ASSESSMENT FOR LEARNING

Unit 8: Standardized tests

Concept and characteristics of standardized test – advantage and disadvantage using

standardized tests and teacher made tests – standardized tests for measuring intelligent, attitude,
aptitudes, interest, values, personality, and achievement.

TEST (ACHIEVEMENT, PYSCHOLOGICAL)

STANDARDIZED TEST ACHIEVEMENT TEST

8.1 STANDARDIZED TESTS

8.1.1 Meaning

• A standardized test is an instrument of measurement, which measures what it aims to

measure quite correctly with constant result.

• The process of the standardization demands a more critical analysis of the;

 Subject matter
 Rigorous planning of the test
 More accurate construction of test items
 Analysis and refinement conditions for administration and scoring.

8.1.2 Definition

A standardized test is one in which the procedure, apparatus, and scoring have been
fixed so that precisely the same test can be given at different times and places. - (Lee J
Cronbach)
 “It is defined as a systematic procedure to find out the answer to the same question
with uniformity direction, time limit and performance should observed one to one and
compare the result is known as scandalized test.”

8.1.3 Concept

 Standardization means uniformity of procedure in scoring, administering and interpreting

the results.
 Standardized tool is one for which norms have been established.
 A standardized test is prepared after several trials of a test to a large number of students.

8.1.4 Characteristics Of Standardized Test

 Content is standardized- item-selection done by competent judges

 Administration is standardized- direction, time limits.

 Scoring has been standardized - rules of rules, scoring key are prepared

 Interpretation has been standardized- norms are provided

8.1.5 Importance Of Standardized Tests

• Give impartial information about an individual

• Provides information in much less time than provided by any other devices.
• Tests measures those aspects of behaviors which otherwise could not be obtained.
• In subjective observation we may overlook shy children but these tests discover such
cases also.

8.1.6 Preparing Standardized Test

• It is highly sophisticated process requiring technical competence of high quality, deep

understanding of subject matter and an actual experience of teaching.

• A single person cannot posses all the thing; so we need a cooperative effort of a panel
comprising content specialists, test designers and practicing teachers.

8.1.7 Steps in preparing a Standardized Test

Planning the Test

 Best part of standardized test is more weightage is given to objective type tests, as they are
convenient to analyze statistically and refine them. More so they ensure cent percent objectivity

Writing the Test items

The panel should prepare the test items and it should be through review and scrutiny. Then
they should be tried out to overcome the errors.

Testing the items

After the careful construction of the test it should be administered on a sample of

population in order to avoid some of the drawbacks.

Preparing the final form

Items are selected from the refined ones, which are pre-tested or field tried out.

Driving norms

The very important feature of any standardized test is reflected in its norms. Norms are the
tables of information necessary for the interpretation of the test scores and are obtained by giving
the particular test to a large and representative sampling of pupils in the same grades and of a type
similar to the group with which the teacher will use the test

Establishing final validity and reliability.

When all the care is taken to plan the test and when all items have been refined on the basis of
a pre-test, then it is known that the test is valid and reliable.

Scoring

These tests should be manually scored or machine scored.

Machine scoring is more accurate but at times expensive.

Interpreting and using results.

According to rules of the manuals the scores are interpreted and converted into norms; it is
difficult to interpret these test. It has a variety of purposes. After the interpretation the results are
used for;
 * Placement and grouping students

* Diagnosis of learners

*Evaluation of instructional materials and methods

*Appraisal of achievement

*In curriculum research and planning

*motivation

8.1.8 Advantage of standardized test

• It can be used to compare with an outside group

• It helps in quality control, curricular evaluation, counseling, and identification of

exceptional students.

• A poor teacher can also administer.

• It is more reliable and valid.

• Standardized Testing can hold schools and teachers accountable. These schools and
teachers become responsible for teaching the required knowledge for standardized tests.

• It is usually associated with instructional framework or established standards providing the

teachers with assistance for when and what should be taught.

• Standardized tests have been naturally objective. These tests are usually scored by the
computers or by persons who are not known by the students.

