Two kinds of standardized
achievement tests commonly used for school evaluations are ill suited for that measurement.
Not exact matches
Most
tests gaining attention today are
achievement tests, including those
commonly referred to as «high stakes,» meaning that crucial decisions are made about a student, teacher, or school based on the results of the
test.
There are also
achievement tests, which offer a standard score, that is a score based on a mean of 100, and a standard deviation of some number,
commonly 15 or 16, to match the Wechsler or Stanford Binet, respectively.
In contrast, summative
tests provide a snapshot of student
achievement at a specific point and are more
commonly used for accountability.
Educators most
commonly use
achievement and aptitude
tests to:
The Woodcock Reading Mastery
Test — Revised (WRMT - R) is a commonly used educational achievement t
Test — Revised (WRMT - R) is a
commonly used educational
achievement testtest.
The technical explanation, in part, is that
test designers try to build questions that avoid Differential Item Functioning (DIF)- items in which students from different groups (
commonly gender or ethnicity) with the same underlying
achievement levels have a different probability of giving a certain response on that particular item.
If you've heard of what's
commonly called the «
achievement gap» — the shocking difference in educational outcomes between white students and students of color — you probably have standardized
tests to thank.
Achievement Tests, Objective or Subjective Personality
Tests, Adaptive Functioning
Tests, Intelligent
Tests, are but a few of the instruments
commonly used in attempting to help a person gain insight and understanding of themselves.