role and uses of standarized test and non standardized test

1. COLLEGE OF TEACHER EDUCATION-AMS
GUIDANCEANDCOUNCELINGSEMINAR
presented to
kalpana ma'am
K.UMARANI
B.ED 2ND YEAR
4TH SEMESTER

2. 3.9 ROLE OF STANDARIZED AND
NON-STANDARDIZED TESTS-
DEVELOPING STUDENTS PROFILES
AND PROVIDING GUIDANCE
Here is where my presentation begins

3. Roles and Uses of Standardized
Tests
01 Standardized reading tests are limited in their ability
to describe students’ reading needs and to inform
reading instruction.

4. The roles or uses of standardized tests can be described
without endorsing them. These include:
01 Assessing student
achievement
Creating
educational
policy
You can describe the topic
of the section here
03 Evaluating
programs
02
04
Comparing
students
Determining
accountability
05

5. We expect that students will further develop as literate individuals
as a result of schooling. Standardized tests provide annual before
(near the beginning of a school year) and after (near the end of the
school year) appraisals of this student development. Tests also
offer the opportunity to assess students in relation to a standard,
or benchmark performance. From test results, we can infer
student growth on a year-to-year basis, or degree of attainment of
a reading standard. Tests can help answer the question, “How
have students developed as readers?”
Assessing Student Achievement
S t a n d a r d i z e d
T e s t

6. Standardized testing yields student scores that can be
compared. Across the globe, international comparisons
including PISA (Programme for International Student
Assessment) and PIRLS (Progress in International
Reading Literacy Study) are used to assign scores and
rankings to students’ literacy achievement in different
countries
Comparing Students

7. What is the relationship of literacy education programs to student
learning outcomes? If students’ test scores increase, we might
infer that reading instruction is successful and give the reading
program positive evaluation. In contrast, flat or decreasing student
performance may lead to the determination that a reading program
is ineffective. Because standardized reading tests focus on only
two types of student outcome—cognitive strategies and skills and
content area learning—using test scores to evaluate programs is
restricted to these areas.
Evaluating Programs

8. Standardized reading test scores are grist for the policymaking
mill. Standardized test scores are used as evidence to support
policy decisions related to literacy education. Policymakers
consult test scores when seeking answers to questions such as
the following:
1. What approach to teaching and learning reading yields the best
results?
2. Are efforts to eliminate achievement gaps working?
3. Are the tax money spent on literacy education spent wisely?
4. Are teachers earning their pay?
Creating Educational Policy

9. Standardized reading test scores are used as accountability measures
to determine if funds are well spent and if school personnel are meeting
their charges. Standardized tests frequently feature in attempts to
determine if, and how much, teachers and schools contribute to
students’ literacy development. Reading test scores are used in value
added approaches to estimating a teacher’s contribution to students’
reading growth. These roles that standardized reading tests play may be
interconnected, as when reading test scores are used in assessing
student achievement, evaluating a reading program, and determining
teacher accountability. However, there are considerable disagreements
as to value of standardized tests, the roles they play, and the resources
they consume.
Determining Accountability

10. 1. Standardized reading tests are used with considerable frequency,
although there is no research that links increased standardized testing
with increased reading achievement.
2. Standardized reading tests are limited in their ability to describe
students’ reading achievement and reading development.
3. Standardized reading tests can be detrimental to the development of
students’ self-efficacy and motivation.
4. Standardized reading tests confine and constrict reading curriculum
and can disrupt high-quality teaching.
5. Standardized reading tests demand significant allocation of time and
money that could be otherwise used to increase students’ reading
achievement.
Five Salient Considerations to Keep in
Mind

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Non-standardized test
Non-Standardized Testing is Informal Testing:
Another term for non-standardized testing is informal testing. These tests are classroom tests and
are usually developed by the teacher as opposed to some group of outside testers. These
classroom tests assess students' learning over a period of time or after a particular unit of
study. A score of 80% on a multiple choice test after reading a short story is a non-
standardized score because it does not tell us how the student did in relation to his peers.

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Criterion-Referenced Measurement
This is also a form of non-standardized testing. The desired level of achievement is the criterion.
The criterion-referenced measurements are used to measure learning for a particular student. This
way the teacher can document whether or not learning is taking place. Evidence of learning, or
not, is readily apparent, and the focus here is on the performance of an individual student as
opposed to the norm-referenced tests. Domain-referenced tests are similar to criterion-referenced.
Performance is measured against a well-defined body (domain) of knowledge or tasks, and the
focus is on the individual.

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Criterion-Referenced Measurement
This is also a form of non-standardized testing. The desired level of achievement is the criterion. The
criterion-referenced measurements are used to measure learning for a particular student. This way the
teacher can document whether or not learning is taking place. Evidence of learning, or not, is readily
apparent, and the focus here is on the performance of an individual student as opposed to the norm-
referenced tests. Domain-referenced tests are similar to criterion-referenced. Performance is measured
against a well-defined body (domain) of knowledge or tasks, and the focus is on the individual.

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Forms include portfolios, interviews, informal questioning, group discussions, oral tests, quick pop
quizzes, exhibitions of work, projects and performance exams.
With portfolios the student gathers his work over a period of time, and the teacher will evaluate the
work based on a scoring guideline. The student is encouraged to reflect on his work, which
enhances the learning process. Performance exams are tests given to all students and are based
on students performing some task, like writing an essay, or giving an oral presentation. These
tasks are created by the teachers who teach the students, and so the exams drive the curriculum.
It makes more sense for those doing the teaching to create the tests.
.
Forms of Non-Standardized
Testing

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Parents and the community have a right to know how students are doing; therefore, non-
standardized tests need to show how well schools and students are doing. Teachers
are constantly assessing their students, and by doing so they are constantly adjusting
and changing their teaching to meet individual students' needs. There can still be
accountability with non-standardized assessment that provides parents, local officials,
and state officials with the information needed. Teachers can be in constant touch
with parents through the Internet, by calling, by parent conferences and by sending
home progress reports and samples of work.
Accountability and Non-Standardized Tests

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The key questions to ask with any kind of assessment is, "What is the purpose of this
assessment?" and "Is this purpose meaningful and worthwhile?" If these questions
are constantly referred to and constantly addressed then the assessment in itself is
important, and this helps teachers address what is important to learn. It's a kind of
backwards design. Ultimately the goal is to help students to learn, and to help them
to learn the information and the skills that are important.
Success With Non-Standardized Testing

17. CONCLUSION:
The standardized tests and non-standardized tests are good aids for councelors by using psychological and
non-psychological tests in schools is to give educators an objective, unbiased perspective of how effective
their instruction is. Standardized testing helps identify the natural aptitudes of individual students.
Identifying skill development and progress is made possible by the use of standardized tests. Tests
helps teachers to determine what students have learned or not learnt in the class. Tests show the aspects of
the course or lesson that the students have learned. They also show the areas where learning has not taken
place. Thus, the teacher can re-teach for more effective learning.

18. https://www.ulethbridge.ca/teachingce
ntre/standardized-testing-fair-or-not
https://www.literacyworldwide.org
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