Standardized Test

Standardized Test
Standardized Test
• Constructed by experts • Norm-Referenced
• Administered and scored • National sample of
according to specific and students have been used
uniform (i.e. standard) as norming group for
procedures interpreting relative
• Purpose: To determine a standing
student’s level of • Criterion-Referenced
performance relative to the • Tests very similar to
performance of other teacher made tests
students in similar age and
grade
 Criterion-Referenced Norm-Referenced
Dimension
Tests Tests

To determine whether each

To rank each student with
student has achieved specific
respect to the achievement of
skills or concepts.
others in broad areas of
Purpose knowledge.
To find out how much
students know before
To discriminate between high
instruction begins and after it
and low achievers.
has finished.
Measures specific skills
which make up a designated
Measures broad skill areas
curriculum. These skills are
sampled from a variety of
identified by teachers and
Content textbooks, syllabi, and the
curriculum experts.
judgments of curriculum
experts.
Each skill is expressed as an
instructional objective.
 Criterion-Referenced Norm-Referenced
Dimension
Tests Tests

Each skill is tested by at least

four items in order to obtain an Each skill is usually tested by
adequate sample of student less than four items.
Item performance and to minimize Items vary in difficulty.
Characteristics the effect of guessing. Items are selected that
discriminate between high
The items which test any given and low achievers.
skill are parallel in difficulty.
Each individual is compared
Each individual is compared with other examinees and
with a preset standard for assigned a score--usually
acceptable achievement. The expressed as a percentile, a
performance of other grade equivalent
Score examinees is irrelevant. score, or a stanine.
Interpretation
A student's score is usually Student achievement is
expressed as a percentage. reported for broad skill areas,
Student achievement is although some norm-referenced
reported for individual skills. tests do report student
achievement for individual skills.
Kind of Test
Standardized Purpose Examples Special
Test Considerations

Achievement To assess how Iowa Test of Basic •Usually more

Tests much students Skills (ITBS) appropriate for
have learned from measuring broad areas
what they have Metropolitan of achievement than
specifically been Achievement specific knowledge or
taught. Tests, 7th edition skills.
(MAT-7)
•Useful when
Stanford comparing the
Achievement performance of two
Test, 9th edition groups of students.
(SAT-9)
•Allows us to follow a
student's progress over
time and can alert us
to "potential trouble
spots".
 Kind of
Standardized Purpose Examples Special
Test Considerations
Scholastic •To assess Test of Cognitive •Scores should
Aptitude students’ general Skills, 2nd edition not be construed
Tests capability to learn; (TCS/2) as an indication of
learning potential
•To predict their Cognitive Abilities over the long run.
general academic Test, Form 6 •Individually
success over the (CogAT) administered
short run. Often •Preferable when
called intelligence Weschler students’ verbal
tests. Intelligence Scale skills are limited
for Children- or when
Revised significant
exceptionality is
suspected.
•Assessed how
much a student
has learned from
their everyday
lives and
experiences.
 Kind of Purpose Examples Special
Standardized Considerations
Test
Specific To predict •Stanford Test scores
Aptitude how well Diagnostic should not be
Tests students are Reading Test, construed as an
likely to Fourth Edition indication of
perform in a (SDRT-4) learning
specific potential over
content •Orleans-Hanna the long run.
domain. Algebra
Prognosis Test,
Third Edition
(grades 7-11)
Standardized Test-
DepEd
National Assessment of Student Learning for
the K to 13 Basic Education Program (DepEd
Order # 55, s. 2016)
•Early Language, Literacy and Numeracy
Assessment
•Exit Assessment
•Career Assessment
•Accreditation and Equivalency Assessment
•Grade Level Placement Assessment
Early Language, Literacy and Numeracy
Assessment (ELLNA)

• Determine if learners are meeting Grade 3 learning standards

• Analyze patterns in language development together with
other language, literacy, and numeracy assessments to
develop appropriate intervention programs
• Formulate evidence-based policies and plans for Mother
Tongue Based-Multilingual Education (MTB-MLE)
instructional practices and learning environment provisions
that impact learning outcomes
• Improve MTB-MLE instruction
• Identify teacher training needs
• Initiate and conduct research on MTB-MLE
instructional practices and learning environment
provisions that impact student learning outcomes
 Coverage
• Language and Literacy • Numeracy
A. Mechanical Component A. Counting
1. Alphabet Knowledge B. Estimating
2. Phonics and Word C. Calculating
Reading D. Measuring
3. Spelling E. Problem Solving
B. Meaning Component
1. Book and Print
Knowledge
2. Vocabulary
3. Grammar
4. Reading Comprehension
5. Listening
Comprehension
6. Study Skills
Administration

• All grade 3 learners from the sampled schools

• Stratified random sampling
• Administered to grade 4 learners 3 weeks after the
first day of classes
Exit Assessment

• Determine if learners are meeting the learning

standards
• Help provide information to improve instructional
practices
• Assess/evaluate effectiveness and efficiency of
education service delivery using learning outcomes
as indicators
• Provide empirical information as bases for
curriculum, learning delivery, assessment and policy
reviews and policy formulation
 Test Design
Grade 6 and 10 Grade 12
• 21st Century skills (Information, • 21st Century Skills
Media and Technology Skills, • Core SSH learning Areas
Learning and Innovation Skills, (Languages, Humanities,
Communication Skills, and Life Communication, Mathematics,
and Career Skills) using learning Science, Social Science and
areas as as content (English, Philosophy)
Science, Mathematics, Filipino
and AP)
Test Administration

• All Grade 6, 10 and 12 learners

• Stratified Random Sampling
Schedule of Administration

• Grade 6 and 10
• The test shall be administered to Grade 7 and 11
learners three weeks after the first day of classes

