Assessment tools

In this edition of Assessment News we take a close look at the new Supplementary Tests of Achievement in Reading (STAR). In particular, we consider how confident teachers can be in comparing their students’ test scores against the national norms that have been published by the New Zealand Council for Educational Research (NZCER).

In the last edition of Assessment News (Part 1 of this “quick guide”), we looked at how measurement error limits the precision of test scores. In this edition of Assessment News we examine how another source of error—sampling error—affects how we can use test results for a group. For example, we need to consider sampling error if we want to use the test results to make judgements about the general effectiveness of the teaching and learning programme the group was involved in.
 

In recent years an increasing number of teachers have found the "Cioze Procedure" an asset in their reading programmes. Some use it for assessing the level of their students' reading comprehension; others have made diagnostic use of it, by examining unusual responses made by their pupils; others again have found it useful in determining the readability level of books and stories, as a basis for prescribing textbooks and generally matching a student with his book. In this connection the cloze procedure has much potential.

There are pitfalls when immigrant and minority language students are given psychological tests. Educators in many countries are becoming aware of them. In Canada, for example, most of the school boards in Metropolitan Toronto delay the administration of formal diagnostic tests and group tests of ability and achievement until students have been in Canada for at least two years. The reasons are given in this report.