1. Ch4-1. Testing

2. QUESTIONS
For which type of test (NRT or CRT) would you expect the interpretation to be absolute? And, which type would be relative?
For which type of test (NRT or CRT) would you expect the scores to spread students out along a continuum of general abilities or proficiencies?
For which type of test (NRT or CRT) would you expect all of the students to be able to score 100 percent if they knew all of what was taught?

3. For which type of decision (proficiency, placement, diagnostic, or achievement) would you use a test that is designed to find ach student’s appropriate level within a particular program?
For which type of decision (proficiency, placement, diagnostic, or achievement) would you use a test that is designed to inform students and teachers of objectives needing more work.
For which type of decision (proficiency, placement, diagnostic, or achievement) would you use a test that is designed to determine the degree of learning (with respect to the program objectives) that had taken place by the end of a course?

4. Checklist Have you decided about the referencing of the test?
Criterion-referenced?
Norm-referenced?
Have you identified the type of decision you must make with the test scores?
Proficiency?
Placement?
Achievement?
Diagnosis?
Does your test match your decision type?
Have you checked the quality of the test?
Are you adequately prepared to create an environment that makes the testing successful? 4

5. TERMS achievement decisions counterbalanced design
diagnostic decisions criterion-referenced test (CRT)
discrete-point tests diagnostic testing
norm-referenced test (NRT) integrative tests
percentile percentage
placement testing placement decisions
proficiency decisions practice effect
testing program proficiency testing
achievement testing test items

6. CRITERION-REFERENCED
Table 4.1 Differences Between Norm-referenced and Criterion-Referenced Tests (adapted from Brown 1984)
CHARACTERISTIC
NORM-REFERENCED
CRITERION-REFERENCED
1. Used to measure
General language abilities or proficiencies
Specific language points based on course objectives
2. Purpose of testing
Spread students out along a continuum of abilities or proficiencies
Assess the amount of material known by each student
3. Distribution of scores
Normal distribution
Students can all score 100 percent if they know the material or skill
4. Test design
A few long subtests with similar items throughout
Numerous short, clearly defined subtests, each testing one objective
5. Students’ knowledge
of test question
Have no idea what types of questions to expect
Know exactly what content to expect on test