standardized Achievement tests SAT

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Amal AL Hinai

Muzna AL Hooti

Definition of achievement tests

Definition of SAT

Functions of SAT

Types of SAT

Characteristics of SAT

SAT vs. Teacher made tests

Classification of SAT

SAT batteries

SAT in specific areas

Customized Achievement Tests

Individual Achievement Tests

“Assessment designed to measure knowledge

and skills. An achievement test may assess

general knowledge and skills or those related

to particular school subjects” (Ravitch, 2007).

“A measurement designed to be an indicator of

student progress relative to a specified

learning goal” (Gangelosi, 1990:217).

usually involves:Uniform, clearly specified methods and procedures for administering the test.

A measure that is administered and scored byuniform objective procedures and for which normshave been established (prescribed routine toassure that the process is consistent) so thescores of anyone completing the test can becompared to the norms (Statewide ParentAdvocacy Network, 2000).

Useful for measuring general

educational development.

Determining student progress from one

year to the next.

Grouping students.

Diagnosing learning difficulties.

Comparing achievement with learning

ability.

Characteristics of standardized

achievement tests

The test items are of a high technical quality.

Directions for administering and scoring are so precisely stated that the procedures are standard for different users of the test.

Norms based on additional samples of students in the grades where the test is intended for use are provided as aids in interpreting the test scores.

Equivalent and comparable forms of the test are usually provided, as is information concerning the degree to which the forms are comparable.

A test manual and other accessory materials are included as guides for administering and scoring the test, evaluating its technical qualities, and interpreting and using the results.

Teacher-made testStandardized

achievement testElements

Measure the outcome of a

teacher’s teaching or

outcome of learning in his

class

Measurement educational

outcomes of students of a

number of schools.

PURPOSE

limitedvery broad areaSCOPE

Less accurateMore accurateACCURACY

crudeduly editedREFINEMENT

Doesn’t contain normsProvides normsNORMS

Based on experience of

teachers

Uses several sources –,

specialists , teachers,

research workers

SOURCES

Not publishedPublishedPUBLICATION

Covers small area of

curriculum

Covers state or regional

curriculum

COVERAGE OF

CURRICULUM

: Iowa tests on Basic skills

Research

Writing

Editing for tryouts

Author reviews

Publisher reviews

Independent reviews

Final editing for standardization

Standardized achievement tests are

frequently used in the form of survey test

batteries.

individual

tests

& Compare test scores on the separate tests.

& Determine the students’ relative strengths and weaknesses in the different areas covered by the test.

Test batteries are used mostly for

Elementary school levels

They include sections on reading,

language, and mathematics.

Decoding skills (discrimination ,analysis)

Vocabulary (meaning of words)

Comprehension(meaning of paragraphs and other written material)

Mechanics( Capitalization ,punctuation)

Expression (Correctness, effectiveness)

Spelling (From dictation or identifying misspelled words)

Computation (Fundamental operation)

Concept ( Meaning of concepts)

Problem solving ( Solving story problem)

They are less widely used at the high school level.

Some high school batteries – like Iowa Tests of

Educational Development- were designed to measure

general educational development in intellectual skills

and abilities that are not dependent on any particular

series of courses.

o Vocabulary

o Reading comprehension

o Language: Revising written materials

o Spelling

o Mathematics: Concepts and problem solving

o Computation

o Analysis of social studies materials

o Analysis of science materials

o Sources of information

task

The most common form of supplement is a direct

writing assessment.

For example, Stanford Writing Assessment

Program that includes standard prompts that elicit

written responses in four different modes of writing:

A. Descriptive

B. Narrative

C. Expository

D. Persuasive

Sometimes the survey battery tests are not enough

to specify the strengths and weaknesses, so

publishers integrate them with diagnostic tests.

How? Larger number of items within a single

content area, more subtests, and providing for

criterion-referenced interpretation.

separate tests designed to measure achievement in

specific areas.

1. It is easier to select a test that fits the instructional

objective of a particular area.

2. A separate test is usually longer that a battery sub-

test.

3. The separate test’s flexibility makes it easier to

adapt to classroom instruction.

Each one is usually standardized on a different

group of students.

Separate content-oriented tests

Reading tests

Readiness tests

task

making available achievement tests.

Provide item banks

Provide software programs(with

microcomputers)

Enable schools to produce their own

customized tests.

Measure student mastery of locally

selected instructional objectives.

Because of the increased number of

students with disabilities.

The questions are typically answered orally

or by pointing ,and some

writing may be required.

Some use criterion-referenced

interpretation ,others provide both type

of interpretations.

Gangelosi, J. S. (1990). Designing tests for evaluating student achievement. New York: Longman.

Ravitch, D. (2007). A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Retrieved from http://site.ebrary.com/lib/squ/docDetail.action?docID=10191383&lpg=10

Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching. New Jersey: Pearson.

Illions state board of education. (2011). Retrieved from http://www2.rps205.com/Schools/TeacherSites/tsL/jlash/Documents/Activities/Gr4_SB.pdf?Mobile=1&Source=%2FSchools%2FTeacherSites%2FtsL%2Fjlash%2F_layouts%2Fmobile%2Fview.aspx%3FList%3D0b725411-f8ac-4d56-8a72-a415461c54c1%26View%3Df67658df-12de-4117-ba2f-ea6ed11a2d82%26RootFolder%3D%252FSchools%252FTeacherSites%252FtsL%252Fjlash%252FDocuments%252FActivities%26CurrentPage%3D1

AN EXAMPLE OF STANDARDIZED

PERSONALITY TESTS

Agree

strongly

Agree a

little

Neither

agree nor

disagree

Disagree a

little

Disagree

strongly

54321

I see myself as someone who

………. a. is generous.

……….. b. is easily upset.

……….. c. is highly organized.

……….. d. picks fights with others.

This response demonstrates an accurate but limited

understanding of the text. The reader makes some simple

comparisons. The reader uses text references without

providing any interpretation of significant concepts.

Which kind of cookie

would Tim most likely get

if he takes one without

looking?

Directions: This is a test to find out how well you are

developing your skills in analyzing science information.

Read the question and decide which of the four

alternatives best answers the question.

TASK

Which of the following statements is

most likely to be true?

A. Fossil II is heavier than Fossil I.

B. Fossil I is heavier than Fossil II.

C. Fossil II is older than Fossil I.

D. Fossil I is older than Fossil II.

TASK (READINESS TESTS)

ACT

Sample Test Question

ACT English

College Readiness

Standards

Sandra Cisneros, perhaps the

best known Latina author in

the United States, writes

poems and stories . . .

A. No change

B. author and writer

C. author and novelist

D. wordsmith and author

Word Choice in Terms of Style,

Tone, Clarity, and

Economy

301. Delete obviously

synonymous and wordy

material in a

sentence

https://www.act.org/standard/instruct/pdf/ACT_CRS_MatchtoItemsBooklet.pdf