Standardized testing is vital to guiding instruction and monitoring progress for home school students. Check out our schedule at http://altheapenn.tripod.com/id29.html.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
Norm-Referenced and Criterion-Referenced InterpretationDenmark Aleluya
This is my report in Assessment of Student Learning 1 about Referencing Frameworks, Test Interpretation etc. I wish this could help everyone who needs a little information.
Preview of 2015-16 class offerings for The Shepherd's Christian Home School. Public Speaking, General Science, and Physical Education classes are available for 3rd-6th grade students. Geography club meets once a month while the classes meet weekly in Snellville, GA.
This is the complete presentation that was discussed at the April 23, 2016 League of Women Voters Forum on Standardized Testing from the MCS Superintendent
Standardized Testing: Does It Contribute to the Academic Achievement Gap?jamathompson
In the era of increased educational accountability, students are expected to demonstrate a level of proficiency on state administered, standardized tests. The purpose of this presentation is to address standardized testing issues surrounding the academic achievement gap among African American students. Research has demonstrated that placing students in certain academic tracks merely on their standardized test scores can have negative effects on students’ ability to excel in the classroom. The presenter will address other concerns, such as stereotype threat, that African American students face while taking high stakes test which can lead to poor performance.
TEST AND TYPES OF TEST
Merits and Demerits & Rules
Lecture of the day
Date 04-10-2014
Class ADE 4th semester
Course Facilitator Zulfiqar Behan
Goverment College of Education Lyari Karachi
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
for download this presentation please visit www.biowalesir.com
for more informative content watch Know_U YouTube channel
paper pencil test, Oral test, and Performance test
tools available for evaluation of overall personality
Achievement Test
What is Achievement Tests
Types of Achievement Tests
Standardized Achievement Tests
Features of Achievement Test
Characteristics of Standardized Achievement Tests
Standardized tests versus Informal Classroom Tests
Classification of SAT
Conclusion
Learning-oriented assessment in an era of high-stakes and insecure testingMark Carver
Presentation at the EUKS conference in Edinburgh, February 23rd 2019. An introduction to how assessment issues in HE may be relevant to language teachers in the future.
Christians are called to be ambassadors for Christ or ministers of reconciliation (2 Corinthians 5:11-21). We are also instructed to pursue peace with all people (Hebrews 12:14 and Romans 12:14-19). If we are to draw all men unto Christ, we are to understand the importance of a personal relationship with Christ, our unique gifting, life purpose, and preservation of unity in the body of Christ. Diversity within the body of Christ brings about maturity when we submit to one another in the fear of the Lord. We learn to serve and appreciate different or difficult people out of an appreciation for the unique individuality that expresses a providential purpose for our relationships.
Sample budget presentation for stakeholders. Find out how to compile and present data. Register for the Georgia 40-Hour Director's Training Credential workshop.
http://altheapenn.tripod.com/id20.html
Program administrators need comprehensive training. The Georgia 40-Hour Director's Training credential provides an excellent overview.
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Earn your Child Development Associates credential in as little as 3 months. Online training can be completed in 12 weeks. http://altheapenn.tripod.com/id35.html
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. Standardized Testing
A standardized test involves observations of an
individual's behavior made under specified conditions
for the purpose of meaningfully comparing
it with that of other people.
Althea Penn,m.ed.adm.
Educational Consultant
"Beware lest any man spoil you through philosophy and vain deceit, after the tradition of
men, after the rudiments of the world, and not after Christ" (Colossians 2:8).
2.
3. What are standardized tests?
A standardized test is one that is administered
under standardized or controlled conditions that
specify where, when, how, and for how long
children may respond to the questions or
"prompts." They include specified procedures for
administration and scoring. They have an
established format and set of materials.
