Benchmark - Using Normed, Valid, and Reliable Tests to Guide Decision-Making

 

Richard West

PCN-671-O500

Dr. Drake

September 03, 2025

 

 

Historical influences

Testing students can be of great value for measuring aptitudes and memorization of assigned data to the test. However, a great number of students are not represented in the SAT and ACT tests due to learning disabilities and test taking anxieties. Minority students may also lack the support and resources available to most students within the community. As educators and counselors, we can make the same mistake of giving assessments that may not be equitable for all students and favor those with more resources. Research involving the college board of admissions has shown that families with increased socioeconomic status have higher enrollment rates due to higher standardized testing scores (Zwick, 2002). During my first practicum I had the opportunity to attend a senior seminar class designed for all twelfth graders who are going on to higher education, workforce, military and trade schools. Each student is given the same opportunities and support regardless of economic standing or ethnicity. I have noticed that the large scholarship is unfortunately based on academic testing and documented accomplishments. I can see the importance of ACT and SAT testing for those interested in higher educational opportunities and the economic advantages it provides for families and students. Standardized testing has contributed to professional development and academic gains by students for years and continues to provide relevant data for researchers.

Importance of data collection

Collecting data from SAT, ACT, pre-post surveys and Likert scales all contribute to the betterment of the student body and counseling programs. Standardized testing also helps individual school district evaluate the level of each school’s performance in core subjects throughout the school year. Data collection from standardized testing provides critical information that help decision makers improve training and professional development. All programs require evaluation and improvements, and research studies help provide necessary data for review and policy changes. In an economy of cutbacks and lay offs educators are currently experiencing serious pressure to show how effective they are being by the direct result of student test scores (Popham, 1999). To some researchers and educators this measurement of success may seem flawed, however some school districts measure their effectiveness directly from test results.

Using data collecting as an advocate tool

Data collection can also be used as a tool to gain additional resources for student opportunities within the classroom. Oftentimes as educators and counselors we must provide a valid need for additional resources and have research data to support our cause. Low test scores may also show a need for additional support within the school such as classroom paraprofessionals and teachers assistant for the larger classes. I noticed in the small rural school I completed my practicum in they are applying for grants and programs that help students who need additional resources during the school day including additional counseling services and professional therapy sessions. The use of surveys can provide a quick glance at the needs of food baskets, clothing, blankets and hygiene products.

Counselors administering high-quality culturally appropriate assessments

Counselors and educators are responsible for utilizing appropriate assessments that are culturally sensitive and equitable for all students. Every Student Succeeds Act (ESSA) provides opportunities for all students to be college and career ready after graduation. The ESSA also requires schools to utilize high quality assessments and accountability programs that all students can equally access. This ACT ensures that schools are accounting for a wide range of variables in the student population that may have a direct effect on student outcomes (Grapin,2019). As a new counselor I visit other school in our district which gives me the opportunity to see how assessments and programs are implemented. As a counselor I would utilize the recommended surveys and assessments already pre-approved by the school district and counseling program. I also believe that all information may not be appropriate to share with students unless it directly supports them and helps them through their academic career. Sharing information with stakeholders will often look different than what we share with students and guardians. Utilizing fair and equitable assessments and surveys are important for all students to access despite income or ethnicity. The use of unbiased assessments may look different from region to region depending on poverty gaps and available resources (Poynton, 2023).

Normed and criterion-referenced assessments

The use of normed reference assessments can be a common practice when testing within a specific group or a cross section of different grades and aptitudes. This stye compares results with other test takers of the sane assessment test (Sawaki,2016). The performance of the assessment taker is compared directly against peers. Another method of testing is called criterion-referenced assessments which measure assessment outcomes to predetermined set answers without comparing them to peers’ results. The use of normed reference assessments can be effective in evaluating material understanding and possibility of additional support systems. This style of testing can be useful in configuring class standings however it does not always provide a clear picture of varying aptitude among peers (Sawaki,2016). The use of criterion-referenced assessments can also not capture the overall strengths of a student that may exist outside the realm of academia. The preset correct answers do not allow for partly correct answers or different thought processes.

It’s also important that the validity of the assessment is in correlation with the purpose of the actual test and material covered. Some test may offer context differentiation to draw different answerers from the same test (Geisinger, 2012). These different testing measures also provide a non-biased approached to race, gender, and mental health status. Unfortunately my first practicum experience did not include learning about different testing assessments within the school setting, however I am eager to learn during my journey.

 

Pre-and post-testing assessments

During my practicum I did help with conducting pre-and-post surveys which covered what students may have already known before starting the lesson and also help the teacher with lesson planning. The posttest procedure is helpful in gaining insight into what was learned from the students and what additional material may need to be covered. The use of the appropriate assessment will determine using a format with validity and community values. Cultural consideration is important when delivering assessment to gain access for better a current program or creating a new one. For example, the community where I live and work is high poverty and working class. Many of our students are first generation college bound students who have not witnessed educational successes and higher learning. Using the correct assessment would provide helpful information that may be supportive of students and families. Many of our families have limited access to medical, housing and employment.

 

 

 

 

 

 

Reference

Zwick, R. (2002). Is the SAT a ‘wealth test’?. Phi Delta Kappan, 84(4), 307-311.

Popham, W. J. (1999). Why standardized tests don't measure educational quality. Educational leadership, 56, 8-16.

Grapin, S. L., & Benson, N. F. (2019). Assessment in the every student succeeds act: Considerations for school psychologists. Contemporary School Psychology, 23(3), 211-219.

Poynton, T. A. (2023). Using Assessment Instruments in School-Based Research. School Counseling Research: Advancing the Professional Evidence Base, 117.

Sawaki, Y. (2016). 4. Norm-referenced vs. criterion-referenced approach to assessment. Handbook of Second Language Assessment, 12.

Geisinger, K. F. (2012). Norm-and criterion-referenced testing.