• It allows the students in districts, schools and states to get into comparison. The absence of
standardized testing means that there will be no comparison to take place.

• These tests have been giving accurate and reliable comparisons in between sub-groups.
Such sub-groups involve data on socio-economic status, ethnicity, special needs, and more.

• A standardized test is very practical. It is less time consuming and easier to administer.
 • With standardized testing, the students are challenged to meet a common standard by
acquiring skills and content that goes beyond the minimum requirements.

8.1.9 Disadvantage of standardized test

1. Standardized test items are not parallel with typical classroom skills and behaviors. Due to
the fact that questions have to be generalizable to the entire population, most items assess
general knowledge and understanding.
2. Since general knowledge is assessed, educators cannot use standardized test results to
inform their individual instruction methods. If recommendations are made, educators may
begin to 'teach to the test' as opposed to teaching what is currently in the curriculum or
based on the needs of their individual classroom.
3. Standardized test items do not assess higher-level thinking skills.
4. Standardized test scores are greatly influenced by non-academic factors, such as fatigue
and attention.
5. Standardized testing makes various teachers to “teach to the tests” only. Such practice
hinders the overall learning potential of the student.
6. Standardized tests can evaluate the student’s individual performance than his overall
growth throughout the year. Many argue that the student and teacher performance must get
evaluated on growth throughout the year than a single test performance alone.
7. These tests may get wrongfully utilized as the fuel for people having political agendas. It
has been a sad truth that is usually present in all political realm levels.
8. It makes great stress on both the students and the educators. The best teachers are quitting
their profession daily due to the stress of preparing their students to work on standardized
testing.
9. It generally affects the way teachers teach the students. It typically affects the value of
learning in the classroom.

8.2 TEACHER MADE TEST

8.2.1 Meaning

 Teachers made tests are classroom tests and are developed by the teachers.
  These tests assess students learning every period of time or after a particular unit of study.

 Basically teacher made tests are used to evaluate the progress of the students in school.
However, the specific use of tests may vary from school to school and teacher or teacher. It
is essential that we recognize the value of test results in the life of students, parents,
teachers and other administrators and educators.
 Classroom evaluation instruments should not be restricted to the conventional paper and
pencil achievement tests. Some of the more important instructional objectives cannot be
evaluated by these tests. We should use rating scales, check lists and other observational
techniques as well.

8.2.2 Advantages of Teacher-Made Test

 The test results can be used for students, teachers, and for other administrative purposes.
 These tests are very simple to use.
 Easy for the students.
 Teachers can assess the strengths and weaknesses of students.
 Tests are conducted continuously and children get immediate feedback.
 Teachers can understand the need for re- teaching concepts and can decide remedial
instruction.
 Teacher made tests devised by the teachers are to meet their various needs and directives.

 Provide feedback for teachers as to assess the effectiveness of teaching methods.

 Motivate the students

 Assess degree of student’s progress with reference to classroom activities

8.2.3 Disadvantages /Limitations Of Teacher- Made Test

 Tests are ambiguous and unclear.

 Tests are either too short or too lengthy.

 Tests do not cover the entire content.

 Tests serve limited purpose.

 Tests are usually hurriedly conducted.

  Many questions have been set from last year’s question paper

 The material in which we were tested was not covered in class, nor is it in the text

8.3 DIFFERENCES BETWEEN STANDARDARIZED TESTS AND TEACHER-MADE

TEST

ELEMENTS STANDARDARIZED TEACHER-MADE TEST

TESTS

Measurement of educational Measure the outcome of a

PURPOSE outcomes of students of a teacher’s teaching or
number of schools. outcome of learning in his
class.

SCOPE Its scope is very wide Its scope is limited.

ACCURACY More accurate Less accurate

REFINEMENT They are duly edited. It is crude.

