Educational Testing: A Competence-Based Approach by James Boyle

By James Boyle

Educational Testing offers help for these venture education in, and for education services of, the certificates of Competence in academic trying out (CCET) (Level A). constructed via the British mental Society (BPS) the CCET goals to fulfill a necessity for criteria for using assessments in schooling within the united kingdom, to motivate liable attempt use via psychologists and non-psychologists alike.

Written through the designers of the certificates and counseled by means of the BPS's guidance Committee on try out criteria, Educational Testing is the single publication of its style available:

  • Covers the seventy one components of the CCET intimately and acts as a ‘course textual content’ for these in training
  • Describes each one middle competence
  • Provides version solutions and examples
  • Offers a sign of the diversity of how during which the center competences could be assessed by means of the Assessor, established upon the prevailing BPS Guidance for Assessors document
  • Appendices supply suggestions on BPS criteria, a thesaurus of technical phrases, important web-sites and online assets and try out Publishers Addresses.

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Sample text

It is designed to provide: • a summary overview of what the individual knows, understands or can do at the time of testing; and • a means of guiding formative test use. Formative and summative test use are not different kinds of assessment but, rather, are different ways to which information arising from the assessment can be put. indd 23 10/20/2006 3:55:22 PM 24 defining the assessment needs assessment question. As William (2000) further points out, a key distinction is the extent to which test use utilizes information about process to provide suggestions for future action to help close the gap between present and desired levels of performance, or focuses upon the outcome.

It is most important that the IQ scale should only be used with tests that measure intelligence as considerable confusion could be caused if, say, scores from a mechanical ability test were presented in this way. Unlike the other scales we can only transform raw scores drawn from a general population to produce meaningful deviation IQs as the convention is that the mean of general population IQ is 100. The method of conversion remains the same however. A raw score is transformed into a z score and inserted into the linear transformation formula with 100 and 15 used for mean and SD.

Distinguishing between Different Types of Test: Norm-Referenced, Criterion-Referenced and Curriculum-Based Measures We considered the relationship between norm-referenced, criterionreferenced and curriculum-based measures and assessment needs in an earlier section. The CCET (Level A) requires test users to be able to distinguish between these three different types of measures: • Norm-referenced measures interpret the learner’s performance relative to that of the other individuals in a specific population, the normative sample of the test on whom the test norms are based in terms of developmental scores (for example, age-equivalent scores, such as ‘Reading Ages’ or ‘Spelling Ages’) or derived scores (for example, standard scores, or percentiles).

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