Interpreting Standardized Test Scores: Strategies for Data-Driven Instructional Decision Making / Edition 1

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Overview

Interpreting Standardized Test Scores: Strategies for Data-Driven Instructional Decision Making is designed to help K-12 teachers and administrators understand the nature of standardized tests and, in particular, the scores that result from them. This useful manual helps teachers develop the skills necessary to incorporate these test scores into various types of instructional decision making—a process known as “data-driven decision making”—necessitated by the needs of their students.
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Editorial Reviews

The School Administrator
"Craig A. Mertler's approach would reduce your stress level as his book walks the reader through the various assessments often encountered in schools and helps the reader make better use of the information embedded in accountability reports. The book is well-organized and provides clear and thorough descriptions of the myriad terms the reader will encounter with assessments." -Lane B. Mills, THE SCHOOL ADMINISTRATOR — Lane B. Mills
The School Administrator - Lane B. Mills
"Craig A. Mertler's approach would reduce your stress level as his book walks the reader through the various assessments often encountered in schools and helps the reader make better use of the information embedded in accountability reports. The book is well-organized and provides clear and thorough descriptions of the myriad terms the reader will encounter with assessments." —Lane B. Mills, THE SCHOOL ADMINISTRATOR
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Product Details

  • ISBN-13: 9781412937191
  • Publisher: SAGE Publications
  • Publication date: 3/27/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 272
  • Product dimensions: 7.30 (w) x 9.00 (h) x 0.40 (d)

Meet the Author

Craig A. Mertler is currently a Professor and Dean of the Ross College of Education at Lynn University in Boca Raton, FL. He has been an educator for 28 years, 18 of those in higher education. He teaches doctoral and undergraduate courses focused on the application of action research to promote educator empowerment, school improvement, and job-embedded professional development, and also teaches quantitative research methods, introductory statistical analysis, multivariate statistical analysis, and educational assessment methods. He is the author of 15 books, four invited book chapters, 17 refereed journal articles, two instructors' manuals, and numerous nonrefereed articles and manuscripts. He has also presented more than 35 research papers at professional meetings around the country, as well as internationally. He conducts workshops for in-service educational professionals (at all levels) on classroom-based action research and on the broad topic of classroom assessment. His primary research and consulting interests include classroom-based action research, data-driven educational decision making, professional learning communities, and classroom teachers' assessment literacy. Before teaching and researching at the university level, he taught high school biology and earth science, and also coached track and volleyball. In his leisure time, he enjoys traveling with his family and playing golf.
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Table of Contents

Preface
SECTION ONE: OVERVIEW OF STANDARDIZED TESTING: CONCEPTS AND TERMINOLOGY
1. What Is "Standardized" Testing?
What Makes a Test "Standardized"?
A Brief History of Standardized Testing in American Education
How Standardized Tests Are Developed
Test Bias
Types of Standardized Tests Based on Purpose
Types of Standardized Tests Based on Scores
Summary
Activities for Application and Reflection
2. The Importance of Standardized Testing
Appropriate Uses of Standardized Testing in Education
Misuses of Standardized Testing in Education
Why Educators Dislike Standardized Testing
Why Educators (Should) Like Standardized Testing
Summary
Activities for Application and Reflection
3. Standardized Test Administration and Preparation
Standardized Administration Procedures
Testwiseness Skills
Do's and Dont's of Test Preparation
"Teaching to the Test" Versus "Teaching to the Standards"- A Final Word
Summary
Activities for Application and Reflection
SECTION TWO: STANDARDIZED TEST SCORES AND THEIR INTERPRETATIONS
4. Test Reports
Overview of Test Reports
Individual Student Reports
Class Reports
Building- and District-Level Reports
Summary
Activities for Application and Reflection
5. Criterion-Referenced Test Scores and Their Interpretations
What Do Criterion-Referenced Test Scores Tell Us?
Selected-Response Test Items
Constructed-Response Test Items
The Nature of Cut Scores
Summary
Activities for Application and Reflection
6. Norm-Referenced Test Scores and Their Interpretations
What Do Norm-Referenced Scores Tell Us?
The Nature of Norm Groups
Types of Norm-Referenced Scores
Standard Error of Measurement and Confidence Intervals
Summary
Activities for Application and Reflection
SECTION THREE: USING STANDARDIZED TEST SCORES IN INSTRUCTIONAL DECISION MAKING
7. Group-Level Decision Making
Data-Driven Decision Making
A Process for Focusing on Group Instruction
Summary
Activities for Application and Reflection
8. Student-Level Decision Making
A Process for Focusing on Individual Instruction (Intervention)
Summary
Activities for Application and Reflection
9. Value-Added Analysis and Interpretation
What Is "Value-Added" Analysis?
A Process for Value-Added Decision Making
Summary
Activities for Application and Reflection
SECTION FOUR: CASE STUDIES: INTERVIEWS WITH TEACHERS AND ADMINISTRATORS
District and School Profiles
Interview Transcripts: Teachers
Interview Transcripts: Administrators
Glossary
References
Index
About the Author
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