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Chapter 16

This activity contains 26 questions.

Identify at least two similarities and at least two differences between standardized tests and teacher-made tests.

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Identify at least one advantage and at least one disadvantage of using standardized tests for the purpose of student assessment.

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Identify at least one advantage and at least one disadvantage of using standardized tests for selection and placement.

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Describe what a teacher might do if a lack-of-fit is uncovered between a standardized achievement test and the teacher's curriculum.

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Is the issue of "fit" more or less important when using diagnostic tests than when using achievement tests? Explain.

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A certain ten year old has a mental age of an eight year old. What is the child's IQ?

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What does the term renormed mean? Why is it important that the process of revising and renorming the latest Stanford-Binet involved testing students from minority groups?

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How do the subtests of the WISC-III compare to the Stanford- Binet? What does this comparison tell you about the test designers' views of intelligence?

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Group intelligence tests are considered to be particularly inappropriate for younger children. Identify at least two reasons for this view.

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Describe how aptitude and intelligence are related.

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How does a teacher ensure content validity in a teacher-made test? How is the process similar or different from the process for standardized tests?

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Describe a situation in which predictive validity would apply to the use of a standardized achievement test. (Think about the achievement test uses described earlier in the chapter.)

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If a standardized test were a "perfect predictor" of college success, what would be the correlation between college performance and the test score? What would it be if there were no relationship between the score and performance in college?

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Why is the title of the text section—"Descriptive Statistics" —an appropriate label? What are the "statistics" in the label "Descriptive Statistics"?

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Looking at Figure 16.2 in the text, if the scores in Figure 16.2 reflected ability, which of the two classes would be easier to teach? Why?

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Sketch a frequency distribution in which the mean, median, and mode differ significantly. What might this type of distribution suggest about the students in that class?

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Try this analogy. Range: Mode :: Standard Deviation:________. (Range is to Mode as Standard Deviation is to ?)

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In Figure 16.4, what does the height of the curve at any point represent? What is represented along the horizontal (x) axis?

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Reexamine Figure 16.2. Are the scores from the first class more or less like a normal distribution than the scores from the second class? Explain.

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Suppose a standardized test has a mean of 500 and a standard deviation of 100. Further suppose that you scored 550 on the test. You scored as well or better than approximately what percentage of the people who took the test?

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A student in the second class in Figure 16.2 scored 45. If we round the standard deviation to 3 for this sample, what would the student's z-score and t-score be?

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Are minimum competency (high-stakes) tests most like aptitude, achievement, or diagnostic tests? Explain.

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If minimum competency testing were eliminated and decisions about promotion and graduation were left to individual teachers, what advantages and disadvantages would this system have? Could the system work on a national level? Why or why not?

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Does content bias result in more of a problem with validity or reliability? Explain.

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Describe at least two things teachers can do to minimize the potential effects of bias in testing procedures.

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Identify at least three things teachers can do to help students with limited English respond as successfully as possible in testing situations.

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