Educational Psychology Third Edition Kelvin Seifert and Rosemary ...

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This book is licensed under a Creative Commons Attribution 3.0 License NCLB an increasing percentage of students in every school must reach proficiency in math and reading each year. Consequences for schools who fail to achieve these gains include reduced funding and restructuring of the school building. Under NCLB, the consequences are designed to be for the schools not individual students (Popham, 2005) and their test results may not accurately reflect what they know because students may not try hard when the tests have low stakes for them (Wise & DeMars, 2005). Uses of standardized tests Standardized tests are used for a variety of reasons and the same test is sometimes used for multiple purposes. Assessing students’ progress in a wider context Well-designed teacher assessments provide crucial information about each student’s achievement in the classroom. However, teachers vary in the types of assessment they use so teacher assessments do not usually provide information on how students’ achievement compares to externally established criteria. Consider two eighth grade students, Brian and Joshua, who received As in their middle school math classes. However, on the standardized norm referenced math test Brian scored in the fiftieth percentile whereas Joshua scored in the ninetieth percentile. This information is important to Brian and Joshua, their parents, and the school personnel. Likewise, two third grade students could both receive Cs on their report card in reading but one may pass 25 per cent and the other 65 per cent of the items on the Criterion Referenced State Test. There are many reasons that students’ performance on teacher assessments and standardized assessments may differ. Students may perform lower on the standardized assessment because their teachers have easy grading criteria, or there is poor alignment between the content they were taught and that on the standardized test, or they are unfamiliar with the type of items on the standardized tests, or they have test anxiety, or they were sick on the day of the test. Students may perform higher on the standardized test than on classroom assessments because their teachers have hard grading criteria, or the student does not work consistently in class (e.g. does not turn in homework) but will focus on a standardized test, or the student is adept at the multiple choice items on the standardized tests but not at the variety of constructed response and performance items the teacher uses. We should always be very cautious about drawing inferences from one kind of assessment. In some states, standardized achievement tests are required for home-schooled students in order to provide parents and state officials information about the students’ achievement in a wider context. For example, in New York home-schooled students must take an approved standardized test every other year in grades four through eight and every year in grades nine through twelve. These tests must be administered in a standardized manner and the results filed with the Superintendent of the local school district. If a student does not take the tests or scores below the thirty-third percentile the home schooling program may be placed on probation (New York State Education Department, 2005). Diagnosing student’s strengths and weaknesses Standardized tests, along with interviews, classroom observations, medical examinations, and school records are used to help diagnose students’ strengths and weaknesses. Often the standardized tests used for this purpose are administered individually to determine if the child has a disability. For example, if a kindergarten child is having trouble with oral communication, a standardized language development test could be administered to determine if there are difficulties with understanding the meaning of words or sentence structures, noticing sound differences in similar words, or articulating words correctly (Peirangelo & Guiliani, 2002). It would also be important to Style Guidelines 270 A Global Text
12. Standardized and other formal assessments determine if the child was a recent immigrant, had a hearing impairment or mental retardation. The diagnosis of learning disabilities typically involves the administration of at least two types of standardized tests—an aptitude test to assess general cognitive functioning and an achievement test to assess knowledge of specific content areas (Peirangelo & Guiliani, 2006). We discuss the difference between aptitude and achievement tests later in this chapter. Selecting students for specific programs Standardized tests are often used to select students for specific programs. For example, the SAT (Scholastic Assessment Test) and ACT (American College Test) are norm referenced tests used to help determine if high school students are admitted to selective colleges. Norm referenced standardized tests are also used, among other criteria, to determine if students are eligible for special education or gifted and talented programs. Criterion referenced tests are used to determine which students are eligible for promotion to the next grade or graduation from high school. Schools that place students in ability groups including high school college preparation, academic, or vocational programs may also use norm referenced or criterion referenced standardized tests. When standardized tests are used as an essential criteria for placement they are obviously high stakes for students. Assisting teachers’ planning Norm referenced and criterion referenced standardized tests, among other sources of information about students, can help teachers make decisions about their instruction. For example, if a social studies teacher learns that most of the students did very well on a norm referenced reading test administered early in the school year he may adapt his instruction and use additional primary sources. A reading teacher after reviewing the poor end-of- the-year criterion referenced standardized reading test results may decide that next year she will modify the techniques she uses. A biology teacher may decide that she needs to spend more time on genetics as her students scored poorly on that section of the standardized criterion referenced science test. These are examples of assessment for learning which involves data-based decision making. It can be difficult for beginning teachers to learn to use standardized test information appropriately, understanding that test scores are important information but also remembering that there are multiple reasons for students’ performance on a test. Accountability Standardized tests results are increasingly used to hold teachers and administrators accountable for students’ learning. Prior to 2002, many States required public dissemination of students’ progress but under NCLB school districts in all states are required to send report cards to parents and the public that include results of standardized tests for each school. Providing information about students’ standardized tests is not new as newspapers began printing summaries of students’ test results within school districts in the 1970s and 1980s (Popham, 2005). However, public accountability of schools and teachers has been increasing in the US and many other countries and this increased accountability impacts the public perception and work of all teachers including those teaching in subjects or grade levels not being tested. For example, Erin, a middle school social studies teacher, said: “As a teacher in a 'non-testing' subject area, I spend substantial instructional time suporting the standardized testing requirements. For example, our school has instituted 'word of the day', which encourages teachers to use, define, and incorporate terminology often used in the tests (e.g. "compare", "oxymoron" etc.). I use the terms in my class as often as possible and incorporate them 271
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Educational Psychology
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Preface Contents of the book Chapte
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1. The changing teaching profession
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3. Student development explicit, bu
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3. Student development Petlichkoff,
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4. Student diversity Individual sty
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4. Student diversity Social differe
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4. Student diversity year of school
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6. Student motivation distractabili
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6. Student motivation The result of
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6. Student motivation Deci, E., Koe
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Synthesis: putting parts of informa
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