TEST OF

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3532

Standardized tests allow us to identify the strengths and

weaknesses of an educational system.
 •
Are:
•
The most popular
psychometric instruments.
Tests They measure:
•
Standardized: T
h
e particular
strengths and
weaknesses of the
students.
 FUNDAMENTALS OF
ACHIEVEMENT TESTS

Scores on achievement tests are used for many of the same purposes as
scores on other tests of general or specific abilities.
Those purposes include:
•
global and diagnostic evaluation of the
individual's abilities.
•
Evaluation of the effectiveness of educational
and social programs.
 Achievements measured by tests
general intelligence are broader and
They are the product of experiences of
less formal learning.

Each of the tests emphasizes

in their cognitive abilities.
 The test of
Intelligence and
The test of Skills
Exploitation: Specials:

They focus on the present. They focus on the future and

•
The person knows what they can do measure aptitude for learning.
now. •
What a person should be able to do with
further education and training.
HISTORICA
L
OVERVIEW
 After the introduction European universities.
of the manufacturing It is known that the
process first
of paper in Europe, a educational use of
ability that
written tests in a
Europeans learned from
the Arabs in the 12th european university
century gave in Cambridge,
and that these in turn England, in 1702, and
They had learned from the University of
Chinese in the 8th London was accredited
century, as a center of
written exams exams for tests
they began to replace
oral ones in some
written in 1836.
By the early 19th century, the number of students in American city schools
had grown too large for frequent oral examinations to be a practical
resource.
*2
TESTS WHERE THERE IS A LOT AT Stake
AND
WHERE THERE IS LITTLE AT STAKE
 ELABORATED TESTS
BY THE TEACHER AND
EVIDENCE
STANDARDIZED
RESPONSIBILITY
d
 Taking into account that responsibility is compliance
of people's obligations, we must:
•
Emphasize that in the teaching and learning process all
actors in the process are responsible:
•
Parents
•
Students
•
Teachers
•
The latter (teachers) work alongside the student.
PERFORMANCE
CONTRACT
MEASUREMENT WITH
REFERENCES TO
NORMS AND CRITERIA
 THE QUALIFICATION OF A
PERSON AT:
Tests with
references Tests with
to references
to
criteria
 DIFFERENCES OF THE
EVIDENCE:
With references to standards: With references to criteria:
Normed tests are usually broader and contain It is often possible to
more complex tasks than criterion tests. determine with the same
►< instrument how much
material a student has
Their performance is compared with other learned.
students. ►
It is intended to measure
achievement in a single
subject, say reading or
mathematics.
NATIONAL ASSESSMENT
OF EDUCATIONAL

PROGRESS
TYPES AND SELECTION
OF STANDARDIZED
ACHIEVEMENT TESTS
STUDY TEST BATTERIES
SINGLE SUBJECT STUDY TESTS
DIAGNOSTIC TESTS
PROGNOSTIC TESTS
 SELECTING A
STANDARDIZED TEST
 MATH TEST

THIRD YEAR OF BASIC EDUCATION

NAME;.....................................................................................................................
DATE:....................................................................................................................................

i --Complete the following sequences

2.-Join the elements of each example with a line

□ .-It encloses objects that have the same characteristics and forms sets.
 Diagnostic test
Basic functions .
Carmen Bajo School. Municipal
Corporation
Mel ipil la

Name: Course: 1st year Date:

Ideal score:_____________ Score obtained:

I.- Auditory perception.

1.1.- Paint the object that begins with a different sound than the one you hear.

I .4.- Recognize the longest sound.

Preparation of achievement B149

tests
• How to prepare objective knowledge tests
• How to prepare, apply and evaluate a test
• Simplified methods for the treatment of test scores • Validity and reliability

*2
 ***

to

Use in...
Math 3rd. 4th. 5tn. tn. 7th Bvo. Sciences 4th. Bvo. Tino.

2006-2007 78645952 22 45 45 2006-2007 89 82 57

2007-2008 B2 72 62 60 44 47 44 2007-2008 52 43 38
2008-2009 5941305 3 2 2008-2009 65 '0 36 *2

5EPi
4

Spanish
2006-2007
2007-2008
59
65
57
65
53
60
42
48
44
49
41
44
51
52
Percentage ofEnglish
students
Spanish Mat,

20082000 47 37 39 (5 35 36 35 2006-2007 49.53 5103 34

English 2007-2008 66.35 69.35 34
2006-2007 55 s6 4854850 55 2008-2009 66.35 69.35 34

2007-2008 66 67 59 59 57 55 50

2008-2n09 53 3E 38 4E 29 34 44
L INeLia/EvEiOLort#5
TEST OF
READING
 •
Gates Reading Test—
Eviden MacCinitie (GMRT), Fourth
ce •
Edition.
Gray's Oral Reading Test.
of •
Reading comprehension test.
study
of
readin
 California Diagnostic Reading
•

Tests (from CTB/McGraw-Hill).

Stanford Tests for Diagnostic
Reading, Fourth Edition (by
•
Harcourt Brace).
Woodcock's Diagnostic Reading
Test of Battery (from Riverside Publishing).

diagnosis of
reading:
 They contain many
Reading
of the same types
Readiness of reagents as
Tests: reading diagnostic
tests.
 TEST OF
• SCIENCES
SOCIAL
 Placement Exams Exams of
Council advance Subjects
academic CLEP

Civilization
Government and Geography History Introduction to Introduction to
Economy Policy History Human world Psychology the sociology Western I and
II
TEST OF
SCIENCES
 ACS
Chemistry for Life®

AMERICAN CHEMICAL SOCIETY

http://www.kwaranews.com/kamwire-to-bag-2017-american-chemical-society-award/

The Study of Committee of Cooperatives of

Curriculum Study of Chemistry of the
of Physical Society
Sciences sciences American
Biological Evidence Chemistry
TESTS FOR HIGHER
EDUCATION AND
PROFESSIONS
University Level Examination Program

Exam Program
Competence

CLEP

College-Level
Examination
program

TESTS FOR
ADMINISTRATION
AND TRADES
Selection More popular:

Placement

•
Typing
Promotion •
Archive
•
Word Processing
•
Calculation
•
Among other