Relationship between Standardized and Classroom-based Assessment Assessment Principles Manuel T. Barrera, Ph.D. 8/2/2019

Introduction Two methods will be discussed Principles of Standardized Assessment Curriculum-based measures of student progress Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 1 Every test is an estimate of student performance based on Knowledge/skill taught Knowledge/skill acquired Knowledge/skill tested Additional psycho-social variables Test = data + error Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 2 Tests are used to measure student competence not student worth. A student receives an “A” A student is NOT an “A student” Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 3 Tests measure different dimensions of competence Some tests measure student competence against (hypothetically) all possible other students All standardized, norm-referenced tests Some tests measure students against a standard Criterion-referenced Some tests measure students against what was taught Curriculum-based assessments Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 4 Any test can be standardized Standardization is function of turning observed results into a measure of normality Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 5 Assessment results are not the same thing as a grade. A grade is a subjective appraisal of the teacher according to stated/unstated criteria Test results are objective appraisals of material tested Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 6 All tests are subjective Teacher-made tests are influenced by what the teacher considers appropriate material Standardized Tests are influenced by what test makers consider appropriate material Objectivity is a goal based on Experience Incorporation of multiple sources Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 7 Some tests are primarily used to inform Formative Some tests are primarily used for decisions Summative Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 8 Assessors make decisions not tests. Tests help make informed decisions Teachers make decisions Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 9 First, you decide WHY you are testing, then you decide what the test results mean. Test Validity is based on the congruence between what is being measured and what is being tested. Manuel T. Barrera, Ph.D. 8/2/2019

Assessment Principle 10 A test is only as valid as it is consistent Reliability is based on whether tests measure what they do consistently irrespective of time, raters, or items (internal consistency). Manuel T. Barrera, Ph.D. 8/2/2019

What are standardized tests good for? Designed to be consistent and valid Represent a broad comparison measure (national, regional, or local norms) A better measure of competence across extant curricula or competencies Manuel T. Barrera, Ph.D. 8/2/2019

What are criterion-referenced measures good for? Designed to examine student competence in relation to a specific standard of competence Represent a specific comparison measure of an existing curriculum Manuel T. Barrera, Ph.D. 8/2/2019

What are curriculum-based measures good for? Identifying learner skills and knowledge in context of instructional ecology Classroom environment Classroom expectations Instructional environment Instructional expectations Designed to examine student competence of actual material to which the student has been exposed. When standardized, they measure student comparison to existing classmates Manuel T. Barrera, Ph.D. 8/2/2019

Manuel T. Barrera, Ph.D. 8/2/2019

Curriculum-based Assessment Model Collect Data Organize Data Summarize Interpret Display Data Make Decisions Prepare What will you assess? How will you assess? Manuel T. Barrera, Ph.D. 8/2/2019

Vocabulary Percentiles Standard Scores Manuel T. Barrera, Ph.D. 8/2/2019

Examples of Norm-referenced Tests MAT SAT CAT (see page 196 of your text) Manuel T. Barrera, Ph.D. 8/2/2019

Examples of Criterion-Referenced Tests Profiles of Learning Tests developed by book publishers for adopted texts Manuel T. Barrera, Ph.D. 8/2/2019

Examples of Curriculum-based Assessments Curriculum-based measures Reading of classroom-based texts Timed writing samples Timed math computation Manuel T. Barrera, Ph.D. 8/2/2019

Percentiles Derived score indicating the percentage of scores that fall below a given score. Distribution is based on the median of scores %ile = %below score + (0.5)(% getting a score) Manuel T. Barrera, Ph.D. 8/2/2019

Calculating a percentile order all scores highest to lowest place equal scores one above the other take a targeted score and calculate percent all those geting the score multiply target score percentage by 0.5 calculate percentage of all scores below the target score add 0.5*%getting the score with % below the score. Manuel T. Barrera, Ph.D. 8/2/2019

Derived Scores: Measures of Relative Position z-scores T-scores IQ scores Manuel T. Barrera, Ph.D. 8/2/2019

z-scores X - X Z = SD Defined as a mean of 0 and a SD of 1 Manuel T. Barrera, Ph.D. 8/2/2019

T-Scores T = 50 + 10(z) Derived score with a mean of 50 and SD of 10 Manuel T. Barrera, Ph.D. 8/2/2019

IQ scores More Broadly: SS= ss + (sss) (z) Derived score with a mean of 100 and SD of 15 in some cases SD = 16 IQ = 100 + 15(z) More Broadly: SS= ss + (sss) (z) Manuel T. Barrera, Ph.D. 8/2/2019

Percentiles Derived score indicated the percentage of scores that fall below a given score. Distribution is based on the median of scores %ile = %below score + (0.5)(% getting a score) Manuel T. Barrera, Ph.D. 8/2/2019

Calculating a percentile order all scores highest to lowest place equal scores one above the other take a targeted score and calculate percent all those geting the score multiply target score percentage by 0.5 calculate percentage of all scores below the target score add 0.5*%getting the score with % below the score. Manuel T. Barrera, Ph.D. 8/2/2019

Student retelling Students read and paraphrase as they go along Students read entire passage and paraphrase at the end Procedures for scoring include Percent total words retold per words in the passage Percent content words retold per content words in the passage Manuel T. Barrera, Ph.D. 8/2/2019

Timed Oral Reading Fluency of reading is highly associated with reading comprehension Measure words read correctly per total words read Correct words per minute See Salvia and Hughes (1990) for detailed procedures Manuel T. Barrera, Ph.D. 8/2/2019

Curriculum-Based Measures of Written Expression (Shinn, 1989) Story starters Read one-sentence story starter Student thinks about what to write for one minute Student continuously writes a story for three minutes Scoring options Total words written (correct or incorrect spelling, no numbers not spelled, title, names) Words spelled correctly Total letters written (spelled correct or incorrect) Correct word sequences (information units): connected words = one sequence, numbers next to words are not. Manuel T. Barrera, Ph.D. 8/2/2019

Sample CBM (Shinn, 1989) Correct math digits CBM Single skill-Computation Provide worksheet (s) of specific computation problems on one of four basic operations +,-,*,/ at grade level 2-minute probes for answering all problems possible Hard problems: mark an X on them and go on Scoring: count the number of correct digits in the work sample Place value is important Point values assigned for more complicated problems (e.g., long division) Manuel T. Barrera, Ph.D. 8/2/2019

Variability (Dispersion) Measures of Central Tendency Mean, Median, & Mode Variance and Standard Deviation Descriptive Statistics Manuel T. Barrera, Ph.D. 8/2/2019

Relationship of Derived Scores Normal Curve z -2 -1 1 2 T 30 40 50 60 70 IQ 70 85 100 115 130 Percentiles 1 5 10 20 30 40 50 60 70 80 90 95 99 Manuel T. Barrera, Ph.D. 8/2/2019