Tests and Measurement
Donna Sundre, EdD
Robin D. Anderson, PsyD
How to Use a Test
Standardization Test Score Interpretation Bias or True Difference Communicating Test Results to Others Using Test Scores to Advocate Common Test Misuses
Standardization
A standardized test is one that is administered under standardized or controlled conditions that specify where, when, how, and for how long children may respond to the questions or "prompts." (NCREL, 2002)
Standardization They provide a "systematic procedure for describing
behaviors, whether in terms of numbers or categories." They include specified procedures for administration and
scoring They have an established format and set of materials They present the same tasks and require the same response
modes from all test takers They provide tables of norms (see
standards for technical qualities) to which the scores of test takers can be compared in order to ascertain their relative standing
Goodwin, W. L., & Driscoll, L. A. (1980). Handbook for measurement and evaluation in early childhood education. San Francisco: Jossey-Bass.
Test Security Important for Fairness and Validity Before Test
– Keep tests secure– Do not share items as part of test prep.
During Test– Do not allow students to take notes– Do not allow copies to be made
After Test– Insure no items leave test area– Keeps tests secure
Test Preparation
Test Score Interpretation
Observed Score Standard Score
Norm-Referenced Interpretation
Describe a student’s performance in relation to the performance of a group of students
Examples: Grade Equivalent Scores & Percentiles
Advantages
Allow one to Analyze the general progress of large groups of students
Give you a basis for examining an individual student’s general performance
Limitations Inappropriate for following an individual student’s
specific progress in specific skills Insufficient for diagnosing a student’s specific
strengths or weaknesses within a given subject area
Inappropriate for your district if specific features of your curriculum or of your students are not represented in the test
Assess narrow range of outcomes Limited number of items for each objective Norms quickly become outdated
Criterion-Referenced Interpretation Describe a student’s mastery of skills Often developmental information provided
Advantages
Measure whether your district has attained its curricular objectives
Often developed from programs or courses that are taught in local schools
Appropriate for diagnosing your students’ strengths and weaknesses within a given subject area
Help you plan instructional programs
Limitations Do not provide meaningful norms Can be expensive to develop Must revise them periodically to reflect current
objectives Require a great deal of testing time Require additional cut scores
Rudner, L. (1989). Basic testing principles. In Understanding Achievement Tests: A guide for School Administrators. American Institutes for Research Washington, D.C.
Test and Item Bias
Bias: When subgroups of equal ability perform differently on a test or item
Not bias if it reflects a true difference in ability between two groups
Documenting the achievement gap
Communicating Test Results
Explain why students are tested Explain the different types of scores Help parents to interpret test scores Advocating for students
Why students are tested
Evaluate and improve the school district Evaluate and improve the individual school Identify a child's academic strengths Identify areas where a child may need to improve
Eisenberg, Thomas E., and Rudner, Lawrence M. (1988). Explaining Test Results to Parents. ERIC Digest No. 102.
Test Misuses Relying on Test Titles Ignoring Error of Measurement Lack of Multiple Indicators Poor Test Score Reporting Ascribing Causation
Gardner, E. (1989). Five Common Misuses of Tests. ERIC Digest No. 108.
Concluding Remarks
Brief Introduction Resources in handout and on Web Concerns? Questions? Issues?