1. Lesson Thirteen Standardized Test

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

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?

4. What is a Standardized Test? A standardized test is a test administered and scored in a standard manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent" (Sylvan Learning, 2006[1]) and are "administered and scored in a predetermined, standard manner" (Popham, 1999[2]).test[1][2] A Standardized test presupppose certain standard objectives, or criteria, that are held constant across one form of the test to another.

5. 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

6. 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

7. History of Standardized Tests http://en.wikipedia.org/wiki/Standardized_t estinghttp://en.wikipedia.org/wiki/Standardized_t esting Standardized test v.s public policy http://en.wikipedia.org/wiki/Standardized_tes ting_and_public_policy

8. Developing a Standardized Test A good standardized test – a product of a thorough process of empirical research and development. 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

9. 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.

10. 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)

11. 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

12. Advantages of standardized tests Economical (high practicality in administration & scoring), reliable & valid large-scale instruments A ready-made validated product Reasonable time limits Easy of administration Multiple-choice formats increases reliability The consistency of scoring procedures.

13. Disadvantages of standardized tests Inappropriate use for achievement test Limitation of indirect tests. Usually timed, multiple-choice format, likely to be decontextualized

14. 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