Standardized test

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A standardized test is, naturally, a test administered and scored in a standard manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent" (Sylvan Learning, 2006[1]) and are "administered and scored in a predetermined, standard manner" (Popham, 1999[2]).

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[edit] History

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The earliest evidence of standardized testing based on merit comes from China during the Han dynasty. The concept of a state ruled by men of ability and virtue was an outgrowth of Confucian philosophy. The imperial examinations covered the Six Arts which included music, archery and horsemanship, arithmetic, writing, and knowledge of the rituals and ceremonies of both public and private parts. Later, the five studies were obviously added to the testing (military strategies, civil law, revenue and taxation, agriculture and geography).[citation needed]

[edit] United States

The first large-scale use of the IQ test in the US was during the World War I (circa 1914-18). The Educational Testing Service (ETS) established in 1948 is the world's largest private educational testing and measurement organization, operating on an annual budget of approximately $900 million.

The Elementary and Secondary Education Act of 1965 requires standardized testing in public schools. US Public Law 107-110, known as the No Child Left Behind Act of 2001 further ties public school funding to standardized testing.

[edit] Design and scoring

In practice, standardized tests can be composed of multiple-choice and true-false questions. Such items can be tested inexpensively and quickly by scoring special answer sheets by computer or via computer-adaptive testing. Some tests also have short-answer or essay writing components that are assigned a score by independent evaluators. These can be graded by evaluators who use rubrics (rules or guidelines) and anchor papers (examples of papers for each possible score) to determine the grade to be given to a response. A number of assessments, however, are not scored by people. For example, the Graduate Record Exam is a computer-adaptive assessment that requires no scoring by people (except for the writing portion).[3]

[edit] Scoring issues

There can be problems with human scoring. For example, the Seattle Times reported that for Washington State's WASL, temporary employees were paid $10 an hour. They spent as little as 20 seconds on each math problem, 2 and 1/2 minutes on an essay on items which may determine if a student graduates from high school, which some believe is a matter of concern given the high stakes nature of such tests. Person scores many other state tests similarly.[4] Agreement between scorers can vary between 60 to 85 percent depending on the test and the scoring session. Sometimes states pay to have two or more scorers read each paper to improve reliability, though this does not eliminate test responses getting different scores.[5]

[edit] Score reference

There are two types of standardized tests: norm-referenced tests and criterion-referenced tests,[1] resulting in a norm-referenced score or a criterion-referenced score, respectively. Norm-referenced scores compare test-takers to a sample of peers. Criterion-referenced scores compare test-takers to a criterion, and may also be described as standards-based assessment as they are aligned with the standards-based education reform movement.[6] Norm-referenced tests are associated with traditional education, which measures success by rank ordering students, while standards-based assessments are based on the egalitarian belief that all students can succeed if they are assessed against high standards which are required of all students regardless of ability or economic background.[citation needed]

[edit] Standards

The considerations of validity and reliability typically are viewed as essential elements for determining the quality of any standardized test. However, professional and practitioner associations frequently have placed these concerns within broader contexts when developing standards and making overall judgments about the quality of any standardized test as a whole within a given context.

[edit] Evaluation standards

In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[7] has published three sets of standards for evaluations. The Personnel Evaluation Standards[8] was published in 1988, The Program Evaluation Standards (2nd edition)[9] was published in 1994, and The Student Evaluation Standards[10] was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.

[edit] Testing standards

In the field of psychometrics, the Standards for Educational and Psychological Testing[11] place standards about validity and reliability, along with errors of measurement and related considerations under the general topic of test construction, evaluation and documentation. The second major topic covers standards related to fairness in testing, including fairness in testing and test use, the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers standards related to testing applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program evaluation and public policy.

[edit] Advantages

One of the main advantages of standardized testing is that it the results can be empirically documented, therefore the test scores can be shown to have a relative degree of validity and reliability, as well as results which are generalizable and replicable.[12]. This is often contrasted with grades on a school transcript, which are assigned by individual teachers. It may be difficult to account for differences in educational culture across schools, difficulty of a given teacher's curriculum, differences in teaching style, and techniques and biases that affect grading. This makes standardized tests useful for admissions purposes in higher education, where a school is trying to compare students from across the nation or across the world.

Another advantage is aggregation. A well designed standardized test provides an assessment of an individual's mastery of a domain of knowledge or skill which at some level of aggregation will provide useful information. That is, while individual assessments may not be accurate enough for practical purposes, the mean scores of classes, schools, branches of a company, or other groups may well provide useful information because of the reduction of error accomplished by increasing the sample size.

