August 3, 2022

After reading the article on?the pros and

1. After reading the article on the pros and cons of standardized tests, discuss how America's approach to testing should be reformed in order for the testing movement to help improve American public education.

2. After reviewing statewide assessment data at the Florida Department of Education website for a grade level and subject of your choice, compare school results and discuss the factors that may have impacted student performance.

Links: https://standardizedtests.procon.org/

https://www.fldoe.org/accountability/assessments/k-12-student-assessment/results/

Assessments in the State of Florida Florida Standards Assessment (FSA)

• Includes English Language Arts (ELA) Reading for Grades 3-10, Mathematics for Grades 3-8, and Writing for Grades 4-10.

• ELA Reading o Grades 3–5—Two 80-minute sessions o Grades 6–8 —Two 85-minute sessions o Grades 9–10—Two 90-minute sessions

• ELA Mathematics o Grades 3–5—Two 80-minute sessions o Grades 6–8 —Three 860-minute sessions

Statewide Science Assessment

• The Statewide Science Assessment measures student achievement of the Next Generation Sunshine State Standards in science.

• Students in grades 5 and 8 participate in the statewide science assessment. End-of-Course (EOC) Assessments

• EOC assessments are computer-based, criterion-referenced assessments that measure the Florida Standards (FS) or the Next Generation Sunshine State Standards (NGSSS) for specific courses, as outlined in their course descriptions.

• Includes exams for Algebra I, Biology 1, Geometry, U.S. History, and Civics, all of which are aligned to the NGSSS.

• Are computer-based assessments. Assessing Comprehension and Communication in English State-to-State (ACCESS) for English Language Learners (ELLs) 2.0

• Large-scale test of English language proficiency based on the WIDA English Language Development (ELD) Standards that form the core of WIDA’s approach to instructing and assessing ELLs in Grades K–12.

• Paper-based assessment for Grades K–12. • Another version for students in Grades 1–12 who have significant cognitive disabilities

called Alternate ACCESS for ELLs. • Kindergarten students are administered all sections of the test, one-on-one with a teacher.

Students in grades 1–12 take the Speaking section of the test one-on-one with a teacher; the Listening, Reading, and Writing sections may be administered in a group setting. Students in grades 1–12 who have significant cognitive disabilities are administered all sections of the test, one-on-one with a teacher.

National and International Assessments for Students in Florida

The National Assessment of Educational Progress (NAEP)

• NAEP also known as The Nation’s Report Card, is the largest nationally representative and continuing assessment of what our nation’s students know and can do in core

subjects, such as civics, geography, mathematics, reading, U.S. history, and writing. • NAEP is administered to fourth-, eighth-, and twelfth-graders across the country in a

variety of subjects. National results are available for all assessments and subjects. Results are available for states and select urban districts in some subjects for grades 4 and 8.

• NAEP is administered on tablets with keyboards to a sample of fourth- and eighth-grade students in the areas of mathematics, reading, writing, civics, geography, or U.S. history. A small number of students may take paper-and-pencil assessments in mathematics or reading.

• Results and trends are released for a variety of subjects are available for states. There are no results for individual students, classrooms, or schools. View the latest NAEP results.

Educational Assessment of Students Eighth Edition

Chapter 18 Finding and Evaluating Published Assessments

Key Concepts

18.1 You can search printed materials, online resources, and personal contacts to locate information about published assessments. After locating published tests, obtain and read evaluations or reviews of these tests. Internet searches and test publishers’ websites will help you locate computerized testing materials. There are also print and online resources for locating unpublished test materials, which can be useful in research and evaluation projects. Some publishers restrict the sale of test materials. To evaluate and select a test or assessment, clarify your purpose, obtain and review assessment materials, and try them out in a pilot study.

Some Print Resources

• Tests in Print (TIP) IX – information about more than 4,000 commercially

available instruments – also available in Spanish

• Tests: A Comprehensive Reference for Assessments in Psychology, Education, and Business

– lists and describes ~2000 tests, but no evaluation

• Textbooks

• Test publishers’ catalogues

Locating Published Tests Online

• Buros test locator

• ETS test collection

• Publishers’ websites

• ERIC.gov, PsycINFO

• General Internet search – use “assessment” or “test” as subject keyword

Locating Published Tests through Personal Contacts

• Contact professional contacts and organizations directly

• Contact testing specialists in colleges and universities, perhaps via dept. chair

• Visit promotional exhibits at conferences

Locating Evaluations of Published Tests from Print Sources

• Use Mental Measurements Yearbooks (MMYs) – Reviews of hundreds of tests

• Use Test Critiques (Volumes I–XI) – Testing specialist reviews each test

• Search for reviews in professional journals

Locating Evaluations of Published Tests in Other Ways

• Test Reviews Online from the Buros Center for Testing

• Contact testing specialists in colleges and universities

• Contact testing offices in schools, colleges, and universities

Locating Unpublished Tests from Print Sources

• ETS Test Collection

• Directory of Unpublished Experimental Mental Measures

Locating Unpublished Tests Online

• Health and Psychosocial Instruments (HAPI)

• ETS Test Collection

• Search ERIC.gov and PsycINFO

• General Internet search

Some Publishers Restrict the Sale of Test Materials

3 Levels of Restrictions

• Level A – Tests may be ordered on official letterhead by an agency or

organization in which qualified persons will administer and interpret the results.

