Achievement Tests

Achievement tests are assessment tools that aim to measure what students know and what they are able to do in relation to academic learning objectives or learning standards. Achievement tests are relevant to curriculum studies because test scores are frequently used to determine the level of instruction for students. These testing instruments attempt to provide evidence of what and how much a student has learned from past experiences or how much of a body of knowledge a student has mastered.

The most common type of achievement tests are standardized tests, which are given and scored in a consistent manner across testing sites. Standardized achievement tests typically measure knowledge and skills gained through classroom instruction at a certain grade level. To ensure all students taking the test receive the same amount of direction and time, administrative instructions are provided that may include scripted directions for the instructor to read to the group or individual as the test is being administered.

Achievement tests also are usually norm referenced, meaning they measure a student's performance compared with a normed group of peers who have previously taken the same test. This normed group is selected by test makers to be a sample group from the target grade level. This sample normed group is supposed to represent a typical group from the target level (e.g., all 6th graders across the state). When a school's or a student's test scores are reported in percentiles (i.e., Mark scored at the 89th percentile), it indicates the results are from a norm-referenced test. Percentiles range from 1 to 99 with 50 representing the average student. If Mark scored at the 89th percentile, it means he scored higher than 89% of the students in the normed group did. Scores can also be reported as a stanine or a grade level. A stanine is a standard point scale that indicates broad differences in performance. For example, if a student scores a stanine of 2 in Reading and 8 in Mathematics, it would indicate a significant difference in the student's learning in these two content areas. Most norm-referenced achievement tests consist of multiple-choice questions but may also include open-ended short answer questions.

Achievement tests are commonly contrasted with aptitude tests. An aptitude test intends to predict how well a student would be able to learn something when given the opportunity to do so. They look at general cognitive traits. For example, the SAT is used as a tool to predict students' success at the college level. Achievement tests do not predict a student's ability to learn but rather measure what students have already learned.

When a student scores high on an achievement test, it usually indicates he or she has mastered a great deal of the curriculum. Low scores might designate the need for remediation or the use of alternative methods of instruction or materials. The content of achievement tests is said to be valid when it has been taught to the test-taker. Achievement tests are meant to align with learning objectives and standards so that test results can be effectively analyzed to determine curriculum development and direction. This entry continues with examples of achievement tests and discusses the controversy around them.

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