Testing Terms: A | B - F | G - L | M | N-O | P-R | S - Z

A

Achievement Test: Standardized test that measure a student in academic subjects (e.g., math and reading). These are typically norm reference tests used to compare students, schools and states. Such tests measure acquired learning, not learning potential (potential is measured by aptitude tests).

ACT: American College Test: Generally taken during the junior or senior year for college admission.

Alternative Assessment: Typically meaning an alternative to a pen and paper test, the term refers to non-conventional methods of assessing achievement. For example, work samples, portfolios, student demonstrations or presentations.

Ability (Aptitude) Test: A test not closely linked to a specific curriculum that is used to predict a student’s future performance.

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B-F

Benchmark: A term used to describe a cut score or expected level of student achievement on a given test.

Content Standard: Content standards define what students should know and be able to do.

CORE Knowledge: A phrase coined by E. D. Hirsh, Jr. that refers to the general skills and objectives typically found in state and local curriculum guides. In short, what children need to know at each grade level. The State of Utah has developed a CORE test which tests what children should know at each grade level.

Criterion Reference: Tests administered to determine if a child has mastered particular skills. They are not used to identify how a child compares to a national average, but instead are given to identify the specific skills that a child knows. The state of Utah CORE tests are criterion referenced test.

Curriculum: A teachers detailed plan of skills, lessons and objectives on a particular subject.

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G-L

Grade Level Equivalency: A term usually used to describe the milestones and skills that are typically reached at each grade.

GRE: This test is generally administered to those who plan to go to college. Sometimes it is seen as an equivalent to high school graduation, but the scores are used to qualify for college admission.

High Stakes Test: Tests are called high stakes when they are used to make major decisions about a student, such as high school graduation or grade promotion. To be high stakes, a test must be very important in the decision process or be able to override other information. For example, a student does not graduate if he/she does not pass the test regardless of how well they did in school. The tests also become high stakes in terms of local school achievement. Schools are required by federal law to make annual yearly progress in their student achievement tests. High stakes refers to sanctions and policies that would impact a school if the school fails to make that progress.

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M

Mean: An average score which is found by adding all scores and dividing the sum by the number of cases.

Median: The middle most score when all scores have been arranged in order of size. The median is the point that bisects the distribution, half the cases falling above it and half below.

Mode: The most frequent score in the number of cases.

Multiple Choice Question: A question in which a student selects an answer from a list of answers.

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N-O

NAEP: This stands for the National Assessment of Educational Progress. This organization takes random samples and tests schools across the nation. The scores are used to compare state to state for progress.

Norm Group: The group used as a point of comparison for a test.

Norm-Reference: A score that compares a student’s performance to that of people in a norm group. Both abilities tests and achievement tests may be norm-referenced.

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P-R

Percentile Rank (PR): Comparison of one student’s score with the scores of people in the norm group. Further, a percentile rank is not the same as a grade of a certain percent correct on a classroom test; sometimes referred to as the National Percentile. When the student scores at the 50th percentile, it is an indication of being on grade level. Percentiles above 50 represent above average performance.

Performance Standards: Performance Standards use assessments to determine whether students are mastering the content standards.

Portfolio Assessment: Another method, along with report cards and progress reports, to measure a child’s learning progress. A sample of a student’s work is collected at different points in time. Teachers make observations and discuss progress with the parents and students.

Program Standards: Establish what should be in place, such as quality teachers, appropriate class size, access to up-to-date books and materials, etc. – to help students meet the content standards.

Progress Reports: Written updates informing parents of their children’s academic performance; usually given between report cards, or as needed, throughout the year.

PSAT: This test is primarily used for an indication of potential admission to college. This test is frequently administered in junior high school.

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S-Z

Standards (Academic): Academic Standards are clear written expectations of what every child should know and be able to do at specific grade levels.

SAT: The SAT is the Scholastic Assessment Test. Once again, this is administered during high school with the scores being counted towards college admission.

“Teaching to the Test”: This phrase refers to the possibility that with the emphasis on test scores, teachers would focus their instruction on the test only. The concern is if the test is the major focus, many other worthy things in the curriculum will not be taught.

UBSCT: Utah 10th Grade Basic Skills Test.

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