Task 1.
In their discussion of the use of test norms, Salvia et al (2013, p50) state that “…the scientific and educational communities have often been insensitive and occasionally blatantly racist and classist”.
(a) Briefly explain the meaning of the term “test norms”
Normative comparisons can range from national to local. National norms are appropriate if we want to know ho a student developing intellectually, perpetually, linguistically or physically. Local norms are useful in determining if the students has benefited from their schooling from their local school district.
The construction of “test norms” allows for us to compare one person’s performance to another. Accuracy and meaningfulness of a derived score are tied to the characteristics …show more content…
Knowing that the minorities usually do not score high can cause anxiety and cause the test taker to score low. The article by Deborah Harmon quotes that o “ African American students ' negative perception of achievement and intelligence tests contribute to lowering test-taking motivation, greater anxiety, and poor performance on cognitive ability tests (Berlak, 2001).”
• Many tests are prepared by professional who are not culturally competent to understand the different cultural needs and challenges of the students. Yet they are responsible for putting together the exams, that will be administered to a culturally diverse groups of students. o In an article by George Isidore Sanchez, in 2000 raised several issues about intelligence testing. An issue that is still relevant today is that some test items are not representative of the Spanish-speaking culture.
• The language on the test impacts the students ability to perform, for students whose primary language is not English , impacts their ability to score as high as other students who are native speakers. According to the article by Geisinger, some measures were taken in consideration to linguistically differences in testing but not in cultural …show more content…
(Salvia, J, Ysseldyke J E, & Bolt, S (2013).
Task 2.
(a) What is the meaning of, and relationship between, “reliability” and “validity” ?
• Reliability is the extent to which a measuring tool gives consistent results. Reliable means to be consistently accurate, also describes as the absence of random error during measurement. There are three types of reliability: items of reliability, stability, and interobserver.
• Validity is the extent to which a measuring tool measures what is supposed to measure. The process of validation includes verifying evidence base on: test content, internal structure, relationships to other variables, consequence of testing, and response to process.
• Reliability is necessary but not sufficient condition for a valid measure. Reliable does not mean that it is valid. But if a test is valid it must be reliable.
(b) Discuss why it is important for a test to be valid
The degree in which the test actually measures what it is intended is fundamental to the process of developing and evaluating test and other assessment
In their discussion of the use of test norms, Salvia et al (2013, p50) state that “…the scientific and educational communities have often been insensitive and occasionally blatantly racist and classist”.
(a) Briefly explain the meaning of the term “test norms”
Normative comparisons can range from national to local. National norms are appropriate if we want to know ho a student developing intellectually, perpetually, linguistically or physically. Local norms are useful in determining if the students has benefited from their schooling from their local school district.
The construction of “test norms” allows for us to compare one person’s performance to another. Accuracy and meaningfulness of a derived score are tied to the characteristics …show more content…
Knowing that the minorities usually do not score high can cause anxiety and cause the test taker to score low. The article by Deborah Harmon quotes that o “ African American students ' negative perception of achievement and intelligence tests contribute to lowering test-taking motivation, greater anxiety, and poor performance on cognitive ability tests (Berlak, 2001).”
• Many tests are prepared by professional who are not culturally competent to understand the different cultural needs and challenges of the students. Yet they are responsible for putting together the exams, that will be administered to a culturally diverse groups of students. o In an article by George Isidore Sanchez, in 2000 raised several issues about intelligence testing. An issue that is still relevant today is that some test items are not representative of the Spanish-speaking culture.
• The language on the test impacts the students ability to perform, for students whose primary language is not English , impacts their ability to score as high as other students who are native speakers. According to the article by Geisinger, some measures were taken in consideration to linguistically differences in testing but not in cultural …show more content…
(Salvia, J, Ysseldyke J E, & Bolt, S (2013).
Task 2.
(a) What is the meaning of, and relationship between, “reliability” and “validity” ?
• Reliability is the extent to which a measuring tool gives consistent results. Reliable means to be consistently accurate, also describes as the absence of random error during measurement. There are three types of reliability: items of reliability, stability, and interobserver.
• Validity is the extent to which a measuring tool measures what is supposed to measure. The process of validation includes verifying evidence base on: test content, internal structure, relationships to other variables, consequence of testing, and response to process.
• Reliability is necessary but not sufficient condition for a valid measure. Reliable does not mean that it is valid. But if a test is valid it must be reliable.
(b) Discuss why it is important for a test to be valid
The degree in which the test actually measures what it is intended is fundamental to the process of developing and evaluating test and other assessment