State sanctioned Testing Chapter 14 .


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Standardized Testing Chapter 14. Overview. Evaluation, Measurement and Assessment What Do Test Scores Mean? Types of Standardized Tests Issues in Standardized Testing New Directions in Standardized Testing. Concept Map for Chapter 14. New Directions in Standardized Testing. Evaluation,
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Slide 1

Government sanctioned Testing Chapter 14 Copyright 2001 by Allyn and Bacon

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Overview Evaluation, Measurement and Assessment What Do Test Scores Mean? Sorts of Standardized Tests Issues in Standardized Testing New Directions in Standardized Testing Copyright 2001 by Allyn and Bacon

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Concept Map for Chapter 14 New Directions in Standardized Testing Evaluation, Measurement, & Assessment Standardized Testing What Do Test Scores Mean? Issues in Standardized Testing Types of Standardized Tests Copyright 2001 by Allyn and Bacon Copyright 2001 by Allyn and Bacon

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Evaluation, Measurement and Assessment Copyright 2001 by Allyn and Bacon

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Basic Terminology Evaluation: a judgment Measurement: a number Assessment: method to accumulate data Norm-referenced test Criterion-referenced testing Copyright 2001 by Allyn and Bacon

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Norm-referenced General capacity Range of capacity Large gatherings Compares individuals to individuals Selecting top applicants Criterion-referenced Mastery Basic abilities Prerequisites Affective Psychomotor Grouping for guideline Comparing Norm-& Criterion-Referenced Tests Copyright 2001 by Allyn and Bacon

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Criterion-or Norm-Referenced? Driver\'s test Standardized accomplishment test Ed Psych test Bar exam Nursing sheets IQ test Copyright 2001 by Allyn and Bacon

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What Do Test Scores Mean? Copyright 2001 by Allyn and Bacon

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Basic Concepts Standardized test Norming test Frequency appropriations Central propensity Mean Median Mode/bimodal Range Standard deviation Copyright 2001 by Allyn and Bacon

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Frequency Distribution Histogram Copyright 2001 by Allyn and Bacon

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Calculations: What Do the Numbers Mean? Copyright 2001 by Allyn and Bacon

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Mean: The Arithmetic Average Add up every one of the scores Divide the aggregate by the quantity of scores Copyright 2001 by Allyn and Bacon

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Median The center score **Scores must be in rank order** Count up or down to the center score Even number of scores? Normal the two center scores Copyright 2001 by Allyn and Bacon

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Mode The most every now and again happening score Look at the recurrence dispersion Identify which score happens frequently Bimodal conveyances Copyright 2001 by Allyn and Bacon

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Range Report the high and low score or Report the contrast between the most noteworthy and least score Copyright 2001 by Allyn and Bacon

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Standard Deviation Indicates what amount the scores change from the mean Based on the mean score The normal of the deviation from the normal score Copyright 2001 by Allyn and Bacon

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Calculating Standard Deviation Calculate the mean: c Subtract the mean from every score: (c-c) Square every distinction: (c-c) 2 Add all the squared contrasts: S(c-c) 2 Divide by the S(c-c) 2 number of scores: N Find the S(c-c) 2 square root: N Copyright 2001 by Allyn and Bacon

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Sample Problems Copyright 2001 by Allyn and Bacon

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Reading 95 90 85 80 75 70 65 60 55 Arithmetic 76 78 77 71 75 79 72 73 74 Calculate the mean, middle, mode, range, and standard deviation for the accompanying arrangements of scores: Copyright 2001 by Allyn and Bacon

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Reading (c-c) 2 95 20 400 90 15 225 85 10 100 80 5 25 75 0 0 70 -5 25 65 - 10 100 60 - 15 225 55 - 20 400 S(c-c) 2 = 1500 Arithmetic (c-c) 2 76 +1 1 78 +3 9 77 +2 4 71 -4 16 75 0 0 79 +4 16 72 -3 9 73 -2 4 74 -1 1 S(c-c) 2 = 60 Calculations Copyright 2001 by Allyn and Bacon

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Reading S(c-c) 2 =166.67 N S(c-c) 2 N Arithmetic S(c-c) 2 =6.67 N S(c-c) 2 N = 2.58 Calculations proceeded with =12.91 Standard deviations Copyright 2001 by Allyn and Bacon

