Ch 11 Reading

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Arizona State University *

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523

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Management

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Apr 3, 2024

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Ch.11 Assessment of Achievement Learning Objectives: 1. Define achievement  Achievement can be defined as one’s knowledge or skills in a particular content area in which an individual has received instruction  Tests and procedures can be used to assess achievement  Instruments assessing achievement are composed of items requiring test takers to demonstrate some level of knowledge or skill  Results inform individuals and relevant parties about one’s academic strengths and weaknesses or any learning difficulties  Achievement tests may be used to monitor individual achievement as well as to evaluate the effectiveness of educational and social programs  Scores often related to scores on other ability measures such as intelligence tests and aptitude tests  Achievement tests focus more on the present – what an individual knows or can do right now o Also considered excellent predictors of academic performance and used to predict future performance in educational programs or vocational programs  Teacher made tests, constructed to reflect the learning objectives specific to a particular teacher, course, or unit of instruction are considered informal achievement tests  Standardized achievement tests are commercially developed tests designed to reflect learning outcomes and content common to the majority of U.S. school o Determines student performance levels and overall school performance o Some designed to identify students’ strengths and weaknesses or the presence of a learning problem 2. Describe the main characteristics of achievement tests 3. Describe the primary uses of standardized achievement tests in schools  Developed to cover broad content areas common to most U.S. schools  In education, standardized achievement tests are used for: o Establishing a student’s present achievement level o Monitoring student achievement over time o Identifying a student’s academic strengths and weaknesses o Screening students for placement/ selection decisions o Evluating instructional objectives and programs o Assisting with diagnosing learning disabilities o Evaluating individuals for certification and licensure  Standardized tests may be norm-referenced, criterion-referenced, or both

o Norm-referenced: One’s score is compared to the scores of the normative sample, which enables test users to estimate and individual’s position relative to others o Criterion-referenced interpretation: One’s test score is measured against a specific level of achievement  Although most achievement tests are group administered, some are designed to be individually administered o Battery of tests covering a broad range of academic skills and content areas o Others focus on a single subject area  Often we are called upon to provide interpretation of these instruments to clients and others we serve 4. Describe the characteristics of achievement test batteries, diagnostic achievement tests, individual achievement tests, and subject-area tests and explain their strengths and weaknesses Achievement Test Batteries  Most popular are those are those measuring multiple achievements, called achievement test batteries (survery achievement batteries)  Comprehensive tests that provide a general, overall measure of learning in several broad areas of the academic curriculum  Because achievement test batteries assess knowledge in broad content areas, each subtest in a battery contains a fairly limited number of items, restricting their value for identifying students with serious learning problems  Primary purpose for administration is to determine an individual’s general standing in various subjects  Most are group administered and can be administered to more than one examinee at a time  The main advantage to group tests is their cost-efficiency o Less expensive than individually administered achievement tests o Minimize the time needed for administration and scoring o The require less examiner skill and training  Standford Achievement test one of the leading batteries used by school districts in the US Individual Achievement Tests  Similar to test batteries, individual achievement tests cover several broad academic areas, such as reading, mathematics, and written language  The broad content coverage is useful for identifying general subject areas of relative weakness for individuals  Individual tests typically designed for a wide age span and cover a broad range of skill levels  May be used in conjunction with intelligence tests to diagnose learning disabilities

 Wide Range Achievement Test, 5 th Edition o Test of basic academic skills for those age 5-85 o Often administered as a screening test to determine if a more comprehensive achievement test is needed o As with most individual achievement tests, the results of the WRAT5 by themselves are not intended to provide formal identification of learning or cognitive disorders  Woodcock-Johnson IV Tests of Achievement 5. Describe the other types of achievement assessment (i.e. criterion-referenced tests, minimum-level skills tests, state achievement tests, the National Assessment of Educational Progress, curriculum-based assessment/measurement, performance assessment, and portfolio assessment) Diagnostic Tests  Primary purpose is to identify an individual’s academic strengths or weaknesses and then to design an educational program or intervention to meet this person’s needs  These tests usually have a narrower focus, contain a larger number and variety of test items, and take longer to administer  Majority of diagnostic tests are in reading, but tests in math and language are widely used  Also used for identifying and diagnosing learning disabilities  Keymath-3 Diagnostic Assessment o Comprehensive measure of mathematical concepts and skills o Untimed, individually administered test designed to be used with individuals aged4.5 to 21 o Score summary includes scale scores, standard scores, confidence intervals, percentile ranks, grade and age equivalents, and descriptive categories  Peabody Picture Vocabulary Test o Used to measure oral vocabulary knowledge in children and adults for many years o 1959 Criterion Referenced Tests and Minimum Level Skill Tests  Criterion referenced tests (domain referenced) designed with specific objectives and skills to determine if a certain academic standard is met  They focus on mastery of a given objective or skill  Criterion referenced tests include many items on a specific objective  Students may be required to meet a certain score on a criterion-referenced achievement test as evidence of mastery  Test taker not allowed to go on to the next unit until passing the one being studied  Criterion-referenced tests are often referred to as minimum-level skills tests, particularly in education, where students must earn a minimum score on a test to be promoted to the next grade level, graduate, or be admitted into a desired educational program  States have been retiring assessment instruments and implementing new ones

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State Achievement Tests  State developed standardized tests used in statewide assessment programs to measure academic achievement across multiple grades in elementary, middle, and high school  Criterion-referenced tests, used to determine if a student meets minimum standards for promotion from grade to grade, and for HS graduation  As part of the no child left behind act, states are required to develop achievement tests to receive federal funding for schools  Schools develop their own standardized tests that closely match their state’s educational curriculum  An advtg, of state developed achievement tests is their alignment with a state’s educational standards and curriculum, a disadvantage is that student performance cannot be compared to that of students in other states across the nation National Assessment of Educational Progress  The only measure of student achievement n the US allowing for comparison of student performance across states  Goal of NAEP is to compare student achievement among states and to track changes in the achievement of 4 th , 8 th , and 12 th graders Curriculum Based Assessment and Measurement  CBA is an alternative approach to student assessment emphasizing repeated measures, linking of instruction and assessment, and use of material from local curriculum  Designed to assess redular education students in refular education curriculum by using direct observation and rsecording of student performance on materials in class  CBA can be an important tool for educators in: o Evaluating one’s learning environment o Assessing the effectiveness of various task-approach activities o Evaluating student products o Determining a student’s instructional needs  CBM is a type of assessment often associated with special ed  Brief measures of specific subject areas are administered to a student weekly or monthly to measure progress toward long term instructional goals Performance Assessment  (authentic/ alternative assessment) is a form of assessment which students are asked to perform real world tasks demonstrating meaningful application of essential knowledge and skills  Analogous to real world problems  Teachers often use a mix of traditional and performance assessments to serve different purposes  Traditional and performance assessment are used to gather a more comprehensive picture of performance and can be helpful in both educational and counseling settings

Portfolio Assessment  Type of performance assessment used in educational settings as a means for examining and measuring students’ progress by reviewing a collection of work in one or more curriculum areas  In cases, portfolios can be viewed a sa kind of scrapbook or photo album that documents the progress and activities of a student through their educational program  Other cases portfolios more comprehensive picture of students’ academic activities

Ch 11 Reading

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