5. Biblical Evaluation and Assessment
• Jesus and the disciples Luke 10:1-20
• Peter and Paul report to church Acts 11 and 15
• Gideon’s army Judges 7
• Leader selection criteria 1 Timothy 3, Titus 1
Even a child is known by his doings,
whether his work be pure, and
whether it be right. Proverbs 20:11
6. Scriptures regarding testing
•Examine me, O Lord, and prove me; test my heart
and my mind. Psalm 26: 2
•For You, O God, have proved us; You have tried us
as silver is tried, refined, and purified. Psalm 66: 10
•But, O Lord of hosts, Who judges rightly and justly,
Who tests the heart and the mind, let me see Your
vengeance on them, for to You I have revealed and
committed my cause . Jeremiah 11: 20
•Beloved, do not be amazed and bewildered at the
fiery ordeal which is taking place to test your quality,
as though something strange were befalling you.
1 Peter 4: 12
7. Purposes
• Assess learning-monitor progress
• Maintain Standards-common, measurable outcomes
• Guide instruction
O.C.G.A. § 20-2-690 Students in home study programs shall
be subject to an appropriate nationally standardized testing
program administered in consultation with a person trained in
the administration and interpretation of norm referenced tests.
The student must be evaluated at least every three years
beginning at the end of the third grade. Records of such tests
shall be retained.
8. Why test?
• Teaching and learning effectiveness
• Identify strengths and weaknesses
• Determine what students know and
can do
• Compare student achievement to
achievement of similar students
• Compare student ability level and
achievement
9. Norm vs. Criterion Referenced
•Norm referenced
–Comparing a person's score against the scores of a
similar group who have taken the same exam, called the
"norming group."
–Examples
•California Achievement Test (CAT)
•Comprehensive Test of Basic Skills (CTBS) - "Terra Nova“*
•Iowa Test of Basic Skills (ITBS) *
•Stanford Achievement Test (SAT)
•Wide Range Achievement Test (WRAT)
•Scholastic Assessment Test (SAT ®)
•American College Testing (ACT ® )
–Bell Curve – all students cannot be above average!
10. Norm vs. Criterion Referenced
• Criterion referenced
– Measure how well a person has learned a specific body
of knowledge and skills
– Examples
• ITBS and Terra Nova (*can be scored both ways)
• Criterion Referenced Competency Tests (CRCT)
• Driver’s License test
• Content area placement exam (Algebra placement test)
– Do not compare student to student
11. 11
Tests of Educational Ability
TESTS IN THE COGNITIVE DOMAIN
ASSESSMENT OF ABILITY
(All of What One Can Do)
ACHIEVEMENT TESTING APTITUDE TESTING
(Have Learned) (Capable of Learning)
Survey Diagnostic Readiness Intelligence Cognitive Special Multiple
Battery Tests Tests Tests Ability Aptitude Aptitude
12. Ability vs. Achievement
• Ability Test
– Measure of cognitive ability
– Child’s ability to learn
• Achievement Test
– Measure of what an individual has learned
• There may be a discrepancy between ability
and achievement scores
– Underachievement
– Learning Disability
Common group intelligence test:
Otis-Lennon School Ability Test - OLSAT
14. Types of Scores
• Raw
• Percentile Ranks
• Grade Equivalent Scores
• Standard Scale Scores
15. Raw Score
• The number of items a student
answers correctly
• Allow students to be ranked, but
they do not allow you to compare
students
16. Percentile Rank
• A percentile rank indicates the percentage
of students in the same age or grade group
whose scores fall below the score obtained
by a particular student.
• 99 is the highest percentile rank possible.
• 50 is considered average
• Deals with percentage of persons not
percentage of items
17. Grade Equivalent Score
• Most misinterpreted test score
• If a 4th grader received a 7th grade
equivalent score on a 4th grade reading
achievement test, it DOES NOT mean the
child is ready for 7th grade material. It means
the child reads 4th grade material as well as
the average 7th grader reads 4th grade
material.
• What is the test assessing???
18. Age Equivalent Score
• Frequently misinterpreted
• If a 10 year old received a 15 year old age
equivalent score on a 4th grade reading
achievement test, it DOES NOT mean the
child is ready to tackle 10th grade material. It
means the child reads material intended for
10 year olds as well as the average 15 year
old reads it.
19. Stanine
• Stanine is short for standard nine. The name
comes from the fact that stanine scores range from
a low of 1 to a high of 9.
