Chapter15 Standardized Tests and Teac.ppt

1、C H A P T E R 15Standardized Tests and Teaching,Copyright The McGraw-Hill Companies, Inc. Permission required for reproduction or display.,Standardized Tests and TeachingChapter Outline,The Nature of Standardized Tests What Is a Standardized Test? The Purpose of Standardized Tests Criteria for Evalu

2、ating Standardized Tests Aptitude and Achievement Tests Comparing Aptitude and Achievement Tests Types of Standardized Achievement Tests High-Stakes State-Mandated Tests District and National Tests,2,Standardized Tests and TeachingChapter Outline, continued,The Teachers Role Preparing Students to Ta

3、ke Standardized Tests Administering Standardized Tests Using Standardized Test Scores to Plan and Improve Instruction Issues in Standardized Testing Standardized Tests, Alternative Assessments, and High-Stakes Testing Diversity and Standardized Testing,3,Standardized Tests and Teaching,Learning Goal

4、s for Chapter 15 1.Discuss the nature of standardized tests. 2.Compare aptitude and achievement testing and describe current uses of achievement tests. 3.Identify the teachers role in standardized testing. 4.Evaluate some key issues in standardized testing.,4,Standardized Tests and Teaching,Criteria

5、 for Evaluating Standardized Tests,5,What Is a Standardized Test?,The Nature of Standardized Tests,The Purposes of Standardized Tests,The Nature of Standardized Tests,Standardized Tests Have uniform procedures for administration and scoring. Allow comparison of student scores by age, grade level, lo

6、cal and national norms. Attempt to include material common across most classrooms.,6,Provide information for planning and instruction,Provide information about student progress and program placement,Diagnose students strengths and weaknesses,Contribute to accountability,Help in program evaluation,7,

7、The Nature of Standardized Tests The Purposes of Standardized Tests,The Nature of Standardized Tests,Accountability Standards-based tests assess skills that students are expected to have before they can be permitted to move to the next grade or be permitted to graduate. High-stakes testing is using

8、tests in a way that will have important consequences for the student, affecting major educational decisions.,8,The Nature of Standardized Tests,Validity: The extent to which a test measures what it is supposed to measure Content: Tests ability to sample the content that is being measured Criterion:

9、Tests ability to predict performance as measured by other criteria Concurrent: The relation between a tests score and other available criteria Predictive: The relationship between tests score and future performance Construct: The extent to which there is evidence that a test measures a particular co

10、nstruct,9,The Nature of Standardized Tests,Test-retest: The extent to which a test yields the same score when given to a student on two different occasions Alternate-forms:Two different forms of the same test on two different occasions to determine the consistency of the scores Split-half: Divide th

11、e test items into two halves; scores are compared to determine test score consistency,10,Reliability:The extent to which a test produces a consistent, reproducible score,Standardized Tests and Teaching,11,Comparing Aptitude and Achievement Tests,Aptitude and Achievement Tests,Types of Standardized A

12、chievement Tests,High-Stakes State-Mandated Tests,District and Mandated Tests,Aptitude and Achievement Tests,Achievement Tests Measure what the student has learned or mastered. (California Achievement, IOWA Basic Skills, SAT when used to determine what has been learned),12,Aptitude Tests Predict a s

13、tudents ability to learn a skill or accomplish a task. (Stanford Binet, Wechsler, SAT when used to predict success),Aptitude and Achievement TestsHigh-Stakes State-Mandated Tests,Advantages,Criticisms,Improved student performance More teaching time Higher student expectations Identification of poor-

14、performing schools/teachers Improved confidence in schools,More emphasis on rote memorization Less time for problem-solving and critical thinking skills Teachers “teaching to the test” Discrimination against low SES and ethnic minorities,13,Aptitude and Achievement Tests,National Assessment of Educa

15、tional Progress A federal “census like” exam of students knowledge, skills, understanding, and attitudes,Reading19922000 4th grade no improvement 19921998 8th and 12th no improvement Math19902000 4th and 8thimprovement 19902000 12thdecline Science 19962000 4th and 8thno change 19962000 12thdecline,1

16、4,Standardized Tests and Teaching,The Teachers Role,Administering Standardized Tests,Using Standardized Test Scores to Plan and Improve Instruction,Understanding and Interpreting Test Results,15,Preparing Students to Take Standardized Tests,The Teachers Role,The Donts of Standardized Testing,DONT Te

17、ach to the test Use the standardized test format for classroom tests Describe tests as a burden Use previous forms of the test to prepare students Convey a negative attitude about the test,16,The Teachers Role,Understanding Descriptive Statistics,Descriptive statistics are the mathematical procedure

18、s that are used to describe and summarize data.,17,The Teachers Role,Understanding Descriptive Statistics,Measures of Central Tendency: The number that provides information about the average or typical score in a data set Mean: The numerical average of a group of scores Median: The score that fallse

19、xactly in the middle of a data set Mode: The score that occurs most often,18,The Teachers Role,Understanding Descriptive Statistics,Measures of Variability: Tells us how much scores vary from one another Range: The distance between the lowest and the highest scores Standard Deviation: A measure of how much a score varies on the average around the mean of the scores,19,The Teachers Role,Understanding Descriptive Statistics,The Normal Distribution: A “bell-shaped” curve in which most of t