LECTURE 11

STANDARDIZED TESTS

A standardized test is a test that is administered and scored in a

consistent, or "standard", manner. Standardized tests are designed in
such a way that the questions, conditions for administering, scoring
procedures, and interpretations are consistent and are administered and
scored in a predetermined, standard manner.
Any test in which the same test is given in the same manner to all test
takers, and graded in the same manner for everyone, is a standardized
test. Standardized tests do not need to be high-stakes tests, time-limited
tests, or multiple-choice tests. A standardized test may be any type of
test: a written test, an oral test, or a practical skills performance test. The
questions can be simple or complex. The subject matter among school-
age students is frequently academic skills, but a standardized test can be
given on nearly any topic, including driving tests,
creativity, athleticism, personality, professional ethics, or other attributes.
A standardized test is any form of test that

(1) requires all test takers to answer the same questions, or a selection
of questions from common bank of questions, in the same way, and
that
(2) is scored in a standard or consistent manner, which makes it
possible to compare the relative performance of individual students
or groups of students.
While different types of tests and assessments may be standardized in this way,
the term is primarily associated with large-scale tests administered to
large number of people.

Common standardized test include achievement, aptitude and intelligence tests.

Achievement Tests
Achievement tests are designed to measure accomplishment. They measure the
degree of learning that has taken place as a result of exposure to a relatively
defined learning experience. The relatively defined learning experience may be
something as broad as a sampling of what one learned for four years of college
or something as narrow as “test administration” it is used to measure an
individual present level of knowledge, skills or performance. Such tests contain
items/questions and tasks that attempt to determine what individual knows or
can do, usually, they measure the skill and knowledge that a person has acquired
in a subject matter and attempt to elicit the best performance from the
respondent. Classroom tests basically fall in this category.

Achievement tests are designed to measure the effects of a specific programme

of instruction or training. Achievement tests are used in evaluating present level
of knowledge, skills and competence. A test of achievement may be
standardized nationally, regionally, or locally or it may not be standardized at all
e.g. a teacher is classroom test. Assessment and evaluation are terms often used
in connection with achievement testing.

Classification of Achievement Tests

Achievement tests may be classified into three categories:

1) Diagnostic tests.

- These are designed to isolate specific strengths and weakness of an

individual in some particular field of knowledge.
- Main purpose /goal of diagnostic evaluation is to determine the causes of
persistent learning problems and to formulate a plan for remedial action.
2) Single subject – matter tests

- They measure the pupils/students educational achievement in single content

area.
3) Survey batteries
 - Consists of a group of tests in different content areas standardized on
the same population so that the results of the various components may
be meaningfully compared.

Uses of Achievement Tests

1) Useful both in the identification of students with special educational

disabilities and in the measurement of progress in the source of remedial
work. So it is used for remedial teaching programmes.
2) They facilitate learning i.e. the tests reveal weaknesses in past learning,
give direction to subsequent learning and motivate the learner. Giving of
immediate feedback on performance or test results motivate learners. It is
important for students to become aware of their errors soon after the
tests.
3) Achievement tests provide a means of adapting instruction to individual
needs. Teaching can be most fruitful when it meets the learner at whatever
stage he or she happens to be. Ascertaining what individuals are already
able to do and what they are already able to do and what they already
know about a subject is thus a necessary first step for effective teaching.
4) Achievement tests may be employed to aid in the evaluation and
improvement of teaching and in the formulation of educational goals both
at the school and national level.
5) They can assist school personnel in making decisions concerning a
student’s advancement to higher levels of education. Useful for career
teachers in schools.
6) They can be used to gage the quality instruction vis-à-vis on particular
teacher, an entire school district or a state. Though such a use of test data
presumes that student’s abilities and related factors are relatively constant
across situations Achievements tests can be used for administrative and
guidance and counseling purposes in the school system.

