Chapter 14 Objectives

• After studying this chapter and completing the structured exercises in the module, you should be able to the following.
  
• Describe the predominant characteristics of standardized tests and their distinguishing properties from local or teacher-made assessments.
  
• Describe the main types of standardized tests used in educational contexts, their users and typical uses.
  
  • Standardized Achievement Test Batteries
    
  • Intelligence and Scholastic Aptitude Tests
    
  • Career/Educational Interest Inventories
    
  • Attitude Scales
    
  • Personality Measures

 

• Interpret the main types of norm-referenced scores, scales, and score reports/profiles.
  

• Percentile Ranks and Percentile Bands
  
• Normalized and non-normalized Standard Scores (T Score, NCE, GRE, SAT, WISC, S-B)
  
• Stanines
  
• Grade- and Age-Equivalent Scores
  
• Scaled Scores
• Identify the major resources for finding and evaluating published assessments.
  
  • Mental Measurements Yearbook
    
  • Tests in Print
    
  • Other Reviews
• Evaluate the technical standards and ethical guidelines of test practice that should be followed when using published tests in different decision-making contexts.
  
  • For classroom assessment;
    
  • For large scale assessment and accountability decisions;
    
  • For counseling and/or clinical decisions;
    
  • For program evaluation;
    
  • For employment, licensure, certification, admission, merit recognition;
    
  • With linguistic minorities;
    
  • With special needs/ handicapped populations

The purpose of the Chapter Highlights is to help you remember key concepts. As you review the summary, click on underlined terms (terms with activated links) to retrieve glossary definitions. If too many terms seem unfamiliar or you miss too many items on the structured comprehension exercises and tests provided for each chapter in this computer module, you may want to re-read the chapter or see your instructor.