ERIC Number: ED177195
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
An Author's Perspective of Standardized Achievement Tests.
Merwin, Jack C.
The term, standardized achievement test, has evolved to imply a broad package of materials which includes a wide array of norms, lists of scoring services and educational objectives tested, and aids to interpretation. Test authors are convinced that that individual differences in achievement do exist; that recognition of these differences will lead to improved decision-making about educational experiences; and that such decisions are most helpful when information about achievement level is considered. Four aspects of creating test packages are: (1) which information needs should be addressed by the test--instruction, guidance, etc.; (2) considerations in the development of tests to meet such needs--subject content of the test, type of interpretation of scores, and whether the test is teacher-developed or standardized; (3) difficulties leading to test limitations--testing time, cost effectiveness, and fallibility or poor use of test results; and (4) how the information generated from the test is likely to affect decision making--to corroborate informal conclusions, diagnose educational needs, assess attainment of learning objectives, and to compare students. The standardized achievement test, in spite of its problems, is an important tool which provides unique information about student achievement. (GDC)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Developed Tests; Testing Industry
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (San Francisco, California, April 8-12, 1979)