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ERIC Documents Database Citations & Abstracts for Test Selection


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Test Selection [ERIC Descriptor, with heavily weighted status]
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Guides OR Test Use [ERIC Descriptors]
  ED358127  TM019907
  A Model for Review and Selection of Tests for School District Use.
  Baker, Michele C.; And Others
  Apr 1993
  16p.; Paper presented at the Annual Meeting of the American 
Educational Research Association (Atlanta, GA, April 12-16, 1993).
  Document Type: EVALUATIVE REPORT (142);  CONFERENCE PAPER (150);  
TEST, QUESTIONNAIRE (160)
  In 1992, the Leon County School District in Tallahassee (Florida) 
began a review process to select a new norm-referenced test.  The 
selection process was efficient and functional, and may be of 
interest to other school districts.  Consideration was given to a 
variety of sources through the following process steps: (1) establish 
the norm-referenced test steering committee; (2) establish the 
process for test review and selection, objectives for the testing, 
and criteria for test selection; (3) conduct a technical and 
preliminary test review; (4) conduct a content review for critical 
curriculum match; (5) review presentations by publishers; (6) provide 
service documentation from users and publishers' negotiations; and 
(7) produce a final recommendation, pilot and phase-in plan, and 
teacher review of final selection.  Evaluations by Steering Committee 
members confirm that the selection process was effective, fair, and 
efficient.  Five appendixes contain summaries of objectives, 
criteria, and the process; a test review rating chart; and the 
curriculum/test match worksheet.  (SLD)
  Descriptors: Content Analysis; Educational Objectives; Elementary 
Secondary Education; Evaluation Criteria; Guidelines; Mathematics 
Curriculum; *Models; *Norm Referenced Tests; Pilot Projects; Public 
Schools; *School Districts; Test Content; Test Reviews; *Test 
Selection; Test Use
  Identifiers: Curriculum Related Testing; *Leon County School 
District FL

  
  EJ440381  SP521044
  Tools for the Selection and Evaluation of Standardized Tests.
  McDermand, Robert V.
  Contemporary Education, v62 n4 p301-05 Sum   1991
  ISSN: 0010-7476
  Document Type: JOURNAL ARTICLE (080);  DIRECTORY (132)
  Lists comprehensive guides, catalogs, and printed and online 
databases for use by individuals who do not have an extensive 
background in tests and measurement.  The guides provide lists of 
tests for specific subject areas, grade levels, and purposes.  The 
article includes availability information for resources.  (SM)
  Descriptors: Achievement Tests; *Databases; *Directories; 
Elementary Secondary Education; *Guides; *Standardized Tests; Student 
Evaluation; Test Content; *Test Selection

  
  ED332749  JC910268
  Standardized Testing. The Teacher's & Instructor's Guide.
  Rubadeau, Duane O.; And Others
  College of New Caledonia, Prince George (British Columbia). Centre 
for Improved Teaching.  1990
  31p.
  Document Type: TEACHING GUIDE (052)
  Target Audience: Teachers; Practitioners
  Designed to assist community college practitioners in understanding 
and utilizing standardized test results for making instructional, 
guidance, and administrative decisions, this three-part guidebook 
examines the uses of test results, the evaluation of standardized 
tests, and procedures for interpreting test scores.  Section I 
discusses the reporting of test performance, and reviews the 
functions of number ordering and ranking as they relate to test 
scoring.  This section includes an examination of the nominal, 
ordinal, interval, and ratio measuring scales, and the data 
organizing procedures of two-way classification, qualitative 
classification, ranking, and scores expressed in uniform units.  
Section II reviews factors to consider when selecting a test, 
presents a 14-item test evaluation outline, cites sources for 
information about tests, and describes test evaluation criteria, 
including content validity, construct validity, predictive validity, 
face validity, reliability, standardization, and norms.  The final 
section presents a 12-step test interpretation procedure oriented 
around student involvement (i.e., a procedure that allows students to 
apply the test results to their own educational, vocational, and 
personal circumstances and decisions).  The 12 steps include 
discussing the test; inquiring about students' feelings while taking 
the test and their perceptions of why the test was selected; 
discussing norm groups; asking students to estimate their 
performance; discussing the use of ranges in test interpretation; 
providing self-estimate forms; and discussing actual scores.  A list 
of sources for information about standardized tests is appended.  
(PAA)
  Descriptors: Community Colleges; Elementary Secondary Education; 
Foreign Countries; *Standardized Tests; Teaching Guides; Testing 
Problems; *Test Interpretation; Test Norms; *Test Reliability; Test 
Results; *Test Selection; *Test Use; *Test Validity; Two Year 
Colleges; Two Year College Students