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Reading Mean = 75 Mode = none Median = 75 Range = 40 Standard deviation = 12.91 Arithmetic Mean = 75 Mode = none Median = 75 Range = 8 Standard deviation = 2.58 Completed Calculations Copyright 2001 by Allyn and Bacon

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Reflection Questions Based on the counts in the past slides, what amount does the mean score enlighten you regarding the execution of the entire class? What amount do middle and modular scores tell an instructor? By what method would you be able to utilize a standard deviation to help you in anticipating a specific class? Copyright 2001 by Allyn and Bacon

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Normal Distributions The "ringer bend" Mean, middle, mode all at the focal point of the bend half of scores over the mean half of scores underneath the mean 68% of scores inside one standard deviation from the mean See Figure 14.2, Woolfolk, p. 528 Copyright 2001 by Allyn and Bacon

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Normal Distribution with Standard Deviations Percent of the populace 34% 2% 14% 0 - 3SD - 2SD - 1SD +1SD +2SD +3SD Standard Deviation Units Copyright 2001 by Allyn and Bacon Copyright 2001 by Allyn and Bacon

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Types of Scores Percentile rank Grade-comparable Standard scores z scores T scores Stanine scores Standard scores in view of standard deviation Copyright 2001 by Allyn and Bacon

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Interpreting Test Scores Reliability True score Standard blunder Confidence interims Validity Content-related Criterion-related Construct-related See Guidelines, Woolfolk, p. 534 Copyright 2001 by Allyn and Bacon

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Types of Standardized Tests Copyright 2001 by Allyn and Bacon

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Achievement Tests Measure past taking in The institutionalized scores reported: NS: National Stanine Score NCE: National Curve Equivalent SS: Scale Score NCR: Raw score NP: National Percentile Range: Confidence interim set at 95% See Figure 14.5, Woolfolk, p. 535 Copyright 2001 by Allyn and Bacon

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Diagnostic Tests Identify qualities and shortcomings Most regularly utilized via prepared experts Elementary instructors may use for perusing, math Copyright 2001 by Allyn and Bacon

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Aptitude Tests Measure capacities Used to foresee future execution SAT/PSAT ACT/SCAT IQ and fitness Discussing test scores with families Copyright 2001 by Allyn and Bacon

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Issues in Standardized Testing Copyright 2001 by Allyn and Bacon

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Issues in Testing High stakes testing Uses of testing Readiness Minimum and World-Class Standards High school competency National gauges Content norms Performance benchmarks Opportunity models World-Class Standards See Point ▼ Counterpoint, Woolfolk, p. 541 Copyright 2001 by Allyn and Bacon

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More Issues in Testing educators: Praxis Series Bias and reasonableness Culture-reasonable & sans culture testing Coaching & test taking aptitudes See Guidelines, Woolfolk, p. 545 Copyright 2001 by Allyn and Bacon

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New Directions in Standardized Testing Learning potential Authentic appraisals Constructed reaction groups Copyright 2001 by Allyn and Bacon

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Reflection Questions How might you decide the legitimacy of a portfolio evaluation for secondary school understudies? How might you decide the unwavering quality of science tasks as an evaluation procedure for fifth graders? What testing inclination have you experienced in your instructive procedure? Copyright 2001 by Allyn and Bacon

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Summary Evaluation, Measurement and Assessment What Do Test Scores Mean? Sorts of Standardized Tests Issues in Standardized Testing New Directions in Standardized Testing Copyright 2001 by Allyn and Bacon

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Review Questions Distinguish among assessment, estimation, and appraisal. Recognize standard referenced and foundation referenced tests. Depict the key elements of a government sanctioned test. What are mean, middle, mode, and standard deviation? Copyright 2001 by Allyn and Bacon

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Review Questions Describe various types of scores. What is test unwavering quality? What is test legitimacy? What are three sorts of state sanctioned tests? Copyright 2001 by Allyn and Bacon

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Review Questions What are some present issues in testing? Could understudies turn out to be better test-takers? What is realizing potential appraisal? What is valid evaluation? Copyright 2001 by Allyn and Bacon

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End Chapter 14 Copyright 2001 by Allyn and Bacon

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