72-531 Tests, Measurements & Instructional Planning

Azusa campus Spring II In the year of our Lord Nineteen Hundred and Ninety Nine 72-531 Tests, Measurements & Instructional Planning Bruce D. Simmerok, Ph.D.

72-531 Tests, Measurements & Instructional Planning Course Ingredients Spring II, 1999 Azusa Campus

Professor Bruce D. Simmerok, Ph.D. Voice Phone (626) 815-3876 Fax (626) 969-6611 Home: (909) 596-2907 E-Mail: [email protected]

APU Mission Azusa Pacific University is an evangelical Christian Community of disciples and scholars who seek to advance the work of God in the world through academic excellence in liberal arts and professional Statement programs of higher education that encourage students to develop a Christian perspective of truth and life.

Course Students study the validity and reliability of current tests, interpretation of test results, and their application to the instructional planning analysis of norm- and criterion-referenced measurement and Description development of objective-based programs.

Objective Evaluation Objectives: 1. Develop an understanding of descriptive statistics related to testing. Post Test 2. Differentiate between norm-referenced measurement and criterion- Post Test referenced measurement, particularly in the area of classroom application. Quizes

3. Identify facts concerning specific tests, and develop an awareness of their varied Post-Test properties and applications. Book of Tests

4. Demonstrate skill and technique in providing on-going classroom evaluation of Application of instruction. Tests Portfolio

Text: Measurement and Assessment in Teaching, Seventh Edition by Robert L. Linn & Norman E. Gronlund Page 4 72-531 Tests, Measurements & Instructional Planning

Course Schedule

Sessions Topics Readings Due Dates

Session 1 Where are we going? Chapter 1 & 2 4/15/99 How do we know when we get there? Goal Assignments Make a Quiz for Next Session Take the Pre-Test

Session 2 Quiz Turn in names of three tests 4/22/99 Spread Sheet Statistics: Difficulty & Discrimination Index Chapter 5 & Evaluation, Measurement & Testing Chapter 6 Teaching Portfolio Make a Quiz for Next Session Testing Techniques

Session 3 Quiz Gallery Walk Philosophy? 4/29/99 Measurement: Scales, Frequency Distributions Chapter 7 & Statistics: Measures of central tendency Chapter 17 Teaching Portfolio: Who Am I? Make a Quiz

Session 4 Quiz Preliminary Parent Report #1 5/6/99 Statistics: Measures Reliability Chapter 4 & Planning Assessments Chapter 8 Test Fair Make a Quiz

Session 5 Quiz Gallery Walk Characteristics? 5/13/99 Statistics: Measures of Validity Chapter 3 & Multiple Choice and Essay Questions Chapter 9 Test Fair Teaching Portfolio: Characteristics Make a Quiz

Session 6 Quiz Preliminary Parent Report #2 5/20/99 Statistics: Standard Error of Measurement Chapter 4, Norm /criterion referenced measurement. Chapter 10 & Page 5 72-531 Tests, Measurements & Instructional Planning Review of standardized achievement tests Chapter 11 Review of higher order and experimental questions. Test Fair Make a Quiz

Course Schedule

Sessions Topics Readings Due Dates Session 7 Quiz Gallery Walk Results? 5/27/99 Statistics: Normalization of scores Chapter 12 & Review of Alternative Assessments and Portfolios Chapter 13 Teaching Portfolio: Evaluation Test Fair

Session 8 Quiz Preliminary Parent Report #3 6/3/99 Statistics: Curriculum Based Assessments Chapter 14 & Review of Diagnostic Assessments. Chapter 15 Multidimensional Assessment Test Fair

Session 9 Take Post-Test Book of Tests 6/10/99 Parent Review of Student Progress and Ethics Chapter 16 Summary PL 94-142 mandates in assessment. Chapter 18 Report Teaching Portfolio: Supporting Documentation Test Fair Portfolio Documentation Session 10 6/12/99 Return of Book of Tests Class Evaluation

Grading

Quiz 15% Post Test 25% Application of Tests 25% Book of Tests 25% Web Site 5% Portfolio 5%

Reports All reports are to be typed. Forms are provided for the required reports. These are suggested formats. It is acceptable to use your own format, as long as the required report areas are covered. Reports may be turned in electronically by e-mail. The following formats are acceptable: Word 6.0, Word 7.0, RTF, TXT

Map of the Class

72-531 Tests, Measurements & Instructional Planning Strand A

Read Text Reading the text according to the schedule to gain an understanding of the theoretical and statistical basis of testing. See course Schedule for weekly chapters.

