1. Relationship between Standardized and Classroom-based Assessment
Assessment Principles
Manuel T. Barrera, Ph.D.
8/2/2019

2. Introduction Two methods will be discussed
Principles of Standardized Assessment
Curriculum-based measures of student progress
Manuel T. Barrera, Ph.D.
8/2/2019

3. Assessment Principle 1
Every test is an estimate of student performance based on
Knowledge/skill taught
Knowledge/skill acquired
Knowledge/skill tested
Additional psycho-social variables
Test = data + error
Manuel T. Barrera, Ph.D.
8/2/2019

4. Assessment Principle 2
Tests are used to measure student competence not student worth.
A student receives an “A”
A student is NOT an “A student”
Manuel T. Barrera, Ph.D.
8/2/2019

5. Assessment Principle 3
Tests measure different dimensions of competence
Some tests measure student competence against (hypothetically) all possible other students
All standardized, norm-referenced tests
Some tests measure students against a standard
Criterion-referenced
Some tests measure students against what was taught
Curriculum-based assessments
Manuel T. Barrera, Ph.D.
8/2/2019

6. Assessment Principle 4 Any test can be standardized
Standardization is function of turning observed results into a measure of normality
Manuel T. Barrera, Ph.D.
8/2/2019

7. Assessment Principle 5
Assessment results are not the same thing as a grade.
A grade is a subjective appraisal of the teacher according to stated/unstated criteria
Test results are objective appraisals of material tested
Manuel T. Barrera, Ph.D.
8/2/2019

8. Assessment Principle 6 All tests are subjective
Teacher-made tests are influenced by what the teacher considers appropriate material
Standardized Tests are influenced by what test makers consider appropriate material
Objectivity is a goal based on
Experience
Incorporation of multiple sources
Manuel T. Barrera, Ph.D.
8/2/2019

9. Assessment Principle 7 Some tests are primarily used to inform
Formative
Some tests are primarily used for decisions
Summative
Manuel T. Barrera, Ph.D.
8/2/2019

10. Assessment Principle 8 Assessors make decisions not tests.
Tests help make informed decisions
Teachers make decisions
Manuel T. Barrera, Ph.D.
8/2/2019

11. Assessment Principle 9
First, you decide WHY you are testing, then you decide what the test results mean.
Test Validity is based on the congruence between what is being measured and what is being tested.
Manuel T. Barrera, Ph.D.
8/2/2019

12. Assessment Principle 10 A test is only as valid as it is consistent
Reliability is based on whether tests measure what they do consistently irrespective of time, raters, or items (internal consistency).
Manuel T. Barrera, Ph.D.
8/2/2019

13. What are standardized tests good for?
Designed to be consistent and valid
Represent a broad comparison measure (national, regional, or local norms)
A better measure of competence across extant curricula or competencies
Manuel T. Barrera, Ph.D.
8/2/2019

14. What are criterion-referenced measures good for?
Designed to examine student competence in relation to a specific standard of competence
Represent a specific comparison measure of an existing curriculum
Manuel T. Barrera, Ph.D.
8/2/2019

15. What are curriculum-based measures good for?
Identifying learner skills and knowledge in context of instructional ecology
Classroom environment
Classroom expectations
Instructional environment
Instructional expectations
Designed to examine student competence of actual material to which the student has been exposed.
When standardized, they measure student comparison to existing classmates
Manuel T. Barrera, Ph.D.
8/2/2019

16. Manuel T. Barrera, Ph.D.
8/2/2019

17. Curriculum-based Assessment Model
Collect Data
Organize
Data
Summarize
Interpret
Display Data
Make Decisions
Prepare
What will you assess?
How will you assess?
Manuel T. Barrera, Ph.D.
8/2/2019

18. Vocabulary Percentiles Standard Scores Manuel T. Barrera, Ph.D.
8/2/2019

19. Examples of Norm-referenced Tests
MAT
SAT
CAT (see page 196 of your text)
Manuel T. Barrera, Ph.D.
8/2/2019

20. Examples of Criterion-Referenced Tests
Profiles of Learning
Tests developed by book publishers for adopted texts
Manuel T. Barrera, Ph.D.
8/2/2019