• For instance, a stanine score of
– 1, 2, or 3 is below average
– 4, 5, or 6 is average
– 7, 8, or 9 is above average
• Stanines are provided for both age and grade
groups.
20. Standard Age Score
• Raw Scores are converted to SAS based on
chronological age
• Used for interpretation purposes
–Scale scores allow comparison of
students
• Somewhat akin to an IQ score
• Uses means and standard deviation
• Mean = 100
21. The Normal Curve Equivalent, or NCE, measures where a student falls along the normal
bell curve. The numbers on the NCE line run from 1-99, similar to percentile ranks,
which indicate an individual's rank, or how many students out of 100 had a lower
score. NCE scores have a major advantage over percentiles in that they can be
averaged.
22. Standard scores
• 130 and above Very Superior
• 120-129 Superior
• 110-119 High Average
• 90-109 Average
• 80-89 Low Average
• 70-79 Borderline
• 69 and below Impaired (Mentally Retarded range)
23. Stanford 10 subtests
1. Word study skills
2. Reading skills/ comprehension
3. Vocabulary
4. Mathematics
5. Language
6. Spelling
7. Social studies/science
8. Listening
24. WRAT4 Subtests
1) Word Reading measures letter and word
decoding
2) Sentence Comprehension measures an
individual’s ability to gain meaning from words and
to comprehend ideas and information contained in
sentences
3) Spelling measures an individual’s ability to
encode sounds into written form
4) Math Computation measures an individual’s
ability to perform basic mathematics computations
25. 28
Cognitive Ability Tests
• Assesses what an individual is capable of doing
• Should not be confused with intelligence tests.
• Often look more like achievement tests—but
measure broad content areas.
• Good for identifying students not succeeding in
school due to:
– learning disabilities
– motivation
– problems at home or school
– self-esteem issues.
26. OLSAT measures tasks
• Detecting similarities and differences
• Recalling words and numbers
• Defining words
• Following directions
• Classifying
• Establishing sequence
• Solving mathematical problems
• Completing analogies
27. Otis Lennon Ability Test
• Provides verbal, quantitative, and nonverbal
reasoning abilities scores. Composite score also
calculated
• Uses standard score with mean of 100 and standard
deviation of 16, percentile ranks, and stanines
• Good reliability estimates: .80s & .90s
• Offers rationale for content validity but difficult to
defend this type of test as it is used to measure
future.
28.
29. • Measures academic skills needed for
college
• Co-sponsored by the College Board
and National Merit Scholarship Corp
• Serves as an entry point to National
Merit Scholarship Corporation
competitions and practice for the SAT
• 3.5 million students
• (44% 11th/56% <10th)
30. •Preparation for the SAT®
•Scholarship and recognition
opportunities (11th grade)
•College /career planning tools
•Admissions and financial aid
information from colleges
•Feedback on academic skills
31. The test assesses the academic skills that
you’ve developed over the years, primarily
through your course work.
These skills are considered essential for
success in high school and college:
• Critical Reading
• Mathematics
• Writing Skills
32. • Question Types:
The same, except the PSAT/NMSQT
does not have an essay component.
• Length:
The PSAT/NMSQT is 2 hours, 10
minutes.
The SAT is 3 hours, 45 minutes.
• Level of Difficulty:
The PSAT/NMSQT does not have 11th
grade-level math questions.
33. General information
•ACT lets the student decide what set of
scores they want sent to colleges.
•The SAT sends scores of every testing
attempt.
•The ACT has up to 5 components:
English, Mathematics, Reading,
Science, and an optional Writing Test.
The SAT has 3 components: Verbal,
Mathematics, and a required Writing
Test. Mathematics makes up 50% of
SAT's test score and 25% of ACT's test
score.
•Some students take the ACT and/or
SAT as middle schoolers for practice or
as part of a college talent search.
•You may guess on the ACT
because any answer is better
than no answer, but wrong
answers mean minus points on
the SAT, so don't make wild
guesses!
•Prepping for the ACT or SAT
could/should include websites,
prep classes, books, taking
higher level classes, and
READ--READ—READ!
