‘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
‘This text offers a clear, insightful study of how to interpret, use, and reflect on test data in ways that help to develop better schools, highly qualified teachers, and well prepared students.’
—Linda Karges-Bone, Charleston Southern University
As standardized testing continues to grow in importance in our society, this text will become a critical part of measurement curriculum and instruction.’
—Gordon Brooks, Ohio University
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.
Key Features
- Helps readers understand, interpret, and use standardized test scores to improve classroom instruction: Several specific examples are given for interpreting test scores and developing a plan to revise instruction based on those results.
- Offers activities for application and reflection: Follow-up activities and discussion points are provided for experienced and preservice teachers across K-12 grade levels.
- Presents successful case studies: The author includes interviews with classroom teachers, building administrators, and district-level administrators who have successfully engaged in a process of incorporating test scores into decision making.
Intended Audience
This is an excellent supplementary text for any course that incorporates standardized testing as a topic, including but not limited to courses in Classroom Assessment, Educational Psychology, Content Methods, Reading, Special Education, Curriculum, Literacy, Administration, The Principalship, and The Superintendency.
表中的内容
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
关于作者
Craig A. Mertler is currently an Associate Professor of Action Research and Quantitative Methods at Barry University in Miami, Florida. He began his career as a high school biology teacher. He has been an educator for 39 years—29 of those in higher education at Bowling Green State University, the University of West Georgia, Lynn University, Arizona State University, and Barry University, and 12 years as an administrator (department chair, doctoral program director, and education dean). Over his career, he has taught courses focused on the application of action research to promote educator empowerment, school improvement, and job-embedded professional development, as well as classroom assessment, research methods, and statistical analyses. He has served as the research methodology expert and/or chair on more than 140 doctoral dissertations and master’s theses. He is the author of 30 books, 9 invited book chapters, and 25 refereed journal articles. He has also presented more than 40 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 topics of classroom assessment and assessment literacy, as well as data-driven educational decision making. His primary research and consulting interests include classroom-based action research, data-driven educational decision making, professional learning communities, and classroom teachers’ assessment literacy. In his leisure time, he enjoys traveling with his family to the beach and sometimes writing a little fiction. Dr. Mertler can be reached at [email protected] for consulting, professional development, and speaking engagements. Additionally, you can visit his website at www.craigmertler.com.
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