NORMS Provides norms Doesn’t contain norms

SOURCES Uses several sources – Based on experience of

teachers, experts, research teacher
workers

PUBLICATION Published Not published

COVERAGE OF Covers state or regional Covers small area of

CURRICULUM curriculum curriculum

8.4 TYPES OF STANDARDIZED TESTS (ON THE BASIS OF PSYCHOLOGICAL)

 Intelligence tests
  Attitude tests

 Aptitude tests

 Interest tests

 Values tests

 Personality tests

 Achievement tests

8.5 STANDARDIZED TESTS FOR MEASURING

(Intelligence, attitude, aptitudes, interest, values, personality, and achievement)

8.5.1 INTELLIGENCE TEST

Introduction

Intelligence is the ability to understand world, think rationally or logically, and use of
resources effectively when faced with challenges of problems.

Definition

According to Garret, one may define “intelligence as including the ability demanded in the
solution of problems which require the comprehension and use of symbols.”

Meaning

Tests of Intelligence or General Menial Ability measure general ability which enters into
performance of all activities and which differs in magnitude from individual to individual. The
items in such tests assess the subject’s ability to perceive relationships, solve problems and apply
knowledge in a variety of ways.

Types of Intelligence Tests

• First intelligence test was introduced in1905 by Alfred Binet
• The important of IQ was introduced by William Steon in 1912.

• IQ= MA X 100
CA
 Now varieties of test are available for assessment of intelligence based on IQ

Intelligence tests are classified as

 verbal and non-verbal tests, paper-pencil and performance tests,
 speed and power tests
 Individual and group tests.

Verbal and Non-Verbal; Paper-Pencil and Performance Test

Verbal or paper-Pencil tests require the subject to respond to the item by writing his
replies. The posed questions are presented in the form of sentences or words and requires the
subject to record his answers either by underlying, ticking or encircling one of the alternative
answers which are provided, or by writing a word, phrase or sentence or sentences in a blank
space provided for the purpose.
In the Non-verbal test, problems are posed in the form of designs and require the subject to
record his answer either by underlying, ticking or encircling one of the alternative answers which
are provided.
On the other hand in the performance test, problems are presented in a concrete form and
the subject is required to respond not by writing but by manipulating blocks or picture cards etc.,
depending on the level of the test.

Speed vs. Power Tests

A speed test is defined as one in which no subject has time to attempt all items. Such tests
limit the time in which a subject has to complete certain tests. On the other hand 'power test' is a
test in which every subject has a chance to attempt each item of the test. It has no time limit and
the subject goes on attempting test items until he is unable to continue successfully any more.
Individual vs. Group Tests
The tests which are administered on one individual at a time known as individual tests.
These tests are useful in situations where a precise and detailed assessment of some
characteristics of an individual is desired.
The test which is administered to many subjects at the same time is termed as 'group test'.
These tests are particularly useful where a large number of subjects have to be tested at the same
time.
Advantages

 Intelligence tests measure a wide variety of human behaviors.

 Allow professionals to have a uniform way of comparing a person's performance with that
of other people who are similar in age.

 Also provide information on cultural and biological differences among people.

 Excellent predictors of academic achievement and provide an outline of a person's mental

strengths and weaknesses.

Disadvantages

 Some researchers argue that intelligence tests have serious shortcomings. For example,
many intelligence tests produce a single intelligence score.

 This single score is often inadequate in explaining the multidimensional aspects of

intelligence.

 Individuals with similar intelligence test scores can vary greatly in their expression of
these talents.

 For example, strong verbal skills vs. strong skills in perceiving and organizing various
tasks may lead two people to have identical scores on intelligence tests.