• Grade 12
• The test shall be administered on the third week of
the second semester
Career Assessment

• To provide guidance to individual learners for their

future educational and career choices
• To provide a basis for profiling learners’ aptitude in
the four SSH tracks
Test Design

• General Scholastic Aptitude (GSA)

• Occupational Interest Inventory
• Aptitude for SSH Tracks
Test Administration

• All Grade 9 Learners

• Administered annually every last Wed and Thur. of
Aug.
Accreditation and
Equivalency Assessment (A&E Tests)

• A nationally administered tests that aim to measure

the competencies and life skills of those who have
not attended or finished the formal elementary or
secondary education
Test Design

• The tests shall cover 21st century skills based on the

ALS strands
• Communication Skills
• Critical Thinking and Problem Solving Skills
• Sustainable Use of Resources and Productivity
• Development of Self and a Sense of Community
• Expanding One’s World Vision

• 50% written assessment results and 50% portfolio

Philippine Education
Placement Test (PEPT)

• To establish that students have met learning

standards for specific grade levels
• To determine the appropriate grade level of learners
in special circumstances in the formal school system
• To assess competencies in academic areas gained
through informal and nonformal means for entry or
re entry into formal school
• To assess competencies in academic areas for entry
or reentry to formal school
Target Clientele

• Learners from schools without a government permit

• Learners from nonformal and informal education
programs
• Learners who have incomplete or no record of formal
schooling
• Learning with back subjects
• Learners who need grade level standards assessment
• Learners who are over age for their grade levels
Previous tests
The Language Assessment for Primary Grades
(LAPG
Objectives:
• establish a baseline data for the Filipino and English
language learning in the K to 12 Curriculum
• evaluate the effectiveness of the Mother Tongue Based-Multilingual
Education (MTB-MLE) instruction across 19 languages
• establish Mother Tongue language development across Philippine
languages in the context of the MTB-MLE program implementation
• compare the performance of the Grade 3 pupils in the English and
Filipino essential skills
• correlate language development across Early Grades
Reading Assessment (EGRA), Early
Grades MathematicsAssessment (EGMA) and language
literacy assessment in the primary grades
Essential Skills

1. Book and Print Knowledge 9. Listening Comprehension

2. Alphabet Knowledge 10. Computations (Math)
3. Vocabulary 11. Attitude Towards Reading*
4. Phonics and Word Reading 12. Phonological Awareness*
5. Spelling 13. Fluency*
6. Grammar 14. Oral Language*
7. Reading Comprehension 15. Handwriting*
8. Study Skills 16. Composing*
Early Grades Reading Assessment

• an orally-administered test to determine basic reading skills, such as

letter-sound identification, word and non-word decoding, and
reading comprehension.
Result of EGRA

• Letter-sound identification—a skill that should be automatic to

readers—10-25% of the surveyed children could not identify a single
letter sound correctly.
• The reason for this was instead of saying the sound, the children
were saying the letter name.
• In reading fluency, while the average scores are increasing from
Grade 1 to Grade 2, many children still cannot read a single one- or
two-syllable word correctly, even after two years of schooling.
• Comprehension scores are also weak, and, depending on the
language, between 8% and 38% of the students cannot read a single
word of a short story.
School Readiness Assessment

• Assessment on the year-end school readiness of kindergarten to

check on their pre-schooling progress with the end-view of providing
them with specific learning intervention.
• Areas: physical health and well-being, motor development,
mathematics, language and literacy, sensory perceptual, physical and
social environment, character and values development and socio-
emotional development.
• Early Grades Mathematics Assessment
• Language Literacy Assessment
• National Elementary Achievement Test (NEAT)
This is a test designed to assess abilities and skills of Grade VI pupils in all
public and private elementary schools in five (5) subject areas: English,
Filipino, Science, HEKASI and Mathematics.

• National Secondary Achievement Test (NSAT)

It aims to assess the abilities and skills of graduating fourth year students
to determine their knowledge and capabilities in five (5) subject areas:
English, Filipino, Science, Mathematics and Araling Panlipunan (Social
Studies).
OLSAT
Otis Lennon School Abilities Test (OLSAT)

• It is designed as a group assessment measuring higher order

reasoning skills involving analysis, synthesis, and evaluation.
• The skills permit student learners
• to better understand the content they are learning,
• to better recall what they understand, to be more logical,
• to perceive relationships, attend to details, and
• to form generalizations and apply them to new content.
The School Ability Index
• The SAI score measures one student in relation to other students of
the same age.

The score of 100 is the mean or average. A mean, by definition,

is the center of the scores in a set of scores - or the point where the
largest number of scores occur. The distance from that average point,
or center, is the standard deviation
SAI Range % of Population

132+ 2.27%

116-132 13.59%

84-116 68.26%

68-84 13.59%

Below 68 2.27%
• The further away from the mean or average, the smaller the
number of occurrences or the less-average the score. The
direction of the score, below or above the mean, determines the
special services needed.
• Most frequently, the term ‘gifted’ is assigned to a student whose
score falls 2 or more standard deviations above the mean. For
the OLSAT, this translates into a score of 132 or higher.
Percentile Rankings:
• Percentile rankings correspond to the SAI scores. An SAI
score of 100 translates into a percentile ranking of 50%.

Stanine:
 A type of scaled score.
 There are nine stanine units (the term is short for
"standard ninepoint scale"), ranging from 1 to 9.
 Typically, stanine scores are interpreted as
Below average (1-3)
Average (4-6)
Above average (7-9)
• Stanine scores are useful in quickly comparing a student's
performance across different content areas.