1. Session 7 Standardized Assessment

2. Standardized Tests Assess students’ under uniform conditions: a) Structured directions for administration b) Procedures for scoring c) Interpretation of the results A student’s performance is compared against other students at the same age or grade level. Standardized tests have norms and measures of validity and reliability.

3. Norm-Referenced Tests Norms are scores that describe typical levels of performance for a particular group. An individual’s raw score is compared to the norms to determine if the score is above, below, or around the average for that group. A norm group or comparison group may be a national sample, or a sub-set of this national sample, or a school/board sample. Norm referenced tests do not tell you where students are in relation to the curriculum.

4. Criterion-Referenced Tests Criterion-referenced tests compare scores to a standard of performance and measure the degree of mastery of specific objectives. Ontario currently uses criterion-referenced tests to measure student performance in grades 3, 6, 9, and 10.

5. What Are Standardized Tests Used For? Provide information about how a group of students is performing compared to students elsewhere. Diagnose students’ strengths and weaknesses. Provide evidence for placement in other programs. Help evaluate new programs and make administrative decisions. Measures of accountability of the schools and teachers. Minimum competency of students before they are promoted/graduate. What group(s) have these purposes?

6. Discussion Question … How has standardized testing affected your life? What opportunities have opened or closed to you based on test scores? Was the process fair? Why or why not?

7. Standardized Test Reliability Reliability is the extent to which a test produces consistent, reproducible measures of performance. Three main types of reliability: * Test-Retest (Stability) * Alternative-Form (Equivalency) * Split-Half (Internal Consistency) Students can perform inconsistently across the same tests, therefore internal and external factors should be considered as they relate to reliability.

8. Standardized Test Validity Validity is the degree to which a test measures what it is intended to measure. Four main types of validity: * Content * Criterion (Concurrent or Predictive) * Construct * Instructional If a test is valid then it is reliable, but one that is reliable is not necessarily valid. For example, students can respond consistently on a test, but the test might not be measuring what it purports to measure.

9. Standardized Tests: Achievement Achievement tests measure what the student has learned or what skills are mastered. The results tell the teacher what the students can or cannot do under certain conditions. Include survey batteries which test subject-matter for a particular level of student (i.e., CTBS, WIAT, WRAT) and tests for specific subjects (i.e., OSSLT, Key Math). Achievement tests can be norm- or criterion-referenced.

10. Standardized Tests: Aptitude Aptitude tests attempt to predict a student’s ability to learn a skill or accomplish a level. Intelligence tests are an example of an aptitude test. Examples include the WISC, WAIS, etc.

11. What is Intelligence? Sternberg’s Triarchic Theory: Analytic, Creativity, Practical Intelligence. Gardner’s Multiple Intelligences Theory: Verbal, Logical-mathematical, Spatial, Bodily- Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, Existential. Psychologists do not agree and have differing views on the nature of intelligence.

12. History of Intelligence Tests: In 1905, a French psychologist, Alfred Binet devised the first measure. I.Q. stands for Intelligence Quotient and is calculated by Mental age --------------------------------- Chronological age X 100 Mental Age is a level of mental development relative to others and it is the score on an intelligence test. Example: 10 year old with MA of 8 has an I.Q. of 80

13. Discussion Question Can a person’s mental capacity be measured and quantified as a number? Does it exist in a general/overall capacity or specific capacities? How do we measure it? Are these tests fair? Should these tests be used to make educational decisions about a student’s instruction or placement?

14. Cautions and Controversy: Teachers should be aware of the controversy surrounding intelligence tests. For example … Group administered IQ tests are usually not accurate. IQ tests may not be entirely representative of our population as some questions contain American content and norms. What is considered intelligent in one culture is not necessarily intelligent in another culture. Contemporary versions of intelligence tests attempt to reduce cultural bias by including items that would be familiar to children from all socioeconomic backgrounds.

15. Psychoeducational Assessments: Administered by the School Psychologist or a private practicing certified Psychologist. This is done to identify a student’s cognitive strengths and weaknesses and then designate the student with an exceptionality. Recommendations for school placement and academic instruction are made by the Identification Recommendation and Review Committee (IPRC).