UNIT 13 STANDARDIZED ACHIEVEMENT

TESTS
Structure
13.1 Introduction
Ii 13.2
13.3
Objectives
Standardized Achievement Tests
13.3.1 Functions of Standardized and Teacher-made Tests
13.3.2 Standardized Test vs. Teacher-made Tests
13.3.3 Uses of standardized Achievement Tests
I
13.4 Administering and Interpreting Standardized Tests
13.4.1 Administering Standardized Tests
I 13.4.2 Types of Scores/Norrns for Interpretation
II 13.5 Standardized Achievement Test Batteries
13.5.1 Achievement Test Batteries or Survey Batteries
I
13.5.2 Indian Achievement Tests
13.6 Academic Aptitude Tests vs. Achievement Tests
13.6.1 Aptitude-Achievement Discrepancies
13.7 LetUsSumUp
13.8 Unit-end Exercises
I 13.9 Answers to Check Your Progress
13.10 Suggested Readings
II
13.1 INTRODUCTION
In the field of education, interdependence of teaching, learning and testing is
. r e c o g n i ~ d .The first step in the teaching-learning process is defining and
determining the objectives of learning and the outcomes to be expected from
classroom instruction. In the light of these processes, the main reliance is
placed on tests which are constructed by teachers. Through these tests you can
see as to how well your students have mastered the unit of instruction. But
when we want to compare achievement of an individual with a group, cVass
and school or study the student growth over a period of time to know whether
the progress is more or less rapid than might be expected, standardized tests
are used. Both the standardized and the teacher-made tests are important. So
you are expected to know the list of achievement tests made in the country and
abroad. In this unit, we discuss as to why traditionally students have been
labeled as underachievers or overachievers on the basis of their academic
achievement. You will also learn that as to when and how the achievement
tests should be used.

I 13.2 OBJECTIVES
I!
After going through this unit, you should be able to:
!
1 discuss the concept of a standardized achievement test,

! ..
describe as to how standardized tests could be used,
difisrentiate between standardized and teacher-made tests,
compile a list of available achievement tests batteries, m d
I
differentiate between achievement tests and aptitude tests.
Test Construction
13.3 STANDARDIZED ACHIEVEMENT TESTS

Achievement tests are generally classified as standardized tests and teacher-

made tests. Normally in schools teacher-made tests are used. The teacher-made
achievement tests assess student achievement in relation to instruction
provided in a school. Standardized tests are constructed by test construction
specialists, usually with the assistance of curiiculum experts, teachers, and
school administrators for the purpose of determining a student's level of
performance relative to the performance of other students of similar age and
grade. These tests often take long time to construct. These tests are called
standardized because they are administered and scored according to specific
and uniform procedures. In other words, a standardized test administered and
scored in a school would be administered and scored in exactly the same
manner as anywhere else in the country.

When standardized tests are employed, test results from different students,
classes, schools and districts can be more easily and confidently compared than
would be the case with teacher-made tests. Imagine the difficulty in comparing
teacher-made tests results from Ms. Sharma's class in New Delhi with
Ms. Sundram's class in Chennai. Not only would the test items be different the
length of the test, the amount of time allowed, the instructions given by the
teachers and the scoring criteria would also be different. In short, there would
be little or no basis for comparison. The value of standardized test lies
particularly in situations in which comparisons can be made; comparisons of
one school with other schools, comparison of achievement in different areas by
a student or by a school or comparison of achievement with the potentiality for
achievement indicated by an aptitude test. The norms provided with
standardized tests make such comparisons as school achievement, readily
possible with national norms. Age or grade level in different subjects can be
compared. Age or grade level on an achievement test may be compared with
age or grade level on a measure of scholastic aptitude.

The distinctive features of a standardized test represent important advantages

for some purposes and disadvantages for others. Basing the test upon a careful
analysis of the common objectives expressed in textbooks, courses of study,
and report of committees of professional bodies should guarantee that the
thinking of many specialists has entered into the test plan. However, a
published test is fixed for a period of years in terms of broad and common
objectives. It is not a flexible tool. It cannot be adapted to special current
needs, to local emphasis/conditions, or to particular limited units of study.