Strand B Exploration of Published Tests

THE BOOK ON Compile a Portfolio of testing information . The book will have two sections. The TESTS: first part will contain a compilation of information about tests used in the field. The second part will contain reports on testing that you will do on an individual student. See Page 14 for a suggested layout for the book.

Reference The first section is a reference book that you can use as a professional. The tests Collection of Tests included in the book may be ones that you may be required to administer as part of your professional responsibilities. Other tests may be included from which you will be required to gain information, interpret results to students, teachers, administrators or parents. The book should give you information about the test and contain enough material to help you remember quickly what you had learned about the test. A summary page is attached to illustrate the type of information that is to be collected on each test. Page 9 72-531 Tests, Measurements & Instructional Planning

Organization The book may be organized in any way that will work best for you. This may be by type of testing, such as reading, achievement, etc. It may be alphabetical by the name of the test. Random order is not acceptable.

Table of Contents The book should have an index or table of contents to give the user quick access to the testing information. This is a good place to indicate which tests reviews represent your original material.

Clearly identify the pages for the tests you have contributed. Color coding or special tabs are required for your tests.

The book should contain a typed information sheet for each test about: Table of Contents a. the purpose of the test b. development of the test including standardization, reliability and validity. BOOK OF c. administration TESTS by d. interpretation e. limitations (A sample Book of Tests information sheet is included in the syllabus. See Appendix i) Forms Included Appendix Examples of the test may be attached after the information sheet.

Due Date Turn in the Book of Tests by the 9th session.

Finding Material The first source of finding the tests should be your school and district. The book should contain the tests which you will be most likely to use in the district in which you are employed. People to contact may be: special education teachers, counselors school psychologists or district level personnel in charge of testing programs for the district. Also check out this page on the WEB: Buros Institute of Mental Measurements http://www.unl.edu/buros/

Web Research At least one reference (URL) should be found related to one out of the three types of assessment or tests you are reporting on.

Test Fair The test fair held in the class will also be a source of gaining information about tests that are being used in other districts. Each person presenting at the test fair will bring in handouts that may be included in your notebook.

List of Tests See Test List in Appendix iii for suggested tests to look for.

How many tests? The number of tests you contribute to your book is a minimum of three (3). The three tests from Strand C - Application of Testing will be included in the book. The remaining tests may be from the other students in the class. If one of your three tests has been reviewed by another student, include an addendum of information that you have found about your test. Page 10 72-531 Tests, Measurements & Instructional Planning

Evaluation The book will be evaluated on the organization, quality and your individual contributions to the book.

72-531 Tests, Measurements & Instructional Planning Strand C Application of Testing Testing a Student.

Purpose The purpose of this assignment is to give you experience in administration, scoring, interpreting and reporting on testing of students. Select one student to whom you will administer three different tests. This format will allow you to look at three different aspects of the same student. Forms are provided for you to do a parent summary report for each of the tests. A final summary report is prepared to provide the opportunity to integrate the information you have derived from all of the tests.

Type of Test Do not select three similar tests, such as three math tests. For example, you may want to use one achievement test, one motor skills test and one affective instrument.

List of Tests See Test List in Appendix iii for suggested tests to look for.

Whom should I Select three different types of tests and administer them to one student. test? The student may or may not be in your school. Check with your school regarding procedures for obtaining parent permission. Avoid using students who are being tested for special education, unless you are the special education teacher. You may want to use the child of a friend or neighbor.

Preliminary Parent Prepare three Preliminary Parent Reports of testing for the parent, one for Page 12 72-531 Tests, Measurements & Instructional Planning Reports each test.

Preliminary The report should cover: Preliminary a. Interpret the test results to the parent. Indicate all of the test scores and Preliminary what they mean. If the test has percentiles and standard scores, report Parent and explain both. Grade level scores are the least desirable, and may Report be misleading. Standard scores are preferable. If you can explain it to the parent, it is clear that you understand what the scores mean. Forms Included In Appendix b. Plan educational next step based on testing. Based on the scores you found what direction should you be advocating for the student. These should be specific recommendations not just placement in a program

c. Create one goal and three objectives resulting from each testing.

d. Forms for the Preliminary Parent Reports are provided in the Appendix of the syllabus.

Due Date Turn in one typed report on Sessions 4, 6 & 8. When the report is returned it should be placed in the portfolio of testing.

