Standardized tests are designed and administered in a consistent manner. They are based on content standards that outline what students should know at each grade level. The development of standardized tests is a rigorous multi-step process that includes adopting content standards, developing test items, field testing items on students, building the final test using field-tested items, and setting performance standards to define proficiency levels. This process aims to create fair assessments that reliably measure student knowledge and identify areas where students are struggling or excelling.

1. A standardized test is a test that is administered and scored in a consistent, or
"standard", manner. Standardized tests are designed in such a way that the
questions, conditions for administering, scoring procedures, and interpretations
are consistent[1] and are administered and scored in a predetermined, standard
manner.[2]
Any test in which the same test is given in the same manner to all test takers is a
standardized test. Standardized tests need not be high-stakes tests, time-limited
tests, or multiple-choice tests. The opposite of a standardized test is a non-standardized
test. Non-standardized testing gives significantly different tests to
different test takers, or gives the same test under significantly different conditions
(e.g., one group is permitted far less time to complete the test than the next
group), or evaluates them differently (e.g., the same answer is counted right for
one student, but wrong for another student).
Standardized tests are perceived as being more fair than non-standardized tests.
The consistency also permits more reliable comparison of outcomes across all
test takers
Standardization or standardisation is the process of developing and
implementing technical standards. Standardization can help to
maximize compatibility, interoperability,safety, repeatability, or quality. It can also
facilitate commoditization of formerly custom processes. In social sciences,
including economics, the idea of standardization is close to the solution for
a coordination problem, a situation in which all parties can realize mutual gains,
but only by making mutually consistent decisions. This view includes the case of
"spontaneous standardization processes", to produce de facto standards.

2. Standardized testing. What is it and how does
it work?
Posted on May 17, 2012 by Kimberly O'Malley
Standardized assessment is a lens into the classroom. It sheds light on why a child
might be struggling, succeeding, or accelerating on specific elements of their grade-level
standards. Results from standardized tests help inform the next step in
learning for our students. But, sometimes it isn’t always crystal clear to students,
parents and the public how and why the tests are developed. Let’s delve into that.
As it stands, most states are still administering end-of-year tests as required by
federal law under No Child Left Behind. For the most part, this means students take
annual tests in English Language Arts and Mathematics in grades 3-8; they are
tested at least once in high school. Science is tested at least once in elementary,
middle and high school. Additional testing in high school often is seen after
completing specific courses, like Algebra or Biology, or as a gateway to graduation.
Each state plans the specifics of its testing
program, deciding elements like how many questions to put on a test, the dates for
testing, whether tests are given on paper or on computer, to name a few. But,
some similarities in the creation of the tests cut across the board.
Standardized tests undergo a very rigorous development process so here’s a bit
about the five major steps that go into making a test.

3. 1. States Adopt Content Standards – This is where it all begins. Everything
starts with the content standards developed by states and/or a group of states,
as seen with the Common Core State Standards. Content standards outline what
a student should be able to know at the end of each school year. These
standards are the foundation for instruction in the classroom as well as the
assessment.
Given the huge range of knowledge and skills each student is supposed to master
by year’s end, the assessment development process includes a determination of
what will be assessed on each test for each grade. Because we can’t test everything
covered in a year (no one wants the test to be longer than necessary), decisions
must be made.
2. Item Development – Here’s where we get into the nitty gritty. Experts, most
of whom are former or current teachers with experience and knowledge of the
subject matter and grade level, create “items” that test the content selected in
step two. These items can be multiple-choice questions, essay prompts, tasks,
situations, activities, and the like.
Of note, significant time is even spent deciding which WRONG answers to make
available for multiple-choice questions. Why’s that? Every item is a chance to
identify what our students really know. Incorrect answers can actually tell us a lot
about what students misunderstood. For instance, did they add instead of subtract?
Multiply instead of divide? Every bit of data helps disentangle what kids really, truly
know, which makes the assessment process complex and the final product a very
powerful education tool.
Once the items are developed, then teachers, content experts, higher education
faculty, and the testing entity at the state level review them. This diverse group of
stakeholders works together to create items that are fair, reliable and accurate.
Lots of revisions happen at this stage. And, during this process many items are
thrown out — for any number of reasons — and never see the light of day.
3. Field Testing or Field Trials – Now, we test the items by giving them to
students. Items developed in step three are “field tested” to gauge how each
works when students respond to them. Here, and I can’t stress this enough,
we’re testing the item itself – not the kids. We want to know that the question
itself is worthy of being used to assess skills and knowledge appropriately.
Students’ scores on these field-test items are only used to evaluate the items;
they are not used to calculate a student’s score for the year.
By doing these trials, we can see if gender, ethnicity or even English proficiency
impact a child’s ability to successfully perform the task at hand. All of this is done
to verify that each and every question is fair. Yet again, a range of stakeholders
and experts are involved in the process, reviewing the results and making decisions
along the way. The reality is this: if an item doesn’t meet expectations, it’s cut.

4. 4. Build the Test – Using field-tested and approved items, systematically and
thoughtfully the test takes its final form. Easy and hard items, tasks, and
activities are incorporated. Items that assess varying skills and content areas
are added. This part of the process helps us understand what a child really
knows at the end of the assessment. As they say, variety is the spice of life.
Same goes for an assessment. A mixture of challenging and easy items enable a
range of knowledge and skills to be assessed.
5. Setting Performance Standards – Finally, states with teachers and their
testing partners to make decisions about how well students must perform to
pass, or be proficient. For example, performance can be defined as basic,
passing, proficient, or advanced. These “performance standards” provide a
frame of reference for interpreting the test scores. They help students, parents,
educators, administrators, and policymakers understand how well a student did
by using a category rating.
- See more at: http://researchnetwork.pearson.com/college-career-success/
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