13.3.1 Functions or' Standardized and Teacher-made Tests

In the light of differences between standardized and teacher-made tests, more

emphasis is laid 011 tcacher-made tests when we want to:

test how well students have mastered a unit of instruction,

determine the extent to which distinctive objectives have been achieved,
and
provide a basis for assigning course marks.
Standardized test should be used when we wish to: Standardized Achievement
Tests
compare achievement with potentiality for an individual or a group,
compare achievement of different skills or subject areas,
make comparisons between different classes and schools, and
study student's growth over a period of time to see whether progress is
appropriate as expected.

13.3.2 Standardized Tests vs. Teacher-made Tests

Standardized achievement tests differ from the tests that you prepare for your
own class. The broad differences are as follows:

i) A standardized test is based on the general content and objectives common

to many schools in the country whereas a teacher-made test can be adapted
to content and objective(s) taught in classroom.
ii) A standardized test deals with large segments of knowledge or skill,
whereas a teacher-made test can be prepared in relafion to any
specificllimited topic.
iii) A standardized test is developed with the help of professional writers,
reviewers and editors of test items whereas a teacher-made test usually
relies upon the skill of one or two teachers.
iv) Quality of items in a standardized test is high. They are pretested and
selected on the basis of difficulty level and discriminating power. Quality
of test items is often unknown in a teacher-made test and is typically lower
than that of a standardized test.
v) Reliability of a standardized test is usually high. Reliability of teacher-
made test is usually unknown but can be high if test items are carefully
constructed.
vi) In standardized test the administration and scoring procedures are
standardized and specific instructions for its administration are given. In
teacher-made test uniform procedure of administration is possible, but is
usually flexible.

'3
vii Interpretation of scores of a standardized test can be compared to norm-
groups. Test manuals and other guides aid interpretation and use. In a
teacher-made test comparisons and interpretations of scores are limited to
local class or school situation.

13.3.3 Uses of Standardized Achievement Tests

Standardized tests are used for comparative purposes. These are quite different
from the main uses of teacher-made tests which are to determine student's
mastery or skill levels, to assign grades, and to provide students and parents
with feedback. Now, a question arises as to why the classroom teacher
administers a standardized test? May be to compare the performance of
students of the current year with the performance of students of the previous
year or to compare class A with class B. But the most appropriate answer is
more likely that the classroom teacher administers standardized tests because
helshe is required to do so. This is the case in many, if not most of the schools
-

Test Construction
in the country. Part of the reason for this is the current trend toward increasing
accountability which includes evaluation of various state funded programmes.
Most, if not all, such programmes require that standardized achievement tests
be administered as par^ of the programme evaluation and further funding may
depend on the results of these tests.. By doing so' we would be able to compare
students, schools and districts with each other in order to make judgements
concerning the effectiveness of programmes across the schools, districts or
states. As long as this objective remains, use of standardized tests will be
necessary part of teaching. Hence, you should learn to administer and interpret
the results of standardized tests which are sometimes used for evaluating the
general educational development of students in the basic skills. They ark also
used for evaluating student progress during the year or over a period of years
and for grouping the students for instructional purposes: These tests can also be
ysed for diagnosing relative strenhhs and weaknesses of students in terms of
broad subject or skill areas.

Check Your Progress 1

Notes: a) Write your,answers in the space given below.

b) Compare your answers with those given at the end of the unit.

1. Write two differences between standardized tests and teacher-

made tests.

...........................................................................
...........................................................................
2. List three uses of standardized tests.

...........................................................................
...........................................................................

13.4 ADMINISTERING AND INTERPRETING

STANDARDIZED TESTS

To ensure that the standardized tests are able to serve the specific purpose, we
should know the procedure of administering and interpreting standardized
tests.

13~4.1Administering Standardized Tests

The best way to guard against aiiy error in the test administration is to instruct
everyone to administar the test as per the directions given in the test.
Sometimes, classroom teachers individualize the test administration by helping
slower students or pushing faster students. This is a violation of standardized
testing procedure. The test and its administration and scoring are 'called
'standardized' because everyone gets the same treatment. Therefore we should
follow the requirements of every standardized test:
 The following are some of the do's and don'ts about administering Standardized
Tests
standardized tests.

I Read the manual before test administration.

i Be sure you have been given the correct form for your grade level.
Adhere strictly to the administration instructions.

