In the previous posting, we talked about the importance of choosing the correct conversion table for reporting standardised test results as stanines. Here we explore some examples. What happens if you choose to use the current year level table when testing at the beginning of the year and again at the end of the year?
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A number of NZCER staff contribute to our blogs and we link to and draw on external expertise. We hope it is a useful source of information, ideas and support about NZCER's work and wider educational and assessment issues. We welcome your questions and comments.
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When reporting data from NZCER standardised tests using stanines, you need to think about:
The original development of the STAR (Supplementary Test of Achievement in Reading) Test was carried out for NZCER by Dr Warwick Elley, now Emeritus Professor of Education. He also led the team that revised the test in 2010-2011. He has written a letter to the Listener which is worth repeating here:
You may have read that NZCER has organised a series of workshops over the next couple of months. Thanks to those who have already signed up, we're looking forward to the sessions and working with a range of schools.
Some of the key ideas we will be exploring include:
Let’s be clear –the revised STAR test does not deliver inflated results. Norms for the revised STAR test were generated on the basis of a carefully drawn national sample involving thousands of students. These norms have since been validated by subsequent collection of data from tens of thousands of students who have used the test in the classroom.
Welcome to our new blog, NZCER on Assessment. The idea is to provide a place for information, ideas and support about all aspects of assessment. We'll be talking about NZCER's assessment tools and services but we also want to address wider assessment questions and link to relevant international material. We reckon we've got quite a bit of expertise about assessment within NZCER.