  
  ED313572  CE053854
  Assessment Models & Instruments: Adult Populations.
  Nurss, Joanne R.
  Georgia State Univ., Atlanta. Center for the Study of Adult 
Literacy.  29 Nov 1989
  11p.; Adapted from a paper presented at the Assessment Issues Forum 
(Macon, GA, November 29, 1989). The one page reference list contains 
light, broken type.
  Document Type: POSITION PAPER (120);  CONFERENCE PAPER (150)
  Several issues should be considered in selecting assessment 
instruments and procedures for use in adult literacy programs.  
Teachers must consider the purpose of the assessment; the 
appropriateness of the assessment instrument for adults; the 
reliability, validity, and practicality of the instrument; whether 
the assessment is culturally sensitive; and whether the assessment 
instrument is congruent with the instruction given.  An effective 
assessment model for adults consists of several different types of 
assessment, giving the instructor a multiple view of the adult's 
literacy achievement and instructional needs.  A selection of the 
following types of assessment can be used with adults: standardized, 
norm-referenced tests; other reading tests; locally developed 
measures; workplace and other functional literacy assessment; job or 
life simulation; work samples; observation of students; informal 
reading inventories; and follow-up of students.  An assessment model 
for adult populations needs to include multiple sources of data, 
using instruments and procedures that are appropriate for adults and 
that adhere to the principles of assessment.  Assessment is used for 
planning instruction and can help the student see progress and be 
motivated to remain in the program.  (KC)
  Descriptors: Adult Basic Education; Adult Literacy; *Adult Students; 
Educational Testing; Evaluation Methods; Literacy Education; Reading 
Achievement; Reading Diagnosis; *Reading Tests; *Student Evaluation; 
*Test Format; Test Reliability; *Test Selection; *Test Use; Test 
Validity

  
  ED307980  PS018030
  Assessment in Early Childhood Education: A Consumer's Guide.
  Langhorst, Beth Hoover
  Northwest Regional Educational Lab., Portland, Oreg.
  Apr 1989
  162p.
  Sponsoring Agency: Office of Educational Research and Improvement 
(ED), Washington, DC.
  Document Type: NON-CLASSROOM MATERIAL (055)
  Target Audience: Practitioners
  Intended for use by early childhood practitioners who select and 
use early childhood assessment instruments, this guide provides 
information needed to judge instrument appropriateness and technical
quality.  The guide focuses mainly on standardized, broadly available 
instruments.  Criteria for selecting instruments include publication 
after 1979, wide use, and provision of technical information.  Other 
criteria concern whether the instrument targets children of 4-8 years 
of age and requires limited professional training for administration.  
The guide offers: (1) an overview of issues in early childhood 
testing; (2) a discussion of criteria for selection of instruments in 
general, and specifically, of those appropriate for developmental 
screening, readiness assessment, or instructional planning; and (3) 
discussions of the state of the art and prospects for the future, 
reviews of assessment instruments, and ways to choose an Early 
Childhood Education test.  Appendices provide a code of fair testing, 
a list of reference works for early childhood assessment, and reviews 
or descriptions of over 50 early childhood assessment instruments.  
Reviews briefly describe the purpose of the instrument, test 
contents, administration format and procedures, scoring, norms, 
validity, reliability, utility, and availability.  About 45 
references are cited.  (RH)
  Descriptors: Check Lists; Codes of Ethics; *Criteria; *Early 
Childhood Education; Guidelines; *Readiness; *Screening Tests; Test 
Norms; Test Reliability; Test Reviews; *Test Selection; *Test Use; 
Test Validity

  
  EJ385051  CG535236
  Choosing between Parametric and Nonparametric Tests.
  Harwell, Michael R.
  Journal of Counseling and Development, v67 n1 p35-38 Sep 
  1988
  Document Type: JOURNAL ARTICLE (080);  GENERAL REPORT (140)
  Discusses several statistical and substantive criteria that can be 
used to choose between parametric and nonparametric tests.  Presents 
a non-parametric test capable of testing a number of statistical 
hypotheses using existing computer packages.  Provides 
recommendations encouraging researchers to routinely use 
nonparametric tests in their data analytic work.  (Author)
  Descriptors: *Statistical Analysis; *Test Format; *Test Selection; 
*Test Use
  Identifiers: *Nonparametric Tests; *Parametric Tests

