A. Assembling tests

1. matching test content with intended purpose (i.e., with SLOs)

2. order and layout of items, and their effects

3. test directions

B. Guidelines for administering tests

C. Item analyses for multiple-choice tests

1. aims/uses/limitations

2. what they tell us about reliability (a lot) and validity (not much)

3. indices calculated for items (difficulty, discrimination)

4. interpreting these indices (especially actual vs. potential discriminability)

5. deciding which items not to score (e.g., negatively discriminate)

6. deciding which items and distracters to revise for future tests

D. **NOTE FOR 04S STUDENTS: YOU CAN IGNORE THIS ENTRY** Adapting item analyses for performance-based assessment (e.g., essay tests)

CHAPTER 15: GRADING AND REPORTING SYSTEMS

E. Aims/purposes (instructional, administrative, etc.)

F. Types of systems (letter grades, pass-fail, etc.) and their strengths/ limitations

G. Frames of reference for interpreting grades (relative, absolute, learning potential)

1. definition, requirements

2. strengths/limitations

H. Guidelines for:

1. developing systems with multiple forms of grading and reporting

2. what to include in grades (effort, achievement, behavior?)

3. combining individual grades into a composite grade (how to weight them, etc.)

4. determining distribution of grades (how many A's, etc.) and setting cut-off for failing

5. fair and effective grading (OH 6)

6. conducting a parent-teacher conference

7. reporting standardized test scores to parents

CHAPTER 18: SELECTING/USING STANDARDIZED TESTS

I. Aims/purposes of schools administering them

J. Guidelines for:

1. selecting them (what to look for: type and age of norms, etc.)

2. administering them

3. preparing students to take them

K. Misuses and unethical practices to avoid

CHAPTER 19: INTERPRETING STANDARDIZED TEST SCORES

L. The technical challenge (no zero point, etc.)

M. Types of scores (raw vs. derived, norm-referenced vs. criterion-referenced)

1. definition, requirements for use (e.g., good norms)

2. uses

3. advantages/limitations

N. Types of norm-referenced scores (grade equivalents, percentiles, standard scores)

1. definitions, differences

2. relative advantages/limitations (technical adequacy, make sense to parents, etc.)

O. Types of standard scores (z-score, T-score, stanine, NCE, SAS (IQ-metric) scores)

1. definitions

2. basic similarities and differences

3. how to convert one into another

4. judging when two scores really are different (confidence intervals)

P. Guidelines for:

1. assessing the quality of test norms

2. interpreting scores appropriately (other factors to consider, etc.)