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Assess narrow range of outcomes Limited number of items for each objective Norms quickly become outdated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?