The document discusses various topics related to classroom testing including high-stakes testing, criterion vs norm-referenced tests, teacher responsibilities under IDEA, instructional objectives, test blueprints, essay scoring, test reliability and validity, and assigning grades. It provides details on how these different elements are used to develop effective classroom tests and assessments.

1. IN THE CLASSROOM: A
SUMMARY DIALOGUE
Reporter: Irene Rose S. Villote
HIGH-STAKES
TESTING AND NCLB
CRITERION VS.
NORM-
REFERENCED
TESTS
RESPONSIBILITIES
FOR TEACHERS
UNDER IDEA
I
INSTRUCTIONAL
OBJECTIVES
THE TEST
BLUEPRINT
ESSAY SCORING
AND THE ESSAY
SCORING GUIDES
RELIABILITY,
VALIDITY
EVIDENCE, AND
TEST STATISTICS
GRADES AND
MARKS

2. HIGH-STAKES TESTING
AND NCLB

3. High-stakes Testing and
NCLB
 High-stakes testing and standards-based
educational reform have swept across the
country
 Such programs only be used as part of a
broader system to evaluate student
achievements
 Most states decided to use their own high-
stakes test to meet NCLB accountability
requirements

4. High-stakes Testing and
NCLB
 High-stakes test results will also comprise the
annual Adequate Yearly Progress (AYP) report
that must describe overall performance and also
break it down for students with disabilities , for
the economically disadvantaged, for the limited
English proficient (LEP) and for ethnic
minorities.

5. CRITERION-REFERENCED
VERSUS NORM-REFERENCED
TESTS

6. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
CRITERION-REFERENCEDVERSUSNORM-
REFERENCEDTESTS
Criterion-referenced tests report test scores in
relation to instructional objectives
Students are graded in terms of the number
or percentage of items a student gets
correct
When teachers are expected to diagnose
learning difficulties and prepare remedial
instruction, criterion-referenced tests are
most useful.

7. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
CRITERION-REFERENCEDVERSUSNORM-
REFERENCEDTESTS
Norm-referenced test are used if teacher’s purpose is to
determine where each student stood in reference to other
students, an existing
Interim grading periods are used for the purpose of
providing feedback to students, their parents, and the
teacher as to how well students have learned and
teachers have taught specific skills.
This objective usually calls for the use
of a criterion-referenced test.

8. NEW RESPONSIBILITIES FOR
TEACHERS UNDER IDEA

9. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
NEWRESPONSIBILITIES FOR TEACHERS
UNDER IDEA
Assessing and making accommodations appropriate to
the needs of special learners in her/his classrooms.
Evaluation of the progress of students
with disabilities in the general
education curriculum
This objective usually calls for the use
of a criterion-referenced test.

10. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
NEWRESPONSIBILITIES FOR TEACHERS
UNDER IDEA
Results obtained from appropriate teacher-made and
standardized tests must be provided to parents on a regular basis
as well as to members of each special learners’ Individual
Educational Plan (IEP) team to enable the team to evaluate the
special learner’ progress.
Regular classroom teachers must
now be part of each EIP team
EIP team that must determine whether a
student with disability will take the same annual
academic assessment required under NCLB

11. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
NEWRESPONSIBILITIES FOR TEACHERS
UNDER IDEA
Assessing and making accommodations appropriate to
the needs of special learners in her/his classrooms.
Evaluation of the progress of students
with disabilities in the general
education curriculum
Teachers participate in behavioural
assessment and intervention when
behaviour interferes with progress in the
general curriculum.

12. INSTRUCTIONAL
OBJECTIVES

13. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
INSTRUCTIONAL
OBJECTIVES
Not only the do instructional objectives help teachers
organize their teaching, they help them write tests, too.
Some objectives failed to specify the level
of bahavior or the conditions under which
the behaviour could be expected to be
performed.
Settlements against teachers and districts
can occur if it can be shown that that some
harm has come to the student as a result of
the neglect of proper testing procedures.

14. THE TEST
BLUEPRINT

15. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
THE TEST
BLUEPRINT
Test blueprint is simply a table that lists the important
objectives to be taught and the levels of student behaviour
Test blueprint can be an important
device for planning a test.
Test blueprint is used in deciding the
number of items that should be written for
each major objective

16. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
THE TEST
BLUEPRINT
In evaluating an existing test, test blueprint is used to
determine how well a test compares in types and numbers
of items with what has been taught.
The key to preparing a test blueprint is the
preparation of instructional objectives that
include the level of behaviour that is being
taught.

17. ESSAY SCORING AND THE
ESSAY SCORINGGUIDES

18. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
ESSAY SCORING ANDTHE ESSAY SCORING
GUIDES
A large block of content can be tested with one or a
few essay items.
Some time could be saved in the test
preparation process for some content
areas by writing essay items.
Essay items will only be appropriate
for some content areas and some
teaching objectives

19. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
ESSAY SCORING ANDTHE ESSAY SCORING
GUIDES
It should be recognize that the time needed to prepare
scoring guides and to grade essay items might outweigh the
fact that the initial essay questions might be easy to write.
Points are assigned to essay items in relation to
the extent to which the student includes in his or
her answer the elements of a good response.
The scoring of essay items requires specifying
these elements before the grading begins and
identifying examples of the different alternatives
that might adequately represent the elements of
a good response.

20. RELIABILITY, VALIDITY
EVIDENCE, ANDTEST
STATISTICS

21. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
RELIABILITY, VALIDITYEVIDENCE, AND TEST
STATISTICS
Nothing could be more fundamental to a good test
than its score reliability and validity evidence
Parents and even some of your students
will be aware of these concepts and will not
hesitate to confront you when they feel they
may be used to their advantage
Teachers can be invaluable tools in
communicating the meaning of test scores
to parents and in justifying and defending
decisions based on those test scores.

22. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
RELIABILITY, VALIDITYEVIDENCE, AND TEST
STATISTICS
Standardized test have statistics indicating score reliability
and validity evidence already calculated and displayed
If the test is not standardized, there is a need to
calculate the statistics, the availability of
computer program for calculating test statistics
and his knowledge of the use of PC made this
easy.
The computer program might compute reliability
score using the odd-even or Kuder-Richardson
method and validity evidence could be obtained
by correlating a test’s scores with the end-of-
semester or end-of-year test.

23. GRADES AND MARKS

24. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
GRADES AND MARKS
Grades and marks play a critical role in education.
As a visible sign of the testing and
measurement process, grades and marks
stand as the end products that can make or
break a test.
The teacher can used the school’s formal reporting
system to convey all the pertinent facts about a
student’s performance or there are other marks that
make finer distinctions and interpretations of a
student’s strengths and weaknesses.

25. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
GRADES AND MARKS
In assigning grades such as A, B, C, etc., specific
differences between A and B were recorded from the test
score data for the parent-teacher conference.
Maybe, an A was based on a student
achieving passes on all competencies, a B
based on students achieving passes on 9
out of 10 competencies, and so on.

26. Therefore, there is no “one size
fits all” test that is appropriate
for every purpose and every
person.
GRADES AND MARKS
Even if a test is meticulously
constructed, has high score reliability
and validity evidence, and has been
carefully administered and graded, it
still can be considered a poor test,
unless the grades that are based on it
can be communicated meaningfully
to parents and students.

27. The real world of classroom is not
so accommodating. It presents
testing and measurement
problems every day of the week
and each week of the school year.

28. Thank you for
listening!