Presented to: Dr.

Syed Nazir Haider Shah

Presented by: Umm-e-Habiba
 According to Brown (1987)
“a test as a method of measuring a person’s
ability or knowledge in a given area.”
 A good test, according to Harris (1969) and
Brown (1987), has to have three characteristics.
 reliability
 validity
 practicality.
 Standardized testing means that a test is
“administered and scored in a predetermined,
standard manner” (Popham, 1999).
 Students take the same test in the same
conditions at the same time, if possible, so
results can be attributed to student performance
and not to differences in the administration or
form of the test (Wilde, 2004).
Content is standardized: Item selection done by
competent judges
Administration is standardized: Fixing Direction
and time limits
Scoring has been standardized: Rules of rules
and preparation of scoring key
 Interpretation has been standardized: Provision
of norms
 Assessing student’s progress in a wider context
 Diagnosing students strength and weaknesses
 Selecting students for specific programs
 Assisting teacher’s planning
 Accountability
Achievement Tests
 Achievement Test Batteries, or Survey Batteries
Frequently used type of achievement test
widely used, often beginning in the first grade and
administered each year there after.
 Single-Subject Achievement Tests
Assess specific academic skills such as reading or
mathematics, often used to evaluate progress in a
particular subject area across grade levels.
 Diagnostic Achievement Tests
Mostly limited to elementary and secondary school for
diagnosis of academic difficulty
 Objective Personality Assessment
Items are constructed in objective ways like
M.C.Q, checklists or true false
 Projective Personality Assessment
Rorschach Inkblot Technique
Thematic Apperception Test (TAT)
College Admission Tests
Standardized tests like the SAT and ACT are used to
evaluate students’ readiness for college
Intelligence Tests
 Stanford-Binet Intelligence Scale
Measures intelligence for ages 2 to adult using 15
subtests in verbal reasoning, math, visual
reasoning, and memory.
 Wechsler Intelligence Scale
Measures intelligence for ages 6 to 16 with
Verbal, Performance, and Full-Scale IQ scores
based on 11 core subtests.
Academic Aptitude Tests
Standardized Tests Teacher Made Tests

• Measure content appropriate to the • Well adapted to the specific and unique
majority of institutions outcomes and content of a local
• tests of general skills and curriculum. They are
understanding • adaptable to various sizes of wort units.
but tend to neglect complex learning
outcomes..
• Quality of items generally is high. • Quality of items is unknown.

• Reliability is high, commonly • Reliability is usually unknown but can

between.80 and .95, and frequently be high if items are carefully
above .90 constructed.
• Procedures are standardized; • Uniform procedures are possible. but
specific instructions are provided usually these are flexible and
unwritten.

• Scores can be compared to norm • Score comparisons and interpretations

groups. Test manual and other guides are limited to local class or school
aid interpretation and use. situation.
1. Specify General Purpose of the Test
2. Develop Test Specifications or Blueprint
3. Write Items
4. Pretest Items
5. Analyze Items
6. Locate Standardization Sample and Conduct
Testing
7. Analyze Standardization Data
8. Publish Test and Test Manuals
 Pre test activities
 Seating arrangement of hall
 Arrangement of question paper and answer
sheets
 Test administration
 Collection of answer sheets
 Return of test
 Norm-referenced standardized tests report students’
performance relative to others.
 A norm group is a representative sample of students who
completed the standardized test while it was being developed.
For state tests, the norm group is drawn from the state
whereas for national tests the sample is drawn from the
nation.
 Information about the norm groups is provided in a technical
test manual that is not typically supplied to teachers but
should be available from the person in charge of testing in the
school district.
 Standardized tests measure student performance against a
specific standard or criterion.
 Criterion-referenced tests are often tied to state content
standards and provide information about what students can
and cannot do.
 The report may state the number or percentage of items that
were successfully completed or include descriptions such as
basic, proficient, or advanced which are based on decisions
made about the percent of mastery necessary to be classified
into these categories.
Grade Equivalent
 Grade equivalent scores represent the grade level
(year and month separated by a decimal point) of
a student's ability
 Scores that are above a student's grade level do
not by themselves indicate proficiency to skip to
the next grade level
 Conversely, scores below a student's grade level
may indicate a gap of understanding
 Scores equal to a student's grade level are
considered the minimum for grade level ability.
 Interpretation of the age-equivalent score is
similar to that of the grade-equivalent score.
 A raw score corresponds to a chronological age.
 A teacher can use a norms table to determine
such scores. A portion of a norms table would look
something like this:
Chronological age
Raw 6.0 6.6 7.0 7.6 8.0
Score Age equivalent score
20 6.7 6.4 6.2 6.0 5.7
21 6.8 6.5 6.3 6.1 5.8
22 6.9 6.6 6.4 6.2 5.9
23 6.10 6.7 6.5 6.3 5.10
 Percentile scores are equivalent to the percentage
of students from the norm group who received
lower scores than the student.
 For example, a student with a percentile score of
73 means that the student did better than
approximately 73% of the students in the norm
group.
 Percentiles are useful for comparing a student's
performance over several sections of the test.
 Derived from the term standard score from a
NINE-unit scale, stanines are based on the mean
of the norm group (who are given the score of 5)
and a standard deviation of 2.0.
 Scores are determined by the amount of standard
deviation from the norm group, in approximately
one-half standard deviation increments.
 The following table lists the meaning of each
score:
9 Highest Level 6 Slightly Above Average 3 Well Below Average

8 High Level 5 Average 2 Low Level

7 Well Above Average 4 Slightly Below Average 1 Lowest Level

Test Related Factors
 Reliability
 Accuracy
 Criterion related Validity
Student Related Factors
 Language
 Gender, age, development
 Motivation
 Emotional state on the test day
 It has a positive impact on student achievement.
 It is a reliable and objective measurement of
achievement.
 Standardized tests allow for equal and
equivalent content for all students.
 A standardized test teaches students
prioritization.
 It allows school districts to discover their good
teachers.
 It has not had a positive impact on student
education.
 Standardized testing can be predictable.
 They assume that all students start from the
same point of understanding.
 Standardized tests only look at raw
comprehension data.
 Teacher evaluations have been tied to
standardized test results.
 Standardized tests narrow the curriculum