34. SECTION FORMAT/ TIME QUESTION TYPES SCORE
2010
Averages
Math 3 Sections Multiple Choice
Grid-Ins
200–800 516
The SAT at-a-Glance
200–800Critical
Reading
5013 Sections Multiple Choice
Writing 3 Sections Multiple Choice
Essay
200–800
0–12 7.1
492
Total
10 Sections
3 hours, 45
minutes
Multiple Choice
Grid-Ins
Essay
600–2400 1509
Experimental Multiple Choice1 Section Not Scored N/A
Test Day Tip: Multiple choice answer incorrect = -1/4 point
Incorrect or omitted answer = 0 points
If you can eliminate 1 answer choice, guess!
35. FORMAT/ TIME
English 1 Section Multiple Choice 1–36 20.5
The ACT at-a-Glance
Math 1 Section Multiple Choice 1–36 21.0
Reading 1 Section Multiple Choice 1–36 21.3
Science 1 Section Multiple Choice 1–36 20.9
Writing 1 Section Essay (Optional)
1–36 20.8
2–12 7.1
4–5 Sections
2 hrs, 55 minutes
3 hrs, 25 minutes
Multiple Choice
Essay
1–36 21.0
Total:
Test Day Tip:
Answer every question. If you don’t know the answer, guess!
36. SAT
More reasoning required
Emphasis On Vocabulary
Basic Arithmetic, Algebra,
Geometry
Critical Reading, Math And
Writing 10 Sections
25 minute essay
Each Section Considered
ACT
Straightforward ?
Science Section
Advanced Math Concepts
English, Math, Reading
And Science 1 Section
Writing Test Is Optional
Composite Score
Princeton Review Assessment 04/27/13 $20
Northview HS Counseling Office
http://www.princetonreview.com/sat-act.aspx
37. SAT & College Preparation
Course for the Christian
Student
By: James Stobaugh
Free essay workbook
nlpg.com/SAT
http://www.christianbook.com
38. ACT & College
Preparation Course for
the Christian Student
By: James P. Stobaugh
Free essay workbook
nlpg.com/ACTwkbk
39. College ACT SAT
Belhaven University 20/22 930/1026
Georgia Institute of
Technology
26 1800
Brenau University 18/20 900/1526
Georgia State University 20/25 940/1190
Georgia students 20.7 1452
Required min. score/Average scores
40. Bell curve seating chart
From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner
41. Low Reading Comprehension scores:
Some curriculums just ask students to recall specific
information, not asking questions that cause the
student to interpret or use their reasoning skills.
Low Spelling scores:
Check to be sure your curriculum teaches how to spell
phonetically but also how to memorize word lists. The
curriculum should also provide work for the student to
use those words throughout the week.
Using results
42. Low Math Computation scores:
Check to make sure your student has a grasp of the
basic facts like addition, subtraction, multiplication,
and division. For older students make sure they
understand “Order of Operation”. Also make sure
they are not careless in their work because it is very
easy to skip a step or mistake a number if their
writing is sloppy.
Low Math Problem Solving scores:
Check to make sure your curriculum provides ample
practice in solving word problems.
43. Low Maps and Diagrams scores:
Make sure you are teaching your student to
understand maps and graphs. Sometimes they just
don’t know how to interpret the material presented.
Ask questions that aren’t obvious. Make them think.
Low Science score:
Remember that the science you are studying
doesn’t always line up the science that is on the
test. You just may be on a different track.
44. Low Social Science score:
Similar to science, you may not be studying the same
material that is on the test. You might be studying
Ancient History and the test is asking about American
History.
46. Your child will do his/her best on the tests
if they:
• are encouraged to read, take the tests seriously and
to give his or her very best effort.
• get to bed early the night before in order to be well-
rested on the day of the test.
• have a good breakfast on the morning of the test.
Breakfast is critical for your child’s performance.
• arrive on time so that he or she can relax and focus
on the task ahead.
48. May the God who gives endurance and
encouragement give you a spirit of unity among
yourselves as you follow Christ Jesus. Ro. 15:5
Curriculum choices and
grade placement should
never be based solely on
test results. These
decisions should be based
on your student’s ability.
Althea Penn, m.e.d.adm.
penntraining@yahoo.com
678.557.8684