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| # or point value of corectly answered items |
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| Criterion-reerenced score |
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| specifically indicates what a student knows or can do |
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| score that indicated how a student'speformance compares with the performance of others |
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| test score matching a paticular student's performance with te average performance of students of a certain age |
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| percentage of students in norm group that scored lower than a particular score (not percent correct) |
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| relate students' raw score to average scores obtained by norm group at different grade levels |
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| Problems with grade/ age equivalent scores |
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| misleading about the individuals performance. Too much variablity for it to be accurate |
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| derived scores that are based on their position on the normal curve |
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| Normal curve/ distribution |
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| symmetrical distribution of scores with te majority falling near the mean (average) and progressively fewer as you move away from the mean |
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| problems with mean scores |
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| can be greatly effected by extreme scores |
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odd #) middle score when in ranked order
Even #) mid-point between 2 middle scores in ranked order |
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| measure of how the socres spread out around the mean |
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| standardized norm-referenced, indvidual or group administered |
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| General scholastic aptitude and intelligence tests |
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| just another term for intelligence tests, measures capacity to learn |
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| specific aptitude and ability test |
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| standarized achievement test for particular subject area |
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designed to determine whether or not children have aquired cognitive skills important for success in K or 1st grade curriculum.
Many problems with regard to reliality, valididty, and treatment utility |
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| collection of a student's work symstematically compiled over al enthy period of time |
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| (2001) mandates regular assessments of basic skills to determine whether students are making adequate yearly progress in relation to state-determined standards in reading, science, and math. Includes accountability |
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| single test used to make important decisions regarding sudent performance and or school personnel |
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| Problems with high stakes tests and NCLB |
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Definition
| Does the test reflect important instructional goals? Are there problems with teahcers teaching to the tests? Do school personnel have sisincentives to follow standardization procedures? Is too much emphasis put on punishing low-performing schools andnot enough emphasis on helping those schools improve |
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| compares individual performance to group norms |
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| average or typical group scores obtained from a specific sample in test development |
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| Norm Reference tests answers this question |
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Definition
| How well did this person do in comparison to other similar persons |
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| Criterion-Refrenced Tests |
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Definition
| measures the extent to which a student has mastered a specific set of learning objectives compares to a standard (criterion) of mastery, not a norm group |
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| Criterion-Referenced Test answers this question |
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Definition
| How close did the person come to meeting the standard of mastery |
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| Examples of Criterion-Referenced Tests |
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| teacher-developed tests, developmetal screeners |
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Spontaneous
Reliability and valididty likely an issue |
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Spontaneous
Reliability and valididty likely an issue |
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Definition
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| Much more goes into standardized tests than teacher developed tests |
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measures basic skills and concepts
May be lacking in external validity |
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assessment of knowledge and skills in context
May be stronger in terms of external valididty |
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| Performanced-Based Assessment |
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Definition
A type of authentic assessment
Requires the learner to create an answer or product that demonstrates their knowledge or skill |
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Definition
conducted before or during instruction
Allows for modification to instruction |
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donducted after instruction
Summarizes student learning
does not allow for modification to instruction |
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Definition
| consistency or accuracy of test scores by same person at different times, with different sets of equivalent items or across test items |
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| Reliablity increases with |
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Definition
| an increase in the number of test itmes |
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| Reliability is also related to: |
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Definition
| The standard error of measurement |
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| Three Major Types of Reliability |
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Definition
test-retest reliability
alternate form reliability
internal consistency reliability |
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| degree to which a test measures or accomplishes what it was supposed to measure or accomplish |
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| how well it assesses the domain of interest |
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| the extent to which a test measures the construct of a test |
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| the extent to which the performance on the test predicts futur performance |
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| extent to which a scores from a test match the scores of another test that measure hte same thing at the same time |
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| Criterion-Related Validity contains |
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Definition
| Predictive and Concurrent valididty |
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