2. Copyright 2001 by Allyn and Bacon Standardized Testing Chapter 14

3. Copyright 2001 by Allyn and Bacon Overview Evaluation, Measurement and Assessment What Do Test Scores Mean? Types of Standardized Tests Issues in Standardized Testing New Directions in Standardized Testing

4. Copyright 2001 by Allyn and Bacon Concept Map for Chapter 14 What Do Test Scores Mean? New Directions in Standardized Testing Types of Standardized Tests Evaluation, Measurement, & Assessment Standardized Testing Issues in Standardized Testing Copyright 2001 by Allyn and Bacon

5. Evaluation, Measurement and Assessment

6. Copyright 2001 by Allyn and Bacon Basic Terminology Evaluation: a judgment Measurement: a number Assessment: procedure to gather information Norm-referenced test Criterion-referenced testing

7. Copyright 2001 by Allyn and Bacon Norm-referenced General ability Range of ability Large groups Compares people to people Selecting top candidates Criterion-referenced Mastery Basic skills Prerequisites Affective Psychomotor Grouping for instruction Comparing Norm- & Criterion- Referenced Tests

8. Copyright 2001 by Allyn and Bacon Criterion- or Norm- Referenced? Driver’s test Standardized achievement test Ed Psych test Bar exam Nursing boards IQ test

9. Copyright 2001 by Allyn and Bacon What Do Test Scores Mean?

10. Copyright 2001 by Allyn and Bacon Standardized test Norming sample Frequency distributions Central tendency Mean Median Mode / bimodal Range Standard deviation Basic Concepts

11. Copyright 2001 by Allyn and Bacon Frequency Distribution Histogram

12. Copyright 2001 by Allyn and Bacon Calculations: What Do the Numbers Mean?

13. Copyright 2001 by Allyn and Bacon Mean: The Arithmetic Average Add up all the scores Divide the total by the number of scores

14. Copyright 2001 by Allyn and Bacon Median The middle score **Scores must be in rank order** Count up or down to the middle score Even number of scores? Average the two middle scores

15. Copyright 2001 by Allyn and Bacon Mode The most frequently occurring score Look at the frequency distribution Identify which score occurs most often Bimodal distributions

16. Copyright 2001 by Allyn and Bacon Range Report the high and low score or Report the difference between the highest and lowest score

17. Copyright 2001 by Allyn and Bacon Standard Deviation Indicates how much the scores vary from the mean Based on the mean score The average of the deviation from the average score

18. Copyright 2001 by Allyn and Bacon Divide by the   number of scores: N Calculating Standard Deviation Calculate the mean:  Subtract the mean from each score:  Square each difference:   Find the   square root: N Add all the squared differences:  

19. Copyright 2001 by Allyn and Bacon Sample Problems

20. Copyright 2001 by Allyn and Bacon Calculate the mean, median, mode, range, and standard deviation for the following sets of scores: Reading 95 90 85 80 75 70 65 60 55 Arithmetic 76 78 77 71 75 79 72 73 74

21. Copyright 2001 by Allyn and Bacon Calculations Reading   9520400 9015225 8510100 80 5 25 75 0 0 70-5 25 65 -10100 60 -15225 55 -20400    Arithmetic   76+1 1 78+3 9 77+2 4 71-416 75 0 0 79+416 72-3 9 73-2 4 74-1 1   

22. Copyright 2001 by Allyn and Bacon =12.91 Calculations continued Reading          Arithmetic        Standard deviations

23. Copyright 2001 by Allyn and Bacon Completed Calculations Reading Mean = 75 Mode = none Median = 75 Range = 40 Standard deviation = 12.91 Arithmetic Mean = 75 Mode = none Median = 75 Range = 8 Standard deviation = 2.58

24. Copyright 2001 by Allyn and Bacon Reflection Questions Based on the calculations in the previous slides, how much does the mean score tell you about the performance of the whole class? How much do median and modal scores tell a teacher? How can you use a standard deviation to help you in planning for a particular class?

25. Copyright 2001 by Allyn and Bacon Normal Distributions The “bell curve” Mean, median, mode all at the center of the curve 50% of scores above the mean 50% of scores below the mean 68% of scores within one standard deviation from the mean See Figure 14.2, Woolfolk, p. 528

26. Copyright 2001 by Allyn and Bacon Normal Distribution with Standard Deviations 2% 34% 14% 0 +1SD-1SD-2SD+2SD-3SD+3SD Percent of the population Standard Deviation Units Copyright 2001 by Allyn and Bacon

27. Types of Scores Percentile rank Grade-equivalent Standard scores z scores T scores Stanine scores Standard scores based on standard deviation

28. Copyright 2001 by Allyn and Bacon Interpreting Test Scores Reliability True score Standard error Confidence intervals Validity Content-related Criterion-related Construct-related See Guidelines, Woolfolk, p. 534

29. Copyright 2001 by Allyn and Bacon Types of Standardized Tests

30. Copyright 2001 by Allyn and Bacon Achievement Tests Measure previous learning The standardized scores reported: NS: National Stanine Score NCE: National Curve Equivalent SS: Scale Score NCR: Raw score NP: National Percentile Range: Confidence interval set at 95% See Figure 14.5, Woolfolk, p. 535

31. Copyright 2001 by Allyn and Bacon Diagnostic Tests Identify strengths and weaknesses Most often used by trained professionals Elementary teachers may use for reading, math

32. Copyright 2001 by Allyn and Bacon Aptitude Tests Measure abilities Used to predict future performance SAT/PSAT ACT/SCAT IQ and aptitude Discussing test scores with families

33. Copyright 2001 by Allyn and Bacon Issues in Standardized Testing

34. Copyright 2001 by Allyn and Bacon Issues in Testing High stakes testing Uses of testing Readiness Minimum and World-Class Standards High school competency National standards Content standards Performance standards Opportunity standards World-Class Standards See Point▼Counterpoint, Woolfolk, p. 541

35. Copyright 2001 by Allyn and Bacon More Issues in Testing Testing teachers: Praxis Series Bias and fairness Culture-fair & culture-free testing Coaching & test taking skills See Guidelines, Woolfolk, p. 545

36. Copyright 2001 by Allyn and Bacon New Directions in Standardized Testing Learning potential Authentic assessments Constructed response formats

37. Copyright 2001 by Allyn and Bacon Reflection Questions How would you determine the validity of a portfolio assessment for high school students? How would you determine the reliability of science projects as an assessment process for 5th graders? What testing bias have you encountered in your educational process?

38. Copyright 2001 by Allyn and Bacon Summary Evaluation, Measurement and Assessment What Do Test Scores Mean? Types of Standardized Tests Issues in Standardized Testing New Directions in Standardized Testing

39. Copyright 2001 by Allyn and Bacon Review Questions Distinguish among evaluation, measurement, and assessment. Distinguish between norm-referenced and criterion-referenced tests. Describe the key features of a standardized test. What are mean, median, mode, and standard deviation?

40. Copyright 2001 by Allyn and Bacon Review Questions Describe different kinds of scores. What is test reliability? What is test validity? What are three kinds of standardized tests?

41. Copyright 2001 by Allyn and Bacon Review Questions What are some current issues in testing? Can students become better test- takers? What is learning potential assessment? What is authentic assessment?

42. Copyright 2001 by Allyn and Bacon End Chapter 14