• Level B – Tests may be ordered by individuals who can verify they have

sufficient training and supervised experience to administer and interpret the test.

• Level C – Tests must be ordered by individuals who can verify they have a

PhD or related degree and sufficient training

Steps for Selecting a Test or Assessment

• Clarify your purpose

• Obtain and review assessment materials

• Try them out in a pilot study

Review the Actual Assessment Materials

• Obtain the test and accompanying materials (specimen set)

• Consider technical information about quality – Technical manuals often must be ordered separately

• Work with a committee to review all materials in light of the planned purpose

– Make sure achievement tests match the curriculum

• Pilot test the test

Put New Assessment Plans into Local Context

• Take stock of the assessments already being used in the district.

– Develop perspective on what an external assessment contributes beyond the school-based assessments currently used.

• Review state-mandated assessments and alignment with standardized tests.

• Weigh the instructional value of standardized tests against that of teacher-based assessments.

• Consider the qualifications of the staff.

Using a Standardized Test to Evaluate a School District

• This is a difficult task!

• A test is just one of many measures that should be used.

Educational Assessment of Students
Key Concepts
Some Print Resources
Locating Published Tests Online
Locating Published Tests through Personal Contacts
Locating Evaluations of Published Tests from Print Sources
Locating Evaluations of Published Tests in Other Ways
Locating Unpublished Tests from Print Sources
Locating Unpublished Tests Online
Some Publishers Restrict the Sale of Test Materials
Steps for Selecting a Test or Assessment
Review the Actual Assessment Materials
Put New Assessment Plans into Local Context
Using a Standardized Test to Evaluate a School District
Copyright

Educational Assessment of Students Eighth Edition

Chapter 17 Interpreting Norm- Referenced Scores

Key Concepts (1 of 2)

17.1 A referencing framework is a structure used to compare a student’s performance to some-thing external to the assessment in order to interpret performance. A norm-referencing framework interprets a student’s assessment performance by comparing it to the performance of a well-defined group of other students who have taken the same assessment. A criterion-referencing framework interprets a student’s performance according to the kinds of performances a student can do in a domain. A standards-referenced framework combines elements of both. Test publishers may provide norm-referenced scores based on information from several different norm groups. Use normative information to describe student strengths, weak-nesses, and progress.

Key Concepts (2 of 2)

17.2 Different types of norm-referenced scores are constructed to serve different purposes. The percentile rank tells the percentage of the students in a norm group who have scored lower than the raw score in question. A linear standard score tells how far a raw score is from the mean of the norm group, expressing the distance in standard deviation units.

17.3 A normal distribution is a mathematical model (an equation) based on the mean and standard deviation of a set of scores. Normalized standard scores are based on transforming raw scores on an assessment to make them fit a normal distribution. Developmental and educational growth scales are norm- referenced scores that can be used to chart educational development or progress. An extended normalized standard score tells the location of a raw score on a scale that is anchored to a lower grade reference group. A grade- equivalent score tells the grade level at which a raw score is average.

Norm- versus Criterion-Referencing

• A norm-referencing framework interprets a student’s assessment performance by comparing it to the performance of a well-defined group of other students who have taken the same assessment.

• A criterion-referencing framework interprets a student’s performance according to the kinds of performances a student can do in a domain.

• A standards-referenced framework combines elements of both.

Norm Groups

• Local norm group: students in the same grade in the same school district

– Schools/districts should have scores – Publishers may offer scores

• National norm group: intended to be representative of students in the country

– Test publishers use different norming procedures

• Special norm group

School Averages Norms

• School averages norms: ranked tabulation of the average (mean) score from each school building in a national sample of schools

Guidelines for Using Publishers’ Norms

• Make sure the norm group is: – Relevant – Representative – Recent

Percentile Rank

• The percentile rank tells the percentage of the students in a norm group who have scored lower than the raw score in question.

Percentile Ranks: Advantages

• Easily understood.

• Clearly reflect norm-referencing.

• Permit a person’s performance to be compared to a variety of norm groups.

