J. Johncock Mod.

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Assessment Matrix Jessie Johncock Grand Canyon University: SPE557 Jan. 2, 2013

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Assessment Matrix Type of Assessment Description & Characteristics Purpose of Tests & Content NRTs are often perceived to be achievement tests and typically are best suited for national and commercial assessments. NRTs also distinguish the differences among high and low achievers. NRT can communicate to the public the different skills and abilities that students should particularly acquire and also demonstrate the level of performance that can be considered Test/Score Interpretation NRTs are developed to rank-order the various testers and compare all the students scores. The scores of NRTs are often presented as a percentile rank or a grade equivalent. The individual students are compared to the other testtakers and designate a score (typically conveyed as a percentile or a grade equivalent Value (Pros) of the Assessment When creating NRTs, it is not necessary to develop new items for different test forms and therefore save money and time creating them. NRT reports enable educators to compare student performance across the nation along with the information about student performance on their specific states content standards (Johncock, 2012). The research is designed to be Limitations (Cons) of the Assessment The difference questions on NRTs are nationally elected and therefore students have a chance of being tested on curriculum that some local districts and/or state education departments do not emphasize in their particular curriculum due to of lack of relevance or importance to that particular district or state (Schaeffer, 2007). Also, NRTs can be biased due to the

Sample Tests Comprehensive Test of Basic Skills (CTBS): CTBS covers the majority of subjects covered in schools (including social science, science and references skills) for grades one through twelve and are nationally designed. Tests of Academic Proficiency (TAP): TAP used to be known as the Basic Skills Test and is a state-wide requirement for Teacher Education admission. Intelligence (IQ) Tests: IQ tests are a type of standardized test that is designed to

Norm- NRTs equates a Referenced students Assessment individual score to that of a norming Norm- group (a Referenced collection of Tests individuals who (NRTs) have previously participated in the Standardize same test) scores. Testing The majority NRTs are in the form of multiple-choice questions, but some tests may contain openended and shortanswered questions. The questions on NRTs often copy the information of textbooks that are used nationwide instead of only using local

J. Johncock Mod. 5 SPE557 |3 curriculum. NRTs are typically used for screening and identifying students skills and abilities. at satisfactory level. The content of NRTs can be very significant in the development of different schools curriculum and standards of excellence. score) (Johncock, 2012). wide-ranging and designed to each particular item on the NRT take complete advantage of the reliability, validity and fairness of this specific assessment. NRT reports also create a vertical scale that allows for documentation and comparison of student progress all throughout their individual educational experience. When NRTs are untimed, the test allows the necessary accommodations for precise evaluation for all students, including English language learners (ELL) and students with disabilities fact that questions could potentially favor a certain type of student over another. Nonschool knowledge that is stereotypically learned by upper or middle class students is often incorporated more into the test and therefore giving those types of students an upper hand over lower class students. Teachers start teaching for the test instead of focusing on having the students learn a concept they push more memorization and fail to focus on thinking and application of assess an individuals level or intelligence. Cognitive Ability: Cognitive ability tests (such as the Brain Performance Test) are a series of assessments that are designed to assess an individuals skills and abilities in different cognitive areas and brain function. School Readiness Test (SRT): SRT is an effective assessment that determines the preparedness of each student who is approaching first grade level status. Developmental Screening Tests: Developmental Screening Tests is a series of assessments used to determine a childs ability to learn basic skills at a typical rate or if the

J. Johncock Mod. 5 SPE557 |4 (Jorgensen & McBee, 2003). Criterion- CRTs are designed Referenced to regulate Assessment specific concepts that a student has Criterion- learned. These Referenced assessments are Test (CRT) used to measure specific skills and concepts that are typically designed to be scored with a hundred possible points and students earn points for correctly completed items. The students scores are often conveyed as a percentage. CRTs are the most common type of assessment test that educators use within the daily classroom setting. CRTs are also used CRTs are designed to conclude if students have achieved specific concepts or skills and determine students initial background knowledge on specific content. The goal with CRTs is to decide if a student has displayed mastery performance of a particular skill or set of skills. CRTs are used to evaluate the effectiveness of educational programs, to decipher students mastery skills and concepts. CRT is also used to measure progress towards Each student is equated with a specific standard for suitable achievement and the scores of other testtakers is not a part of the scoring process. The value of CRT is that is allows direct interpretation of progress in terms of particular behavioral objectives, assist individualized instruction, terminate a situation in which half of the student population must Student always be below accomplishmen the median, allow t is evaluated educators to for individual evaluate student's skills. progress at consistent Measures intervals, remove particular skills pressures that derive educators to from a "teach to the test designated and enables curriculum in educators to which these assemble skills are comprehensive determined by data of each educators and students articulated as development an instructional (Afolyan, 1985). knowledge. child may have some development delays. Brigance System: The Brigance System is a comprehensive and on-going assessment that documents and develops instructional planning systems for different skills and abilities from birth to adulthood. Driving Tests: Driving tests evaluate an individuals skills to determine if their ability to drive is adequate, not to see if an individual is more skilled than another test taker. Classroom tests based on the curriculum: Tests that educators design to assess their students comprehension of the material covered

CRTs limitation comes from the amplified model results in a severe, standards-based assessment that includes complete coverage of a states elected content standards (Jorgensen & McBee, 2003).

J. Johncock Mod. 5 SPE557 |5 to measure student progress on specific skills and sub-skills that the student understands and/or has not mastered. The results from a students CRT can then be used by the teacher to shaping what type of specially designed instruction that a student needs and what information/skills the instruction needs to implement (Logsdon, 2012). Individualized Education Plans (IEPs) goals and objectives. CRTs typically identify what specific skills, content and abilities need to be taught within the classroom. objective by each skill. in class is an example of a CRT assessment.

J. Johncock Mod. 5 SPE557 |6 References Afolayan, A. O. (1985). The Problems and Potentials of Criterion- Referenced Testing. Retrieved on Oct. 1, 2012 from: http://unilorin.edu.ng/journals/education/ije/feb1981/THE%20PROBLEMS%20AND%20POTENTIALS%20OF%20CRITERION%20REFERENCED%20T ESTING.pdf Johncock, Jessica M. Assessment Matrix Mod. 3 Assignment for SPE536. 2012. MS. Grand Canyon University, Phoenix. Jorgensen, M. A. & McBee, M. (2003). Assessment Report: The New NRT Model. Boston: Pearson Education, Inc. Retrieved on Oct. 1, 2012 from http://www.pearsonassessments.com/NR/rdonlyres/3D156C81-BA45-4C8B-96B3-8A177BEE0B34/0/NewNRTModel.pdf Logsdon, A. (2012). What are Criterion Referenced Test. Retrieved Oct. 1, 2012 from http://learningdisabilities.about.com/od/ac/g/criterionref.htm Navarate, C., Wilde, J., Nelson, C., Martines, R. & Hargett, G. (2000). Informal Assessment in Educational Evaluation: Implications for Bilingual Education Programs. Retrieved on Oct. 1, 2012 from http://www.finchpark.com/courses/assess/informal.htm Schaeffer, R. (2007). Norm-Reference Achievement Test. Retrieved on Oct. 1, 2012 from: http://www.fairtest.org/facts/nratests.html Smith, C. R. (2004) Learning disabilities: The interaction of students and their environments (5th Ed.). Boston: Pearson Education, Inc.