Don'ts

.O Try to minimize the achievement nature of test.

i
Deviate from the standardized administration instructions (i.e. do not allow
I more time, give hints, spell words, define words, etc.).

13.4.2 Types of Scores / Norms for Interpretation

In this sub-section, we shall consider the types of scores offered for

standardized tests: grade norms or equivalents, age norms, percentile and
standard scores. For example, on a language ability test, if a student aged 15
years scores 76 on the total test score, what can we say about this student? We
have the following information in the test manual:

90 to 100 : Fluency in language

80 to 90 : Command over language
70 to 80 : Working knowledge of language
below 70 : Low language competency

These details will help us in having an assessment of the 15 year old student.
These details are also available for other age groups. So there is a need for
expressing test performance in a form other than the actual score. Let us
elaborate this point for the sake of clarity.

Grade norms/equivalents: Grade norms are probably most widely used to

report test results. The representative behaviour is presented on yearly basis at
the beginning of the gradelclass and the average performance during the year
can be calculated. These are likely to be most often misinterpreted. Let us
consider the following example:

Anil, student of N grade, obtained a Mathematics computation grade

equivalent score of 7.6 (seventh grade, sixth month) on the CAT (California
Ability Test) that means even though he is only in fourth grade, he can do
seventh-grade level Mathematics. Do you agree with this statement? If you do,
you have fallen victim to the most common kind of misinterpretation regarding
these grade norms. Anil's score is the score that the publisher estimates would
be obtained by seventh grader during six month. It does not mean that he is
ready for seventh grade Mathematics. All we know for sure is that a fourth
grader who obtains Mathematics grade equivalent to 7.6 is well above average
in Mathematics. So grade norms or equivalents have limitations for.(i) extreme
ability groups, and (ii) may not be equal due to different school programmes or
motivational levels.
Test Construction
Age norms equivalents: Age-equivalent scores are very similar to the grade-
equivalent scores. Age-equivalent scores are determined in a fashion similar to
that described for grade equivalents. Age norms are based on the average
scores earned by students at different age levels and are interpreted in terms of
age equivalents. That is, samples of 7-, 8-, and 9-years old might be tested and
average scores for each age determined. Scores for younger or older students
would then be estimated or extrapolated from these scores. Problems similar to
those affecting grade equivalents affect age equivalents also. Main problems
are as follows:

Equal differences in scores may not reflect equal differences in

achievement. In other words, does growth from age 6 to age 7 present the
same amount of growth as that from age .lo to age 1l? It may or may not,
depending on the trait being measured. Furthermore, growth in most traits
slows down or stops during the teens or early twenties. In other words, a
year's growth in reading after age 17 is likely to be very different from a
year's growth in reading at age 7.
Age equivalents are only meaningful if subjects are taught across all
grades. It makes little sense to say that someone has an age equivalent of
16.9 in subtraction.
Age equivalents may be misinterpreted as standards, rather than averages
or norms.
Growth across subjects may vary greatly, even if age equivalents show
equal growth. A year's increase in language age equivalent does not
necessarily mean the same thing as a year's increase in science age
equivalent.

Unlike grade equivalents, age equivalents have not attracted widespread

acceptance in the schools. Like grade equivalents, they are most useful in the
elementary grades to compare growth across a common core of subjects. The
above mentioned shortcomings should always be considered in interpreting age
equivalents.

Percentile ranks: With grade and age-equivalent scores we indicate the grade
or age group in which a student's. test performance would be considered
average. That is, if a student obtains a grade-equivalpt score of 4.5, we can
say the student did as well on the test as an average fourth-grader during the*
fifth month of school. At times, however, we may not be interested in making
such comparisons. In f a t , we are more interested in determining as to how a
student's performance compares with that of students in his or her own grade
or of the same age. Percentile ranks enable us to make such comparisons.
,

Percentile ranks are a substantial improvement over grade and age-equivalent

scores in that they do not suffer from the many limitations of the latter. Since
comparisons are within grade, it does not matter whether subjects are taught
across grades, and since growth is only relative to others in the grade, the
problem of growth being unequal at different grade levels is avoided. In
addition, 'percentile ranks are less iikely to be considered as standards for
performance. However, percentile ranks do have two major shortcomings
which are listed below:
 Standardized Achievement
Tests

i) Percentile- ranks are often confused with percentage correct. In using

percentile ranks, be sure you are communicating that a percentile rank of
62, for example, is understood to mean that this individual's score was
higher than 62 percent of the people who took the test or, conversely, that
62 percent of those taking the test received scores lower than this
individual. Commonly, a score at the sixty-second percentile is
misinterpreted to mean the student answered only 62 percent of the items
correctly. A score at the sixty-second percentile might be equivalent to a B
or a C whereas a score of 62 percent would likely be an F.

