Chapter 8 Flashcards
High stakes assesment
pg 246
current trend is toward more rather than less standardized testing in public schools.
No Child left behind act 2001
pg 248
each state develop high academic standards and implement annual assessments to monitor performance of states, districts, and schools.
Group administered tests
3 other positive attributes pg 251
pg 250
negatives pg 251
they are an efficient way to collect info about student achievement.
- more uniform testing conditions
- items are scored objectively reducing measurement error
- have large standardized and normative samples. 100,000 to 2000,000
Commercial standardized achievement tests
pg 252
most widely used group achievement test are produced by CTB McGraw-Hill, Pearson Assessments, and Riverside Publishing.
CTB McGraw Hill
pg 252
California Achievement test Fifth Edition
Terra NovaCTBS
Pearson Assesments
pg 253
Stanford Achievement test series tenth edition
Metropolitan Tests of Achievement 8th edition
RIverside Publishing
pg 253
Iowa Tests of Basic Skills
Iowa test of educational Development
Supplemental Constructed Response and Performance Assesments
pg 253
Performance Assesment for ITBS and ITED these are norm rferenced open ended
Diagnostic Achievement Tests
pg 254
table 8-1
State Developed Achievement Tests
pg 255
Standardized achievement tests are increasingly being used in making high statkes decisions at the state level
proponents of high stakes testing
pg 257
believe they increase academic expectations and ensure that all students are judged according to the same standards.
State developed tests are
pg 259
criterion referenced
augmented hybrid tests
off the shef tests norm referenced
American educational research association (AERA)
pg 259
12 points
Best practices to prepare students
pg 261
to much instructional time say critics instead of teaching important life skills.
Test Preperation
pg 262
only test prep practices introduced generic testing skils and use multiple instruction techniques can be recmmended
