Download presentation
Presentation is loading. Please wait.
Published byEarl Johnathan Daniel Modified over 9 years ago
1
Educational Psychology: Theory and Practice Chapter 14 Standardized Tests This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. ISBN: 0-205-37338-0 Copyright © Allyn & Bacon 2003
2
Organizing Questions What Are Standardized Tests and How Are They Used? What Types of Standardized Tests Are Given? How Are Standardized Tests Interpreted?
3
Organizing Questions What Are Some Issues Concerning Standardized and Classroom Testing? What Testing Information is Available on the Internet?
4
Standardized Tests “Standardized Tests are Usually Used to offer a Yardstick against which to compare Individuals or Groups of Students that Teacher-Made Tests Cannot Provide.” (p. 517) Standardized Test Results
5
Standardized Tests and Their Uses Standardized Tests As Yard Sticks Test Development Process Norms Selection and Placement
6
Standardized Tests and Their Uses Diagnosis Evaluation School Improvement Accountability Minimum Competency Tests Criticisms and Advantages
7
Test-Taking Skills Provide practice with similar item formats. Suggest students skip over difficult or time-consuming items and return to them later. Suggest students guess if there is no penalty for guessing or if options can be narrowed to two.
8
Test-Taking Skills Suggest students read all options before choosing. Suggest students use all available time.
9
Types of Standardized Tests Aptitude Tests Assess Students’ Abilities. Used to Predict Ability to Learn or Perform Particular Types of Tasks. Achievement Tests Predict Future Performance in a Course of Study. Diagnose Students’ Difficulties. Serve as Formative Tests of Students’ Progress. Serve as Summative Tests of Learning.
10
Aptitude Tests General Intelligence Tests Measurement of IQ Mental Age Chronological Age Multifactor Aptitude Tests
11
Norm-Referenced Achievement Tests Achievement Batteries Diagnostic Tests Subject Area Achievement Tests
12
Criterion-Referenced Achievement Tests Most Meaningful when Constructed Around a Well- Defined Set of Objectives. Scoring and Interpretation of Results Standard Setting
13
Interpreting Standardized Tests Percentile Scores Grade-Equivalent Scores Standard Scores Normal Distribution Standard Deviation Stanines Normal Curve Equivalents (NCE)
14
-3 SD -2 SD -1 SD Mea n +1 SD +2 SD +3 SD Raw Score 55606570758085 Z-score -3-20123 Stanine 13579 NCE182950719299 IQ557085100115130145 SAT 200300400500600700800 Percen tile 121650849899 SD = Standard Deviation Relationships Among Various Types of Scores
15
Interpreting Standardized Test Scores Class Record Sheet Identification Data Scores Summary Individual Profile Report Norm-Referenced Scores Performance on Objectives
16
Issues Concerning Standardized and Classroom Testing Test Validity Content Evidence of Validity Criterion-Related Evidence of Validity Criterion-Related Evidence Predictive Evidence Readiness Tests Concurrent Evidence Convergent Evidence Discriminant Evidence
17
Issues Concerning Standardized and Classroom Testing Test Reliability Test Bias Computer Test Administration Computer Adaptive
18
Testing Information on the Internet The U.S. Department of Education http://www.ed.gov ERIC NAEP The Council of Chief State School Officers http://www.ccsso.org
19
Testing Information on the Internet The Buros Institute of Mental Measurements http://www.unl.edu/buros
20
End of Chapter 14
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.