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why do we rely on standardized tests for assessment
legal
time constraints (quicker to administer and get results)
caseload constraints
convenience
sources of bias in standardized assessments
standardization sample
test item selection
items translated from english
tests developed in primary language
examiner bias
standardization sample
how representative is it of the general population
how representative is it of the local population
does it represent geographic diversity
economic diversity
cultural and linguistic diversity
test item selection
household items
vehicles
sports
musical instruments
types of clothing
professions/occupations
historically related events and people
foods
items translated from english
differences in language structure and content are not considered
tests developed in primary language
heterogeneity of populations
dialectical differences
lack of normative data
examiner bias
overinterpretation
examiner sensitivity
examiner expectations
alternative methods of assessment
use of criterion-referenced tests
modification of norm-referenced tests
measure processing abilities rather than language knowledge
use of portfolio assessment methods
use of narrative assessment methods
use dynamic assessment methods
include an interpreter in administration of tests
develop a new test
modification of norm-referenced tests
varying prompting
completing test over several sessions
complete test in several conditions and locations
using more than allotted time
extending time of testing
allowing credit for a variety of responses beyond those accepted in protocol
scoring test twice
criterion-referenced tests
compare a student’s knowledge and skills against a predetermined standard cut score, or other criterion
norm-referenced
compare a students performance against the performance of their peers