• Can be used to compare a student’s relative standing in each of several achievement or ability areas.

Percentile Ranks: Limitations

• Can be confused with percentage correct scores.

• Can be confused with some other types of two-digit derived scores.

• Do not form an equal-interval scale.

Linear Standard Score

• A linear standard score tells how far a raw score is from the mean of the norm group, expressing the distance in standard deviation units.

Z Scores

• Communicate students’ norm-referenced achievement expressed as a distance away from the mean.

– if Z = −1.5, the student’s score is 1.5 standard deviations below the average score.

• Can be used for norm-referenced comparison of raw scores with different metrics

SS Scores

• Tells the location of a raw score in a distribution having a mean of 50 and a standard deviation of 10.

– Transformation of z score – Example: If Z = −1.5, SS = 35

Normalized Standard Scores

• A normal distribution is a mathematical model (an equation) based on the mean and standard deviation of a set of scores.

– Normal curves are smooth, continuous, symmetrical, and bell shaped

• Normalized standard scores are based on transforming raw scores on an assessment to make them fit a normal distribution.

Normalized z -Scores

• z-scores that have percentile ranks corresponding to what we would expect in a normal distribution

Raw Score Percentile rank

Normalized standard (zn)

Linear standard (z)

36 98 2.05 2.43 33 96 1.75 1.64 15 4 −1.75 −3.09 14 2 −2.05 −3.36

Normalized T-scores

• Tell the location of a raw score in a normal distribution having a mean of 50 and a standard deviation of 10.

– Example: Joey’s T-score is 40, which means he is one standard deviation below the mean of the norm group, and his percentile rank is approximately 16.

Deviation IQ Scores

• Tells the location of a raw score in a normal distribution having a mean of 100 and a standard deviation of 15 or 16.

– Example: Meghan has DIQ = 116, which means she has scored one standard deviation above the mean of her age group and the percentile rank of her score is 84.

Stanines

• Tells the location of a raw score in a specific segment of a normal distribution.

– Example: Blake’s stanine on the spelling subtest of the standardized test was 3, which means that his raw score was in the lower 20% of the norm group. Specifically, his percentile rank was between 11 and 22.

SAT-Scores

• Historically, a normalized standard score from a distribution that has a mean of 500 and a standard deviation of 100.

• The SAT program no longer uses this computation, but the current scores on the 200-800 scale can be compared across administrations.

Normal Curve Equivalents

• NCE scores are normalized standard scores with a mean of 50 and a standard deviation of 21.06.

• Primary value is evaluating gains from various educational programs that use different publishers’ tests

Developmental and Educational Growth Scales

• Developmental and educational growth scales are norm- referenced scores that can be used to chart educational development or progress.

– Extended normalized standard score scale – Grade-equivalent score scale

Extended Normalized Standard Score

• An extended normalized standard score tells the location of a raw score on a scale that is anchored to a lower grade reference group.

– Based on extended z scale Or – Based on item response theory

Grade-Equivalent Score

• A grade-equivalent score tells the grade level at which a raw score is average.

– Useful for reporting educational development. – Provided by test publisher.

▪ GE is the median score (sometimes mean score) in each grade’s norm group.

▪ A third grader’s GE score of 5.7 on a mathematics test covering third-grade content does not mean that this student should be placed in fifth-grade math. Rather, it means that he scored the same as the average 5th grader (7th month) on the third-grade test.

Things to Keep in Mind When Interpreting Grade Equivalents (1 of 2)

• In some subject areas, students’ performance drops over the summer months.

• The meaning of grade-equivalent scores for a subject depends very much on the subject matter.

• Grade-equivalent scores do not necessarily indicate mastery of the material.

• The more closely the test items match the material emphasized in the classroom before the test was administered, the more likely the students will score well above grade level.

Things to Keep in Mind When Interpreting Grade Equivalents (2 of 2)

• Grade equivalents from different tests cannot be interchanged.

• Grade equivalents for different subjects cannot be compared.

• Grade equivalents do not indicate “normal” growth.

• The grade-equivalent score scale does not have a one- to-one correspondence with the number of questions a student answers correctly on a test.

Guidelines for Score Interpretation

• Look for patterns in scores.

• Seek explanations for the patterns.

• Don’t expect many surprises.

• Don’t overinterpret small differences.

• Use evidence from other assessments to clarify interpretations.

Typical Misunderstandings (1 of 2)

• The grade-equivalent score tells which grade the student should be in.

– They Do Not.

• The percentile rank and percent-correct scores mean the same thing. – They Do Not.

• The percentile rank norm group consists of only the students in a particular classroom.

– It Does Not.

• “Average” is the standard to beat. – It Is Not.