ii) Equal differences between percentile ranks do not necessarily indicate

equal differences in achievement. In a class of 100 students, the difference
in achievement between the second percentile and fifth percentile is
substantial, whereas the difference between the forty-seventh and fiftieth is
negligible assuming a normal distribution. Interpretation of percentile
ranks has to consider that units toward the tails of the distribution tend to
be spread out while units toward the center tend to be compressed as
illustrated in Figure 13.1.

Fig.13.1: Normal Curve (Approximate Percentile Ranks Indicated Along Baseline)

Standard scores: Like percentile ranks, standard scores compare a student's

performance to that of other students at the same grade level. The problem of
equal differences between units not representing equal differences in
achievement is overcome through the use of standard scores. You will recall
that the z-score is the bqic type of standard score, and all other standard scores
are derived fiom it. his-is an important consideration to keep in mind since
many test publishers create new types of standard scores with various means
and standard deviations when they publish new tests (e.g., Developmental
Standard Scores on the Iowa Tests of Basic Skills, or Expanded Standard
Scores on the Comprehensive Tests of Basic Skills). You need not be
overwhelmed by such scores since conceptually they are identical to z-scores.

Though different fiom z-scores, there. are a special type of standard scores
called stanines. Stanines are ranges or bands within which fixed percentages of
scores fall. They are determined by dividing the normal curve into nine
Test Construction
portions, each being one-half standard deviation wide. Stanines and the
percentage of cases within each stanine are indicated below:
Stanine Percentage of cases
1 4% (lowest)

9. 4% (highest)
Stanines have a mean.equa1 to 5 and a standard deviation equal to 2. Each
stanine is one-half standard deviation wide. Interpreting stanines is straight
fo&d in that a student is simply described as being "in" the second stanine,
ninth stanine, etc. A major advantage of stanines is that, since they are
intervals or bands, they tend to minimize over interpretation of data.' Also,
since they only require single digit number, they are useful for situations where
recording space is limited.
Standard scores represent the ultimate in standardized test score interpretation.
However, there is o m factor that limits their widespread adoption - most
educators, parents, and students do not understand how to use standard scores.
As a result, few schools or districts request standard scores from test
publishers. .However, standard scores save time and effort in determining
aptitude-achievement discrepancies. They also allow for easy comparison of
scores both within and across students either over time or across subjects.
You may keep in mind that such scores are not understood by most parents and
students and as a result may not be a convincing way to use standardized test
results in reporting them. What should you use, then? In our opinion, grade and
age equivalents lend themselves too easily to misinterpretation and have too
many limitations. As aentioned, standard scores would be our choice but may
be too complicated f w use by the general public. We therefore, recommend
that you use percentile ranks when reporting and interpreting standardized test
results to parents. Be sure, however, to consider the limitations we mentioned
regarding percentile ranks in making such interpretations.

Check Your Progress 2

Notes: a) Write youranswer in the space given below.

b) Compare your answer with that given at the end of the unit.
1. Which of the norms are reconimended for interpreting
standardized test results to public?

...........................................................................
...........................................................................
-
..
~
 Standardized Achievement
13.5 STANDARDIZED ACHIEVEMENT TEST Tests
BATTERIES

The first standardized test came into existence around the turn of the 20th
century. These tests were tests of a single achievement area such as spelling.
Single subject achievement tests are still used although they are largely
confined to the secondary grades.

A variation of the single subject achievement test is the diagnostic achievement

test. However, use of the diagnostic test is normally limited to those
elementary and secondary school students who experience academic difficulty.
These tests are administered to -"diagnosen or indicate the specific cause or
causes of a problem (for example, faulty letter identification) in some general
academic area (for example, reading recognition). Seldom are such tests
administered to an entire class or grade. Typically, students are selected for
diagnostic testing after a single subject test or an achievement battery has
indicated a problem in some general academic area.