21. Examples of Curriculum-based Assessments
Curriculum-based measures
Reading of classroom-based texts
Timed writing samples
Timed math computation
Manuel T. Barrera, Ph.D.
8/2/2019

22. Percentiles
Derived score indicating the percentage of scores that fall below a given score.
Distribution is based on the median of scores
%ile = %below score + (0.5)(% getting a score)
Manuel T. Barrera, Ph.D.
8/2/2019

23. Calculating a percentile
order all scores highest to lowest
place equal scores one above the other
take a targeted score and calculate percent all those geting the score
multiply target score percentage by 0.5
calculate percentage of all scores below the target score
add 0.5*%getting the score with % below the score.
Manuel T. Barrera, Ph.D.
8/2/2019

24. Derived Scores: Measures of Relative Position
z-scores
T-scores
IQ scores
Manuel T. Barrera, Ph.D.
8/2/2019

25. z-scores X - X Z = SD Defined as a mean of 0 and a SD of 1
Manuel T. Barrera, Ph.D.
8/2/2019

26. T-Scores T = 50 + 10(z) Derived score with a mean of 50 and SD of 10
Manuel T. Barrera, Ph.D.
8/2/2019

27. IQ scores More Broadly: SS= ss + (sss) (z)
Derived score with a mean of 100 and SD of 15
in some cases SD = 16
IQ = (z)
More Broadly:
SS= ss + (sss) (z)
Manuel T. Barrera, Ph.D.
8/2/2019

28. Percentiles
Derived score indicated the percentage of scores that fall below a given score.
Distribution is based on the median of scores
%ile = %below score + (0.5)(% getting a score)
Manuel T. Barrera, Ph.D.
8/2/2019

29. Calculating a percentile
order all scores highest to lowest
place equal scores one above the other
take a targeted score and calculate percent all those geting the score
multiply target score percentage by 0.5
calculate percentage of all scores below the target score
add 0.5*%getting the score with % below the score.
Manuel T. Barrera, Ph.D.
8/2/2019

30. Student retelling Students read and paraphrase as they go along
Students read entire passage and paraphrase at the end
Procedures for scoring include
Percent total words retold per words in the passage
Percent content words retold per content words in the passage
Manuel T. Barrera, Ph.D.
8/2/2019

31. Timed Oral Reading
Fluency of reading is highly associated with reading comprehension
Measure words read correctly per total words read
Correct words per minute
See Salvia and Hughes (1990) for detailed procedures
Manuel T. Barrera, Ph.D.
8/2/2019

32. Curriculum-Based Measures of Written Expression (Shinn, 1989)
Story starters
Read one-sentence story starter
Student thinks about what to write for one minute
Student continuously writes a story for three minutes
Scoring options
Total words written (correct or incorrect spelling, no numbers not spelled, title, names)
Words spelled correctly
Total letters written (spelled correct or incorrect)
Correct word sequences (information units): connected words = one sequence, numbers next to words are not.
Manuel T. Barrera, Ph.D.
8/2/2019

33. Sample CBM (Shinn, 1989) Correct math digits CBM
Single skill-Computation
Provide worksheet (s) of specific computation problems on one of four basic operations +,-,*,/ at grade level
2-minute probes for answering all problems possible
Hard problems: mark an X on them and go on
Scoring: count the number of correct digits in the work sample
Place value is important
Point values assigned for more complicated problems (e.g., long division)
Manuel T. Barrera, Ph.D.
8/2/2019

34. Variability (Dispersion)
Measures of Central Tendency
Mean, Median, & Mode
Variance and Standard Deviation
Descriptive Statistics
Manuel T. Barrera, Ph.D.
8/2/2019

35. Relationship of Derived Scores
Normal Curve z -2 -1 1 2 T 30 40 50 60 70 IQ 70 85
100
115
130
Percentiles
Manuel T. Barrera, Ph.D.
8/2/2019