The document discusses the various purposes and types of educational testing, highlighting the importance of combining objective data and subjective judgment in decision-making for student evaluation. It outlines different categories of decisions teachers make, such as instructional, grading, diagnostic, selection, placement, counseling, program curriculum, and administrative decisions, alongside the challenges and solutions in measuring student performance. Emphasis is placed on ensuring clarity in what and how to measure to improve the accuracy of educational assessments.

1. The Purpose of Testing

2. Testing,Accountability, and the Classroom Teacher
Tests represent an attempt to provide objective data that
can be used to determine the growth of a student, i.e.
whether they move to the next grade level, move to RTI
Tier 2, or graduate.
A combination of subjective (personal) judgments and
objective data will result in more appropriate decisions.
Test data is never 100% accurate.

3. Types of Educational Decisions
 Measurement data is incorporated into
decisions at all levels of education.
 As a teacher, you will need a good
understanding of testing and
measurement so you can meet the
requirements of IDEIA, NCLB, and RTI.

4. Instructional Decisions
 Most common and frequently made decisions
made by the classroom teacher
 Examples:
-Classroom daily routine and schedule
-Add additional review before a test
-When to use a trade book during instruction
-Making a referral forTier 3 instruction

5. Grading Decisions
 Made by classroom teachers but less
frequently. Grades or marks and what
letter grade is assigned on reports cards.
 Examples:
-Omitting a test question if the majority of
the class gets it incorrect.
-Determining what factors make up a grade
i.e. participation, group work

6. Diagnostic Decisions
 Are decisions made about a student’s strengths
and weaknesses and the reasons why.
 Examples:
-After reviewing a student’s homework it is
obvious the student cannot borrow subtracting.
Objective test data should always be used along
with the teacher’s subjective judgment to make
such important decisions.

7. Selection Decisions
 Involve test data used for accepting or
rejecting applicants.
 Examples:
-SAT, GRE,Testing for remedial programs.

8. Placement Decisions
 Are made after an individual has been
accepted into program to find out where
in the program the student is best suited.
 Examples:
-English proficiency exam

9. Counseling and Guidance Decisions
 Involve the use of test data to help
recommend programs of study.
 Examples:
-Aptitude tests to determine positive
career paths

10. Program Curriculum Decisions
 Usually made at the school district level
after an evaluation study comparing two
or more programs.
 Examples:
-Change reading series

11. Administration Policy Decisions
 Made at the school, district, state, or
national level and are based on
measurement data.
 Examples:
-Determine the amount of money to be
channeled in a school.
-Determine what districts need special
funding.

12. Problems in Measurements of Testing
 Any time measurement procedures are
somewhat subjective and lack specific
direction, interpretive problems may
arise.
 Much of what we measure or attempt to
measure in the classroom is not clearly
defined.

13. Solution?
 Only when both what to measure and
how to measure have been considered,
specified, and clearly defined can we hope
to eliminate the problems involved in
measuring an interpreting classroom
information.

14. What to Measure
 How you measure must always match
what you measure.
 Examples:
-A word problem math test may test math
skills with one group of students but test
reading deficiencies in another group of
students.

15. How to Measure
 There are alternatives to written tests
and how we measure is often determined
by what we measure.
 Examples:
-Questionnaires
-Oral Response
-Observation
-Projects/Group Work

16. Evaluating Measurements
 It is best to have two types of
measurement whenever possible.
 Combine subjective measurements
(personal judgment) with objective
measurements (test results) to make an
educated decision.

17. Additional Resources
 Authentic Assessment and Rubrics