Chapter 2 ~~~~~ Standardized Assessment: Types, Scores, Reporting

2 Types of Achievement Assessment Norm-referenced – compare student’s performance to the performance of a comparison group known as the norm group. Norm sample is representative of the national sample/local sample. Norm-referenced – compare student’s performance to the performance of a comparison group known as the norm group. Norm sample is representative of the national sample/local sample. Criterion-referenced – provides information about the specific behaviors and various skill levels of students. Can be standardized or teacher made. Typically are standardized achievement tests such as Terra Novas, CTBS. Criterion-referenced – provides information about the specific behaviors and various skill levels of students. Can be standardized or teacher made. Typically are standardized achievement tests such as Terra Novas, CTBS.

3 Types of Formal Assessment Intelligence testing – Measures amount and rate of learning as compared to age peers Intelligence testing – Measures amount and rate of learning as compared to age peers Achievement testing – Assesses academic achievement across curricular areas (reading, listening, written language, mathematics) to note strengths and weakness in comparison to self and peers Achievement testing – Assesses academic achievement across curricular areas (reading, listening, written language, mathematics) to note strengths and weakness in comparison to self and peers

4 Advantages of Standardized Norm-referenced Testing  Used by many states to determine classification eligibility  Standardized results easier to report  Time efficient  Cost effective

5 Disadvantages of Standardized Norm- referenced Testing  Discrepancy between test and actual curriculum  Does not consider: impact of curriculum impact of curriculum teacher effectiveness teacher effectiveness environmental considerations environmental considerations

6 Administration and Interpretation of Formal Testing Administration and scoring procedures are standardized to allow for valid results. · Basal Level – starting level, student must have a certain number of correct responses, usually 2 or 5 in a row · Ceiling level – place where test stops, usually after certain number of errors, 5 – 7 in a row

7 Scoring & Interpretation of Standardized Tests– cont. Raw score – correctly answered items. Must be converted to a derived score to be meaningful such as: percentile rank, grade equivalent, standard score Raw score – correctly answered items. Must be converted to a derived score to be meaningful such as: percentile rank, grade equivalent, standard score Standard score – compares the deviation of an individual score from the mean or average score of students in the same norm group of age/grade. Used for classification purposes Standard score – compares the deviation of an individual score from the mean or average score of students in the same norm group of age/grade. Used for classification purposes Stanine – combination of the terms standard and nine. Test measure setting up a continuum from a low of 1 and Stanine – combination of the terms standard and nine. Test measure setting up a continuum from a low of 1 and a high of 9. 7 = above av. a high of 9. 7 = above av.

8 Scoring & Interpretation of Standardized Tests - con’t. Percentiles – most frequently used norm score offering comparison of student to same age or grade group. Percentile rank is the percentage of students that scored lower than student being tested. Scores range from 1 – 99. Percentiles – most frequently used norm score offering comparison of student to same age or grade group. Percentile rank is the percentage of students that scored lower than student being tested. Scores range from 1 – 99. Grade/Age equivalents – easy to report to parents but can be misleading as they may not be an accurate indicator of performance. Needs to be used carefully. Grade/Age equivalents – easy to report to parents but can be misleading as they may not be an accurate indicator of performance. Needs to be used carefully. Normal curve equivalent – computes group performance and growth from one testing period to the next. Scores range from 1 – 99, mean of 50 and are of equal units to allow for manipulation. Subtract to compare performance. Normal curve equivalent – computes group performance and growth from one testing period to the next. Scores range from 1 – 99, mean of 50 and are of equal units to allow for manipulation. Subtract to compare performance.

9 Types of Assistive Technology Technological – alternative keyboards, scanners, speech synthesizers Nontechnological – pencil grips, eyeglasses, timers, calculators, tape recorder, slant boards

10 Selection of Devices Consider: Consider: Setting demands and expectations Setting demands and expectations Student’s abilities to be addressed in the test setting; Student’s abilities to be addressed in the test setting; administration demands administration demands Student’s strengths and weaknesses Student’s strengths and weaknesses Most appropriate device Most appropriate device

11 Computer Technology Assessment Advantages Faster to administer Faster to administer Flexible time schedule Flexible time schedule Greater scope of item types due to graphics Greater scope of item types due to graphics and videos and videos Scored efficiently for immediate results Scored efficiently for immediate results

12 Computer Technology Assessment Disadvantages Limits use of common test-taking strategies Limits use of common test-taking strategies Computer screens take longer to read Computer screens take longer to read Greater difficulty detecting errors Greater difficulty detecting errors Limited information available for view Limited information available for view Test bias increased for students lacking computer exposure Test bias increased for students lacking computer exposure Slow typists are penalized Slow typists are penalized Cost Cost