1. Chapter 4
Standardized Tests

2. Basic Considerations Standard procedures must be followed
The student’s best efforts must be elicited
Responses must be scored accurately

3. Preparation of the Tester
Training in assessment including supervised practice
Tester’s performance must be evaluated to ensure accuracy

4. Preparation of the Testing Environment
Testing Room
Adequate ventilation and lighting
Freedom from distractions and interruptions
An office-sized room is preferable to classroom
Seating Arrangements
Appropriate tables and chairs of correct size are preferable
Tester should be able to adequately observe the student and easily reach and manipulate test materials

5. Preparation of the Testing Environment, continued
Equipment
Required test equipment should be readily available
Test materials not in use should be removed from the student’s view
Participants
The tester and student should be alone
If necessary, parents or others may observe but may not participate

6. Preparation of the Student
Consider the optimal time of day to achieve the student’s best performance
The tester should introduce himself or herself to the student
The tester converses with the student to elicit information and establish rapport
The purpose of the testing should be explained to the student
Test activities and requirements are described.
The student should have the opportunity to ask questions about the assessment

7. Test Administration
Strict adherence to administration and scoring guidelines is essential
Recording of student responses requires a score sheet or protocol
Demonstration items may be provided
Establish a basal and continue until a ceiling is reached
Testing ends when all items are completed, the time allotted is exhausted, or the student no longer works efficiently

8. Observation of Test Behavior
Tester observes student’s style of response
Verbal or nonverbal response mode
Length of response latencies
Length of the response
Organization of the response
Method of expressing an inability to respond
Observation of idiosyncratic responses

9. Observation of Work Style
Tester observes student’s style of work
Activity level is observed
Length of time the student attends to task
Student’s ability to persevere until task completion
Student’s need for reassurance

10. Scoring the Test Compute raw scores
Compute student’s chronological age
Add points earned by student including those below the basal
Convert raw scores to derived scores
Raw scores may be converted to age equivalents, percentile ranks, standard scores, or others
Some scores may fall above norms and others below norms

11. Computing Raw Scores

12. Interpreting Test Results
Test behavior is examined and described in detail
Tester chooses type of score to report
Standard error of measurement is used to construct confidence intervals around observed scores

13. Criteria for Evaluating Test Performance
Standard scores are preferable
Scores should be reported as confidence intervals
Scores should be described in relation to a range of performance in which they fall

14. Using Standard Score Ranges

15. Computers as Tools for Assessment
Tests administered by computers can depress students’ scores
Scoring of tests is the most common use of computers in assessment
Test interpretation and reporting can also be facilitated by computer scoring programs

16. Modifications of Testing Procedures
Tests should be administered under standard conditions before modification is attempted
When modifications are made to determine further information about the student, it is called testing of limits
Modifications should be accurately described in the test report

17. Avoiding Bias in Testing
Tester must be professionally prepared
Professionals should have knowledge about the types of students they assess
Tester’s attitudes affect expectations
Student-tester rapport is of critical importance
Bias may occur during interpretation of test results