Week 8: Assessment of Achievement
Introduction
From the 1950’s through today, anyone writing a history of the American education system can hardly fail to note the steadily increasing and pervasive use of standardized testing in our school systems. They are found at every level and they are used for a variety of purposes. This trend of testing does not seem to be slowing down – in fact, it seems to be increasing. The majority of the standardized tests used are called “achievement” tests, and they are seeking to measure the attainment of specified instructional goals. The second largest category is general or special ability – seeking to measure learner characteristics, for improved guidance or educational diagnosis.
The sheer volume of the tests given in the schools calls for the most thoughtful attention to selections and provision of the best testing materials, and the most careful review of the impact the testing has on the children, the schools, and the communities they reside in.
This chapter will review the uses of achievement tests as well as review the more common tests. The activities this week are simply practical applications of the text.
Session Objectives
By the end of this week, you will:
- Define achievement
- Describe the main characteristics of achievement tests
- Describe the primary uses of standardized achievement tests in schools
- Describe the characteristcs of achievement test batteries, diagnostic achievement tests, individual achievement tests, and subject-areas tests and explain their strengths and weaknesses
- Describe the other types of achievement assessments in the texts
- List and describe the statutes, regulations, and judicial decisions affecting employment and educational assessment
