Achievement Test

1. ACHIEVEMENT
TEST
DR NOR MAZLINA GHAZALI

2. EDUCATIONAL
ACHIEVEMENT TEST
• Achievement test permit a wide range of potential uses.
• Practical applications of group achievement tests include the following:
• to identify children and adults with specific achievement deficits who might
need more detailed assessment for learning disabilities
• To help parents recognize the academic strength and weakness of their
children and thereby foster individual remedial efforts at home
• To identify classwide or schoolwide achievement deficiencies as a basis for
redirection of instructional efforts
• To appraise the success of educational programs by measuring the subsequent
skill attainment of students
• To group students according to similar skill level in specific academic domains
• To identify the level of instruction that is appropriate for individual students

3. EDUCATIONAL
ACHIEVEMENT
TEST
Thus, achievement tests serve institutional
goals such as monitoring schoolwide
achievement levels, but also play an important
role in the assessment of individual learning
difficulties.
Institutional goals are best serves by group
achievement is commonly pursued with
individual achievement tests.

4. EDUCATIONAL
ACHIEVEMENT
TEST: Iowa Tests
of Basic Skills
(ITBS)
• First published in 1935, the Iowa Tests of Basic
Skills (ITBS).
• The ITBS is a multilevel battery of achievement
test that covers grades K through 8
• A companion test, the Tests of Achievement and
Proficiency (TAP), covers grades 9 through 12. In
order to expedite direct and accurate
comparisons of achievement and ability, the
ITBS and the TAP were both concurrently
normed with the Cognitive Abilities Test
(CogAT), a respected group test of general
intellectual ability.
• The ITBS – available in several levels that
correspond roughly with the ages of the potential
examinees: levels 5-6 (grades K-1), level 7-8
(grades 2-3), and levels 9-14 (grades 3-8).

5. EDUCATIONAL
ACHIEVEMENT
TEST: Iowa Tests
of Basic Skills
(ITBS)
• The basic subtests for the older levels
measure vocabulary, reading, language,
mathematics, social studies, science, and
sources of information (i.e: uses of maps and
diagrams).
• ITBS guided by a pragmatic philosophy of
educational measurement.
• The manual states the purpose of testing as
follows:
• “The purpose of measurement is to
provided information which can be
used in improving instruction.
Measurement has value to the extent
that it results in better decisions which
directly affect pupils”

6. EDUCATIONAL ACHIEVEMENT TEST:
Iowa Tests of Basic Skills (ITBS)
• ITBS – incorporates a criterion-referenced skills analysis to supplement the
usual array of norm-referenced scores.
• Example:
• One feature available from the publisher’s scoring service is item-level
information.
• This information indicates topic areas, items sampling the topic, and correct
or wrong response for each item.

7. EDUCATIONAL ACHIEVEMENT
TEST: Iowa Tests of Basic Skills (ITBS)
Reliability – internal consistency and equivalent-form
reliability coefficients are mostly in the mid –.80 to low .90s.
Stability coefficients for a one-year interval are almost all in
the .70 to .90 range.
The test is free from overt racial and gender bias, as
determined by content evaluation and item bias studies.
The year 2000 norms for the test were empirically developed
from large, representative national probability samples.

8. EDUCATIONAL
ACHIEVEMENT TEST:
Iowa Tests of Basic Skills
(ITBS)
• Item content – judged relevant by
curriculum experts and reviewers, which
speaks to the content validity of the test.
• Although the predictive validity of the
latest ITBS has not been studied
extensively, evidence from prior editions is
very encouraging.
• Example:
• ITBS scores correlate moderately with high
school grades (r’s around .60). The ITBS is
not a perfect instrument, but it represents
the best that modern test development
methods can produce.

9. EDUCATIONAL ACHIEVEMENT
TEST: Iowa Tests of Basic Skills (ITBS)

10. EDUCATIONAL
ACHIEVEMENT TEST:
Metropolitan
Achievement Test (MAT)
• The metropolitan Achievement Test
dates back to 1930 when the test was
designed to meet the curriculum
assessment needs of New York City.
• The stated purpose of the MAT is “to
measure the achievement of students
in the major skill and content areas
of the school curriculum”
• The MAT is concurrently normed
with the Otis-Lennon School
Ability Test (OLSAT)

11. EDUCATIONAL
ACHIEVEMENT TEST:
Metropolitan Achievement Test
(MAT)
• Now in its eighth edition, the MAT is a multilevel battery
designed for grades K through 12 and was most recently
normed in 2000. The areas tested by the MAT include the
traditional school-related skills:
 Reading
 Mathematics
 Language
 Writing
 Science
 Social Studies

12. EDUCATIONAL
ACHIEVEMENT TEST:
Metropolitan Achievement
Test (MAT)
• An attractive feature of the
MAT is that student reading
scores are reported as Lexile
measures, a new and practical
indicator of reading level.
• Lexile measures are likely to
become a standard feature in
most group achievement tests in
the years ahead, so it is worth a
brief detour to explain their
nature and significance.

13. EDUCATIONAL ACHIEVEMENT TEST:
Metropolitan Achievement Test (MAT)
• Lexile Measures
Major new improvement in the assessment of reading skill
Lexile approach – is based on two simple (commonsense
assumptions namely (1) reading material can be placed on a
continuum as to difficulty level (comprehensibility) and (2)
readers can be ordered on a continuum as to reading ability
• Lexile Scale – true interval scale. Reading selection is a
specific number indicating the reading demand of the text
based on semantic difficulty (vocabulary) and syntactic
complexity (sentence length).

14. MALAYSIAN OF ACHIEVEMENT
TEST

15. • Thank You