Comparison between Aptitude and Achievement Tests

Achievement tests measure learned knowledge while aptitude tests measure
both acquired knowledge and inmate potential. Therefore, while both types of
tests measure learning to some degree, achievement tests are typically more
limited in scope in the learning they asses. Achievement tests reflect learning
that has occurred under controlled and definable conditions, usually where
there has been specific training. Aptitude tests tap a combination of learning
experiences and inborn potential that was obtained under uncontrolled and
non-defined conditions. Predictions about future learning behaviour can be
made from both kinds of tests though predictions made on the basis of
achievement tests are usually limited to the subject matter of the test.

All aptitude tests imply predictions used for selecting individuals for jobs, for
admission to training programmes, scholarships etc

NB. Aptitude tests the inherent ability to acquire a skill or a particular type of
knowledge. It is a test of a person’s ability to learn a task or a potential ability to
perform a task (they are future oriented) – achievement are past and present
oriented.

Note: measures of general achievement may survey learning in one or more

academic areas. Those tests that cover a number of academic areas are typically
divided into several subtests and are referred to as ‘achievement batteries”. Such
batteries may be individually administered. Achievement test batteries consist
of a group of tests in different content areas standardized on the same
population so that the results of the various components may be meaningfully
compared. They lend themselves best to those grade levels on which there is a
common core of subjects. Thus they find their greater use on the primary and
elementary levels although there are some which go through the secondary
school level have to be used.

The process of administering a test to a representative sample of test takers for

the purpose of establishing norms is referred to as standardization of a test.
Standardization implies uniforming of procedure in administering and scoring
the test. If the scores obtained by different persons are to be comparable,
testing conditions must obviously be the same for all. In order to secure
uniforming in testing conditions, the test constructor provides detailed
directions for administering each newly developed test. The formulation of
directions is a major part of the standardization of a new test. Such
standardization extends to the exact materials employed, time limits, oral
instruction, preliminary demonstrations, ways of handling queries from test
takers, and every other detail of the testing situation.

Characteristics of Standardization Tests

1) The test items are of high technical quality. They have been developed by
test specialist, tried out experimentally (pre-tested) and selected on the
basis of difficulty, discriminating power, and relationship to a rigid set of
specifications.
2) Directions for administering and scoring are so precisely stated that the
procedures are standard for different users of the test.
3) Norms, based on representative groups of individuals, are provided as aids
in interpreting tests scores. These norms are based on various age and
grade groups on a national, regional, or state level. Norms for special
groups, such as private schools, might also be supplied.
4) A test manual and either accessory material are provided to guide
administering and scoring the test and interpreting and using the results.

Standardized Vs Informal Classroom Tests

Standardized tests and carefully constructed classroom tests are similar in many
ways. Both are based on a carefully planned table of specification, both have the
same type of test items, and both provide clear directions to the pupils.

Intelligence tests

One of the most valued characteristics or traits by the society is intelligence. The
term “intelligence” has come to be used in different ways and there continues
to be certain amount of vagueness associated with the concept. It is one of the
many controversial areas in psychology because the most difficult thing to do is
to say exactly what we mean by the term

Binet and Simon devised the 1st ever known test of intelligence. The early
intelligence test was a collection of questions tapping children’s alertness,
acquired knowledge, motivation, language skill, etc. Binet published his first test
in 1905. Termed at stand ford university adopted it for use with American
children in 1916. This test was revised in 1937, 1960, and 1972. The standard –
Binet test of Terman (Terman and Merill) has items of the following type: Word
definition, Verbal analify problems, Adaptive problems, Arithmetic problems,
Memory, General information, Absurdity detection, Missing parts picture, Spatial
problems, Comprehension.

Wechsler came up with Wechsler. Intelligence scale for children (WISC) by which
given three scores. A verbal I.Q and a suit scale I.Q. He also came up with W.P.P.I.
i.e. Wescher Pre-school and Primary school Intelligence for children 4-61/2
years. W.I.S.C for 6-16 years. W.A. I .S for persons 16+ and over.

Many definitions of intelligence have been offered by psychologist and the

multiplicity of the definitions suggest that no definition has satisfied many and
for long. However, intelligence is known to be concerned with how well one
understands or thinks or exhibits in problem – solving behavior. Wechsler
defined intelligence at the aggregate or global capacity of the individual to act
purposely, think rationally and to deal effectively with his environment. Wechsler
insists that intelligence include more than cognitive abilities. Intelligence
according to him is an aspect of behaviour, it has to do primarily with the
appropriateness, effectiveness, and worthwhile ness of what human beings do
or want to do. The distinction between general and specific abilities is perhaps
the major point of difference in the definitions of intelligence.