Typical Misunderstandings (2 of 2)

• Small changes in percentile ranks over time are meaningful.

– They Are Not.

• Percent-correct scores below 70 are failing. – They Are (Usually) Not.

• If you get a perfect score, your percentile rank must be 99.

– It May Not Be.

Educational Assessment of Students
Key Concepts (1 of 2)
Key Concepts (2 of 2)
Norm- versus Criterion-Referencing
Norm Groups
School Averages Norms
Guidelines for Using Publishers’ Norms
Percentile Rank
Percentile Ranks: Advantages
Percentile Ranks: Limitations
Linear Standard Score
Z Scores
S S Scores
Normalized Standard Scores
Normalized z -Scores
Normalized T – s c o r e s
Deviation I Q Scores
Stanines
S A T-Scores
Normal Curve Equivalents
Developmental and Educational Growth Scales
Extended Normalized Standard Score
Grade-Equivalent Score
Things to Keep in Mind When Interpreting Grade Equivalents (1 of 2)
Things to Keep in Mind When Interpreting Grade Equivalents (2 of 2)
Guidelines for Score Interpretation
Typical Misunderstandings (1 of 2)
Typical Misunderstandings (2 of 2)
Copyright

Educational Assessment of Students Eighth Edition

Chapter 16 Standardized Achievement

Tests

Key Concepts (1 of 2)

16.1 Standardized tests are tests for which the procedures, administration, materials, and scoring rules are fixed so that as far as possible the assessment is the same at different times and places. Appropriate administration of standardized tests and appropriate use of results is key to their effectiveness. Inappropriate administration or use can lead to harmful consequences.

Key Concepts (2 of 2)

16.2 Standardized achievement tests include multilevel survey batteries, multilevel criterion-referenced tests, other multilevel tests for a single curricular area, and single-level tests for one course or subject area. State- or district- mandated tests include state achievement tests customized to state standards, interim or benchmark tests and services, Response to Intervention (RTI) assessments, early childhood assessments, and English language proficiency tests.

Definition of Standardized Test

• Standardized tests are tests for which the procedures, administration, materials, and scoring rules are fixed so that as far as possible the assessment is the same at different times and places.

Steps in Standardized Test Development

1. Assemble preliminary ideas. 2. Evaluate proposal (approve/reject). 3. Make formal arrangement (sign contract if publication is approved). 4. Prepare test specifications. 5. Write items. 6. Conduct item tryout. 7. Assemble final test form(s). 8. Conduct national standardization. 9. Prepare final materials. 10. Prepare marketing plan. 11. Publish.

Other Considerations in Standardized Test Development

• Universal design (to maximize access)

• Using technology – Plan accommodations early – Plan for teacher training – Plan for student training

Standardized Test Score Reports

• Levels of reporting – Individual student reports, class reports, building- and

district-level reports

• Effective reports – Concise and readable – Focus data displays on a few purposes – Not too much information

Varieties of Standardized Tests

• Commercially published achievement tests – Multilevel survey batteries – Multilevel criterion-referenced tests

• Federally mandated state assessments

• Commercially produced interim and benchmark assessments and services

• Other commercially available tests

Multilevel Survey Batteries (1 of 2)

• Survey general educational growth or basic skill development

– Multilevel = test content spans several grade levels – Battery = several curricular areas are assessed by

different subtests

• Often annually administered

Multilevel Survey Batteries (2 of 2)

• Generally include information about: – Test development – Test administration – Norming features – Scoring – Interpreting and reporting scores

• Differ based on: – Content emphasis – Articulation between grade levels – Services offered to schools

Selecting a Multilevel Survey Battery

• Select a test that best fits your school’s curriculum and the state standards.

• Be attentive to community concerns.

• Plan to use a test at least 5 years.

• When possible, test at grade levels not tested by state- mandated assessments.

• Provide individually administered assessments when appropriate for students with special needs.

Multilevel Criterion-Referenced Tests (Single Curricular Area)

• Provide detailed information about students’ status for a well-defined domain of performance in a single subject area (e.g., mathematics).

– Span several grade levels – Some align with state standards

Other Multilevel Tests for a Single Curricular Area

• Tend to be deeper and broader than survey tests

• Should not be used to compare performance in two or more areas

– Usually not normed on same population

Single-Level Standardized Tests for One Course or Subject

• Assess achievement at only one educational level or for one course (e.g., Algebra I)

– Often called “end-of-course” tests or exams

• For most purposes, a teacher-made test for a subject is more appropriate.

State-Mandated Tests

• ESSA requires testing all students in Grades 3 through 8 and high school

– Accountability is usually the focus ▪ Should be used along with teacher development

programs

Assessments of Common Core State Standards

• Se

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After reading the article on?the pros and

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