Testing in Hong Kong

Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2013). Psychological testing and assessment: An introduction to tests and measurement (8th Ed.). Retrieved from The University of Phoenix eBook Collection database.

Content validity is achieved when the content of the assessment matches the educational objectives. Criterion validity is demonstrated by the ability of the test to relate to external requirements. Construct validity takes into account the educational variables, such as the native language of the students, to predict the test outcomes. Reliable assessments have consistent results; Reliability refers to the consistency of a measure. A test is considered reliable if we get the same result repeatedly.

The examiner conducted a set of running records in order to assess Kamil’s reading performance and identify his instructional reading level. Instructional reading level Kamil was asked to read a story from Reading A-Z Benchmark titled “A Night in the Trees”. The results of the assessment are summarized in the following table:

This article is about how using standards and assessments do not fully measure the educational quality of the students. It also suggests that the standardized assessments promise something that is not possible with all students. It is important to keep the standardized assessments simple and not go to deep into each subject.

It is made up of four major parts: standards for particular applications, technical standards for test construction and evaluation, professional standards for test use, and standards for administrative procedures. A test that is technically adequate meets the criteria for validity, reliability, and norms. Validity is “the appropriateness, meaningfulness, and usefulness of the specific inferences” that can be made from the test results. (American Psychological Association 9) Validity is the degree to which a test measures what it is intended to measure. Reliability is the extent to which the test results are dependable and consistent. Unrelated to the purpose of the test, errors in measurement can be viewed through inconsistencies in the performance, motivation, or interests of students being tested. Norms can be shown in age or grade equivalence, standard scores, and percentiles. They are generally shown in charts showing the performance groups of students who have taken the test. Norms show the comparison of the performance of new groups of test takers with the samples of students on whom the test was standardized. Goodwin and Driscoll (59-60) note that standardized tests have the following qualities: They provide a “systematic procedure for describing behaviors, whether in terms of numbers or categories.” They have an established format and set materials. Also, they present the same tasks and

We have all heard the complaints about standardized testing before and I was always wondering what are the negative effects that to our education system, society and economy. What exactly went wrong in standardized test and why it is a major problem for our education system? This research is going to explain what standardized testing is and how it’s been used in higher education. And I would like to compare the differences of standardized testing between the United States and China. The purpose of this research is to find the existing issues and possible solution to solve the problems caused by standardized tests. Based on research that I have already explored, I found how the standardized tests impact students’ academic success. Grade based

The use of High Stakes Assessment has taken over education in our schools. Important decisions about students, teachers and schools’ performance are been made base on a single test. High Stakes Assessment had become an issue to the education, students are being taught to take a test than to learn. Also, it is important to take under consideration of the bilingual education, some of the issues that students and teachers face because of the gaps of the language. The education system need to find a balance between what decision should be considered from high stakes assessment and the ones that need more support, no all the decisions should be made based on a single test.

Looking overseas, there seems to be a huge academic gap when it relates to worldwide standardized testing. One country that is dominating the world in academics is Singapore. Singapore has realized how much education is valued and how important the teachers are in the classroom setting. However, there have been speculations in how their students have prepared for these exams. In

Even though these tests are time consuming they judge the education of students'. Standardized tests should not be used to judge the education of a student. The students’ scores on

Robert F. Bornstein believed in the Process-Focused Model of Test Score Validity. Unlike the traditional approach that validity comes from the outcome of the test in relation to the predictor scores, the process- focused model emphasizes that validity comes from the process not just from the outcome (Bornstein, R . 2011). In the traditional view, validity has been seen as statistics based off of results from an assessment that measures a specific construct. Correlation is the basis of traditional models, while experimental methods are the basis for the process-focused

As a result of testing accountability, teachers have changed the shift in their classrooms and focus on teaching to the test. Many criticize that the tests that are administered do not allow for thoughtful or deliberate thinking. Multiple choice questions, condensed reading passages, add to the inauthenticity of the test and can impede the ability of students. Studies have also show that test taking has a negative impact on student achievement in reading, writing, and mathematics. ELL students are still developing their English language skills while learning new content. It is unfair to have the expectations that these ELL students are being held accountable with the same standards as their native-English-speaking peers. ELL students need to have the necessary background knowledge, English language and academic language knowledge to successfully understand test

In a standardized test, all the students have to answer the same questions and follow the same instructions, so they can receive a score based on a consistent procedure. We can find several types of standardized texts: multiple choice, `true or false’ activities and questionnaires are still extremely popular in nowadays education. However, it is worth stating that, despite being especially popular in different educational contexts, standardized tests are not a reliable source of students’ knowledge for the teachers.

Ever since standardized testing started being used as a way to evaluate the intelligence of students and the teachers’ ability to educate, the standard of actual education has been diminished immensely. Standardized testing is used in most public and private schools to analyze students’ knowledge. It has affected the way in which students learn and has corrupted the methods teachers use to educate. In some cases, English-Learning and disabled students face discrimination from teachers since teachers have more responsibility to have a high number of passing students. Some countries around the world don’t use standardized tests to rank their students or schools and yet they have been successful. Standardized tests are not efficient on making students learn, they should not be used to evaluate students’ knowledge.

Oral Assessment instruments should have an acceptable level of reliability in terms of internal consistency, test and re-test reliability and alternative form reliability. Its content must also have the necessary validity to be a valid assessment instrument, must be predictive and concurrent.

In order to determine the content domain of any given test, the developer needs to first define the construct that they wish to measure and then identify specific content that contains their domain of interest. To do this, a literature search and source materials are often located so that the developer can sample appropriate content from the materials (Griffith, 2017). As part of the methods used in this case, the reliability material was research using two sources of content: (1) the class textbook called Psychological Testing: Principles, Applications, and Issues (Kaplan & Saccuzzo, 2013); and (2) the lecture from the third week of class on reliability (Griffith, 2017). These two sources of content were selected primarily because they