4. (I) Select a standardized test that you are quite familiar with (possibly from a recent experience). Mentally evaluate the test using the five principles of practicality, reliability, validity, authenticity, and washback. Report your I feel that this week’s option was tailor-made for me. Last Thursday, we gave the Mock ACT to our homeroom class. I disdain testing but love my homeroom. I automatically thought that the Mock ACT fit the profile of a good standardized test, “is the product of a through process of empirical research and development that may extend beyond simply the establishment of standards or benchmarks (Brown. 103).” Then I realized that I make this assumption because “everyone” takes some form of the ACT, Mock ACT, or …show more content…
I know that some locations give the exam on Saturdays’ to hundreds of students in one room at the same time. At my school setting, we gave the Mock ACT to the entire Ninth through Eleventh-grade student population in approximately 4 hours. In a mass testing scenario that seems very practical to me. A large student population tested in a relatively short amount of time. Reliability The reliability of this Mock ACT seem high based on the statement, “Reliability is a major player in instances in which more than one scorer is employed and to lesser extent when a single scorer must evaluate tests over long spans of time, which could lead to deterioration of standards (Brown, p. 113).” The ACT is no longer hand scored. They are all machine scanned for scoring. Highlights of the Reliability Study ■ The rater-agreement reliability for the essay test was estimated using multiple pairs of raters and ranged from .92 to .94. ■ The generalizability coefficient was .64 (a reliability-like estimate of score consistency), which is very high for a writing assessment. The standard error of measurement was …show more content…
The ACT Plus Writing has the four area multiple-choice tests plus a Writing Test. In a study completed in 2011 and published in the May 2013 issue of the American Economic Journal, researchers from both Stanford University and the University of Chicago question the predictive validity of the science and reading portions of the ACT. The report further argues that colleges would get more successful students if they examined the predictive value more closely