This presentation is about standardized achievement tests: Definition of achievement tests Definition of SAT Functions of SAT Types of SAT Characteristics of SAT SAT vs. Teacher made tests Classification of SAT SAT batteries SAT in specific areas Customized Achievement Tests Individual Achievement Tests

1. REMEMBER THIS?!!

2. Amal AL Hinai
Muzna AL Hooti

3.  Definition of achievement tests
 Definition of SAT
 Functions of SAT
 Types of SAT
 Characteristics of SAT
 SAT vs. Teacher made tests
 Classification of SAT
 SAT batteries
 SAT in specific areas
 Customized Achievement Tests
 Individual Achievement Tests

4.  “Assessment designed to measure knowledge
and skills. An achievement test may assess
general knowledge and skills or those related
to particular school subjects” (Ravitch, 2007).
 “A measurement designed to be an indicator of
student progress relative to a specified
learning goal” (Gangelosi, 1990:217).

5. usually involves:
Uniform, clearly specified methods and
procedures for administering the test.
A measure that is administered and scored by
uniform objective procedures and for which norms
have been established (prescribed routine to
assure that the process is consistent) so the
scores of anyone completing the test can be
compared to the norms (Statewide Parent
Advocacy Network, 2000).

6. Useful for measuring general
educational development.
Determining student progress from one
year to the next.
Grouping students.
Diagnosing learning difficulties.
Comparing achievement with learning
ability.

8. Characteristics of standardized
achievement tests
 The test items are of a high technical quality.
 Directions for administering and scoring are so precisely
stated that the procedures are standard for different
users of the test.
 Norms based on additional samples of students in the
grades where the test is intended for use are provided
as aids in interpreting the test scores.
 Equivalent and comparable forms of the test are usually
provided, as is information concerning the degree to
which the forms are comparable.
 A test manual and other accessory materials are
included as guides for administering and scoring the
test, evaluating its technical qualities, and interpreting
and using the results.

10. Teacher-made testStandardized
achievement test
Elements
Measure the outcome of a
teacher’s teaching or
outcome of learning in his
class
Measurement educational
outcomes of students of a
number of schools.
PURPOSE
limitedvery broad areaSCOPE
Less accurateMore accurateACCURACY
crudeduly editedREFINEMENT
Doesn’t contain normsProvides normsNORMS
Based on experience of
teachers
Uses several sources –,
specialists , teachers,
research workers
SOURCES
Not publishedPublishedPUBLICATION
Covers small area of
curriculum
Covers state or regional
curriculum
COVERAGE OF
CURRICULUM

11.  : Iowa tests on Basic skills
 Research
 Writing
 Editing for tryouts
 Author reviews
 Publisher reviews
 Independent reviews
 Final editing for standardization

13.  Standardized achievement tests are
frequently used in the form of survey test
batteries.

14. individual
tests
& Compare test scores on the separate
tests.
& Determine the students’ relative
strengths and weaknesses in the
different areas covered by the test.

15. 

16. Test batteries are used mostly for
Elementary school levels
They include sections on reading,
language, and mathematics.

17. Decoding skills (discrimination ,analysis)
Vocabulary (meaning of words)
Comprehension(meaning of paragraphs and other written
material)
Mechanics( Capitalization ,punctuation)
Expression (Correctness, effectiveness)
Spelling (From dictation or identifying misspelled words)

Computation (Fundamental operation)
Concept ( Meaning of concepts)
Problem solving ( Solving story problem)

18.  They are less widely used at the high school level.
 Some high school batteries – like Iowa Tests of
Educational Development- were designed to measure
general educational development in intellectual skills
and abilities that are not dependent on any particular
series of courses.

19. o Vocabulary
o Reading comprehension
o Language: Revising written materials
o Spelling
o Mathematics: Concepts and problem solving
o Computation
o Analysis of social studies materials
o Analysis of science materials
o Sources of information
task

20.  The most common form of supplement is a direct
writing assessment.
 For example, Stanford Writing Assessment
Program that includes standard prompts that elicit
written responses in four different modes of writing:
A. Descriptive
B. Narrative
C. Expository
D. Persuasive

21.  Sometimes the survey battery tests are not enough
to specify the strengths and weaknesses, so
publishers integrate them with diagnostic tests.
 How? Larger number of items within a single
content area, more subtests, and providing for
criterion-referenced interpretation.

22.  separate tests designed to measure achievement in
specific areas.
1. It is easier to select a test that fits the instructional
objective of a particular area.
2. A separate test is usually longer that a battery sub-
test.
3. The separate test’s flexibility makes it easier to
adapt to classroom instruction.
Each one is usually standardized on a different
group of students.

23.  Separate content-oriented tests
 Reading tests
 Readiness tests
task

24.  making available achievement tests.
 Provide item banks
 Provide software programs(with
microcomputers)

 Enable schools to produce their own
customized tests.
 Measure student mastery of locally
selected instructional objectives.

25. Because of the increased number of
students with disabilities.
The questions are typically answered orally
or by pointing ,and some
writing may be required.
Some use criterion-referenced
interpretation ,others provide both type
of interpretations.

26.  Gangelosi, J. S. (1990). Designing tests for evaluating student
achievement. New York: Longman.
 Ravitch, D. (2007). A Glossary of Education Terms, Phrases,
Buzzwords, and Jargon. Retrieved from
http://site.ebrary.com/lib/squ/docDetail.action?docID=10191383&l
pg=10
 Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement
and assessment in teaching. New Jersey: Pearson.
 Illions state board of education. (2011). Retrieved from
http://www2.rps205.com/Schools/TeacherSites/tsL/jlash/Docume
nts/Activities/Gr4_SB.pdf?Mobile=1&Source=%2FSchools%2FTe
acherSites%2FtsL%2Fjlash%2F_layouts%2Fmobile%2Fview.asp
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27. AN EXAMPLE OF STANDARDIZED
PERSONALITY TESTS
Agree
strongly
Agree a
little
Neither
agree nor
disagree
Disagree a
little
Disagree
strongly
54321
I see myself as someone who
………. a. is generous.
……….. b. is easily upset.
……….. c. is highly organized.
……….. d. picks fights with others.

30. This response demonstrates an accurate but limited
understanding of the text. The reader makes some simple
comparisons. The reader uses text references without
providing any interpretation of significant concepts.

31. Which kind of cookie
would Tim most likely get
if he takes one without
looking?

32. Directions: This is a test to find out how well you are
developing your skills in analyzing science information.
Read the question and decide which of the four
alternatives best answers the question.
TASK
Which of the following statements is
most likely to be true?
A. Fossil II is heavier than Fossil I.
B. Fossil I is heavier than Fossil II.
C. Fossil II is older than Fossil I.
D. Fossil I is older than Fossil II.

33. TASK (READINESS TESTS)
ACT
Sample Test Question
ACT English
College Readiness
Standards
Sandra Cisneros, perhaps the
best known Latina author in
the United States, writes
poems and stories . . .
A. No change
B. author and writer
C. author and novelist
D. wordsmith and author
Word Choice in Terms of Style,
Tone, Clarity, and
Economy
301. Delete obviously
synonymous and wordy
material in a
sentence
https://www.act.org/standard/instruct/pdf/ACT_CRS_MatchtoItemsBooklet.pdf