Educational Psychology: Theory and Practice Chapter 14 Standardized Tests This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. ISBN: Copyright © Allyn & Bacon 2003

Organizing Questions   What Are Standardized Tests and How Are They Used?   What Types of Standardized Tests Are Given?   How Are Standardized Tests Interpreted?

Organizing Questions   What Are Some Issues Concerning Standardized and Classroom Testing?   What Testing Information is Available on the Internet?

Standardized Tests “Standardized Tests are Usually Used to offer a Yardstick against which to compare Individuals or Groups of Students that Teacher-Made Tests Cannot Provide.” (p. 517) Standardized Test Results

Standardized Tests and Their Uses   Standardized Tests As Yard Sticks   Test Development Process   Norms   Selection and Placement

Standardized Tests and Their Uses  Diagnosis  Evaluation  School Improvement  Accountability  Minimum Competency Tests  Criticisms and Advantages

Test-Taking Skills   Provide practice with similar item formats.   Suggest students skip over difficult or time-consuming items and return to them later.   Suggest students guess if there is no penalty for guessing or if options can be narrowed to two.

Test-Taking Skills   Suggest students read all options before choosing.   Suggest students use all available time.

Types of Standardized Tests   Aptitude Tests   Assess Students’ Abilities.   Used to Predict Ability to Learn or Perform Particular Types of Tasks.   Achievement Tests   Predict Future Performance in a Course of Study.   Diagnose Students’ Difficulties.   Serve as Formative Tests of Students’ Progress.   Serve as Summative Tests of Learning.

Aptitude Tests   General Intelligence Tests   Measurement of IQ   Mental Age   Chronological Age   Multifactor Aptitude Tests

Norm-Referenced Achievement Tests   Achievement Batteries   Diagnostic Tests   Subject Area Achievement Tests

Criterion-Referenced Achievement Tests   Most Meaningful when Constructed Around a Well- Defined Set of Objectives.   Scoring and Interpretation of Results   Standard Setting

Interpreting Standardized Tests   Percentile Scores   Grade-Equivalent Scores   Standard Scores   Normal Distribution   Standard Deviation   Stanines   Normal Curve Equivalents (NCE)

-3 SD -2 SD -1 SD Mea n +1 SD +2 SD +3 SD Raw Score Z-score Stanine NCE IQ SAT Percen tile SD = Standard Deviation Relationships Among Various Types of Scores

Interpreting Standardized Test Scores   Class Record Sheet   Identification Data   Scores   Summary   Individual Profile Report   Norm-Referenced Scores   Performance on Objectives

Issues Concerning Standardized and Classroom Testing   Test Validity   Content Evidence of Validity   Criterion-Related Evidence of Validity   Criterion-Related Evidence   Predictive Evidence   Readiness Tests   Concurrent Evidence   Convergent Evidence   Discriminant Evidence

Issues Concerning Standardized and Classroom Testing   Test Reliability   Test Bias   Computer Test Administration   Computer Adaptive

Testing Information on the Internet   The U.S. Department of Education     ERIC   NAEP   The Council of Chief State School Officers  

Testing Information on the Internet   The Buros Institute of Mental Measurements  

End of Chapter 14