  
  ED318574  PS018762
  Assesssing Tests: What Do Teachers Need To Know?
  Horm-Wingerd, Diane M.
  Nov 1988
  21p.; A portion of this paper was presented at the Annual Meeting 
of the National Association for the Education of Young Children 
(Anaheim, CA, November 10-13, 1988).
  Document Type: NON-CLASSROOM MATERIAL (055);  CONFERENCE PAPER 
(150)
  Target Audience: Teachers; Practitioners
  This paper provides an overview of standardized tests and a summary 
of important psychometric and test construction properties that 
educators must consider when they make critical evaluations of 
standardized tests.  Sections of the paper concern: (1) basic 
characteristics of standardized tests; (2) differences between norm-
referenced and criterion-referenced tests; (3) reliability and 
validity; (4) the importance of reliability and validity; and (5) 
sources of additional information.  Guidelines for appropriate test 
selection and use are included.  (Author/RH)
  Descriptors: Criterion Referenced Tests; Educational Practices; 
Guidelines; Norm Referenced Tests; Resource Materials; Standardized 
Tests; *Teacher Responsibility; Test Reliability; *Test Selection; 
*Test Use; Test Validity

  
  ED278703  TM870129
  Test Purchaser Qualifications: Present Practice, Professional 
Needs, and a Proposed System. Issues in Scientific Psychology.
  Moreland, Kevin L.; And Others
  American Psychological Association, Washington, DC. Scientific 
Affairs Office.  Jul 1986
  35p.
  Document Type: EVALUATIVE REPORT (142);  TEST, QUESTIONNAIRE (160)
 Three papers are included in this document.  The first, "An 
Moreland, is a short history of the American Psychological 
Association (APA)/American Educational Research Association 
(AERA)/National Council on Measurement in Education (NCME) Working 
group, and the political and practical issues surrounding it are 
discussed.  The second paper, "Establishing Test Purchaser 
Qualifications: Present Practices and Future Needs," by Gary J. 
Robertson, reviews the catalog and order fulfillment procedures of 13 
major U.S. test publishers in order to determine the types of 
information required to establish individual purchaser qualifications.  
It advocates the establishment of a new system with four specific 
characteristics for evaluating purchaser qualifications.  The third 
paper, "Test Purchaser Qualifications: A Proposed Voluntary System 
Based on Test Ethics," by Lorraine D. Eyde and Ernest S. Primoff, 
the Joint Committee on Testing Practices.  It also describes a 
history of the APA's concern with test ethics and test user 
qualifications, the research conducted by the Working Group, and the 
preliminary elements of a model voluntary test purchaser system which 
may be adapted by test publishers.  (JAZ)
  Descriptors: *Educational Testing; Ethics; *Evaluation Methods; 
Models; Professional Associations; Psychological Testing; 
*Qualifications; Questionnaires; Standards; Testing Problems; Testing 
Programs; *Test Selection; *Test Use; Test Validity
  Identifiers: *American Psychological Association; *Test Publishers

  
  EJ324150  IR514636
  Special Feature: Testing and Evaluation.
  Selden, Ramsay W.; And Others
  Curriculum Review, v25 n1 p14-32 Sep-Oct   1985
  Document Type: JOURNAL ARTICLE (080);  POSITION PAPER (120);  
BIBLIOGRAPHY (131);  PROJECT DESCRIPTION (141)
  Target Audience: Practitioners
  Articles in this series on testing and evaluation specifically 
address the use of tests to assess and improve educational status; 
achievement test selection; and trend toward increased use of 
coaching materials to improve test performance.  Professional 
literature on educational measurement is reviewed.  (MBR)
  Descriptors: Achievement Tests; *Educational Change; *Educational 
Quality; Elementary Secondary Education; Ethics; Evaluation; 
Instructional Materials; Literature Reviews; Standardized Tests; 
*Test Coaching; Testing; *Testing Problems; Test Reliability; *Test 
Selection; *Test Use
  Identifiers: National Commission on Excellence in Education

