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Standardized Tests

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Tests given, usually nationwide, under uniform conditions and scored according to uniform procedures.

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Classroom assessments

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Are selected and created by teachers and can take many different forms - unit tests, essays, portfolios, projects, performances, oral presentations, etc.

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Measurement

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An evaluation expressed in quantitative, or number, terms.

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Assessment

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Procedures used to obtain information about student performance.

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The 2 general uses or functions for assessment are:

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Formative & Summative.

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Formative assessment

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Ungraded testing used before or during instruction to aid in planning and diagnosis. The most important in teaching.

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Pretest

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Formative test for assessing students' knowledge, readiness, and abilities.

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Summative assessment

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Testing that follows instruction and assesses achievement.

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Norm-referenced testing

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Testing in which scores are compared with the average performance of others.

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Norm group

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Large sample of students serving as a comparison group for scoring tests.

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3 types of norm groups in education

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1. The class or school itself. 2. The school district. 3. National samples.

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SES

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Socioeconomic Status

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Criterion-referenced testing

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Testing in which scores are compared to a set performance standard.

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3 factors are important in developing good tests and interpreting results:

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1. Reliability. 2. Validity. 3. Absence of bias.

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Reliability

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Consistency of test results.

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Giving a test on two different occasions indicates:

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Stability or test-retest reliability.

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Comparing performance on half of the test questions with performance on the other half is called:

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Split-half reliability.

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A group of people taking two equivalent versions of a test and the scores on both tests are comparable indicates:

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Alternate-form reliability.

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Standard error of measurement

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Hypothetical estimate of variation in scores if testing were repeated. A reliable test can also be defined as one with a small standard error of measurement.

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Confidence interval

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Range of scores within which an individual's particular score is likely to fall. AKA Standard error band.

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True score

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The score the student would get if the measurement were completely accurate and error-free.

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Validity

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Degree to which test measures what it is intended to measure. To have validity, the decisions and inferences based on the test must be supported by evidence.

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Content-related evidence of validity

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An example would be where a test, that is designed to measure skills covered in a unit, contains questions on all the important topics and NOT on irrelevant information. Decisions based on a test that covered only a few ideas from a lecture or just a few pages of a book would LACK content-related evidence of validity.

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Construct-related evidence of validity

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A very important - probably the most important - requirement. Is gathered over many years and is indicated by a pattern of scores. Can be demonstrated when the results of a test correlate with the results of other well-established, valid measures of the same construct.

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Criterion-related evidence of validity

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An example would be the use of SAT in admissions decisions when SAT scores correlate with academic performance in college as measured by a set criteria such as grade-point average in the first year.

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Assessment bias

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Qualities of an assessment instrument that offend or unfairly penalize a group of students because of the students' gender, SES, race, ethnicity, etc.

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2 forms of assessment bias are:

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Unfair penalization. Offensiveness.

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Unfair penalization assessment

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An example would be if a reading test used passages that described boxing or football scenarios. We might expect males on average to do better than females.

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Offensiveness assessment

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Occurs when a particular group might be insulted by the content of the assessment. Offended, angry students may not perform at their best.

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Procedural fairness

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Students having equal opportunity to show what they know on the test.

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Examples of a tests that has a lack of procedural fairness:

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The test is in a different language from the language of the students who are taking the test. The questions asked tend to center on experiences and facts more familiar to the dominant culture than to minority-group students.

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Culture-fair/culture-free test

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A test without cultural bias.

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2 Major kinds of traditional tests are:

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Objective. Essay.

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Objective testing

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Multiple-choice, matching, true/false, short-answer, and fill-in tests; scoring answers does not require interpretation.

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How should you decide which test format is best for a particular test?

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Use the one that provides the most direct measure of the learning outcome you intended for your students. If many different item formats will work equally, then use multiple-choice questions because they are easier to score fairly and can cover many topics.

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What test format is best if you want the students to link related concepts such as terms and definitions?

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A matching item format.

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If it is difficult to come up with several wrong answers for a multiple-choice item, what format should you try?

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A true/false question OR a short answer that completes a statement (fill in the blank).

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Stem

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The question part of a multiple-choice item.

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Alternatives

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The choices that follow a multiple-choice item.

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Distractors

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Wrong answers offered as choices in a multiple-choice item.

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Essay questions are one way to accomplish...

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Measuring some learning objectives by asking students to create answers on their own.

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A good essay question gives the students...

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a clear and precise task and indicates the elements to be covered in the answer. The students should know how extensive their answer needs to be and about how much time they should spend on each question.

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Authentic assessments

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Assessment procedures that test skills and abilities as they would be applied in real-life situations.

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Performance assessments

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Any form of assessment that requires students to carry out an activity or produce a product in order to demonstrate learning.

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Portfolio

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a collection of the student's work in an area, showing growth, self-reflection, and achievement.

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Process portfolio

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Document learning and show progress.

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Best work portfolio

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Showcases final accomplishments.

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Exhibition

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a performance test or demonstration of learning that is public and usually takes an extended time to prepare.

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Scoring rubrics

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Rules that are used to determine the quality of a student's performance.

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Informal assessments

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Ungraded, or formative, assessments that gather information from multiple sources to help teachers make decisions. Examples are: journals, student observations and checklists, questioning, student self-assessment, keeping notes and observations about student performance, rating scales.

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Norm-referenced grading

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Assessment of students' achievement in relation to one another.

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Grading on the curve

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Norm-referenced grading that compares students' performance to an average level.

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Criterion-referenced grading

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Assessment of each student's mastery of course objectives.

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Mean

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Arithmetical average.

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Central tendency

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Typical score for a group of scores.

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Median

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Middle score in a group of scores.

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Mode

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Most frequently occurring score.

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Standard deviation

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Measure of how widely scores vary from the mean.

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Variability

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Degree of difference or deviation from mean.

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Range

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Distance between the highest and the lowest scores in a group.

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Normal distribution

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The most commonly occurring distribution, in which scores are distributed evenly around the mean.

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Percentile rank

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Percentage of those in the norming sample who scored at or below an individual's score.

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Grade-equivalent score

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Measure of grade level based on comparison with norming samples from each grade.

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Standard scores

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Scores based on the standard deviation.

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Z score

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Standard score indicating the number of standard deviations above or below the mean.

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T score

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Standard score with a mean of 50 and a standard deviation of 10.

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Stanine scores

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Whole number scores from 1 to 9, each representing a wide range of raw scores.

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High-stakes testing

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Standardized tests whose results have powerful influences when used by school administrators, other officials, or employers to make decisions.

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Accountable

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Making teachers and schools responsible for student learning, usually by monitoring learning with high-stakes tests.

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Adequate yearly progress (AYP)

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Objectives for yearly improvement for all students and for specific groups such as students from major ethnic and racial groups, students with disabilities, students from low-income families, and students whose English is limited.

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Achievement tests

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Standardized tests measuring how much students have learned in a given content area.

Educational Psychology Chapter 15: Standardized Testing – Flashcards

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