ADVANCED ASSESSMENT IN

SPECIAL EDUCATION
Topic:
Introduction to Norm-Referenced
Tests

Submitted To: Dr. Zahida Parveen
Submitted By: Hafiza Anam Naseem, Ifra Alam

1st Semester MPhil Special Education

University of Education, Lahore
 Norm-Referenced Test

 Norm-referenced assessment is the method that
compares a student with the age- or grade-level
expectancies of a norm group. It is the standard
method used in special education placement and
categorical classification decisions when those
decisions are appropriate(Shapiro, 1996).
 A norm-referenced test is designed to allow teachers
to compare the performance of one student with the
average performance of other students in the country
who are of the same age or grade level.
 How Norm-Referenced Tests Are
Constructed?

 Test developers who wish to develop an instrument to
assess an educational domain, behavioral trait, cognitive
ability, motor ability, or language ability, to name a few
areas, will establish an item pool of test items.
 Item pool: A large collection of test items thought to
effectively represent a particular domain or content area.
 Developmental version: The experimental edition of a
test that is field tested and revised before publication.
 Field test: The procedure of trying out a test by
administering it to a sample population.
 Continue…

 Sample: A small group of people thought to
represent the population for whom the test was
designed.
 Norm group: A large number of people who are
administered a test to establish comparative data of
average performances.
 Steps in Test
Development

 Domain, theoretical basis of test defined. This
includes support for construct as well as defining
what the domain is not.
 Exploration of item pool. Experts in the field and
other sources of possible items are used to begin
collecting items.
 Developmental version of test or subtests.
 Field-based research using developmental version of
test or subtests.
 Research on developmental versions analyzed.
 Continue…

 Changes made to developmental versions based on
results of analyses.
 Standardization version prepared.
 Sampling procedures to establish how and where
persons in sample will be recruited.
 Testing coordinators located at relevant testing sites
representing preferred norm sample.
 Standardization research begins.
 Tests are administered at testing sites.
 Continue…

 Data collected and returned to test developer.
 Data analyzed for establishing norms, reliability,
validity.
 Test prepared for final version, packaging,
protocols, manual.
 Test available for purchase.
Basic Steps in Test Administration

 Test manual: A manual accompanying a test
instrument that contains directions for
administration and norm tables.
 Protocol The response sheet or record form used by
the examiner to record the student’s answers.
 Beginning Testing

The following suggestions will help you, the examiner, establish
a positive testing environment and increase the probability that
the student you are assessing will feel comfortable and therefore
perform better in the testing situation:
 Establish familiarity with the student before the first day of
testing.
 When the student meets with you on test day, spend several
minutes in friendly conversation before beginning the test.
 Explain why the testing has been suggested at the level of
understanding that is appropriate for the student’s age and
developmental level.
 Continue…

 Give a brief introduction to the test.
 Begin testing in a calm manner. Be certain that all
directions are followed carefully.
 General Guidelines for Test
Administration

 Test administration is a skill, and testers must learn
how to react to typical student comments and
questions. The following general guidelines apply to
the majority of standardized tests:
 STUDENT REQUESTS FOR REPETITION OF TEST
ITEMS.
 ASKING STUDENTS TO REPEAT RESPONSES.
 STUDENT MODIFICATION OF RESPONSES.
 CONFIRMING AND CORRECTING STUDENT
RESPONSES.
 Cont…

 REINFORCING STUDENT WORK BEHAVIOR.
 ENCOURAGING STUDENTS TO RESPOND.
 COACHING.
 ADMINISTRATION OF TIMED ITEMS.
 Chronological age

 The numerical representation of a student’s age expressed
in years, months, and days,
 Calculating Chronological Age: The chronological age is
calculated by writing the test date first and then
subtracting the date of birth. The dates are written in the
order of year, month, and day.
Date of Test: 2010 6 15
Date of Birth: 2001 7 17
Chronological Age: 9 9 28
Raw Score: The first score obtained in the administration of a
test is the raw score.
Determining Basal’s and Ceilings

 Basal: Thought to represent the level of skills below
which the student would correctly answer all test items.
 Ceiling: Thought to represent the level of skills above
which all test items would be answered incorrectly; the
examiner discontinues testing at this level.
 Some tests contain hundreds of items, many of which
may not be developmentally appropriate for all students.
Most educational tests contain starting rules in the
manual, protocol, or actual test instrument. These rules
are guides that can help the examiner begin testing with
an item at the appropriate level.
Calculation for Student Who Began with Item 1 and
Correctly Answered 8 of 15 Attempted Items:


 1. —1— 11. —0—
Often, students referred for special education
 2. —1— 12. —1— testing function below grade- and age-level
 3. —1— 13. —0— expectancies. Therefore, the guides or starting
points suggested by the test developers may be
 4. —1— 14. —0—
inappropriate. It is necessary to determine the
 5. —0— 15. —0— basal level for the student, or the level at which
 6. —0— 16. ——— the student could correctly answer all easier
items, those items located at lower levels. Once
 7. —1— 17. ——— the basal has been established, the examiner
 8. —1— 18. ——— can proceed with testing the student. If the
student fails to obtain a basal level, the test
 9. —0— 19. ——— may be considered too difficult, and another
 10. —1— 20. ——— instrument should be selected.
 Raw Score: 8
 The basal rule may be the same as a ceiling rule, such as three
consecutively correct responses and three consecutively incorrect
responses.


 It may be difficult to select the correct item to begin with when
testing a special education student. The student’s social ability may
seem to be age appropriate, but her or his academic ability may be
significantly below expectancy in terms of age and grade
placement. The examiner might begin with an item that is too easy
or too difficult.
 If the examiner is not familiar with the student’s ability in a certain
area, the basal may be even more difficult to establish.
 Just as the basal is thought to represent the level at which all easier
items would be passed, the ceiling is thought to represent the level
at which more difficult items would not be passed. The ceiling rule
may be three consecutive incorrect or even five items out of seven
items answered incorrectly.
 Using Information on Protocols

 Protocol: The response sheet or record form used by the examiner to record
the student’s answers. The protocols for each test are arranged specifically
for that test.
 The protocol, or response form, for each test contains valuable information
that can aid in test administration.
 Many tests have ceiling rules that are the same as the basal rules but some
are different;
For example, five consecutive incorrect responses are counted as the ceiling,
and five consecutive correct responses establish the basal.
So, it is necessary to read directions carefully.
But;
If the protocol does not provide basal and ceiling rules, the examiner is wise to
note this at the top of the pages of the protocol for the sections to be
administered.
Administering Tests: For Best Results

 Students tend to respond more and perform better in testing situations with
examiners who are familiar with them (Fuchs, Zern, & Fuchs, 1983).
 The examiner should spend some time with the student before the actual evaluation.
 Regular classroom setting is a good place to begin.
 Talk with the student in a warm manner and repeat visits to the classroom before the
evaluation.
 Visit the testing site to become familiar with the environment.
 Classroom observations and visits may aid the examiner in determining which tests
to administer.
 Convey the importance of the testing situation without making the student feel
anxious.
Successful testing:
Chances for successful testing sessions will increase if the student is not over tested.
Although it is imperative that all areas of suspected disability be assessed, multiple tests
that measure the same skill or ability are not necessary.
 Responses that reinforce the efforts

 It may include statements such as “You are working so
hard today,” or “You like math work,” or “I will be sure
to tell your teacher [or mother or father, etc.] how hard
you worked.” If the student asks about performance on
specific items (“Did I get that one right?”), the examiner
should again try to reinforce effort.
 As stated byIDEA,
tests must be given in the manner set forth by the test
developer, and adapting tests must be done by professionals
with expertise in the specific area being assessed who are
cognizant of the psychometric changes that will result.
 Cole & Stile (1992) suggested following considerations that can
help the examiner to administered in a fair way:


 1.Do sensory or communicative impairments make portions of the test
inaccessible?
 2. Do sensory or communicative impairments limit students from
responding to questions?
 3. Do test materials or method of responding limit students from
responding?
 4. Do background experiences limit the student’s ability to respond?
 5. Does the content of classroom instruction limit students from
responding?
 6. Is the examiner familiar to the student?
 7. Are instructions explained in a familiar fashion?
 8. Is the recording technique required of the student on the test
familiar?
 Activity:
Calculate raw scores for the protocol sections by using
give rules.

