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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

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standardized Achievement tests SAT

  1. 1. REMEMBER THIS?!!
  2. 2. Amal AL Hinai Muzna AL Hooti
  3. 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. 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. 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. 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.
  7. 7. 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.
  8. 8. 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
  9. 9.  : Iowa tests on Basic skills  Research  Writing  Editing for tryouts  Author reviews  Publisher reviews  Independent reviews  Final editing for standardization
  10. 10.  Standardized achievement tests are frequently used in the form of survey test batteries.
  11. 11. individual tests & Compare test scores on the separate tests. & Determine the students’ relative strengths and weaknesses in the different areas covered by the test.
  12. 12.
  13. 13. Test batteries are used mostly for Elementary school levels They include sections on reading, language, and mathematics.
  14. 14. 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)
  15. 15.  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.
  16. 16. 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
  17. 17.  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
  18. 18.  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.
  19. 19.  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.
  20. 20.  Separate content-oriented tests  Reading tests  Readiness tests task
  21. 21.  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.
  22. 22. 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.
  23. 23.  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 x%3FList%3D0b725411-f8ac-4d56-8a72- a415461c54c1%26View%3Df67658df-12de-4117-ba2f- ea6ed11a2d82%26RootFolder%3D%252FSchools%252FTeache rSites%252FtsL%252Fjlash%252FDocuments%252FActivities% 26CurrentPage%3D1
  24. 24. 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.
  25. 25. 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.
  26. 26. Which kind of cookie would Tim most likely get if he takes one without looking?
  27. 27. 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.
  28. 28. 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
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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

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