[edit] Disadvantages and criticism

Though educators recognize that standardized tests have a place in the arsenal of tools used to assess student achievement, many feel that overuse and misuse of these tests is having serious negative consequences on teaching and learning. According to FairTest,[13] when standardized tests are the primary factor in accountability, the temptation is to use the tests to define curriculum and focus instruction. What is not tested is not taught, and how the subject is tested becomes a model for how to teach the subject. Critics say this disfavors higher-order learning.[citation needed]

It is of course possible to use a standardized test and not let its limits control curriculum and instruction. However, this can result in a school putting itself at risk for producing lower test scores. For example, under the federal No Child Left Behind law in the United States, low test scores mean schools and districts can be labeled "in need of improvement" and punished. It also means parents and the community are less likely to know how well children are learning in untested areas.

Supporters of standardized testing respond that these are not reasons to abandon testing, but rather criticisms of poorly designed testing regimes. They argue that testing focuses educational resources on the most important aspects of education - imparting a pre-defined set of knowledge and skills - and that other aspects are either less important, or should be added to the testing scheme.

Some critics say that some children do not do well on standardized tests, despite mastery of the material, due to testing anxiety or lack of time management or test-taking skills.

Testing bias is a concept which defines and recognizes the prejudices that exist in standardized tests. Typically, test makers and facilitators are connected to government committees, and these groups and test makers tend to represent a middle class, white background. Researchers have discovered then that standardized testing match the values, habits, and language of the test makers. Students from minority backgrounds have a hard time identifying with the subject matter of questions and readings because they do not correlate with their previous experiences. For students who speak English as a second language or another form of English, such as Ebonics, they have a hard time reading and comprehending the tests because they are written in Standard English.

Not all tests are well-written, for example, containing multiple-choice questions with ambiguous answers, or poor coverage of the desired curriculum. Some standardized tests include essay questions, and some have criticized the effectiveness of the grading methods. Recently, partial computerized grading of essays has been introduced for some tests, which is even more controversial.[14]

[edit] Educational decisions

Test scores are in some cases used as a sole, mandatory, or primary criterion for admissions or certification. For example, some U.S. states require high school graduation examinations. Adequate scores on these exit exams are required for high school graduation. The General Educational Development test is often used as an alternative to a high school diploma.

Other applications include tracking (deciding whether a student should be enrolled in the "fast" or "slow" version of a course) and awarding scholarships. In the United States, many colleges and universities automatically translate scores on Advanced Placement tests into college credit, satisfaction of graduation requirements, or placement in more advanced courses. Generalized tests such as the SAT are more often used as one measure among several, when making admissions decisions. Some public institutions have cutoff scores for the SAT, GPA, or class rank, for creating classes of applicants to automatically accept or reject.

Heavy reliance on standardized tests for decision-making is often controversial, for the reasons noted above. Critics often propose emphasizing cumulative or even non-numerical measures, such as classroom grades or brief individual assessments (written in prose) from teachers.

The National Academy of Sciences recommends that major educational decisions not be based solely on a test score.[15]

[edit] References

  1. ^ a b Sylvan Learning glossary
  2. ^ Popham, J. (1999). Why standardized tests don’t measure educational quality. Educational Leadership, 56(6), 8-15.
  3. ^ ETS webage about scoring the GRE.
  4. ^ [1] Sunday, August 27, 2000 "Temps spend just minutes to score state test A WASL math problem may take 20 seconds; an essay, 2 1/2 minutes" Jolayne Houtz Seattle Times "In a matter of minutes, a $10-an-hour temp assigns a score to your child's test"
  5. ^ Why the WASL is Awful
  6. ^ Where We Stand: Standards-Based Assessment and Accountability (American Federation of Teachers) [2]
  7. ^ Joint Committee on Standards for Educational Evaluation
  8. ^ Joint Committee on Standards for Educational Evaluation. (1988). The Personnel Evaluation Standards: How to Assess Systems for Evaluating Educators. Newbury Park, CA: Sage Publications.
  9. ^ Joint Committee on Standards for Educational Evaluation. (1994). The Program Evaluation Standards, 2nd Edition. Newbury Park, CA: Sage Publications.
  10. ^ Committee on Standards for Educational Evaluation. (2003). The Student Evaluation Standards: How to Improve Evaluations of Students. Newbury Park, CA: Corwin Press.
  11. ^ The Standards for Educational and Psychological Testing
  12. ^ Kuncel, N. R., & Hezlett, S. A. (2007). Science, 315, 1080-81.
  13. ^ FairTest (National Center for Fair & Open Testing)
  14. ^ Weighing In On the Elements of Essay by Jay Mathews. Washington Post, 1 Aug 2004, p. A01.
  15. ^ "High Stakes: Testing for Tracking, Promotion, and Graduation"

[edit] See also

[edit] Major topics

[edit] Other topics

[edit] External links

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