Protocol 1
(Basal: 5 consecutive correct; Ceiling: 5 consecutive incorrect)
Protocol 2
(Basal: 3 consecutive correct; Ceiling: 3 consecutive incorrect)
Calculate:
Which protocol had more than one basal? ______
What were the basal items on protocol 1? ______
What were the ceiling items on protocol 1? ______
What were the basal items on protocol 2? ______
What were the ceiling items on protocol 2? ______
Apply Your Knowledge
What is the meaning of the term ceiling level, and how does it relate to the
student’s ability? _______________________________________________
 Obtaining Derived Scores

The raw scores obtained during test administration are used to
locate other derived scores from norm tables included in the
examiner’s manuals for the specific test. Derived scores may
include; percentile ranks, grade equivalents, standard scores with a
mean of 100 or 50, and other standardized scores, such as z scores.
Types of Scores:
Two types of derived scores are used frequently;
 Standard scores
 Percentile ranks
These are scores used to compare an individual student with the
larger norm group to determine relative standing in the areas
assessed, such as mathematics skills or IQ.
 Group Testing: High-Stakes Assessment


 These instruments are administered to classroom-size
groups to assess achievement levels.
 Group achievement tests are increasingly used to assess
accountability of individual students and school systems.
These instruments are also known as high-stakes tests.
Because their results often have serious implications
of accountability, accreditation, and funding for school
systems.
States and districts use such instruments to be certain
that students are meeting expected academic standards for
their grade placement.
Brigham (2000) pointed out that high stakes assessment
to be beneficial for students with special needs,


 Provide useful information for planning.
 Inform teacher about what areas students have
mastered.
 Areas are at the level of instruction.
 Areas students have not yet been exposed to in terms
of instruction.
High-stakes assessment may not be completed annually
but rather biannually to give interventions about
student’s educational planning.
Principles of high-stakes assessment

These core principles are listed below.

Principle 1. All students are included in ways that hold schools

accountable for their learning.
Principle 2. Assessments allow all students to show their knowledge
and skills on the same challenging content.
Principle 3. High quality decision making determines how students
participate.
Principle 4. Public reporting includes the assessment results of all
students.
Principle 5. Accountability determinations are affected in the same
way by all students.
Principle 6. Continuous improvement, monitoring, and training
ensure the quality of the overall system.
 The 1997 IDEA Amendments

It require that students with disabilities be included in statewide and
district wide assessments.
For some students, these assessments are completed with
accommodations for their specific disabilities.
The amendments;
require that students who are unable to complete these assessments
should be administered alternate assessments.
Accommodations
Necessary changes in format, response mode, setting, or scheduling that
will enable a student with one or more disabilities to complete the
general curriculum or test.
The determination of need for accommodations should be made during
the IEP process. The types of accommodations needed must be
documented on the IEP.
Adapted list of Accommodations

• Motivation
• Providing assistance prior to administering the test
• To familiarize the student with test format
• Test-related behavior or procedures that will be required
• Scheduling
• Extra time
• Setting—Includes location, lighting, acoustics etc
• Specialized equipment
• Providing assistance during the assessment
• To assist a student with turning pages, recording response etc
• Allowing the child’s special education teacher to administer the test
• Using aids
• Changes in test format
List of Accommodation Categories that use in
statewide assessment:

 Presentation accommodations
 Response accommodations
 Setting accommodations
 Timing and scheduling accommodations

Alternate Assessment
Students who are not able to participate in regular statewide
assessment or in statewide assessment with accommodations are
required to complete an alternate assessment.
The alternate assessment should be designed to reflect
progress in the general education curriculum at the appropriate level.
A state may use a statewide curriculum with set expectations for each
grade level.
The skill level measured on the alternate assessment may actually
be at a level below the expectations for students in school.
For example;
A young student with a significant cognitive disability may not be
able to master the skills expected of a first- or second-grade student.
• The type and level of the assessment may be determined
individually for each student requiring alternate assessments.

Portfolio assessment,
Performance-based assessment,
Authentic assessment,
Observations
are methods used by states as assessment alternatives to high-stakes
testing.
But,
it was found that 15 states had alternative assessments that were
deemed unacceptable and in need of revision.
 Universal Design of Assessments

Designing all assessments to be more fair and user friendly for all
learners from the beginning rather than attempting to fit a test to a
particular student’s needs after it has been developed. This concept,
known as Universal Design.

Principles of Universal Design:

Equitable Use
Flexibility in Use
Simple and Intuitive Use
Perceptible/Sensible Information
Tolerance for Error
Low Physical Effort
Size and Space for Approach and Use
THANK YOU!