The most frequently used type of achievement test is the achievement test
battery, or survey battery. Such batteries are widely used, often beginning in
the first grade and administered each year thereafter. There are several reasons
why survey batteries are more popular than single subject achievement tests.
The major advantages of survey batteries over single subject achievement tests
are as follows:

Each subtest is coordinated with every other subtest, resulting in common

administration and scoring procedures, common format, and minimal
redundancy.
Batteries are less expensive and less time consuming to administer than
several single subject tests.
Each subtest is normed on the same sample, making comparisons across
subtests, both within and between individuals, easier and more valid.

This last point is probably the major reason as to why batteries have come into
such widespread use. We often use standardized tests to compare students,
classes or schools. It takes less time to make these comparisons when a single
norm group is involved than when several are involved. Furthermore, the
likelihood of clerical errors is minimized when single, comprehensive score
reports from a battery are used to make comparisons, as opposed to several
single subject score reports.

Following are the disadvantages of batteries:

The correspondence (content validity) of various subtests in the battery
may not be uniformly high.
The battery, emphasizing breadth of coverage, may not sample
achievement areas in as much depth as a single subject achievement test.

13.5.1 Achievement Test Batteries or Survey Batteries

Various achievement test batteries are available to teachers these days. Some
of the important batteries are discussed in this section:
-

Test Construction

California Achievement Test (CAT): This battery is published by CTB /

McGraw Hill. It has five levels appropriate for various grades, and two
alternate forms of the test are available. Scores are provided for reading
(vocabulary and comprehension) language (mechanics, usage, structure and
spelling) and Mathematics (computation, concepts and proble'ms). Th-e CAT
has been standardized simultaneously with the Short Form Test of Academic
Aptitude, facilitating identification of aptitude achievement discrepancies.

Comprehensive Tests of Basic Skills (CTBS): Like the CAT, the CTBS is
published by CTBIMcGraw-Hill. However, it is appropriate for students in
grades K-12. Seven levels of the test are available for students in the various
grades. An alternate form can be obtained. Level A is considered a pre
instructional or readiness test and provides scores for letter forms, letter names,
and Mathematics. Level B provides scores for reading, language, Mathematics
and Total Battery. Level B is designed to be administered to students who have
completed their first year of instruction. The remaining levels, C,. 1,2, 3, and 4,
yield scores in reading, language, Mathematics, reference skills (except fgr
Level C), Science, and Social Studies. A total battery score is also provided,
composed of reading, language, and Mathematics scores. Like the CAT,' the
CTBS has been standardized simultaneously with the Short Form Test of
Academic Aptitude.

Iowa Tests of Basic Skills (ITBS): This battery is published by the Riverside
Publishing Company. It is appropriate for students in grades K-8. The ITBS
was normed on the same sample as the Cognitive Abilities Test (CogAT), an
academic aptitude test. Thus, determination of aptitude-achievement
discrepancies is facilitated when these two tests are used. Scores are provided
for listening, word analysis, vocabulary, reading, comprehension, language
(spelling, capitalization, punctuation, and usage), visual and reference
materials, Mathematics (concepts, problem solving, computation), Social
Studies, Science, writing and listening supplements, and basic and total
battery.

Metropolitan Achievement Tests (MAT): Harcourt Brace Jovanovich

publishes this battery which is appropriate for students in grades K-9. Six
levels span the various grades, and two alternate forms of the Primer Level and
three alternate forms of the other five levels are available. The Primer level
includes scores for listening for sounds, reading, and numbers. The next level,
Primary I, includes scores for word knowledge, word analysis, reading,
Mathematics computation, and Mathematics concepts. Primary I1 includes
these plus spelling and Mathematics problem solving. The remaining levels all
provide scores for word knowledge, reading, language, spelling, Mathematics
computation, Mathematics concepts and Mathematics problem solving. In
addition, Science and Social Studies scores are available for the two higher
levels.
Sequential Tests of Educational Progress (STEP): This battery is published
by the Educational Testing Service. It is appropriate for grades 4 onwards and
consists of four levels and two alternate forms. Scores are provided at the
lowest three levels fot English expression, reading, niechanics of writing,
Mathematics computation, Mathematics basic concepts, .Science and Social
Studies. The highest level of the STEP does not include the mechanics of
writing and Mathematics basic concepts subtests.
 Standardized Achievement
Tests
SRA Achievement Series (SRA): Published by Science Research Associates,
the battery is appropriate for students in grades 1-9. Five levels cover the grade
range, and no alternate forms are available. The two lowest levels include
subtests for reading (word picture association, sentence-picture association,
comprehension, vocabulary), Mathematics (concepts and computation) and
language arts (alphabetization, capitalization, punctuation, spelling, and
usage). The three .highest levels include subtests for reading (comprehension,
vocabulary total), language arts (usage, spelling, total), Mathematics (concepts,
computation, total), Social Studies, Science and Uses of Sources.

