Transcript Large Scale Tests

By: Michele Leslie B. David
MAE-IM
WIDE USAGE
 To identify students who may be eligible to receive special
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services
To monitor student performance from year to year
To identify students’ academic strengths and weaknesses
To identify and monitor achievement gaps
To determine readiness for new academic work
To select students for special programs
To improve teaching
To evaluate programs
To give feedback to students and parents
To compare schools and students
To evaluate curriculum
High Stakes Usage
 To determine if performance standards for grade
promotion and graduation have been demonstrated
 To evaluate teachers
 To evaluate principals
 To evaluate and accredit schools
TYPES OF LARGE-SCALE TESTS
 Standardized Achievement Tests
 Standardized Ability Tests
 Group Ability Tests
 Individual Ability Assessments
Standardized Achievement Tests
 What do students know?
 How much students have learned?
- Reading
- Math
- Science
- Social Science
- English
Coverage is broad and common to
all.
 Advantages
 Contents are shared by all schools
 Allows comparison throughout the country
 Disadvantage
 Mismatch between test and local curriculum
Survey Battery
 Norm-referenced standardized test
 Comprehensive set of subject matter
 Helps determine students’ strengths and weaknesses
 But does not provide the teachers the information
which are helpful to developing instructions
Diagnostic Battery
 Criterion-referenced test
 Specific strength and weakness in a particular subject
 Helpful in developing instructional decisions
Standard-Based Large Scale Test
- Customized to states and school districts
- Criterion-referenced or standards-referenced
(standards-based)
Purpose
- Specific and has direct consequences for students and
schools, promotion and accreditation
- Also formative assessment
- Also summative assessment
Formative Assessment
 Used to guide student instruction and learning,
diagnose skill or knowledge gaps, measure progress,
evaluate instruction, to determine what concepts
require more teaching and what teaching techniques
require more modification... To use results to evaluate
instruction strategies, curriculum and teachers, and
make adjustments for better student performance.
(Pearson education, 2007)
National Assessment of
Educational Progress (USA)
 1969 – title of “The nation’s report card”
 Criterion-referenced
 3 main scoring – basic, proficient and advanced
 Includes all subjects
 Back to type
Standardized Ability Test
 Measures cognitive ability, potential, intelligence,
reasoning or capacity to learn
 To predict future performance or behavior
 Covers both in-school and out of school experiences
 Changed from being an aptitude test which focused on
innate knowledge only
Group Ability Tests
 Used as screening device to identify students whose
abilities deviate from the norm
Individual Ability Assessment
 Conducted by a trained examiner with one examinee
done face to face
 Consideration on variables like motivation,
handicapping conditions, and persistence
Administering the test
 Teachers will proctor
 Instructions shall be read in a verbatim manner
 Proctors shall answer questions related to instructions
only
Preparing the examinees
 Read or listen to directions carefully
 Read or listen to test items carefully
 Set a pace that will allow adequate time to complete
the test
 Bypass difficult items and come back to them later ( do
easy items first)
 Make informed guesses rather than omitting items
Preparing the examinees
 Eliminate as many options as possible before guessing
 Follow directions for marking answers carefully
 Check to be sure that the item number in the booklet
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matches the item number in the answer sheet
Check answers if time permits
Review item formats and strategies to get the answer
Look for grammatical clues to the right answer
Read all options before selecting one
others
 Classroom environment (teacher’s attitude)
 Physical environment (lighting, space, ventilation)
 No distractions
 Remove visual aids
 Seating arrangement
 Time of test (AM or PM?)
How is the environment of this
room?
How do you find this arrangement?
INTERPRETING SCORES
 The vast majority of scores that are used are the
modifications or transformations of the raw scores into
derived scores.
2 types of derived scores
 Absolute derived score – which is referred to as
percentage correct
 Relative derived score – this is a comparison with how
the others did on the same assessment
Norm-Referenced Scores
 Percentile scores – indicate the percentage of students
in the reference group (norm group) who were
outperformed.
 Standard scores – are derived scores, transformed from
raw scores, that are expressed as units of standard
deviation.
 Grade equivalent scores – sometimes called grade
norm score that indicates student performance in
relation to grade level and months of the school year.
Standards-Based Scores
 The basis for interpreting standards-based scores is
the number of items answered correctly or the
judgment of an expert who reviews a sample of a
student work.
Interpreting Test Reports
 Identify the nature of information presented .
 Find an explanation for it in an interpretive guide.
Use of Test Results
 Planning prior to instruction
 To evaluate the effectiveness of instruction after
content and skills have been taught
 To provide indication of general ability level of the
students in the class
 Establish reasonable , realistic expectation for students
and to influence the nature of instructional materials
Use of Test Results
 If students’ scores are lower than expected, the results
may be used for further retesting, special attention or
counselling
 Used also for selection and placement into special
programs
 Used to evaluate effectiveness of instruction and
curriculum
 Used to evaluate programs by examining trends in
areas that have been emphasized or not
Use of Test Results
 Used to indicate areas within the curriculum that need
further instruction
 To examine specific methods of teaching
 To evaluate teachers
How important is it?
 Standardized tests have value because of their
technical soundness and their ability to identify
strengths and weaknesses, show gains from year to
year, and compare programs to establish effectiveness.
Large-Scale Tests in the Phils.
 National Career Assessment Examination
 National Secondary Achievement Test
 National Elementary Achievement Test
 Philippine Validating Test
 Accreditation and Equivalency Program
 Accelerated Learning Program for Elementary Schools
2007 NCAE
9
8
7
6
National HS
5
Regional/Science HS
4
State Univ
3
Private HS
2
1
0
DepEd's Elite 99+ in 2007 NCAE
Examinees with High Score in
General Scholastic Aptitude Test
2007-2008
2006-2007
59% increase
National Achievement Tests (Grades 4 6) SY 2002-2005
(In Percent).
.
National Achievement Tests (Fourth Year High
School) SY 2002-2005
(In Percent)
Mean Percentage Scores of the National
Achievement Test in Grade 6 by Subject Area,
SY 2005-2006
.
Mean Percentage Scores of the National Achievement
Test in Fourth Year High School by Subject Area,
SY 2005-2006
.
.Mean Percentage Scores of the National
Achievement Test
in Grade 6 and Fourth Year High School By
Region,
SY 2005-2006
Sources:
 http://www.filipinasoul.com/national-college-entrance-exam-back
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again-with-more/
http://www.deped.gov.ph/updates/updateslinks.asp?id=331
http://www.pia.gov.ph
http://www.nscb.gov.ph/factsheet/pdf07/FS-200705-SS2-01.asp
http://en.wikipedia.org/wiki/Education_in_the_Philippines
NATIONAL EDUCATIONAL TESTING AND RESEARCH CENTER
CEM Diagnostic Tests of James Matthew B. David and Jullienne
Margaret B. David
GLT of the reporter