S t a n d a r d i z e d Te s t s

Nrc: 18232
• Scarlet Paulette Abarca Garzon
 Originating in China in 1880
Standardized tests were initially used to assess
government job applicants based on Confucian
philosophy and poetry. During the First World War, tests
were developed to measure the mental abilities of
recruits. Over time, these tests have become widely
utilized, serving purposes such as driver's licenses, job
placement, and academic admissions.

During the First World War Advantages and Disvantages

• The advantages of standardized testing include its
Tests were developed to measure the ability to homogenize scoring, ensuring
mental abilities of recruits. Over time, objectivity and comparability across different
hese tests have become widely utilized, classes.
• However, there are disadvantages to standardized
serving purposes such as driver's
testing. Student-related factors such as anxiety,
licenses, job placement, and academic
test-taking skills, and fatigue can affect reliability.
admissions.
 PURPOSE OF
O BJECTIVE OF
STA NDARDIZED
TESTS
The overarching goal of the standardized-testing
movement is to facilitate comparisons of competencies
and aptitudes among individuals with diverse
educational backgrounds. Standardized tests, known for
their reliability and validity, enable benchmarking
discussions, allowing comparisons across institutions
and students. The text also distinguishes between norm-
referenced tests (NRTs) and criterion-referenced tests
(CRTs), highlighting their specific purposes.
TEST
SPECIFICATIO
Outlining
N S
three key bases: representativeness across a
knowledge domain, reliance on format and scoring benchmarks,
and consistent test conditions. Test specifications are likened to
a generative blueprint for test creation, iteratively variable to
fulfill the objectives of creating multiple versions for different
test-takers. These specifications include details such as content
tested, the number and nature of items, delivery methods, and
presentation of additional input material if necessary. Overall,
test specifications play a crucial role in aligning the test with its
intended purposes and objectives.
 Design, select and arrange test items
MAIN QUALITIES
This stage is considered
• The most common types of item-based
crucial, and an appropriate tests discussed are multiple-choice
layout of test items exams and essay questions.
empowers students to
understand the test's design
and devise strategies for
managing it effectively.
essay questions
Essay questions are designed to
showcase a comprehensive
MULTIPLE-CHOICE EXAMS understanding of a particular topic
• Multiple-choice exams are noted for their simplicity in grading, making the
and evaluate critical thinking skills,
process faster for teachers. However, their perceived limitation is that they
may seem shallow and lack the depth needed to assess students' mastery of including organization, creativity,
content. These exams are deemed suitable for assessing the recall of and information management.
information or facts when such recall is a central aspect of the content
studied.
 PERCENTILES
This format groups students' performance
in a way that allows for comparison with
others tested. For example, a student
scoring at the 50th percentile performed as
well as 50% of students with the same age.
T-SCORES
These scores are arranged within intervals on a
scale of 10 to 90 points, with the average placed
at fifty. Average scores typically fall between 40
and 60.
Z-SCORES
Reported on a scale ranging from -4 to 4, Z-
scores indicate performance relative to the
average. Scores closer to 4 signify above-
average performance, while scores closer to
-4 represent below-average performance,
with zero as the core average.
STANINE
SCORE
Also known as the standard nine scale, Stanine
scores are employed in reporting norm-
referenced test results. The scale ranges from 1
to 9, with 5 representing the average.
 DESIGN
CLASSROOM
LANGUAGE TESTS
According to Brown (2004), the first aspect is defining the purpose
of the test, emphasizing the need for a narrow focus to cater to
students' specific needs or the achievements to be assessed.

The objectives of the test should closely align with what the test
developer intends to evaluate, covering aspects such as forms and
functions, complex constructs, and language abilities.

The next aspects involve specifications that need to be in harmony

with the objectives, ensuring that the components to be assessed are
appropriately weighed. The organization of items and scoring must
also align cohesively, providing clarity to students before taking the
test.
 Use of Language
R e a d i n g Te s t Te s t
Reading comprehension Language use has gained importance in
involves various subskills and language testing for assessing language
linguistic knowledge bases. ability within a reliable grammatical
framework.
Reading tests are graded based
Standardized tests like TOEFL and
on the test-taker's level and the IELTS focus more on context-related
competencies expected to be completing exercises than assessing
developed. sociocultural factors.
.

L i s t e n i n g Te s t S p e a k i n g Te s T
Listening competence involves Speaking is considered the most
cognitive processes, knowledge of challenging aspect, requiring
sources, and interactive listening.Two control of language and
widely acknowledged types of listening evaluation based on coherence,
tests are proficiency tests and large-
vocabulary suitability, time
scale standardized tests (TOEFL,
management, and fluency.
IELTS).
 WRITING
TEST
• Writing tests assess cognitive problem-solving processes
within sociocultural contexts, varying across cultures and
features.

• Writing involves exploratory and recursive processes

adhering to standards of coherence and cohesion.

• L2 writing testing, especially in large-scale standardized

tests, covers a wide range of topics and fixed formats such
as essays, reports, letters, emails, reviews, and proposals.

• Descriptors in writing tests consider topics variety and use a

thorough scale for scoring, such as the one used in
Cambridge examinations, which goes up to twenty points
for each piece of writing.
 REFERENCES
Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice:
Designing and Developing Useful Language Tests. Oxford University
Press. Bergland, C. (2015, Abril 18). Why Do Rich Kids Have Higher
Standardized Test Scores? Retrieved from psychologytoday.com.
Berwick, C. (2019, Octubre 25). What Does the Research Say About
Testing. Retrieved from edutopia.org. Blodgett, M. A. (2014,
Septiembre 24). Standardized Tests. Retrieved Diciembre 18, 2021,
from https://www.academia.edu/10618131/Standardized_Tests Board,
C.-C. R. (2013). Assessment /Evaluation /Reporting of Student
Learning "Procedures and Guidelines" Handbook.