Test Fair Report to the class on the results of one of these testings as part of the Test Fair.

Parent Summary Write (type) a testing report to the parent summarizing the results of the Report testings.

Try to obtain information about the background of the child, particularly information about previous history in school settings. Parent Summary You would also need to have some information about the family. You Report would want to know where the child is in the family configuration, siblings, birth order, or single parent, etc. Form Included In Appendix

Integrate information about the child's behavior during the testing, such as activity level, motivation, cooperativeness.

The report should pull together information from each of the testings and your interaction with the child.

(A sample Parent Summary form is included in the Appendix ii.)

Due Date Due by Session 10.

72-531 Tests, Measurements & Instructional Planning Test Fair

The purpose of the TEST FAIR is to give you close interaction with tests and Purpose experience the material. When you go to a conference and visit a fair of publishers demonstrating material you are able to move around and experience the material. In class students will bring in testing material as a representative of the publisher and will have a chance to sell the tests to other students. The presentations should Presentation last for about 10 to 15 minutes. When you do your presentations, you will want to be sure to include the following:

From the Reference Book of Tests Collection of Tests form, make a copy of the for each member of the class as a handout. These pages can be put in each students Reference Collection of Tests to add to their collection.

Give the students a Demonstration demonstration of how the test works or is administered. Let them take a part of the test to see how it feels.

Show them the results of when you administered the test to your student for the /strand Application of C - Application of Tests. Show them the student's scoring and your interpretation. Tests Show them how the student behaved during the testing.

Have a handout for each student in the class to take home. This should include the Handout Reference Collection of Tests form and any other material that will help them identify and remember the test. This material will go into each students portfolio of tests.

Strand D Alternative Assessment

Purpose The purpose of this assignment is to give you experience in the construction of a portfolio. Given that first hand experience is the best way to learn, the portfolio will be developed around you as a teacher or counselor. The end result of the project should have a two fold benefit. The process of developing the portfolio will require reflection upon your self in your professional role both now and in the future. The final product will be of benefit to you, should you find yourself pursuing a professional position. Finally the process will give you insight into the issues involved in using portfolios in education.

The following are suggestions for content that may be included in the portfolio:

Content Part 1 - Philosophy Intro - Who are you? What do you teach? How do you teach? How would students describe you? Philosophy Mission Goals

Part 2 - Characteristics Enthusiasm Knowledge Organization Articulation/ Assurance Clarity Fairness Rapport

Part 3 - Results How do you evaluate what you do? What do students tell you about what you do? What are the outcomes in your students?

Part 4 - Supportive Documentation What examples can you show that would explain, confirm or demonstrate the concepts you have developed in the above sections?

Evaluation One of the most difficult issues related to portfolios is the evaluation or scoring. The

72-531 Tests, Measurements & Instructional Planning evaluation of the professional portfolio will be done over several sessions as an in class activity , known as a Port-a-Party. Each person will display their document on a desk in the class. All of the members of the class will move about the room making positive comments and leaving suggestions as they review each document. There will be time for revisions before the final product is complete.

Due Dates The sections of the portfolio are due for sharing on the following sessions. Philosophy Session 3 Characteristics Session 5 Results Session 7 Supportive Documentation Session 9

Partnership It has been found that the most benefit comes from the process not the final product and that the process is most effective when done in collaboration with another professional.. It is recommended that you select another member of the class with whom you consult in the development of your portfolio.

72-531 Tests, Measurements & Instructional Planning Suggested Layout for the Portfolio of Tests

P o r t f o l i o o f T e s t i n g f o r 7 2 - 5 3 1 T e s t s , M e a s u r e m e n t & I n s t r u c t i o n a l P l a n n i n g

S e c t i o n 1 T e s t C o l l e c t i o n

S e c t i o n 2 T e s t i n g o n a S t u d e n t

S e c t i o n 1 T e s t s C o l l e c t i o n x x x x x x * x x x x x x x x x x x x * x x x x x x x x x x x x * x x x x x x * x x x x x x S e c t i o n 2 x x x x x x * T e s t s o n S t u d e n t s x x x x x x P a r e n t R e p o r t 1 x x x x x x P a r e n t R e p o r t 2 x x x x x x * P a r e n t R e p o r t 3 P a r e n t S u m m a r y * My Tests

Test Review Form Three Copies Required

Name of Reviewer ______Title of the Test ______

Author ______Publisher ______Date: ______

Purpose of the Test:

Development:

Standardization

Reliability

Validity

Administration:

Interpretation or scoring:

Limitations:

Strengths:

Preliminary Parent Report Testing 1, 2 or 3

Examiner:______

Student: ______

Test: ______

Grade: ______Age: ______Date:______

1.Test results: (Also attach a copy of the test administration form that you used to administer and score the test. The test results should be explained like you were telling the parents. Include the test scores including percentiles and standard scores and what they mean.)