  
  EJ301331  EC161717
  Selecting and Evaluating Educational Assessment Instruments.
  Salend, Spencer S.
  Pointer, v28 n2 p20-22 Win   1984
  Document Type: JOURNAL ARTICLE (080);  NON-CLASSROOM MATERIAL (055)
  Target Audience: Practitioners
  Assessment instruments should be selected on the basis of test 
design variables (such as date of development and content sequence), 
test construction variables (including standardization results), 
examinee-related variables (such as prerequisite skills and 
vocabulary level), examiner-related variables (including preparation 
and skills), and economic variables (such as cost and time 
requirements).  (CL)
  Descriptors: *Elementary Secondary Education; Evaluation Methods; 
Standardized Tests; *Test Selection; *Test Use

  
  ED243938  TM840251
  Dual Objective Achievement Test Selection.
  McLarty, Joyce R.
  Apr 1984
  39p.; Paper presented at the Annual Meeting of the American 
Educational Research Association (68th, New Orleans, LA, April 23-27, 
1984).
  Document Type: CONFERENCE PAPER (150);  PROJECT DESCRIPTION (141)
  Target Audience: Researchers
  In 1982-83, Riverside Unified School District (California) selected 
an achievement test to provide both norm- and criterion-referenced 
(dual objective) data for its achievement testing program.  The test 
selection process was focused around eight evaluation aspects: 
prescreening of tests, content matching, instructional evaluation, 
processing evaluation, psychometric evaluation, input from interested 
staff and parents, cost analysis, and empirical preparation.  Despite 
considerable effort to blend curricular and technical considerations, 
only the compromise of functional level testing was able to avoid a 
direct conflict between the curriculum committee's preference for the 
Comprehensive Tests of Basic Skills (CTBS) content and format, and 
the technical committee's concern for its ceiling effects.  The CTBS 
covers 25-71 percent of the curriculum, though it does not assess 
about 40 percent of the curriculum judged measurable by a paper and 
pencil test.  Although it is possible to wring content-referenced 
information from a standardized achievement test, the experience in 
Riverside suggests that the content analysis needs to be thorough and 
that interpretation of test results relating to the curriculum should 
be restricted to those specific areas in which sufficient match and 
coverage have been verified.  (BW)
  Descriptors: *Achievement Tests; *Content Analysis; Criterion 
Referenced Tests; Educational Objectives; Elementary Education; 
*Elementary School Curriculum; Norm Referenced Tests; Standardized 
Tests; *Test Selection; Test Use; *Test Validity
  Identifiers: Ceiling Effects; *Riverside Unified School District CA; 
*Test Curriculum Overlap

  
  ED223703  TM820850
  Making, Choosing, and Using Tests: A Practicum on Domain-Referenced 
Testing.
  Baker, Eva L.; And Others
  California Univ., Los Angeles. Center for the Study of Evaluation.
  Aug 1980
  205p.
  Sponsoring Agency: National Inst. of Education (ED), Washington, 
DC.
  Document Type: NON-CLASSROOM MATERIAL (055)
  Target Audience: Practitioners
  The materials presented were developed for use in a series of 
conferences on testing and instruction sponsored by the National 
Institute of Education, with the United States Office of Education, 
the UCLA Center for the Study of Evaluation, and a network of 
research and development agencies.  They are intended for use by 
school practitioners and others concerned with the development or 
selection of tests geared toward local curricula and objectives.  The 
development and validation process is described.  The volume provides 
procedures for selecting or developing tests that are instructionally 
relevant and technically sound.  Two procedures for test development 
rely on domain specifications and item review for congruence with 
these specifications.  The two procedures for test selection are 
concerned with a test's relevance and its technical properties.  
Domain specifications connect learning outcomes to instructional 
content and the assessment of learning by providing rules for 
describing the domain, generating items, and setting their linguistic 
and cognitive complexity.  The test selection procedures consider a 
test's instructional relevance to specified skills and objectives and 
its technical qualities.  A training unit and practice materials for 
each procedure and a facilitator's guide are provided.  (Author/CM)
  Descriptors: *Criterion Referenced Tests; Elementary Secondary 
Education; *Evaluation Criteria; Item Analysis; *Local Norms; 
Measurement Objectives; Relevance (Education); Skill Analysis; *Test 
Construction; Testing Programs; Test Items; Test Reliability; *Test 
Selection; Test Use; *Test Validity
  Identifiers: Domain Referenced Tests; Test Manuals

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