Does Alignment Construct Research Make the Individual Norm Referenced Standardized Test Score Harmful?
Location
Literacy Assessment and Instruction - Boston 2/3
Proposal Track
Research Project
Session Format
Presentation
Abstract
Does Alignment Construct Research, that is experimental research explaining if we align the instruction and assessment conditions reliable and valid assessment results, make the commercially prepared individual norm referenced standardized test score harmful to students and teachers?
An example honoring the Instructional Alignment Construct follows. If we teach students to analyze economic systems in writing using five variables, the examples are different, and the five variables remain the same.
Two scores exist when reporting commercially prepared individual norm referenced standardized test (NRST) scores, the reported and true scores. The true score exists in a range created using the Standard Error of Measurement (SEM) statistical formula. Further, a new NRST is correlated with an existing NRST to show the new test's validity. But the correlational coefficients required for substantial correlation require the normal distribution of scores.
If we test to see if we taught and the students learned, and the Instructional Alignment Construct experimental evidence to three sigma explaining this effect exists, then do we harm students and teachers using the student individual NRST score based upon the normal distribution, and say nothing about the SEM?
Keywords
Interpreting Individual NRST Scores
Professional Bio
John Hobe, Ed.D. 490 Strathy Hall Drive Richmond Hill, GA 31419 Teacher - Special Education, Elementary Education, Middle School Education 1968-1991 Teacher - Armstrong Atlantic State University 1991-2017 Teacher – Georgia Southern University 2018-Present Armstrong Atlantic State University, Childhood and Exceptional Student Education, Head, 2007-2017 Georgia Southern University, Elementary and Special Education, Chair 2018-June 30, 2019 Consultant and Staff Member – Exemplary Center for Reading Instruction, 1974-Present
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Hobe, John, "Does Alignment Construct Research Make the Individual Norm Referenced Standardized Test Score Harmful?" (2019). Georgia Educational Research Association Conference. 52.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/52
Does Alignment Construct Research Make the Individual Norm Referenced Standardized Test Score Harmful?
Literacy Assessment and Instruction - Boston 2/3
Does Alignment Construct Research, that is experimental research explaining if we align the instruction and assessment conditions reliable and valid assessment results, make the commercially prepared individual norm referenced standardized test score harmful to students and teachers?
An example honoring the Instructional Alignment Construct follows. If we teach students to analyze economic systems in writing using five variables, the examples are different, and the five variables remain the same.
Two scores exist when reporting commercially prepared individual norm referenced standardized test (NRST) scores, the reported and true scores. The true score exists in a range created using the Standard Error of Measurement (SEM) statistical formula. Further, a new NRST is correlated with an existing NRST to show the new test's validity. But the correlational coefficients required for substantial correlation require the normal distribution of scores.
If we test to see if we taught and the students learned, and the Instructional Alignment Construct experimental evidence to three sigma explaining this effect exists, then do we harm students and teachers using the student individual NRST score based upon the normal distribution, and say nothing about the SEM?