What Is Norm-Referenced Testing?

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

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). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status.

Labeling bias exists when a test claims to measure one thing but actually measures something else. Tests that claim to assess such traits as “aptitude” or “intelligence” imply that they are measuring something innate, given that many people assume that these traits are genetic. However, Jencks notes that “almost all psychologists now agree that while an individual’s score on an intelligence or aptitude test depends partly on his or her genetic makeup, it also reflects a multitude of environmental influences” (p. 56). Thus, such tests are racially biased estimates of the innate traits that most laypeople think these tests are purporting to evaluate. Fortunately, this bias can be eliminated by simply changing the names of what these tests claim to measure.

What type of assessment did the teacher use and what is the purpose of this assessment? Was it effective? Why/ why not?

standardized tests is that they lack a level of comprehension and are incapable of succeeding in the educational system. This belief is especially prevalent in regards to high stakes tests such as college entrance and high school graduation exams because the focus is on the test score. The perception is that these scores are the sole indicator of the student’s knowledge of a subject and their ability to succeed at a higher level of education. Therefore,

This section of this essay critically evaluates the use of two different assessment activities used to check the learning of students. This will be done by considering the key strengths and weakness of each type of assessment will also be considered, as well as, the Validity; Reliability; Sufficiency; Authenticity and Relevance of each assessment method.

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 subject of The Test is standardized test and how they negatively affect our children's lives.

“Blacks still score below 75 percent of American whites on most standardized tests” (Jencks and Phillips). The belief that intelligence and aptitude are innate seems to be especially important in discussions of racial differences (Jencks and Phillips 6). White Americans score closer on IQ tests to other white populations across the globe than to the worldwide black average (Saletan 1). An important question that may come to mind is whether intelligence tests biased. Intelligence tests are likely to be culturally biased when a standardized test reflects what is learned through experience in a culture that does not regard to another race as highly (Young). For instance, if a standardized test result represented an ingroup preference exclusively than it may only measure a specific part of intelligence; for example the Wechsler Adult Intelligence Scale, WAIS, is more verbal while the Raven's Progressive Matrices, RPM, is more visual (Young). This may cause a majority of individuals with autism to do better on the RPM due to autistic students connecting with images rather than words. Young has stated that intelligence tests that only focus on certain neurological criterias and are not well indicators of intelligence due to it not equally indicating all types of intellect. Yet a majority of psychologists now agree that intelligence tests measure developed

Norm-referenced – 148 – interpretations that compare the participants with other participants, who have taken the same test, who are a well-defined reference group. This reference group should have similar characteristics; such as, age and grade level. Their performance is then measured in a rank order that measures the participant’s ability to others. National standardized tests usually report national norms, so that the score is compared to students across the nation. McMillan, J. H. (2012). Educational research: Fundamentals for the consumer (6th ed.). Boston, MA: Pearson.

All throughout our schooling we are given test after test being graded on one thing after another. Although, we never really know what we are being graded on just the material on the test. We never truly understood what our scores meant, we just knew our grade. When in reality test can be used to measure multiple things. Two main types of testing one that measures one person to another and another type that focuses more on how well we master a skill. More often than not our test we use in classrooms are to rank students to one another. This is known as Norm-Referenced testing. There are many good things that come out of Norm-Referenced testing to benefit the students and teachers alike. The other type of testing is known as criteria testing

The assessment looks at the wide variety of methods that educators use to evaluate and determined the achievement of the student’s educational need. The focus of this essay is to look at the Criterion-Referenced Tests (CRT) and the Norm-Referenced Tests (NRT) usage to see why the Criterion-Referenced Tests should be used rather than the Norm-Referenced Tests. The learning standards and the curriculum will be discussed to help determine why the CRT should be used rather than the NRT. Also, we will take a look at the principal use of how the two methods differ by one using survey testing and the other mastery testing. I will give my informed opinion throughout the essay.

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.

Test equating is Statistical procedure for measuring and controlling for variation in the difficulty of different tests. Equating is a process of placing scores on test forms so that the scores on the forms can be used interchangeably (Petersen, Kolen, & Hoover, 1989).To equate the test scores different techniques are being used. Classical and other test theories center on the supposition of identically distributed true scores are redundant when it

Individuals should have an easy time completing this assessment. The format should prevent any inaccuracy in responses. The questions are written at a sixth-grade level. This could cause a problem for some individuals who can’t