Test evaluation Report
Each student will review in detail one published test appropriate for use with young children. Students will use the Test Evaluation Guidelines in Appendix C of the text and consult additional resource materials such as journal articles, other texts, publishers websites, and catalogs to develop an evaluation report (2-3 pages) of the strengths, validity, weaknesses, etc. of the test you have selected. (F.1, 3a; 3b; F.7,F.9,3a)
F1Demonstrate ability to choose valid tools that are developmentally, culturally, and linguistically appropriate; use the tools correctly; make appropriate referrals; and interpret assessment results, with the goal of obtaining valid, useful information to inform practice and decision making.
o 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
F7 Apply understanding of assessment concepts toward selection of appropriate formal assessment measures, critiquing the limitations of inappropriate measures, and discussing assessment issues as part of interdisciplinary teams.
F9 Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development and/or intervention planning.
o 3a: Understanding the goals, benefits, and uses of assessment-including its use in development of appropriate goals, curriculum, and teaching strategies for young children.
TEST EVALUATION GUIDELINES
When reviewing tests, first be clear about your purpose for choosing the test. Then to learn more about how the test typically is used by professionals, consult the publishers catalog or website, whatever technical and administration manuals the publisher includes with the test, the test technical manual, and any available professional reviews of the test. As well, consult the Standards for Educational and Psychological Testing 1 for guidance on ethical and technical questions as applied to your assessment purpose. Also reread Chapters 4 and 5 of this book to help you answer the following questions:
What behavior or knowledge is sampled in the test?
Whom is the test designed to assess? If there are subtests, how do these relate to each other?
How clear are the directions? Is extra equipment required?
How easy is it to administer?
What kinds of space and room conditions are necessary to administer the test?
What special training is needed to administer the test?
Can it be administered by paraprofessionals?
What kinds of scores does the test yield?
Is there software available for calculating scores?
Can you export scores to planning instruments? Does it have suggestions for communicating results to families?
Do the projected results contribute to families understanding of their child as a learner?
Does the information obtained yield useful information for planning intervention or instruction?
What information is given about the technical qualities (if it is a standardized instrument)?
Do the norms match the population you are teaching?
Is it reliable?
Is it valid?
If this is a high-stakes test, are the technical qualities appropriate for this use? (The avail-able technical information convinces you research is solid and in keeping with the Standards for Educational and Psychological Testing. ) Summary of strengths:
Technical adequacy
Efficiency
Matches purpose planned
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