifically match the objectives that will appear on the standardized assessment your students will take and giving practice on those objectives using only the same types of task formats that will appear on the assessment.

Educational Assessment of Students
Key Concepts (1 of 2)
Key Concepts (2 of 2)
Definition of Standardized Test
Steps in Standardized Test Development
Other Considerations in Standardized Test Development
Standardized Test Score Reports
Varieties of Standardized Tests
Multilevel Survey Batteries (1 of 2)
Multilevel Survey Batteries (2 of 2)
Selecting a Multilevel Survey Battery
Multilevel Criterion-Referenced Tests (Single Curricular Area)
Other Multilevel Tests for a Single Curricular Area
Single-Level Standardized Tests for One Course or Subject
State-Mandated Tests
Assessments of Common Core State Standards
Interim or Benchmark Assessments
Other Assessments
Uses for Standardized Tests in the Classroom (1 of 2)
Uses for Standardized Tests in the Classroom (2 of 2)
Extra Classroom Uses for Standardized Tests
Misuses of Standardized Tests (1 of 2)
Misuses of Standardized Tests (2 of 2)
Classroom Teachers’ Roles
Ethical Practices
Unethical Practices
Questionable Practices
Copyright