Standard Achievement Test Series: Like the MAT, this battery is published
by Harcourt Brace Jovanovich. Six levels are provided for the various grades
and two alternate forms are available. Subtests for reading, Mathematics, and
language arts are available at all levels. Except for the lowest level, scores are
I also provided for Science, Social Studies, and except at the highest level,
listening comprehension. A unique feature of this Test is that it is available as
either a basic battery, including only the reading, Mathematics, and language
art subtests, or as a complete battery, including all the subtests. Practice tests
are also available for all but the highest level.

Tests of Achievement and Proficiency (TAP): Published by Riverside

Publishing Company, the TAP is appropriate for students in grades 9-12. .The
TAP is designed to allow for continuity with the ITBS, and also has been
normed concurrently with the Cognitive Abilities Test (CogAT), an academic
aptitude test. Thus, identification of aptitude-achievement discrepancies is
facilitated when these two tests are used. Scores are provided for reading
comprehension, Mathematics, written expression, using sources of
information, Social Studies and Science; listening and writing supplements are
also available.

13.5.2 Indian Achievement Tests

Some of the Indihn standardized achievement tests are:

C.I.E. Hindi Yogyata Pariksha for Class VJI.

Mother tongue test (Hindi) - B.K. Srivastava.
Coimbatore Achievement Test (Social 'Science) - R.K. Mission.
English Test - B.R.C., Agra.
I Mathematics Test - B.R.C., Agra.
Mathematics Test (Tamil) - R.K. Mission.
School Progress Record - L.N. Dubey.
Test Construction
Check your Progress 3

Notes: a) Write your answer in the space given below.

b) Compare your answer with that given at the end of the unit.

1. What are the advantages in using a test battery instead of tests

selected from a number of sources?

...........................................................................
...........................................................................
...........................................................................
............................................................................

13.6 ACADEMIC APTITUDE TESTS vs. ACHIEVEMENT

TESTS

So far in this unit we have discussed tests that are used to measure- past
achievement. The intent of these tests is to identify what students have learned.
At times, however, we are also interested in measuring an individual's
potential for learning or an individual's academic aptitude. Such information is
useful in making selection and placement decisions and to determine whether
students are achieving up to their potential, that is, to indicate aptitude-
achievement discrepancies. In short, aptitude tests are used to indicate
aptitude-achievement discrepancies. Aptitude tests are used to predict future
learning. While achievement tests are used to measure past learning.

Aptitude: Aptitude and potential can be considered synonymous for our

purposes. They refer to the maximum we can expect from a student, as
indicated by a student's score-on a test of academic aptitude or potential. Such
tests are often referred to as IQ tests or intelligence tests. For now, a11 we need
to know is that such tests provide us with a benchmark or standard against
which to compare achievement test scores.

The academic aptitude test provides us with an estimated ceiling for a student's
academic performance. The academic achievement test, on the other hand,
measures actual academic performance. Traditionally, students have been
labeled overachievers or underachievers based on the relationship between
their academic aptitude and academic achievement. Figure 13.2 illustrates an
underachiever, an overachiever, and a student achieving at expectancy.

