Lesson Thirteen Standardized Test

Yuan 2 Contents Components of a Standardized test Reasons for the Name “Standardized” Reasons for Using a Standardized Test Scaling & Norming

Yuan 3 What Is a Standardized Test? Qs for discussion: What is a standardized test? Why is it called a “standardized” test? Can you give an example of a standardized test? Why do we need to use standardized tests? What’s the advantage and disadvantage of using a standardized test?

Yuan 4 Developing a Standardized Test Determine the purpose and objectives of the test. Design test specifications. Construct validation (e.g., TOEFL, to define the construct of lang. proficiency) Specific components of language ability Design, select, and arrange test items. Item writing, section, adaptation Pilot testing

Yuan 5 Developing a Standardized Test Make appropriate evaluations of different kinds of items. Item analysis Specify scoring procedures and reporting formats. Developing norms for interpreting scores. Perform ongoing construct validation studies.  must be psychometrically sound: compiling a large set of test items, try it out, item analysis, developing norms for interpreting scores

Yuan 6 Components of a Standardized Test A test booklet, including test items & instructions to test takers An answer sheet An administration manual (for administrators) A technical manual (including uses of test, how it was developed, how it is to be scored, and how to interpret scores)

Yuan 7 Reasons for the Name “Standardized” In terms of the format, content In terms of construction procedures In terms of scoring procedures In terms of administration procedures Time Location Price Condition

Yuan 8 Reasons for Using a Standardized Test Convenience; well planned and developed (for its validity, reliability, and practicality) As a common basis to make decision about students (e.g., admission/placement decision) As a diagnostic instrument to detect a student’s problem As part of formal program evaluation

Yuan 9 Features of Standardized Tests “Presupposes certain standard objectives, or criteria, that are held constant across one form of the test to another” (Brown 67). The product of a thorough process of empirical research and development Standard procedures for administration and scoring Typical of a norm-referenced test To place test-takers on a continuum across a range of scores To differentiate test-takers by their relative ranking

Yuan 10 Features of Standardized Tests Economical (high practicality in administration & scoring), reliable & valid large-scale instruments Usually timed, multiple-choice format, likely to be decontextualized

Yuan 11 Scaling & Norming Scaling: adjustment procedures  a given score on any form has the same meaning Adjust the differences between different versions TOEFL two years ago can be compared with TOEFL this year. Norming: give meaning to individual scores on standardized tests by reference to norms Age or grade Percentile ranks Stanine scale Standardized (z) scores