Assessment of Intelligence

 Stanford-Binet intelligence scale

The standford-Binet intelligence test is a standardized test that assess intelligence

and cognitive abilities in children and adults aged 2-23

 Wechsler test

Wechsler Preschool and Primary Scale of Intelligence

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is
an intelligence test designed for children ages 2 years 6 months to 7 years 3 months

Wechsler Intelligence Scale for Children (WISC)

The Wechsler Intelligence Scale for Children (WISC), developed by David
Wechsler, is an individually administered intelligence test for children between the ages of
6 and 16 inclusive that can be completed without reading or writing. The WISC takes 65–
80 minutes to administer and generates an IQ score which represents a child's general
cognitive ability.
 Wechsler Adult Intelligence Scale (WAIS)
The Wechsler Adult Intelligence Scale (WAIS) is a test designed to measure
intelligence in adults and older adolescents

 Uzgiris hurt scale

 Bhatia’s battery test

Indian adaptation Bhatia. It is for the age of 11 years and above

 Cattell Culture Fair

 Kohs block
 Leiter International Performance Scale
 Miller Analogies Test

8.5.2 ATTITUDE TEST

Introduction

Attitude denotes the sum total of man’s inclination and feeling, prejudice, pre-conceived
notions, ideas, fears, threats, and convictions about any specific objects.

Meaning of Attitude

It is a complex mental state involving beliefs, feelings, values, and disposition to act in
certain ways.

An attitude is an organized respond in a favourable or unfavourable manner toward a

specific class of object.

In simple words attitude means – What you think. – What you do. – What you feel.

For example,

If someone says that I like my job. This statement expresses his attitude towards his job.
Each and every person has different attitude at different conditions.

Definition

Attitudes are defined as a mental predisposition to act that is expressed by evaluating a

particular entity with some degree of favour or disfavour.
 Individuals generally have attitudes that focus on objects, people or institutions.

Attitudes are of two types

Positive attitude

 More Participation in the Conversation.

 More Likely To Listen.
 Helps Maximize Strengths and Minimize Weaknesses.
 Increased Interaction Among Members.

Negative attitude

 Inability to Accurately Judge.

 Incomplete Communication.
 Inability to See Problems.
 Conflict

Assessment of Attitude

1. Remmer’s master type test

Development generalized scale to measure attitudes towards any one of class of attitude,
objects such- school, subject and vocations

2. Likert type scale

The statements are tasted that reflect favorable and unfavorable attitude about an object.

3. Teachers attitude test (national psychological corporation agra)

The purpose of the scale is to measure the attitude of practicing and prospective teachers
towards teaching profession

8.5.3 APTITUDE TEST

Introduction

Aptitude is a natural ability or propensity. It is the capacity of person to achieve along

specific ways. It makes the special abilities and achievements in special area
 An aptitude is a combination of characteristics indicative of an individual’s capacity to
acquire some specific knowledge, skills or set of organized responses’ such as the ability to speak
language, to do mechanical work.

Meaning

• Aptitude test, examination that attempts to determine and measure a person’s ability to
acquire, through future training, some specific set of skills (intellectual, motor, and so on).

• The tests assume that people differ in their special abilities and that these differences can
be useful in predicting future achievements.

Though intelligence tests seek to measure general mental abilities which are valuable in
almost any type of thinking, yet effective educational and vocational guidance and appropriate
placement of students call for tests specially directed at specialized abilities. Such types of tests
arc called tests of special abilities, traits or aptitudes. These traits are indicative of the future
success of an individual in a particular field. Therefore, these aptitude tests are used for guidance,
as well as prediction of success in some occupation. Training or academic courses are possible on
the basis of scores on a standardized aptitude test.

Importance

 They are excellent predictors of future scholastic achievement

 They provide ways of comparing a child's performance with that of other children in the
same situation
 They provide a profile of strengths and weaknesses.
 They assess differences among individuals
 They have uncovered hidden talents in some children, thus improving their educational
opportunities.
 They are valuable tools for working with handicapped children.
 Group aptitude tests---quick and inexpensive
 Aptitude tests are valuable in making program and curricula decisions.

Components of Aptitude Test

 Verbal Reasoning
 Abstract Reasoning
 Numeric Reasoning
 Spatial Reasoning
 Mechanical Reasoning
 Data Checking
 Work Sampling
ASSESSMENT OF APTITUDE

1) Differential Aptitude Test Battery (DATB)

Developed by U.S psychological corporation, has been adapted in Hindi for use in India by
S.M.Ojha

DAT has proved very successful in predicting academic success and has been found
specially useful for providing educational and vocational guidance to secondary children

2) General Aptitude Test Battery (GATB)

Developed by the Employment Service Bureau of U.S.A

The GAT has proved to be one of the most successful multiple aptitude batteries
particularly for the purpose of job classification.