Student A in Figure 13.2 is a student with considerable potential who is not

achieving up to his or her potential. Student B is a student with moderate
potential who is achieving above his or her potential. More accurately, this
"overachiever" is a student whose obtained aptitude score (not necessarily true
score) is lower than his or her obtained achievement score. Student C
represents a student achieving at the level we would expect, given his or her
aptitude score. The obtained aptitude score is equivalent to the obtained
achievement score.
 Standardized Achievement
Tests
Obviously, it is necessary to haveaan aptitude score to enable you to determine
whether a student is achieving at expectancy (the level you would expect given
the student's aptitude). However, school district policies vary in requiring the
administration of aptitude tests. Depending on your district, you may have
aptitude tests administered to students every few years, or only in the fifth, .
ninth and eleventh grades, or not at all.
I

Student A Student B Student C

(underachiever) (overachiever) (at expectancy)

High
9
V1
2
0
0

7
Low
Fig.13.2: Relative Levels of Aptitude and Achievement for an Underachiever, an
Overachiever, and a Student Achieving at Expectancy.

aptitude

If you find aptitude 'test scores in your students' folders, you can use them to
enhance your achievement test interpretation. However, be careful not to
simply label your students underachievers or overachievers.

' Most aptitude tests yield more than one overall IQ score. Many yield a verbal
and nonverbal score, or a 1anguage.and non language score, or a verbal and a
quantitative score. Quantitative scores represent general mathematical or
number ability. When the aptitude or IQ test yields a verbal score and a '

nonverbal score or a quantitative score, more relevant comparisons are possible

than when only one overall score is reported. Consider the following example:

I
Mona, a new seventh-grader, obtained the following scores on the cognitive
abilities test (an aptitude test) at the beginning of sixth grade. (Note : X = 100,
SD = 15).
Verbal = 100
Quantitative = 130

I Mona's scores on the California Achievement Test (CAT) given at the end of
sixth grade are as follows:
Percentile rank
Reading Vocabulary
Reading Comprehension
Reading Total
Mathematical Concepts
Test Construction
Mona's parents have requested a meeting with you. They want you to push her '

harder in reading until her reading scores match her mathematics scores which
have been superior.

What would you do? How would you interpret Mona's scores? Would you
push her in reading? Before you answer these questions, let's make Mona's
data interpretable. We can do so by using bar graph comparisons to illustrate
the concepts of underachievement and overachievement. This time we will add
measurement scales to each histogram.

We know that an obtained IQ score of 100 is at the fiftieth percentile on an IQ

test with a mean of 100 and a standard deviation of 15. We also know that on
the same test an IQ score of 130 is at the ninety eighth percentile, two standard
deviations above the mean. In the graphs in Figure 13.3 our percentile scales
do not correspond directly to each other, but this is of little consequence since
we are not interested in comparing reading with Mathematics. Rather, we are
interested in comparing verbal aptitude with reading total, both of which are on
the same scale, arid quantitative aptitude with mathematics total which are also
on a common scale.

From the graphs, we would conclude that Mona's obtained Mathematics

achievement score actually exceeds the obtained Mathematics aptitude score.
According to our popular but somewhat misleading terminology, she is
overachieving in Mathematics. Unless she is paying a high price socially or
emotionally for working so hard in Mathematics, we see no problem here.
Hence, the qualifier "over" in the word overachiever should not imply a
negative valuation of what has been accomplished by this student, But Mona's
parents are not concerned with her Mathematics achievement.

Verbal Reading Quantitative Math

Aptitude Achievement Aptitude Achievement
(Total) (Total)

Fig.13.3: A Comparison of Mona's Aptitude and Achievement Scores Percentiles

. .
Aptitude

They are concerned with her reading achievement. They want her pushed
which suggests that they feel she can do better than she has achieved in the
past. That is, Mona's parents feel she is underachieving in reading. Is she? On
the basis of a compkison of her obtained verbal aptitude score and her
obtained reading achievement score, our conclusion would have to be "no". In
fact, Mona is "overachieving" in reading, too. That is, her obtained reading
achievement score exceeds her obtained verbal aptitude score; she is actually
performing above expectancy. Would you agree that she needs to be pushed? Standardized Achievement
~ests
By now, we should hope "not". In fact, you might suggest to Mona's parents
that they ease up, using your skills in the interpretation of standardized test
results to substantiate your suggestion.

