a. If the assessment procedure is appropriate for the age, grade, and ability level of the student, then its technical quality is not a consideration.
b. Trained professionals must be available to administer, score, and interpret the assessment.
c. Assessment devices must be selected and administered so they are not racially or culturally discriminatory.
Column A, Terms
a. Test-retest reliability
c. Alternate-form reliability
d. Content validity
e. Concurrent validity
Column B, Best Term Explanation
f. The test items appear to assess the skill areas that the test is designed to measure.
g. Current test results are related to future results on a criterion measure.
h. Results of a test given today will be related to results of the same test given next week.
i. The results from one form of the test relate to the results from a second form.
j. Current test results relate to current results on a criterion measure.
a. Results of informal measures, such as inventories, are often expressed as frequency counts (e.g., the number of items the student answers correctly).
b. Age and grade equivalents are useful scores because they are easy to understand and are rarely misinterpreted.
c. Percentile ranks are comparative scores that allow the student's performance to be contrasted with the performance of age or grade peers in the norm group.
d. When standard scores are based on a normal distribution, they are easily converted into percentile ranks, stanines, and other types of standard scores.
a. Translating a measure from one language to another eliminates bias due to language.
b. Culture-fair tests eliminate concerns about bias due to culture.
c. Pluralistic assessment systems are used widely in schools to avoid bias due to sociocultural factors.
d. Most experts recommend that local norms be developed for culturally and linguistically diverse students.