copyright 2001 by allyn and bacon standardized testing chapter 14
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Copyright 2001 by Allyn and Bacon
Standardized TestingChapter 14
Copyright 2001 by Allyn and Bacon
Overview
Evaluation, Measurement and AssessmentWhat Do Test Scores Mean?Types of Standardized TestsIssues in Standardized TestingNew Directions in Standardized Testing
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Concept Map for Chapter 14
What Do TestScores Mean?
New Directionsin Standardized
Testing
Types ofStandardized
Tests
Evaluation,Measurement, &
Assessment
StandardizedTesting
Issues inStandardized
Testing
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Copyright 2001 by Allyn and Bacon
Evaluation, Measurement and Assessment
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Basic Terminology
Evaluation: a judgmentMeasurement: a numberAssessment: procedure to gather informationNorm-referenced testCriterion-referenced testing
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Norm-referencedGeneral abilityRange of abilityLarge groupsCompares people
to peopleSelecting top
candidates
Criterion-referencedMasteryBasic skillsPrerequisitesAffectivePsychomotorGrouping for
instruction
Comparing Norm- & Criterion- Referenced Tests
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Criterion- or Norm-Referenced?
Driver’s test
Standardized achievement test
Ed Psych test
Bar exam
Nursing boards
IQ test
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What Do Test Scores Mean?
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Standardized test Norming sampleFrequency distributionsCentral tendencyMeanMedianMode / bimodalRangeStandard deviation
Basic Concepts
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Frequency Distribution Histogram
0
1
2
3
Students
40 45 50 55 60 65 70 75 80 85 90 95 100
Scores on Test
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Calculations: What Do the Numbers Mean?
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Mean: The Arithmetic Average
Add up all the scores
Divide the total by the number of scores
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Median
The middle score**Scores must be in rank order**Count up or down to the middle
scoreEven number of scores? Average the two middle scores
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Mode
The most frequently occurring score
Look at the frequency distribution
Identify which score occurs most often
Bimodal distributions
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Range
Report the high and low score or
Report the difference between the highest and lowest score
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Standard Deviation
Indicates how much the scores vary from the mean
Based on the mean score
The average of the deviation from the average score
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Divide by the
number of scores: N
Calculating Standard DeviationCalculating Standard Deviation
Calculate the mean:
Subtract the mean from each score:
Square each difference:
Find the square root: N
Add all the squared differences:
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Sample Problems
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Calculate the mean, median, mode, range, and standard deviation for the
following sets of scores:
Reading 95 90 85 80 75 70 65 60 55
Arithmetic 76 78 77 71 75 79 72 73 74
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CalculationsReading
95 20 400 90 15 225 85 10 100 80 5 25 75 0 0 70 -5 25 65 -10 100 60 -15 225 55 -20 400
Arithmetic
76 +1 1 78 +3 9 77 +2 4 71 -4 16 75 0 0 79 +4 16 72 -3 9 73 -2 4 74 -1 1
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=12.91
Calculations continuedReading
Arithmetic
Standard deviations
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Completed Calculations
ReadingMean = 75Mode = noneMedian = 75Range = 40Standard
deviation = 12.91
ArithmeticMean = 75Mode = noneMedian = 75Range = 8Standard
deviation = 2.58
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Reflection Questions
Based on the calculations in the previous slides, how much does the mean score tell you about the performance of the whole class?
How much do median and modal scores tell a teacher?
How can you use a standard deviation to help you in planning for a particular class?
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Normal DistributionsThe “bell curve”Mean, median, mode all at the center of the curve50% of scores above the mean50% of scores below the mean68% of scores within one standard deviation from the meanSee Figure 14.2, Woolfolk, p. 528
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Normal Distribution with Standard Deviations
2%2% 2%2%34%34%
14% 14%
0 +1SD-1SD-2SD +2SD-3SD +3SD
Percent of the population
Standard Deviation UnitsCopyright 2001 by Allyn and Bacon
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Types of Scores
Percentile rankGrade-equivalentStandard scoresz scoresT scoresStanine scores
Standard scores based on standard deviation
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Interpreting Test Scores
ReliabilityTrue scoreStandard errorConfidence intervals Validity Content-related Criterion-related Construct-related
See Guidelines, Woolfolk, p. 534
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Types of Standardized Tests
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Achievement TestsMeasure previous learningThe standardized scores reported:NS: National Stanine ScoreNCE: National Curve EquivalentSS: Scale ScoreNCR: Raw scoreNP: National PercentileRange: Confidence interval set at 95%
See Figure 14.5, Woolfolk, p. 535
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Diagnostic Tests
Identify strengths and weaknesses
Most often used by trained professionals
Elementary teachers may use for reading, math
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Aptitude Tests
Measure abilities
Used to predict future performance
SAT/PSAT
ACT/SCAT
IQ and aptitude
Discussing test scores with families
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Issues in Standardized Testing
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Issues in TestingHigh stakes testingUses of testing Readiness
Minimum and World-Class Standards High school competency National standards Content standards Performance standards Opportunity standards World-Class Standards
See Point▼Counterpoint, Woolfolk, p. 541
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More Issues in Testing
Testing teachers: Praxis Series
Bias and fairnessCulture-fair & culture-free testing
Coaching & test taking skillsSee Guidelines, Woolfolk, p. 545
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New Directions in Standardized Testing
Learning potential Authentic assessmentsConstructed response formats
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Reflection Questions
How would you determine the validity of a portfolio assessment for high school students?How would you determine the reliability of science projects as an assessment process for 5th graders?What testing bias have you encountered in your educational process?
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Summary
Evaluation, Measurement and AssessmentWhat Do Test Scores Mean?Types of Standardized TestsIssues in Standardized TestingNew Directions in Standardized Testing
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Review Questions
Distinguish among evaluation, measurement, and assessment.Distinguish between norm-referenced and criterion-referenced tests.Describe the key features of a standardized test.What are mean, median, mode, and standard deviation?
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Review Questions
Describe different kinds of scores.
What is test reliability?
What is test validity?
What are three kinds of standardized tests?
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Review Questions
What are some current issues in testing?Can students become better test-takers?What is learning potential assessment?What is authentic assessment?
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End Chapter 14