The main differences between a standardized test battery and a single content standardized test batter are that a standardized test battery significantly measures several curricular areas with the same battery (Mertler, 2016). For instance, the battery might measure mathematics written expression, spelling, and reading. Contrarily, a single content standardized test essentially measures only one content area. For example, there is no comparison between norm groups and single content tests. On the other hand, each of the given tests has both advantages and limitations when using them (Mertler, 2016). Notably, a standardized test battery does not require a teacher to purchase a separate test for each of the content areas that are to be tested by them. Additionally, a standard test battery is also suitable when teachers require comparable results across given subject areas for a diverse set of schools within a state.
A single content standardized test, however, is advantageous as a valid measure of classroom learning (Mertler, 2016). Additionally, it is also beneficial as it is inherently useful when it comes to diagnostic purposes for checking specific content mastery. Conversely, despite the given advantages, each of the tests also has its limitations in that a standardized test battery is both less reliable and essentially askes fewer questions in each given content area. None the less, single content standardized test is also limited in a way that it only measures one content area and is not valid when measuring a wide field of learning (Mertler, 2016).
The two advantages of a group learning ability test are that it mainly offers a satisfactory estimate of the learning abilities for many of the students and can also be given to a majority of the students without requiring any form of specialized training (Mertler, 2016). On the other hand, the two advantages of individual learning ability tests include the ease of controlling factors such as motivation more carefully for an accurate assessment in which they influence the score. Additionally, the analysis also makes it easier to test both young and students with disabilities. Conversely, in terms of disadvantages, in group testing, participation responses are more restricted, and scores are often dependent on readability (Mertler, 2016). On the other hand, individual learning ability test requires well-trained personnel, and it is most costly to administer.
Mertler, C. A. (2016). Classroom assessment: A practical guide for educators. Routledge.
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