13.6.1 Aptitude-Achievement Discrepancies

What we have been doing is making a general or global decision about whether
or not Mona is achieving at her expected level, as indicated by her aptitude
score. In other words, are there any differences between her aptitude and her
achievement? Wheri these differences are large enough to indicate substantial
variation in the traits being measured, we call them aptitude-achievement
"discrepancies". But when is a difference a discrepancy? How large must the
gap be before we call a difference a discrepancy? Does this begin to sound
familiar? We hope so, but if it does not, the next question should help. How
large a difference do we need between an aptitude score and an achievement
score before we can conclude that the difference is due to a "real" discrepancy,
rather than a "chance" difference? We learned how to use the standard error of
measurement (s,) and band interpretation to discriminate real from chance .
differences among subtests in an achievement test battery. The same principle
can be applied to discriminate real discrepancies from chance differences when
dealing with aptitude and achievement test scores.

Check Your Progress 4

Notes: a) Write your answer in the space given below.

b) Compare your answer with t w t given at the end of the unit.

1. What is the use of academic aptitude test?

... .......................................................................
i

...........................................................................

13.7 LET US SUM UP

Standardized tests are carefully constructed by curriculum experts, teachers

and school administrators which carry standardized administration and scoring
procedures. These tests are frequently used to make comparisons over time or
across schools. Although the standardized tests are not as useful as the teacher-
made tests for classroom teacher but accountability requirement have made it
necessary for teachers to administer and interpret them. A comparison of
standardized achievement test and teacher-made test is made o n same points as
purpose, quality of test items, reliability and administration and scoring of
tests. When administering standardized tests all test administrators should
follow instructions in order to minimize error in test administration.

Grade and age norms/equivalents are much less commonly used and suffer
from limitations. Percentile ranks are superior to these two norms and are also
suitable for interpreting test results to parents. Standard scores also compare a
student's performance with that of his or her peers. Standard scores are
7 .

Test Construction
superior to percentile ranks for test interpretations but they tend to be not well
understood by many educators and general public.

Standardized achievement test batteries are popular for school use. In these the
advantage of unity in plan and standardization be weighed against a single
achievement test. Some of the test batteries used are briefly described and
enlisted in the unit. Standardized achievement tests tend to be carefully
constructed and measure outcomes similar to those measured by academic
aptitude tests. When an academic aptitude-achievement test discrepancy is
found, the teacher's task is determine why the discrepancy exists, and then take
appropriate steps to remedy it.

13.8 UNIT-END EXERCISES

1. How useful do you find standardized achievement tests for students?

2. Use a standardized achievement'test and comment upon its utility for your
students.

13.9 ANSWERS TO CHECK YOUR PROGRESS

Answers to Check Your Progress 1

1. Standardized achievement tests are based on common objectives and
general content common to large number of schools over the country as
compared to teacher-made test which is specific to hisher class.
standardized test is developed by specialists and is highly reliable as
compared to teacher-made which is less reliable and developed by teacher
. . himself or herself.

2. Standardized tests are used to: \

i) evaluate student's progress during the academic year or over a period

of years,
ii) group students for instructional purposes,
iii) evaluate general educational development of students in the basic
skills.

Answer to Check Your Progress 2

1. Percen!ile ranks are recommended for interpreting standardized test results to
.public.

Answer to Check Your Progress 3

1. Achievement test battery (1) to evaluate a school's educational program
and its component, (2) to help the teacher plan the work of hisher class
and grouping of students within it, (3) the likelihood of clerical errors is
minimized when single, comprehensive score reports from a battery are
used to make comparisons as opposed to several single subject score
reports.
Answer to Check Your Progress 4 Standardized Achievement
Tests
1. Tests of academic aptitude predict academic achievement. But how well
they do predict depends on what we use as our outcome measure. Carefully
constructed standardized achievements tests measure outcomes similar to
those measured by academic aptitude tests.

13.9 SUGGESTED READINGS

1. Catalogue of Tests, (1 994): National Library of Educational Psychology

and Tests. Department of Educational Psychology, Counselling &
Guidance, NCERT, New Delhi.
2. Ebel, Robert L. and Frisbie, David A., (1991): Essentials of Educational
Achievement, Prentice Hall of India, New Delhi.
3. Garrett, H.E. and Wood Worth, R.S., (1973): Statistics in Psychology and
Education, (Indian Edition) Vakils, Fetter and Simsons Pvt. Ltd., Bombay.
4. Thorndike, R.L. and Hagen E., (1979): Measurement and Evaluation in
Psychology and Education, 3rd Edition, Wiley Eastern Pvt. Ltd., New
Delhi.