Norm Referenced Your score can be compared with others 75 th Percentile Normed

Domain Referenced Absolute Level of Achievement: 90% Correct

Ipsative Paired Comparison: When score high on one area; score low on another Cannot use as group data, but for an individual

Achievement Tests Effect of a specific program of instruction or program of formal learning

Aptitude Tests “Learning from Living” “Cumulative effects of a multiplicity of experiences in daily living”

Diagnostic Tests Designed to analyze the individual strengths and weaknesses in an area and suggest causes of a difficulty

Intelligence Tests Measures how well one has learned the intellectual skills taught in schools Used to predict how well a student will do at the next level of education

Personality Tests Measure emotional, motivational, inter- personal and attitudinal characteristics Separate from abilities

Item Analysis Analyzes each item on a test, reports descriptive statistics and Phi: Pass or fail the item with whether or not student is in top or bottom quartile; thus “does the item discriminate” between those who know the content and those who do not

Item Analysis - 2 Point biserial: correlates class’ performance on the item and on the whole test High + = those who scored high on the whole test passed the item and lower on whole test missed the item High - = opposite (bad item)

Obtained D Discrimination Index.4 & > = Very good item = Reasonably good = Marginal item <.19 = Poor item Usually, the higher the average discrimination index the better the test

Relative Difficulty % of students missing an item Varies from 0.0 to 1.0 with 1.0 = being the most difficult Can a difficult test be a “good” test?