Principles and Applications of Special Education Assessment

An Introduction to Norm-Referenced

Assessment

February 9, 2015

Objectives

�  Understand the use and limitations of norm-referenced assessments.

�  Apply basal and ceiling rules to subtests.

�  Accurately calculate raw scores.

�  Demonstrate correct procedures for administering a norm-referenced test (i.e., W-J III).

Schedule

�  4:30 - 5:00 Norm-Referenced Assessment

�  5:00 - 5:30 Introduction to the Woodcock-Johnson III

�  5:30 - 7:20 Practice Administering the W-J III

�  Allows teachers to compare the performance of one student with the average performance of other students who are of the same age or grade.

�  The norm group (i.e., sample) is a group of diverse students (e.g., linguistic, disabilities, cultural, etc.)

�  The norm group sets the average performance for the assessment

�  The norm group should be representative of the students who will be later assessed

�  Students who are later assessed should be similar in background, age or grade.

What is a Norm-referenced Test?

n  Be sure to read the examiner manual

n  Follow the directions established by the test developer

n  Practice administering the test

n  Establish a positive testing environment

1.  Become familiar with the student before testing begins.

2.  Engage in friendly conversation before testing begins.

3.  Explain why the testing is being completed.

4.  Provide a brief introduction to the test.

5.  Begin testing in a calm manner.

Steps in Test Administration

�  Chronological age determines how old a student is in years, months and days (in that order).

�  Must be calculated correctly for interpreting test results.

�  Is calculated by writing the test day first then subtracting the student’s date of birth.

�  Each column in the calculation is a different base: �  12 months �  30 days

�  Chronological age (rounded) is 8-6

Calculating Chronological Age

Year Month Day

Test Date 2003 4 2

Birth Date -1994 -10 -8

8 5 24

+30 +12 -1

�  The first score obtained during testing is the raw score.

�  The number of items a student answers correctly.

Calculating Raw Score

�  The starting and stopping points of a test must be determined so that unnecessary items are not administered.

�  The starting points are meant to represent a level at which a student could answer.

�  This information is provided in the manual, in the protocol or on the test itself.

�  Each student must establish a basal. �  A basal is the level at which the student could correctly

answer all easier items. �  Typically, a manual will state that a student must get X

number of items in a row correct in order to establish a basal.

�  Once a basal is established, the testing my proceed. �  If the student does not establish a basal, the test is probably

too hard. An alternative should be given.

Basals and Ceilings

�  Starting points can be given as age or grade. �  Student is 6-4; start with item 10 �  Student is 8.3; start with item 50

�  NOTE: When calculating the raw score, all items that appear before the established basal are counted as correct.

�  It is better to start the test asking easier questions to reduce frustration levels of students who may be below typical levels.

�  Ceilings are thought to represent the level at which more difficult questions would not be passed.

�  Typically a manual will state that a student must get X number of items in a row incorrect in order to establish a ceiling.

�  Once a student “hits” the ceiling, the testing stops.

�  NOTE: Basals and ceilings may not be the same number. In fact, the basal and ceiling may vary with each section of an assessment!

Basals and Ceilings Continued

�  The protocol is the form used during the test administration and for scoring.

�  Student answers are often scored as a series of 1s and 0s (correct and incorrect) in the protocol.

�  Be sure to read the manual regarding what subtests to administer and basal and ceiling information.

Using Information on Protocols

�  Students tend to respond more and perform better in testing situations with examiners who are familiar with them.

�  Students should not meet you for the first time on testing day!

�  It may also be helpful for the student to visit the testing site to become familiar with the environment.

�  Classroom observations and visits may aid the examiner in determining which tests to administer.

�  Do not over-test the student

�  Make the student feels at ease.

�  Convey the importance of the testing without making the student feel anxious.

�  Reinforce the student’s attempts and efforts, not correct responses.

�  Young students may enjoy a tangible reinforcer upon the completion of the testing session.

�  Not recommended during the assessment.

�  Follow all directions in the manual.

Getting the Best Results

1.  Do sensory or communicative impairments make portions of the test inaccessible?

2.  Do sensory or communicative impairments limit students from responding to questions?

3.  Do test materials or method of responding limit students from responding?

4.  Do background experiences limit the student’s ability to respond?

5.  Does the content of classroom instruction limit students from responding?

6.  Is the examiner familiar to the student?

7.  Are instructions explained in a familiar fashion?

8.  Is the recording technique required of the student on the test familiar?

Reducing Bias

�  Raw scores are used to locate other derived scores.

�  There are advantages and disadvantages to using different types of derived scores.

�  It is important to understand the numerical scales that the scores are representing.

Obtaining Derived Scores

Types of Derived Scores

Standard Score Average score is 100.

T-score Average score is 50 with a standard deviation is 10.

z-scores Expresses a student’s standing in standard deviation units.

Stanine Score Divide the distribution into 9 segments with an average of 5 and a standard deviation of 2.

Scaled Score Divide the distribution into 19 segments with a standard deviation of 3.

Percentile Rank How a student performed in relationship to students in the norm sample of the same age or grade.

Age Equivalent The age of the student in the norm sample who, on average, got the same score.

Grade Equivalent The grade of the student in the norm sample who, on average, got the same score.

�  Schools often administer group standardized tests of achievement.

�  These are often referred to as high stakes tests.

�  Considerations in testing: �  Tests should be logical and serve the purpose for

which they were intended.

�  No test has the capability of answering all achievement questions.

Group Testing

�  Core principles: 1.  All students are included in ways that hold schools

accountable for their learning.

2.  Assessments allow all students to show their knowledge and skills on the same challenging content.

3.  High-quality decision making determines how students participate.

4.  Public reporting includes the assessment results of all students.

5.  Accountability determinations are affected in the same way by all students.

6.  Continuous improvement, monitoring, and training ensure the quality of the overall system (p. v).

National Center on Educational Outcomes NCEO

�  IDEA requires students with disabilities to be included in assessments.

�  Used as a measure of accountability. �  Student progress is measured to determine if programs are

effective.

�  These students are afforded accommodations. �  Changes in format, response mode, setting, timing or

scheduling. (CCSSO) �  May not alter what the test is measuring. �  Accommodations should prevent measuring a student’s

disability.

�  How assessment requirements are met are determined during the IEP and 504 processes.

�  Decisions regarding assessments should focus on the standard that students are expected to master.

High Stakes Considerations

�  Students who can not take the assessment must be provided with an alternative assessment.

�  There is a 1% cap on the number of students who may take the alternative assessments.

�  Assessments permitted include: Portfolio, performance-based, authentic and observations.

�  NOTE: Students who are ELL may require accommodations to test their content knowledge and not their English skills.

High Stakes Considerations

�  Practice Test Session #1

�  Read pages 15-21 & 50-58 in the W-J III Reference Manual (Canvas) and pages 2-11 in the Examiner Training Workbooks.

Next Week

Sources

�  Overton, T. (2012). Assessing learners with special needs (7th ed.). Upper Saddle River, NJ: Pearson Education Inc.