Ch.+4+notes

Chapter 4 Standardized Tests Of the many measures used in assessment, tests are likely the best known. Tests range from informal measures devised by teachers for classroom use to very structured instruments known as norm-referenced standardized tests. Standardized tests require a great deal of skill on the part of the professional who administers, scores, and interprets them. That professional must prepare for testing by becoming a qualified examiner; the student and the testing environment must also be prepared. Strict adherence to administration and scoring guidelines is essential if valid results are to be obtained from standardized tests. The tester must also take note of the student’s behavior during administration and use that information in interpreting test results. At all times, it is important to guard against the intrusion of bias into the assessment process. I. Basic Considerations A. Standard administration and scoring procedures must be followed for norm-referenced tests B. The student's best efforts must be elicited II. Preparation for Testing A. Preparation of the tester 1. Training in the administration of standardized measures including supervised practice 2. Tester's performance must be evaluated to ensure accuracy B. Preparation of the testing environment 1. Testing room a. An office-sized room is usually sufficient and preferable to a large classroom b. Adequate ventilation and lighting c. Freedom from distractions and interruptions d. Secured so that other people can not interrupt the testing situation 2. Seating arrangements a. Appropriate tables and stationary chairs of correct size are preferable b. Tester should be able to adequately observe the student and easily reach and manipulate test materials 3. Equipment a. Required test equipment should be readily available b. Test materials not in use should be removed from the student's view 4. Participants a. The tester and student should be alone b. If necessary, parents or others may observe out of the child’s view, but not participate C. Preparation of the student 1. Consider the optimal time of day to achieve the student’s best performance 2. The tester introduces himself or herself to the student 3. Check student’s physical and emotional status 4. The tester converses with the student to elicit information and establish rapport 5. The purpose of the testing should be explained to the student 6. Test activities and requirements are described 7. The student should have the opportunity to ask questions about the assessment III. Test Administration A. Strict adherence to administration and scoring guidelines is essential B. Recording student responses 1. The test protocol is concealed from student view 2. Verbatim student responses are recorded 3. Some tests must be scored during administration 4. Mechanical recording devices are not recommended C. Administering test items 1. Demonstration items may be provided on some tests 2. After selecting a starting point, an attempt is made to establish a basal 3. Testing continues until a ceiling is reached D. Ending the test and retesting 1. Provide breaks based on the length of the testing session and the endurance of the participant 2. Testing ends when all items are completed, the time allotted is exhausted, or the student no longer works efficiently 3. The student-tester relationship should be evaluated as soon as possible 4. Students may require readministration of a test IV. Observation of Test Behavior A. Observational data are objective and precise 1. Tester observes many student behaviors a. The student’s approach to the testing situation b. Verbal or nonverbal response mode c. How the student begins the first test tasks d. Style of the student’s response such as the latency between questions and responses 2. Tester observes the work style of the student a. Activity level is observed b. Length of time the student attends to the task c. Student's ability to persevere until task completion d. Student's need for reassurance 3. Tester should be alert for signs of a disability V. Scoring the Test A. Scoring should be standardized, accurate, and immediate B. Calculation of chronological age may be needed C. Computing raw scores 1. Points earned by the student and those assumed to be earned are totaled D. Converting raw scores to derived scores 1. Raw scores may be converted to age or grade equivalents, percentile ranks, standard scores, or others 2. Plot student’s derived scores if graphs are provided VI. Interpreting Test Results A. Test behavior 1. Evaluate observational data in relation to the student’s scores B. Choice of test scores 1. Age equivalent 2. Grade equivalent 3. Percentile rank scores 4. Standard score C. Measurement error 1. Used to estimate the amount of error likely to occur within scores 2. Construct confidence intervals around observed scores D. Criteria for evaluating test performance 1. Standard scores are preferable 2. Scores should be reported as confidence intervals 3. Scores should be described in relation to range of performance in which they fall VII. Computers as Tools for Assessment A. Test administration 1. Computer assisted testing may depress student performance 2. Professional need to learn how to evaluate, select, and interpret results from computer-based measures B. Test scoring 1. Most common and valuable use of computers in assessment C. Test interpretation and reporting 1. Can contribute to the interpretation of test results VIII. Modification of Testing Procedures A. Tests should be administered under standard conditions before modification is attempted B. Administration conditions can be modified in several ways C. Modifications should be reported as alternate scores and accurately described in the test report IX. Avoiding Bias in Testing A. Tester must be professionally prepared B. Professionals should have knowledge about the types of students they assess C. Tester's attitudes affect expectations D. Student-tester rapport is of critical importance E. Bias may occur during interpretation of test results
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