Tests

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 Tests:

Standardized tests are assessment tools that are designed by specialists. They are administered to each and every child under the same conditions and settings. Standardized tests produce numerical scores that can be used to identify, classify, or evaluate the test takers. Standardized tests have common characteristics. Regardless of that which is being sought by the Test(s), there are certain kinds of information that should be available. This information, or the lack of it, forms the basis for tests selections.

One of the characteristics of standardized tests is that of objectivity.  This means that an individual’s score should not be affected by whoever is doing the scoring, especially in view of the fact that the scores does not or more accurately, should not know whose test is being scored.

In scoring standardized test a table of norms is usually used to interpret scores. It is the standard of norms that is used to interpret raw scores in respect to performance. This is of great importance to the NYC Public School System when looking at performance and achievement levels of children in determining promotions from one grade to the next  and of course the levels of performance of the students dictates the success or failure of schools.

Another major characteristic of the standardized test is the existence of validity and reliability of data. Validity is regarded as the most important characteristic of any test. Validity speaks to what the test measures and for whom is it appropriate. In the NYC Public School System, the 4^th and 8^th grades Math and Reading Tests are of significant importance. On the other hand, reliability of a standardized test refers to the consistency with the test measures that which is being measured. The validity and to some extent reliability of a standardized test cannot be compensated. Validity cannot be comprised. It is indispensable.

Non-Traditional methods and means of assessment

Educators are now moving away from the traditional means of assessing students. Technology has created a momentum in the classroom and teachers are using it as a means to measure the teaching and learning experience and how students perform academically and socially. They are using such assessment tools such as Technology Based Performance Assessment, E-portfolios, Presentation Software, Digital Observations/Diaries, Simulations and Technology Based Games. What educators are really doing is developing non-traditional methods of assessment. They develop these creative methods that are aligned with the curriculum and is in sync with what the community on a whole believe that our students should be learning. It should be noted that students with significant cognitive disabilities can now use portfolios as a form of assessment. It too must be said that standardized tests are not good predictors of success because of the reliability issues. There are many students who do very well in school and poorly on the test because of many different reasons. This does not mean that these children will not be able to contribute to society and become great men and women. There are therefore many other alternatives to testing that are workable and are objective.

Reference

Salend, J.(2009) Technology Based Classroom Assessments: Alternatives to Testing., Teaching Exceptional Children. Vol. 41, No.6, (PP 48-58)

Weaver, C. (1990)Understanding Whole Language: From Principles to Practice. Portsmouth, NH: Heinemann