3) Mechanical Aptitude Test Battery (MATB)

4) Mechanical Assembly Test

8.5.4 INTEREST TEST

Introduction

 In Latin, the word 'interest' means 'it concerns' or 'it matters'.

 Interest is the feeling that prompts us to spontaneous activity. Once interests is aroused in
studies, games, literature and good conduct, the child will consider no sacrifice and effort
too great to attain proficiency .

 Interest as feeling of liking associated with a reaction either actual or imagined, to a

specific thing or situation

Definition

“Interest is a feeling or emotion that causes attention to focus on an object or an event or a

process.”

'An interest is a tendency to become absorbed in an experience and to continue it.’

 “A state of curiosity or concern about or attention to something”

Importance Of Interests In Development

• One's interest offers the best clue for finding out one's motivation.

• Interests in painting or music in adulthood, usually originate during childhood.

• A girl who is the interested in matters of health or in the functioning of human body may
aspire to be a nurse or doctor when she grows up, while a boy who has strong interest in
sports may want to become an athletic coach

Uses

• Interest inventories are used to assess interests by a variety of institutions including high
schools and college advising officers, social service agencies, employment agencies,
consultations firms and community organizations

Assessment Of Interest

 STRONG INTEREST INVENTORY

 LASSI(LEARNING AND STUDY STRATEGIES INVENTORY)

 SELF DIRECTED SEARCH

 Checklist

 Verbal

 Non-Verbal

 The wide range interest opinion test

 Guest picture interest inventory

 Reading-Free vocational interest inventory

STRONG INTEREST INVENTORY

 The Strong Interest Inventory (SII) is an interest inventory use in career assessment.
  For appropriate carrier opportunities.

 The test was develop in 1927 by psychologist E. K.Strong,jr. to help the people existing
the military find suitable jobs

 The test will be typically being taken in the 25 minutes after which the result must be
scored by the computer. After scoring an individual can than view how their personal
interests compare with the interests of people in specific career field.

The Result Includes

• Scores on the level of the interest on each of six Holland codes or general occupation
themes.

• Scores on 30 basic interest scales (eg; art, science, and public speaking)

• Scores on 244 occupational scales which indicates the similarity between the respondents
and interest and those of people working in122 occupations.

• Scores on 5 personal style scales (learning working, leadership, risk taking and team
orientation).

• Scores on 3 administrative scale used to identify a test errors on usually profiles

8.5.5 VALUES TEST

Meaning

• Values carry an individual’s concept of right and wrong.

• Principles that guide our lives. They are designed to lead us to our ideal world.

• Values define what is of worth, what is beneficial and what is harmful.

• Values are standards to guide our action, judgement and attitudes.

Define

Edwerd Spranger define the value as "the constellation of standards, or qualities,

characteristics, or ideas that determine a person's view of the world. Those standards/idea,
qualities are likes, dislikes, viewpoints, inner inclinational, rational and irrational judgments,
prejudices, and association patterns
Purposes of Values

• They help us to decide whether preferences or events are good or bad, right or wrong,
desirable or worthless, important or insignificant.

• They become the basic determiners of perceptions, opinions and attitudes

• Using values will always mean going through certain processes: motivation, selection,
appraisal (evaluation).

• Values have also a social function. Those derived from commonality of experience unite
families, tribes, societies and nations

Some common personal values are

 Success

 Accuracy

 Beauty

 Challenge

 Friendship

 Fun

 Reliability

 Respect for others

 Results-oriented

 Rule of Law

 Safety

 Satisfying others

 Security

 Self-reliance

 Cleanliness, orderliness

 Collaboration

 Commitment

 Communication
Few Examples of Values
I. Leadership - The courage to lead from front and shape future.

