Kinds+of+tests+and+their+construction

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 * KINDS OF TESTS **

Standardized tests have been developed by commercial companies and evaluated through the use of a carefully chosen group of test-takers that represents a wide-range of "typical" test takers that are expected to use the test. Results are statistically "manipulated" to find "__ average __" scores (the "norm") for specific sections of the test. Test administration conditions are carefully controlled or standardized to ensure that each time the test is given, results will accurately demonstrate how the test taker has performed when compared to the "norm" group. These tests typically are both – reliable – they should be expected to show consistent results for each child, and valid – the tests should be accurately testing the content that they are supposed to test
 * STANDARDIZED TESTS (Norm Referenced)

Use of a standardized test permits a valid comparison among scores from other tests that also are "standardized."

Norm-referenced scores compare a child to the "norm-group" used to develop the test. For assessing special-needs students, one must be sure that the test developer included children who shared the special-needs child’s characteristics in choosing a norm group. CRITERION-REFERENCED TESTS

Criterion-referenced tests are scored according to a predetermined ABSOLUTE standard based on decisions by the test maker.

Example : A criterion-referenced test score of 100 might mean "perfect score" (all items tested were answered correctly).

The level to be considered "mastery" or "satisfactory" is determined by those who develop the test.

Example : 85% correct might be called a passing score.

BENCHMARK TESTS A benchmark test measures knowledge of the content of a certain text or curriculum at predetermined points (benchmarks) in the text or curriculum. PERFORMANCE ASSESSMENTS A performance assessment is an assessment of a child’s capability to carry out selected tasks based on recent learning. Such assessments are usually not a standardized form of measurement, but they are helpful in gathering an ongoing record of the child’s work on classroom learning tasks. Many performance assessments use a "rubric" to guide grading of the work. A rubric systematically states the standards for the components of the task being done. For example, a penmanship rubric would have a standard for staying on the line, letter form and size, spacing between letters, and legibility. PORTFOLIO ASSESSMENTS Portfolio assessments are particularly useful for the special needs child who may not be able to carry out more difficult tasks on his or her current grade level. The portfolio is a collection of school work products collected over a specific period of the school year. They are evaluated based on rubrics or on demonstrated progress. TEACHER-MADE TESTS Teachers conduct informal and formal tests as they teach. These tests set standards for a passing score on a specific selection of content covered that will challenge the most able students, yet permit the least able to show their level of accomplishment as well. ||  ||   ||