Psychology Wiki
 
(3 intermediate revisions by the same user not shown)
Line 13: Line 13:
 
* [[Ohio Graduation Test]]
 
* [[Ohio Graduation Test]]
 
* [[Prairie State Achievement Exam]]
 
* [[Prairie State Achievement Exam]]
* [[Stanford Acheivement Test]]
+
* [[Stanford Achievement Test]]
  +
* [[Wechsler Individual Achievement Test]]
 
* [[Wide Range Achievement Test]]
 
* [[Wide Range Achievement Test]]
 
* [[Woodcock Johnson Psychoeducational Battery]]
 
* [[Woodcock Johnson Psychoeducational Battery]]
Line 20: Line 21:
   
 
==See also==
 
==See also==
  +
* [[Aptitude measures]]
 
* [[Criterion referenced tests]]
 
* [[Criterion referenced tests]]
 
* [[High stakes test]]
 
* [[High stakes test]]
  +
* [[List of state achievement measures in the United States]]
 
* [[List of standardized tests in the United States]]
 
* [[List of standardized tests in the United States]]
 
* [[Psychological testing]]
 
* [[Psychological testing]]

Latest revision as of 07:16, 19 January 2009

Assessment | Biopsychology | Comparative | Cognitive | Developmental | Language | Individual differences | Personality | Philosophy | Social |
Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |

Social Processes: Methodology · Types of test


This article is in need of attention from a psychologist/academic expert on the subject.
Please help recruit one, or improve this page yourself if you are qualified.
This banner appears on articles that are weak and whose contents should be approached with academic caution.

Achievement measures are test of developed skill or knowledge. The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction.[1][2] Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.

Achievement test scores are often used in an educational system to determine what level of instruction for which a student is prepared. High achievement scores usually indicate a mastery of grade-level material, and the readiness for advanced instruction. Low achievement scores can indicate the need for remediation or repeating a course grade.

Under No Child Left Behind, achievement tests have taken on an additional role of assessing proficiency of students. Proficiency is defined as the amount of grade-appropriate knowledge and skills a student has acquired up to the point of testing. Better teaching practices are expected to increase the amount learned in a school year, and therefore to increase achievement scores, and yield more "proficient" students than before.

When writing achievement test items, writers usually begin with a list of content standards (either written by content specialists or based on state-created content standards) which specify exactly what students are expected to learn in a given school year. The goal of item writers is to create test items that measure the most important skills and knowledge attained in a given grade-level. The number and type of test items written is determined by the grade-level content standards. Content validity is determined by the representativeness of the items included on the final test.

Tests available


See also

References & Bibliography

  1. Hawaii Department of Education. (1999, November 19). Assessment Terminology. Retrieved June 11, 2007, from http://www.k12.hi.us/~atr/evaluation/glossary.htm
  2. University of Wisconsin-Stout. (2007, June 11). Glossary. Retrieved June 11, 2007, from http://faculty.uwstout.edu/lawlerm/at101/glossary.shtml

Key texts

Books

Papers

Additional material

Books

Papers

External links

This page uses Creative Commons Licensed content from Wikipedia (view authors).