Standardized testing

Standardized testing is the use of common tests across a variety of schools or contexts. The label standardized usually means scores are expressed in terms that relate to results on the test of a wider reference group of students, often referred to as a norm group. This type of test includes both attainment and aptitude tests given to grade-school students, the British GCSEs, and the American SATs. Aptitude tests are intended to predict future performance or potential.

A standardized test is a tool designed with the intention of assessing student knowledge, attainment, or aptitude in a given subject in a standarized manner across different schools. In practice, standardized tests used across schools are mostly composed of multiple-choice and true-false questions, and short-answer or essay writing components which are assigned a score by people other than the student's teacher.

Overview

Standardized tests generally include at least some multiple-choice and true-false questions. These can be graded by computer, or by humans who do not understand the material in depth, as long as they have a list of the correct answers. One potential defect in such tests is that the test-taker can accidentally skip a line and then be marked wrong on material to which he or she knew the correct answer.

Standardized tests often include written portions as well; these are graded by humans who use rubrics, or guidelines, as to what a good essay on the subject will be.

Some believe that standardized tests make it possible to compare the achievements of students from different schools, eliminating bias from grade inflation and the influence of schools' reputations on university admissions officers. Others contend that standardized tests reinforce bias in education because students whose families have access to enrichment opportunities do better on such tests than students from other parts of a society. Such tests, as objective as they try to be, are tools of culture and are rooted in whatever cultural or philosophical understanding gave them rise.

Standardized tests only generate useful information if each question generates a ratio of correct to incorrect answers. So if nearly all test-takers get an answer correct, the test question needs to be eliminated from the test. Similarly, if nearly all test-takers get a particular question incorrect, the test question needs to be eliminated. Standardized objective tests create some meaning by comparing correct responses to incorrect ones.

Most frequently, tests are administered to people of similar ages or grades at particular times in development. This practice allows researchers to study correct to incorrect response ratios for 3rd graders (for example) over time or from region to region. The wide array of test-takers in a particular group generates data to establish normative classification for a group. Those data can serve as a guide for what that particular test finds as a normative response for that test. For that reason, many standardized tests are also called "norm referenced."

Originally a standardized test was simply a standard test – of academic achievement or of knowledge in a specific academic or vocational domain. It has since acquired the meaning of a written test whose scores are interpreted by reference to the scores of a norm group which has taken the test and which is usually considered to be representative of the population which takes the test. For example, standardized tests of academic achievement provide conversion tables showing the percentile ranks in the norm group of all possible raw scores. Some standardized tests are now analyzed with item response theory.

History of standardized tests

The earliest evidence of standardized testing based on merit comes from China during the Han dynasty. The concept of a state ruled by men of ability and virtue was an outgrowth of Confucian philosophy. The imperial examinations covered the so-called Six Arts which included music, archery and horsemanship, arithmetic, writing, and knowledge of the rituals and ceremonies of both public and private parts. Later, the five studies were added to the testing (military strategies, civil law, revenue and taxation, agriculture and geography).

In the United States

• First large-scale use of the IQ test in the US during World War I (circa 1914-18)

• SAT -- the Scholastic Aptitude Test developed in 1926

• The Educational Testing Service established in 1948

• Elementary and Secondary Education Act of 1994 requires standardized testing in public schools

• US Public Law 107-110, known as the No Child Left Behind Act of 2001 further ties public school funding to standardized testing.

Criticisms of standardized tests

Standardized tests are widely used in education, placement and certification. Their validity has been criticized on several grounds.

Some of the criticisms are standard psychometric ones. For example, scores on tests of achievement in mathematics problem-solving are often correlated with scores on tests of language ability; this suggests that the mathematics test is actually measuring the linguistic ability required to understand the presentation of the problems rather than the mathematical ability required to solve them. Educational tests also tend to become outdated as curriculum changes.

Standardized tests are also widely criticized as culturally inappropriate for many groups, both in content and in process. Criticism of content usually centers on the differing relevance of the content to people from different cultures – for example, newly arrived immigrants can be expected to have greater difficulty with an intelligence test which asks them to name past leaders of the country to which they have recently immigrated.

Attempts have been made to develop culture-free and culture-fair (culture-neutral) tests of intelligence, but on the whole these attempts have not been successful. Conceptions of intelligence vary widely from culture to culture, and abstracting the few common elements, or what appear to be the few common elements, cannot be depended on to produce a reliable guide to intelligence.

