STANDARDIZED READIN

G TEST
The test are given once a year
or up to three time a year
depending on the region and
testing chosen by the school.
List of standardized test that are used by
schools of their superior reading assessment
tools:

1. Comprehensive Test of Phonological

Processing (CTOPP)
2. Dynamic Indicators of Basic Early Literacy
Skills ( DIBELS)
3.Iowa Test of Basic Skills (ITBS)
4.Phonological Awareness Test (PAT)
5.Texas Primary Reading Inventory (TPRI)
 Comprehensive Test of Phonological Awareness
This Phonological awareness,memory and naming test take
40 minutes. It is given to people aged 6 to 24 years old. A
CTOPP-2 can be given to children as young as age 4.
 Dynamic Indicators of Basic Early Literacy Skills
The DIBELS assessment test measures early literacy Skills
through short test. The one-minute tests are used to regularly
monitor a child's literacy development and early reading
skills.
 Iowa Test of Basic Skills
This nationally administered set of exams covers a wide
swath of early cognitive abilities. The ITBS assesses the
language arts, reading, science,math and social sciences.
 Phonological Awareness Test
There are six core subjects of the Phonological Awareness:
 Rhyming
 Segmentation
 Isolation
 Deletion
 Substitution
 Blending

 Texas Primary Reading Inventory

This one-on-one early reading test is given by the classroom teacher. It is
administered three times a year-- beginning, middle and end-- for all elementary
school grades
TEACHER-MADE TEST
 Teacher-made test are written or oral assessment that are
not commercially produced or standardized.
 Teacher-made tests can consists of a variety of formats,
including matching items,fill in the blanks items,true or
false.
WHY DO WE NEED BETTER TEACH
ER-MADE TEST
 Even though parents and the media value published
test scores,most teachers do not rely on
standardized tests to tell them what their students
know and don't know. Teachers can make changes
immediately to meet the needs of their students.
"They( teachers) rely most heavily on assessment
provided as part of instructional materials and
assessment they design and construct themselves
--and very little on standardized tests or test
scores"( Stiggins 1985)
 The key to teacher-made tests is to make them a part of
assessment--not separate from it. Test should be instructional
and ongoing. Rather than being "after-the-fact" to find out what
students did not learn,they should be more "before-the-fact to
Target essential learnings and standards.

 Popham (1999) warns that teacher-made test should not be

instructional afterthoughts. They should be prepared prior to
instructions in order for the teacher to target appropriate
instructional activities for students

 Teachers also need to make adjustments in their test for the

various learning styles, multiple intelligence,and learning
problems of the student in their classes.
MODIFICATIONS FOR STUDENTS WITH S
PECIAL NEEDS
 With the movement toward inclusive classrooms ,teachers need to be
able to meet the needs of students with learning disabilities ,behavior
exceptionalities, physical exceptionalities, and intellectual
exceptionalities
 Teacher-made tests must allow opportunities for students whose first
language is not English to succeed .
 Teacher-made tests can be constructed to meet the needs of all
students by providing many opportunities to measures what students
can do instead of just measuring their ability to read, write ,and
take tests.
The following modifications can be made to help ensures success on test
for all students, especially those with special needs who are most at risk
of failing tests:

1.Read instructions orally

2.Rephrase oral instructions if needed
3.Ask students to repeat directions to make sure they understand
4. Monitor carefully to make sure all students understand directions for
the test
5. Provide alternative evaluations- oral testing,use of tapes,test given in
another room,dictation
6.Provide a clock so students can monitor themselves
7.Give examples of each type of questions (oral and written )
8.Leave enough space for answers
9. Use visual demonstration
10. Use white paper because colored is sometimes distracting
11. Do not crowd or clutter the test
12. Give choices
13. Go from concrete to abstract
14. Don't deduct for spelling or grammar on test
15. Use some take-home tests
16. Provide manipulative experience whenever possible
17. Allow students to use notes and textbooks during some tests
(open book tests).
18 Allow students to write down key math or science formulas
(so that students are not penalized for poor memory)
19. Include visuals like graphic organizers on tests
20. Give specific point values for each group of questions
21. List criteria for essay questions
22. Provide immediate feedback on all tests
23. Allow students to correct mistakes and/or to retake teststo improve
scores and understand what they didn't understand on the first test
GUIDELINES FOR TEACHER-MADE TESTS

The following guidelines may help in the construction of better

teacher-made test:
1. Create the test before beginning the unit
2. Make sure the test is correlated to course objectives or
learning standards and benchmarks.
3. Give clear directions for each section of the test
4. Arrange the questions from simple to complex
5. Give point values for each section (e.g.,true/false (2 points
each)
6. Vary the question types (true/false, fill in the blanks ,
multiple choice, essay ,matching ). Limit to ten questions
per type
7. Group questions types together
8. Type or print clearly. ( Leave space between questions to facilitate
easy reading and writing.)
9. Make sure appropriate reading level is used
10. Include a variety of visual , oral, and kinesthetic tasks.
11. Make allowances for students with special needs
12. Give students some choice in the questions they select ( e.g., a
choice of graphic organizers or essay questions).
13. Vary levels of questions by using the tree-story intellect verbs to
gathering ,processing, and application questions
14. Provide a grading scale so students know what score consistitues
a certain grade
15. Give sufficient time for all students to finish . ( The teacher should
bes able to work through the test in one-third to one -half the time
given students.)
CLOSE TEST FOR READING COMPR
EHENSION
 Cloze test provide empirical evidences of
how easy a text is to read and understand for
a specified target audience. They thus
measures reading comprehension ,and not just
a readability score.
 READABILITY VS. COMPREHENSION

Readability rates the text' s complexity in terms of words and grammar,

but we we're actually more interested in terms of reader comprehension
of the content.
Take, for example, the following two sentences:
1. He waved his hands.
2. He waived his right.
 CLOSE TEST PROCEDURE
The close test is a common empirical comprehension test. It works as
follows:
1. Replace every Nth word in the text with blanks. A typical test uses
N=6, but you can make the test easier by using a higher N value.
2. Ask your test participants to read the modified text and fill in the
blanks with their best guesses as to missing words. Each person
should work alone.
3. The scores is the percentage of correctly guessed words. Because
you're testing comprehension rather than spelling skills,
synomynms and misspelling are allowed.
There's a clear difference between readability scores and
comprehension scores:
• Readabilty is a property of the text itself and predicts the
education level typically needed for people to read the content
without undue difficulty.
• Comprehension is a combined property of the text and a specific
user segment and indicates whether this target aundience actually
understand the materials meaning
For example:
____ mother is upset with____ because I got caught ____ a
rainstorm. Sadly, I ____ my umbrella at home. ____clothes got
soaked.I____ won't get sick.