Component A: Auditing and developing your standardized testing knowledge

Standarised Norm-Based and Teacher-Devised Assessment

 

Learning progress is assessed through use of tests that determine the level of knowledge imparted on students. The first method of assessing student knowledge are standardised tests, defined as the assessments administered, scored, and interpreted in a standard and predetermined approach. (Flynn, J.,2015, Jan, 5).

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The second method, involves teacher-devised assessments based on individual teaching methodologies. Despite the intricate process that educators go through to formulate and implement the standardised tests and teacher-devised tests, negative implications involving reliability and accuracy raise infinite issues (Kubiszyn, T., &Borich, G. (2003).

 

Taylor (2006) examines the issues influencing individual student test performance affecting a ‘true’ indication of students’ knowledge. Anxiety and Motivation affect Research shows that students from a wide range of abilities experience assessment anxiety. (Taylor, 2006). Zeidner (1998) explains that students who are capable of performing to their ability can performance poorly due to their anxiety levels. (as noted in Taylor, 2006). This also has implication of students’ health and emotional frame of mind.

 

Another negative implications of standardised testing is that test results are not always normed for the unique range of students within the modern classroom, including students who are recognised under the Disabilites Education Act (IDEAS-97) (Kubiszyn, T., &Borich, G. (2003).

 

Stemming from this area, the issues surrounding teacher-devised tests raising vast issues regarding consistency with ‘true’ results depending on actually what you are measuring against, therefore, a may interfere with standardised achievement of actual student performance. Kubiszyn, T., &Borich, G. (2003).

 

Such issues posit that the tests under discussion promote the use of narrow curriculums and subjective teaching methodologies and neither are they fair. Proponents on the other hand argue that there is an objective and fair measure of student’s achievement. Further, they promote accountability for the teachers, parents and schools. With the noted controversy, it is essential to develop a Knowledge Audit Tool that helps identify the essential knowledge that people should have when placing arguments for and against the use of standardised tests. (Knowledge Audit Tool, n.d.). The tool requires an articulation of the issues that one should know about standardised tests and the relevant information concerning the same.

It is thus mentioned that assessment and reporting policy are crucial in combining the diverse aspects of good practices emanating from schools and outside schools.  The development of assessment and reporting policy should abide by a coherent and practical framework (Geisinger, 2005).  All assessment activities should be capable of directly impacting the aspect of progress tracking, improvement planning and raising student attainment.

 

Things I need to Know

The Knowledge Audit Tool (KAT) is vital in identifying and responding to the gaps in an individual’s knowledge of standardised educational testing (Knowledge Audit Tool, n.d.).  This tool can assist in the identification of the knowledge gaps. Knowledge audit requires an assessment plan and the application of the appropriate standardised tests that is capable of meeting the unique needs of students. Planning for assessment involves using the school’s curriculum plan to guide teaching. The plan is essential in setting out the aims, objectives and values and values of a school and giving details of what need to be taught to each group on an annual basis. A school curriculum pal should also capture the identification of opportunities for assessment within each broad unit of work.

 

A critical aspect concerning the test is what they measure in terms of student’s class work activities, co-curricular activities, and individual abilities among other attributes that can be tested. (Joint Committee of Testing Practices. (2004). Moreover, it is essential to know the strengths and weaknesses of the test to both the students and their instructors. Other critical areas of knowledge are the process of developing and selecting appropriate tests, the administration and scoring of tests, and the approaches in interpreting test results (Kubiszyn, T., &Borich, G. (2003).

 

 

 

 

 

 

Relevant Information

According to Thissen and Wainer (2001), countries develop guidelines that help determine the scope, need, and participants of standardised tests. One such guideline is the Code of Fair Testing Practices in Education (Code) that guides professionals in the teaching field on how to provide and implement tests in a fair manner. The code notes that the tests are applicable in testing the eligibility for admissions in schools, educational assessments, student placement, and educational diagnosis (Joint Committee on Testing Practices, 2004). Further, the test is administered through various methods depending on context and the content under evaluation. For instance, the examinations can be computer-based, performance based, and those that depend on paper and pencil.

Concerning the process of developing and selecting appropriate tests, it is important to understand that test developers have the obligation to provide information concerning what a specific tests measures and those targeted. For instance, the Crisco Test of Australian Childhood Achievement (CTACA) targets Australian children in grades K-12. Specifically, it evaluates them on four areas; reading skills, mathematics, reading comprehension, and general knowledge (Test Recommendation Protocol, n.d). Besides, standardised tests are developed for diverse uses as noted earlier, hence, it is essential to understand why students at different levels of their education partake different types of tests. CTACA, for instance, can be used for more than one purpose. For instance, it is applicable to making placement decisions and determining the progression of the school curriculums across Australian schools. Besides, it is used as an evaluation tool that sets a foundation for diagnostic curriculum-based approached (Test Recommendation Protocol, n.d).

Relevant information concerning the administration and scoring of tests includes guidelines for students that aim at providing clear procedures and descriptions on how to respond to test questions. CTACA is a clear example of the process of informing students about the test requirements. For instance, scripts with information concerning the test procedures to students and parents is provided before the test-takers begin the test. Testing of content and student’s ability to transfer gained knowledge requires some level of scoring for the tests. A standardised test should, therefore, have information concerning the scoring process. In most cases, teachers provide scoring rubrics for the examinations they administer. The grading rubrics guide students with information concerning requirements and the probable score, depending on their accuracy in the tests (Thissen&Wainer, 2001). In CTACA for example, the teachers should provide recommendations for each subtest. The CTACA provides an automatic computer generated scoring profile. The profile has the student’s age, grade scores, and item analysis.

Other aspects under review here are the strengths and the limitations of standardised tests. Some of the strengths that were identified by Kubiszyn and Borich include the fact that they are practical and easy to administer (Kubiszyn and Borich, 2010). For instance, qualified educators can administer the CTACA to students implying that there is often no need for specialised educators not unless there are students with learning difficulties. Moreover, the standardised tests offer quantifiable results that quantify students according to proficiency levels. They quantifiable results also help educators identify students who are in need of advancement.  Concerning the limitations, standardised tests are often not parallel with the routine classroom behaviors and skills (Strickland, K., Strickland, J., &Stillman, 1998). The noted argument is based on the premises that questions are generalisable to an entire student population. To some extent, the argument is accurate because few examinations offer parallel forms for students. CTACA does not also offer alternative forms of examinations for students with disabilities.

The knowledge Audit tool described above can be tabulated as indicated below.

Things I need to Know Relevant Information
What do standardised tests measure?

 

 

The process of developing and selecting appropriate tests (the need and forms of tests)

 

 

 

 

The Administration of  and scoring of tests

 

 

 

The strengths and limitations of standardized tests

 

 

 

 

 

Tests can measure reading and comprehension skills, mathematics, and general knowledge among others.

 

They can be administered to test a student’s eligibility for admissions in schools and placement, educational assessments, and educational diagnosis.

 

 

The various forms include pen-pencil tests,

Computer-based tests and performance-based examinations.

 

 

Examinations should have information concerning the required responses along with the probable score. The scoring is essential in providing information to students concerning the examiner’s requirement.

The relevant information concerning the pros and cons of standardised tests allows instructors to devise the most appropriate ways of assessing students.