2. Educational next step based on testing:

3. Goals and Objectives: Goal:

Objective:

Objective: Appendix ii 72-531 Tests, Measurements & Instructional Planning

Appendix ii 72-531 Tests, Measurements & Instructional Planning

Parent Summary Report

Student: ______Examiner: ______

Test 1:______Test 2:______Test 3:______

Grade: ______Age: ______Date:______

1. Background Information:

2. Family configuration:

3. Behavior During Testing:

4. Integrated Summary of Testing Results:

5. Recommendations:

Appendix ii 72-531 Tests, Measurements & Instructional Planning

List of Tests This is a list of tests that are used in the public school system. This is only a suggested list to help you get started on your search. It is more important that you find tests that are used in your district and that you would be likely to use. NAME OF TEST PUBLISHER Allport . Vernon . Lindzey Study of Values Houghton Mifflin Company Auditory Discrimination Test Western Psychological Services Basic Achievement Skills Individual Screener Bender Gestalt Visual Integration Test Bessell Measurement of Emotional Maturity Psych/Graphic Publisher Brigance Diagnostic Inventory of Essential Skills Curriculum Associates, Inc. Brigance Student Record Book Curriculum Associates, Inc. Burk's Behavior Rating Scales Western Psychological Services Publishers Career Ability Placement Survey (C.A.P.S.) Edits Career Assessment Inventory (CAI) National Computer Systems, Inc. Career Occupational Preference System Edits Career Orientation Placement Evaluation Survey Edits Children's Reinforcement Survey Child Development Center Clinical Evaluation of Language Functions Harcout Brace Jovanovich Publishers Comprehensive Tests of Basic Skills CTB/McGraw-Hill Detroit Tests of Learning Aptitude-2 PRO-ED Developmental Test of Visual Motor Coordination Follett Educational Corp Developmental Test of Visual Perception Consulting Psychologists Press Diagnostic Achievement Battery (DAB) PRO-ED Diagnostic Reading Scales Revised Edition CTB/McGraw-Hill Differential Aptitude Tests The Psychological Corp. Edwards Personal Preference Schedule The Psychological Corp. Gilmore Oral Reading Test Harcourt Brace Jovanovich, Inc. Gray Oral Reading Test The Bobbs-Merrill Company, Inc. JOB-O Career Planning CFKR Career Materials, Inc. Jordan Left-Right Reversal Test-Revised Health Publishing Company Key Math Diagnostic Arithmetic Test American Guidance Service, Inc. KTEA - Kauffman Test of Ed. Achievement Kuder DD Occupational Interest Survey Science Research Associates, Inc. Learning Efficiency Test Academic Therapy Publications Light's Retention Scale Academic Therapy Publications Myers-Briggs Type Indicator Consulting Psychologists Press Co. Ohio Vocational Interest Survey (OVIS) Harcourt Brace Jovanovich, Inc. Otis-Lennon School Ability Test Harcourt Brace Jovanovich Publishers Peabody Individual Achievement Test American Guidance Service, Inc. Short Form Rating Booklet Psych/Graphic Publishers Slosson Oral Reading Test Slosson Educational Publications, Inc. Stanford Diagnostics Strong Campbell Interest Inventory (SCII) Stanford University Press Test of Adult Basic Education Test of Early Written Language PRO-ED Test of Nonverbal Intelligence (TONI) PRO-ED Test of Written English (TWE) Academic Therapy Publications Test of Written Language-2 (TOWL-2) PRO-ED The Motor-Free Visual Perception Test (MVPT) Academic Therapy Publications The Nelson Reading Test American Guidance Service Appendix iii 72-531 Tests, Measurements & Instructional Planning Upper-Extension Expressive One Word Pic Vocab. Academic Therapy Publications Vineland Adaptive Behavior Scales American Guidance Service, Inc. Wide Range Achievement Test Jastak Associates, Inc. Woodcock Reading Mastery Tests American Guidance Service, Inc. Woodcock Johnson (Achievement & Ability) American Guidance Service, Inc. Work Values Inventory (WVI) Houghton Mifflin Company

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Appendix iii