Validity - Appropriateness Of The Instrument

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 SAT are standardized tests, formally called the Scholastic Aptitude Tests and are used by most colleges

Evaluation of Norm Sample for KeyMath-3 DA The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving).

Standardized test (p.149) - This is a test that is administrated and scored in a consistent/uniform basis.

A standardized test refers to any examination that is administered and scored in a predetermined, standard manner. There are two major types of standardized test: aptitude test and achievement test (Popham 1999). The test that is most familiar to parents, educators and students is the standardized achievement test. Every year schools administer achievement test to students, the scores of these test are then used by the public and school board members to evaluate a schools effectiveness. Although previous generations of American student have had to sit through test, never have test been given so frequently or played such a prominent role in schooling as they do today (Kohn 2000). The large role standardized testing has taken in todays schooling has lead many to question whether or not it is effective in measuring educational quality. In fact many researcher have reason to believe it is in face ineffective due to a bias against minority students. In order to understand how a bias in standardized testing would impact minority students, we must educate ourselves on the amount of preparation the test requires, as well as how it is created. The issue of standardized testing being biased should matter to all people, not just those who are directly effected by it, because as a society it is our job to ensure that each child is given equal opportunity to succeed.

Criterion-referenced: (p149) as standards based assessment. Participants are given a score based on a level of performance or skill.

In this example, the school psychologist understands the purpose of grade-normed tests is to gauge and understand how the score of a student compares with that of their same grade peers (Cohen et al., 2013). More specifically termed developmental norms, which refers to the traits, abilities, skills, and other that could be affecting the developmental progress of the child. Ultimately, the school psychologist then would test for any prevailing deficiencies.

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

One of the biggest topics in the educational world is standardized tests. All fifty states have their own standards following the common core curriculum. There are many positives and negatives that go with the standardized tests. A standardized test is any type of “examination that's administered and scored in a predetermined, standard manner” (Popham, 1999). These standardized tests are either aptitude tests or achievement tests. Schools use achievement tests to compare students.

James (2002) suggests that ‘Best practice in grading in higher education involves striking a balance between criterion-referencing and norm-referencing.’ A norm referenced test compares student’s achievements relative to other student’s achievements. This is often apparent with the General Certificate in Education (GCSE). Criterion referenced test does not compare student with student but requires the student to meet a certain set of criteria or targets to be seen as competent. This can be seen in National Vocational Qualifications (NVQ). Criterion referencing emphasizes the achievements of a student against a predetermined set of standards rather than comparison to another student. Criterion referencing can provide a tutor with the information of exactly what a student has learnt; therefore identify the abilities of that student. With this information, a student can then fill in any gaps of knowledge they may have missed. Whereas norm referencing can only show a tutor how one student has performed against another.

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

The topic standardized testing has frequently appeared with the choices of A B C D and E that (A) appear on the ACT testing, test at school or even drivers test or applying to become a United State citizen. (B) Theses choices can be filled with trickery that can confused the brain or be helpful for people to see the results, or to guide you to see if you were able to comprehend the idea that these choices had to offer for you. (C) Standardize testing is used everywhere in school and colleges for many student across the united states. (D) These test can be positive and negative impact on schools, students and staffs. (E)Testing has it perks and also has its flaws. Nevertheless Standardized testing is a huge political topic and must be

The following category discusses the reliability and validity of the SAT. Firstly, the reliability measures the consistency and steadiness of the SAT scores and validity measures how the test is being consumed. The SAT is a reliable test for the reason that if an individual takes the SAT multiple times he or she would receive comparable or higher scores each time the test is given to the individual due to the culture of the test. The SAT is valid since the test is designed to measure an individual cognitive ability and the achievement of students. Research has proved that cognitive test validities are generalizable and predictive of academic performance (Shen, Sackett, Kuncel, Beatty, Rigdon & Kiger, 2012). The SAT shows that more selective

The standardized and normed tests are set to collect the datas from the specific standardization. Standardized are the large group of people that represent the kind of people for whom this test is designed for. Norms are the scores that help/ see people who take this test to be compared. They follow normal curve and / the percentage of scores and they are designed to measure the intelligence.

Internal consistency--The application and appropriateness of internal consistency would be viewed as reliability. Internal consistency describes the continuous results provided in any given test. It guarantees that a range of items measure the singular method giving consistent scores. The appropriateness would be to use the re-test method in which the same test is given to be able to compare whether the internal consistency has done its job (Cohen & Swerdlik, 2010). For example a test that could be given is the proficiency test which provides three different parts to the test, but if a person does not pass the test the same test is given again.