Assessing Achievement

Christa Hannah M. Castor, RN

 Assessment of Achievement
To determine what an individual has learned or has
acquired
Types of Assessment
tests
 Survey Achievement batteries
These batteries often measure knowledge in the areas of
reading, mathematics, language arts, science and social
studies
Can be norm-referenced or a combination of norm-
referenced and criterion-referenced instruments
 Help a counselor understand the individuals strengths
and limitations are within the different achievement areas
These tests can provide information about a students
progress from year to year
 Examples
Instrument Grade Levels

IOWA Test of Basic Skills K-8

IOWA Test of Educational Development 9-12
Metropolitan (8th edition) K-12
Stanford Achievement Test Series (10th edition) K-12.9

TerraNova, The Second Edition (CAT6) K-12

 Test of Adult Basic Education (TABE)

Helps adults seek information about their current level of

achievement in order to upgrade their skills
Also used in programs related to workforce development
TerraNova
 Individual Achievement Tests and Diagnostic
Achievement Tests
Used for diagnostic purposes(e.g., diagnosis of a learning
disability
Measure whether an individual has made academic
progress
 Often used in psychoeducational evaluations in which
children are screened for learning disabilities, mental
handicaps, or behavioral disorders or for other academic
referrals (Sattler, 2002)
Administered individually
 Examples
Test Age Group
Kaufmann test of Educational 6-22
Achievement-Normative Update
(KTEA-NU)
Wechsler Individual Achievement Test II 4 through
(WIAT-II) adulthood
Woodcock-Johnson III Complete Battery 2 through
90
Criterion-Referenced Tests and Minimum-Level
Skills Assessment
Measure knowledge or comprehension and determine if
a certain criterion od standard has been met
A criterion is set that establishes the base level at which a
person must perform in order to advance to another
grade, enter an occupation, or graduate from high school
 Texas Assessment of Knowledge and Skills
(TAKS)
Measures statewide curriculum in reading, at grades 3-9;
in writing, at grades 4 and 7; in English/language arts, at
grades 10 and 11; in mathematics, at grades 3-11; in
science, at grades 5, 10, and 11; and in social studies, at
grades 8, 10, 11
 Subject Area Tests

Measure knowledge in a specific subject matter

Single subject tests, developed by teachers
 Issues in Achievement testing

A high-stakes test is any test used to make important

decisions about students, educators, schools, or districts,
most commonly for the purpose of accountabilityi.e.,
the attempt by federal, state, or local government
agencies and school administrators to ensure that
students are enrolled in effective schools and being taught
by effective teachers.
 In general, high stakes means that test scores are used
to determine punishments (such as sanctions, penalties,
funding reductions, negative publicity), accolades (awards,
public celebration, positive publicity), advancement
(grade promotion or graduation for students), or
compensation (salary increases or bonuses for
administrators and teachers).
 Variation in terms of performance standards and the lack
of uniformity in measures to determine if students are
making adequate progress
NAEP or the Nations Report Card is the only national
assessment of students knowledge and performance in
various subject areas.
 Schools labeled as needing improvement and the
stigma with that designation
 High Stakes Achievement Testing

1. Adequate resources and opportunities to learn

2. Validation for each separate intention to use
3. Full disclosure of likely negative consequences of high
stakes testing programs
4. Alignment between the test and the curriculum
5. Validity of passing scores and achievement levels
6. Opportunities for meaningful remediation for examinees
who fail high stakes levels
7. Appropriate attention to language differences among
examinees
8. Appropriate attention to students with disabilities
9. Careful adherence to explicit rules fore determining
which students are to be tested
10.Sufficient reliability for each intended use
11.Ongoing evaluation of intended and unintended effects
of high-stakes testing
 Discipline is the soul of
education and without it there
can be no learning

-St. Marcellin Champagnat