A common criticism of standardized testing programs in schools is that they encourage teachers to "teach to the test." That is, teachers concentrate on the parts of the curriculum they know will be covered on the test and neglect those that will not. This criticism is certainly worth considering if teachers have foreknowledge of the test and the test is not comprehensive. However, if enough alternative forms of the test are provided, if teachers do not know which form will be used, and if the forms provide a comprehensive sampling of the curriculum, this danger would probably be avoided. Despite the obvious danger of teaching to the test in certain circumstances, though, little research has investigated the prevalence of the phenomenon, or its effects. Furthermore, any form of testing will promote teaching to the test if the consequences of testing are serious and the material on the test is known beforehand.

A related criticism is that students whose teachers train them in test-taking skills unrelated to content will perform better than equally accomplished students whose teachers do not. Some simple test-taking skills can improve scores on multiple-choice standardized tests, so this criticism points to a real danger, especially if standardized tests are used (incorrectly) as the sole measures of achievement or skill. However, little research has investigated the prevalence or effects of this training.

Standardized tests are also criticized for emphasizing recall and recognition rather than higher-order cognitive skills. However, this criticism is not generally valid. While many standardized tests do emphasize recall and recognition, many others assess analytical skills.

Another criticism is that standardized tests assess inadequate samples of skills. Again, however, this criticism cannot validly be made of all standardized tests, although it can be made about the majority of tests of any type.

Not without importance is the correlation between standardized test performance and social class and/or degree of wealth. Those who can afford to take often expensive secondary test prep courses designed especially to teach one how to take the test can enjoy a huge advantage over those who cannot afford such courses, which reflects resources available to the student, and not necessarily academic merit.

Large-scale attempts have been made to substitute performance assessment or "authentic" testing for standardized academic testing. Performance tests require actual performance of a skill; for example, instead of answering questions about a science experiment, a student would be required to perform it. However, performance tests have poor reliability simply because they accumulate so little data. Standardized tests have been found to predict scores on performance tests better than other performance tests do.

Much of the opposition to standardized tests has centred on the incorrect use of these tests. In particular, the use of standardized tests of academic achievement to assess individual students is questionable, given the tests' reliability – they are simply not accurate enough to provide adequate assessments of individual students by themselves.

Perhaps the most important criticism of standardized testing is that many standardized tests fail to meet the standards of their own field. For example, tests of adult literacy are widely used, although there is little evidence that they assess literacy accurately.

In Britain the political impact of standarized testing in recent years has been that it has been used to criticise the performance of individual schools and the teaching profession. It is bound up with national, centralised, inspection and appraisal.

Advantages of standardized tests

Perhaps the simplest advantage of standardized tests is that they are standardized. While some people may systematically score lower on certain tests, these differences will be systematic. On the opposite end of the spectrum, scores on subjective tests change significantly according to whoever is grading them. In the case of college admissions, for example, interviews with prospective students have been repeatedly shown to predict later college performance no better than chance, while statistical measures such as prior GPA or SAT scores are much more accurate.

One of the main advantages of standardized testing is that it is able to provide assessments that are psychometrically valid and reliable, as well as results which are generalizable and replicable.

Another advantage is aggregation. A well designed standardized test provides an assessment of an individual's mastery of a domain of knowledge or skill which at some level of aggregation will provide useful information. That is, while individual assessments may not be accurate enough for practical purposes, the mean scores of classes, schools, branches of a company, or other groups may well provide useful information because of the reduction of error accomplished by increasing the sample size.

While standardized tests are often criticized as unfair, the psychometric standards applied in the development of standardized tests would produce fairer testing if applied in other types of testing. In particular, the effectiveness of each test item in accomplishing the goal of the test would have to be demonstrated.

Standards of quality

The considerations of validity and reliability typically are viewed as essential elements for determining the quality of any standardized test. However, professional and practitioner associations frequently have placed these concerns within broader contexts when developing standards and making overall judgments about the quality of any standardized test as a whole within a given context.

Testing standards

In the field of psychometrics, the Standards for Educational and Psychological Testing place standards about validity and reliability, along with errors of measurement and related considerations under the general topic of test construction, evaluation and documentation. The second major topic covers standards related to fairness in testing, including fairness in testing and test use, the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers standards related to testing applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program evaluation and public policy.

Evaluation standards

In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation has published three sets of standards for evaluations. The Personnel Evaluation Standards was published in 1988, The Program Evaluation Standards (2nd edition) was published in 1994, and The Student Evaluation Standards was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.

See also

• Alternative assessment
• Criterion-referenced test
• Education
• List of Admissions Tests
• Norm-referenced test
• Reading and Writing Motivation Questionnaire
• Standardized testing and public policy

External links

• Joint Committee on Standards for Educational Evaluation
• Standardized Testing in School
• The Standards for Educational and Psychological Testing