II. Balance- Maintaining Healthy life and work balance for workers. More on Work Life
Balance

III. Collaboration - Collaborating within and outside the company to give the best.

IV. Passion - Putting the heart and mind in the work to get the best..

V. Community - A sense of responsibility and contribution to society that define our

existence.

Assessment of Values

 WORK VALUES INVENTORY

 LIFE VALUES INVENTORY
 Study of Value Test (Measures six values- theoretical, economic, Social, political,
and religious on the basis of Allport Vemon as per Spranger’s Classification,
College population and adult.)
 Personal Value Questionnaire (Measures values in 19 areas-religious, social,
democratic aesthetic, knowledge, hedonistic, power, family, health and economical.
It is based on Indian culture and traditions. Intermediate student & adults.)
 Value Conflict Scale (This scale is intended to measure six dichotomous mode of
value conflicts namely Evasion vs Fortitude, Dependence vs Self-reliance, Hate vs
Love, Fear vs Assertion, Selfishness vs Poverty & Pragmatism vs idealism.)
 Career and Family Values Scale (This 40 items scale provides career and family
values of women in the present social context, especially in determination of their
roles as ves and mothers. For female students of colleges)
 Teacher Values Inventory(Measures teacher values on the basis of Spranger
classification of 6 well known values in Higher Secondary school teachers.
8.5.6 PERSONALITY TEST

Meaning

 The word "personality" originates from the Latin persona, which means mask.

 Personality is an individual's characteristic way of responding to persons, things, or events.

It is generally characterized as varying along dimensions such as introversion (reserved or
shy)-extroversion (outgoing), conscientiousness, and openess to experience, and
neuroticism (proneness to anxiety). Personality, as a psychological construct, does NOT
include intelligence.

Define

"Personality" can be defined as an organized set of characteristics possessed by a

person that uniquely influences his or her cognitions, emotions, interpersonal
orientations motivations, and behaviors in various situations

Personality is the particular combination of emotional, attitudinal, and behavioral

response patterns of an individual

Measurement of Personality

 Observation

 Projected techniques

 Personality inventories

OBSERVATION

• Observational skills play an important part in most assessment procedures.

Sometimes the things that we observe confirm the person's self-report, and at other times
the person's overt behavior appears to be at odds with what he or she says.

• Observational procedures may be either informal or formal.

• Informal observations are primarily qualitative.

 • The clinician observes the environment in person's behavior and which it
occurs without attempting to record the frequency or intensity of specific responses.

PROJECTED TECHNIQUES

Projective test is a personality test designed to let a person respond to ambiguous stimuli,
presumably revealing hidden emotions and internal conflicts.

 Thematic Apperception Test(TAT)

 Sentence completion test

 Rorschach test

 Word association test

 Mayer’s brigys personality test

Thematic Apperception Test

 TAT was developed by Henry Murray, a psychologist at Harvard (1938).

 Its adherents claim that it taps a subject's unconscious to reveal repressed aspects of
personality, motives and needs for achievement, power andintimacy, and problem-
solving abilities.

 There are 31 cards in the standard form of the TAT

Procedure

The TAT is popularly known as the picture interpretation technique because it uses a standard
series of provocative yet ambiguous pictures about which the subject must a story. The subject is
asked to tell as dramatic a story as they can for each picture presented, including:

• What has led up to the event shown?

• What is happening at the moment?

• What the characters are feeling and thinking?

• What the outcome of the story was?

Areas of Tat

 Family relationship

 Motivation

 Inner fantasy
  Level of aspiration

 Social relationship

 Feeling of sexurge

Rorschach Test

The test takes its name from that of its creator, Swiss psychologist Hermann Rorschach (in
1922).

The Rorschach test (also known as Inkblot test) is a psychological test in which subjects'
perceptions of inkblots are recorded and then analyzed using psychological interpretation,
complex scientifically derived algorithms, or both.

