Given a list of characteristics, differentiate among those of aptitude, achievement, and intelligence tests  

  Given a list of advantages, identify those of standardized, norm-referenced achievement tests  

  Given a list of advantages, identify those of classroom, teacher-constructed tests  

  Given a list of advantages, identify those of individually administered tests  

  Given a list of advantages, identify those of group administered tests  

  From memory, list the steps in selecting a published test  

  Given a list of reasons, select the best reason for knowing and following the procedures given in administering the test.  

  Given a list of methods, select those that will improve your students' test scores  

  Given a list of purposes, differentiate between those (1) testing should be used for and (2) testing should not be used for 

Characteristics 
Purposes / Advantages of Achievement Tests 
Purposes / Advantages of Classroom Tests 
Separate Achievement Tests 

Advantages of Aptitude tests 
Intelligence tests  
Cautions in Interpreting Test Scores 
Individually Administered tests 

Procedure for selecting tests 
Administering the test 
During the test administration 
Improving test taking skills 
Purposes for testing 
Should NOT be used as the ONLY criteria for

Methods of Interpreting Test Scores  
Types of Test Scores    
Cautions in Interpreting Any Test Score 
 

  Click here to access Module 6 Notes. 
 

Your text states, "Teachers should know how to locate, select, administer, score, and interpret published tests." Of this list of five things, what are teachers generally expected to do? As a group, you need to interview at least 2 teachers and report to the class what is expected of them in their current position.

  Please post your group's findings on the   under the heading, "What will/can I do?" on or before Martch 22 at 5:00 p.m. 
 

Your group is now ready to complete the table of specifications. The last and final column should be labeled, "weight". This will reflect the contribution of each objective to the assessment.  

Some guidelines --  
 

1) Due to time constraints, you will not include both performance and objective type items on the same, one assessment. You, as a group, need to decide what objectives will be covered on your test.  

2) The more important objectives are usually weighted more. What makes an objective more important? Objectives written at the higher levels of Bloom's Taxonomy or that require skills / knowledge acquired from mastery of other objectives on your table.  

3) It is possible to simply count up your objectives and divide 100 by that number. This assigns equal weight to every objective. DO THIS ONLY AFTER REVIEWING YOUR OBJECTIVES AND DETERMINING IF THEY REALLY ARE OF EQUAL IMPORTANCE.

Now you are ready to assign weights to the objectives you will include on the assessment you create for this course requirement. The column should sum to 100.  
 

Remember: All work turned in regarding the table of specifications is a "work in progress". Your group may turn it in for feedback and revise where needed.

  Please fax your group's work to the instructor on or before March 22nd at 5:00 p.m.
 

Now it's time to create test items. If your group has objectives that are best measured with an objective assessment, you need to create the first version of test items for your test. If your group has objectives that are best measured with a performance assessment, you need to create a rubric. 
 

  Please post your group's work on the   under the heading "Act One" on or before March 22nd at 5:00 p.m. 

from Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill.