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Discussion 7
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Discussion 7
How do we know that a person knows something about a particular subject? Or how can we determine the level of individual skill in a certain area? This is one of the most important things that is answered by the help of the achievement tests. An achievement test is a test that is designed in order to determine the level of skill, knowledge, or accomplishment that a person possesses in a specific domain. Most of the achievement tests we know are related to the standard exams that are given by every student in the school. Students are expected to demonstrate regularly their proficiency and learning in various subjects.
The achievement tests are categorized generally as tests of single subjects, survey batteries, or test of diagnostics and further subdivided into the group or individual based testing. The most common type of achievement test in educational settings are classified as:
a-Group Administered
b-Modality Specific tests of Achievement
c-Individually Administered
The advantage of the achievement test is that it authorities the individual performance comparison among various skill areas of particular deficits and strength. Many of the instruments as stated above provides the profile as well as the cumulative scores which allows the comparison in a go of different test performances. The monitoring of student performance that is done continuously provides the means that assesses the student progress as well as the link to the strategic instructional and learning objectives with identified skills deficits and learning need of the student.
As we know that the achievement tests are most extensively used in a diverse settings. Of the entire test discussed in the Handbook of Psychological assessment chapter 7, the two of the most widely used tests for the non-majority samples of U.S. population is the California Achievement tests and the Wide Range Achievement tests. In the ethnic minorities, the Asian students are good performer than other ethnic minorities. Asian families explain this by saying that it is due to the difference in motivation. In contrast to this, the American mothers think of the better performance of their kids is related to their children natural aptitude. Terman (1916) helped in the development of the most widely used Stanford Achievement Test that excludes the effect of the minority groups.
References
Drummond, R. J., & Jones, K. D. (2006). Assessment procedures for counselors and helping professionals. Pearson/Merrill Prentice Hall.
Katz, L. J., & Slomka, G. T. (2000). Achievement testing. Handbook of psychological assessment, 149-182.
Roth, P. L., Bevier, C. A., Bobko, P., SWITZER III, F. S., & Tyler, P. (2001). Ethnic group differences in cognitive ability in employment and educational settings: A meta‐analysis. Personnel Psychology, 54(2), 297-330.
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