It has been employed to detect an underlying thought disorder, especially in cases where
patients are reluctant to describe their thinking processes openly

Goals of Rorschach test

The general goal of the test is to provide data about cognition and personality variables
such as motivations, response tendencies, cognitive operations, affectivity, and
personal/interpersonal perceptions.

 There are ten official inkblots, each printed on a separate white card, approximately 18x24
cm in size. Each of the blots has near perfect bilateral symmetry.

 Five inkblots are of black ink, two are of black and red ink and three are multicoloured, on
a white background
PERSONALITY INVENTORIES

A personality inventory is an assessment tool used to determine which of these personality

types a person falls into.

It is used as part of a self assessment done for career planning purposes.

Minnesota Multiphasic Personality Inventory(MMPI)

 The Minnesota Multiphasic Personality Inventory (MMPI-2; MMPI-A) is a written

psychological assessment, or test, used to diagnose mental disorders.

 It was developed by J.C.McKinley & S.R. Hathway.

 It consists of 556 statements.

  The subject has to classify the statements into 3 categories--YES, NO, CANNOT SAY. It
is one of the most frequently used personality tests in mental health

8.5.7 ACHIEVEMENT TEST

One frequent use of standardized achievement tests is to identify students who perform
below, at the same level, or above their peers. That is, the utility of achievement test results in the
screening process is in identifying students who need further assessment

Achievement tests measure the extent to which a person has "achieved" something,
acquired certain information, or mastered certain skills - usually as a result of planned instruction
or training. It is designed to efficiently measure the amount of knowledge and/or skill a person
has acquired, usually as a result of classroom instruction

Definition

Teachers depend upon the achievement tests for measuring the progress of students.
Greenland defines an achievement test as “a systematic procedure for determining the amount a
student has learned through the instruction.” Popham believes that “the achievement test focuses
upon an examinee’s at the given point time.

Characteristics Of Achievement Test

• It is based on learner’s ability.

• It shows objectivity of individual performers.

• To identify the teaching and learning process problems and prognosis.

• It produced evidence of improvement.

• Achievement test are developed to identify individuals abilities with supporting events.

Functions

• It provides the basis in the promotion of the next grade.

• It finds out where each student stands in various academic areas.

• It helps determination about the placement of the student in particular.

• To motivate the student by a new assignment taken up.

Step: 1 formulates the objective:

 Starting the objectives in terms of achievement to be verified.

 • Spelling out the actions.

Step:2 determining the purpose of testing:

• Determine the test specification

• Select a appropriate type of questions(teacher responsible)

• Preparing the relevant (test) items.

• Assembling the test

• Writing the test items

• Arranging the test items

• Give the instruction how to attain the questions.

• Administering the test

• Scoring the test should be done objectively.

• Appraising the test or item analysis (eg. Which question in attaining mostly)

Assessment on Achievement

 Wechsler Individual Achievement Test (WIAT)

 Kaufman Test of Educational Achievement (KTEA)
 Woodcock-Johnson Tests of Achievement (WJ)
 California Achievement Tests
 Stanford Achievement Tests
 Comprehensive Tests of Basic Skills
 Iowa Tests of Basic Skills
 Metropolitan Achievement Tests.
 Adult Education Achievement Test

Woodcock-Johnson III Tests of Achievement (WJ)

WJ-III standard scores are reported, which are normed to a representative sample of
American youth. Standard scores have a mean of 100 and a standard deviation of 15. A score of
100, therefore, is considered average. Higher scores on the measures reflect better academic
performance. An increase in standard scores from fall to spring indicates learning at a faster rate
than the children had previously demonstrated. The same subtests were used during each round of
assessments.

WJ-III Literacy Measures

 Letter Word Identification

Letter Word Identification assesses children’s letter and word identification ability.
Items include identifying and pronouncing presented letters and pronouncing presented
words. Sample Script: This is the letter “P.” Find the “P” down here.

WJ-III Language Measures

 Academic Knowledge
Academic Knowledge is given in three subtests measuring factual knowledge of
science, social studies, and humanities. Sample Script: Look at the pictures, put your
finger on the one that flies.