The common man believes that:

1. Intelligence is a generalized ability to learn new things quickly, to solve

different kinds of problems effectively and to adapt to unfamiliar
 situations with flexibility and skill. Thus intelligence is viewed as
generalized coping ability.

2. An individual with intelligence is likely to be more successful than one with

less of intelligence.

3. Adequate intelligence enables a child to profit from environmental

opportunities provided at home and school. If the child has the necessary
stimulating and school experiences he will succeed in developing into an
effective wholesome and efficient individual.

4. Differences in basic intelligence are partly due to differential heredity.

5. The “intelligence test” popularly called I.Q test measures or assesses

intelligence.

NB. Although many would believe that the quality “intelligence” is best
measured by the scores on an intelligence test, many psychologist questions
the assumption that educational decisions can be made on the basis of its
(IQ test)

I.Q is not intelligence – it is an estimate of someone’s intellectual ability based

on his performance on a particular test. If the tests fail to top the areas he is
good in, that estimate is wrong. Likewise, if he does not happen to be
functioning well on the day the test is given, the IQ underestimate only to
the extent that the tests on which it is based are good (comprehensive
relevant, fair etc) and are administered properly and to the degree that the
person being tested has done as well as he can.

The conception of I.Q grew out of the notion that the normal child’s mental
growth is somehow analogous to physical growth. Just as older children are
bigger and stronger than young ones, so that intellects must be bigger and
stronger.

I.Q = M.A x 100

C.A
Aptitude Tests

An aptitude is a psychological characteristic or trait which indicates the potential

for development in a specific area with specific training. Aptitude must be
distinguished from ability. Ability is usually and popularly referred to as
intelligence. While aptitude and intelligence are related, they are not the same.
Aptitude is a psychological potentiality of a specific nature or character which,
with necessary and appropriate training, helps bring about improvement in the
performance of that particular type, e.g. musical aptitude. A person with an
aptitude for music if provided with the necessary training can develop his
musical ability to a very great extent and vice versa

Aptitude is a potentiality which can be built upon or improved upon by suitable

training. Aptitude is concerned with the future. What can be achieved is a certain
type of training appropriate to the situation is given to the individual. Ability is
concerned with present. It indicates what the individual is capable of achieving
in the present situation.Achievement indicate what has been done, ability
indicates what the individual is doing at the present, aptitude tells or predicts
what an individual may become or may be able to do.

Relationship between intelligence tests and aptitude test

Aptitude and intelligence have great similarity. However, they should not be
confused one for the either. Aptitude is potentiality which could with suitable
training develop into a high level of performance.

Intelligence is the person’s feasibility and versatility in the capacity to

symbolically manipulate the environment to find a solution for a problem. It is
not an over trial and error activity. While aptitude refers to what an individual
may become (in the future with special training) intelligence implies what a
person is capable of doing here and now. Intelligence does not improve with
training.
The tests of intelligence are of different kinds. They are verbal, non verbal, speed
and power and performance tests. The aptitude tests are generally of verbal and
non- verbal, group or individual and performance type.[this is where the
confusion comes in]

NB. A person with a high aptitude say for example, music, with necessary and
special training may become a great musician, however, he may not necessarily
be very intelligent. But a person with high intelligence, for example a very
superior individual, with an I.Q. of 150 or above may not have any aptitude for
music. This should explain the relationship between the two – aptitude +
intelligence.

Uses of aptitude tests

-Used in the selection of candidates for several trades – used in getting

information about the pupil to help him gain better self-understanding and
for providing guidance for proper educational and vocational.

-Used for remedial programme.

Aptitude test in use

The popular aptitude tests in use are:

-Differential aptitude tests (DPT)

-General aptitude test battery (GATB)

-Multi aptitude test (MAT)

There are many other aptitude tests which are less popular. They were first
developed by Bingham.