Standardized Testing (1) EDU 330: Educational Psychology Daniel Moos.

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Presentation transcript:

Standardized Testing (1) EDU 330: Educational Psychology Daniel Moos

Why are we doing this???

Classroom Assessment: Validity & reliability

Statistics and standard scores (1) Evaluating results of standardized tests through descriptive statistics (Measures of central tendency): (1) Mean: Average score (2) Median: Middle score in the distribution (3) Mode: Most frequent score (4) Range: Distance between top and bottom score in distribution

Statistics and standard scores (2) Standard Deviation (SD): Statistical measure of spread of scores If data points are close to mean, then SD ≈ 0 If many data points are not close to mean, then SD > Example: Class number one: Mean = 80; Standard deviation = 10 Class number two: Mean = 80; Standard deviation = 2 Which class has a greater distribution of scores? #1#2

Statistics and standard scores (3) Standard Deviation (SD): Translating into percentile ranks Example: Mean of scores is 80 and standard deviation of % 84%98%100%0%2%16%

Statistics and standard scores (4) Evaluating standardized tests through descriptive statistics, continued Standard Error of Measurement Due to measurement error, scores represent an approximation of student’s “true” score Example: Tonka obtains a score of 80 on a standardized test. Standard error of measurement is 6 The range of Dan’s true score would be 74 to 86.

Statistics and standard scores (5) (1) Raw Scores: (1) What do they really mean? (2) Percentiles: (1) ≠ percentages (2) Rankings are not equal (e.g., raw score of 58 = 90 th percentile, raw score of 56 = 80 th, 54 = 60 th, 53 = 50 th ) (3) Stanines: (1) Range: 1 to 9 (2) Stanine 5 = center of distribution (3) Each Stanine above/below is +/- 0.5 SD (4) Example: Stanine 7 = +1 SD; Stanine 3 = -1 SD; Stanine 8 = __SD (4) Grade equivalents: (1) Compares scores with particular age group (1 st digit = grade, 2 nd digit = month) (1) Example: Grade equivalent for total reading of 8.4 means __ ?

Statistics and standard scores (6):

Suggestions for preparing your students for taking standardized tests(1) Standardized tests should be an accurate representation of actual ability Positive Attitude (Gulek, 2003) Emphasize the role of feedback Understanding directions Listen to or read directions carefully Follow directions carefully (i.e. be sure to to darken the entire space) Check to make sure the appropriate response is marked on the answer sheet Strategic test taking Set a pace for taking test (bypass difficult items) Make informed guesses rather than omit items

Suggestions for preparing your students for taking standardized tests(2) Standardized tests should be an accurate representation of actual ability Examine test booklet, exam questions, etc (earlier released version) Familiarize students with test directions Cautiously interpret scores Consider alternative explanations, particularly with below- average performance Control impact of negative expectations Low scores incapable of learning! Communication with parents/guardians/administers Tests estimates

Standardized Testing & Technology Online test preparation Private, for-profit organizations (Princeton Review) Smarthinking (sample tutorials)Smarthinking TestGear (diagnostic pretest, teacher and student receive results)TestGear Computer-based testing Pros: (1) Immediate, detailed report; (2) Reduces cheating; (3) Different interface (i.e. display periodic table of elements and student needs to drag element to correct location) Cons: (1) Resource intensive (cost and maintenance); (2) Interruptions, loss of data; (3) Pencil-and-paper = Computer- based testing? (Lesson, 2006)