Standardized testing involves using testing instruments that are administered and scored in a pre established standard or consistent manner. There are two types of standardized testing instruments: norm referenced tests and criterion referenced tests ira/ncte joint task force on assessment, 1994. The former testing instruments yield scores that compare the examinee x0027 s scores to that of a representative sample the normative group of same age or grade peers. The latter type of testing instrument involves comparing an examinee x0027 s score to a predetermined criterion such as a school curriculum. Although standardized testing is beneficial in some situations, its use has been criticized, specifically because such measures fail to inform instruction adequately. Standardized administrations may not be possible for some students with disabilities.

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Some disabled students can take some test in the established standardized way with some accommodations. Some accommodations, however, can become modifications to the trait or concept attempting to be measured. Some other common criticisms or disadvantages of standardized tests are as follows: 1 standardized test items frequently are unrelated to those tasks and behaviors required in the classroom setting, 2 standardized test results reflect behavior or ability that has been measured during a single point in time and, as such, are greatly influenced by noncognitive factors e.g. Fatigue, attention, and so forth 3 standardized test results do not provide the type of information required for making curricular modifications or instructional change, and 4 standardized administration procedures often prevent the examiner from obtaining useful information regarding the conditions under which the examinee may be able to improve performance e.g. Could a student with a language deficit benefit from clarification of test directions? fuchs x0026 fuchs, 1986 haywood x0026 tzuriel, 1992 quinto x0026 mckenna, 1977 tzuriel, 2001 tzuriel x0026 samuels, 20. Partly due to the criticisms of standardized testing and the need to generate information that can more directly guide instruction, alternatives to standardized testing have arisen. While there are various alternatives, three of the most commonly used alternatives are curriculum based assessment, dynamic assessment, and alternative, or portfolio based, assessment approaches.

Although curriculum based assessment cba falls under the umbrella of criterion referenced testing, it is thought of as an alternative to traditional, standardized norm referenced academic testing. Curriculum based assessment refers to a measurement method that relies on x201c direct observation and recording of a student x0027 s performance in the local curriculum as a basis for gathering information to make instructional decisions x201d deno, 1987, p. Cba has also been referred to as direct assessment of the mastery of academic skills, and although models of cba may differ, all share the common foundational assumption that one should assess what is taught, or more simply, x201c test what one teaches. X201d typically, cba approaches involve repeated assessment of specific academic skills lentz, 1988. Short reading passages, samples of math computation items, and brief spelling word lists, and so forth and used to collect student performance data. The curricular materials from the examinee x0027 s immediate learning environment are used to develop cba probes. Given this, cba provides a structured method for evaluating students x0027 performances on curricular assignments used in their actual academic setting.

Generally, a student x0027 s responses are evaluated in terms of speed or proficiency, as well as for accuracy. Performance criteria are then developed to determine acceptable levels of student performance or mastery witt et al. Normative sampling is one procedure employed for establishing mastery criteria idol, 1993.

This procedure involves collecting samples of average or acceptable student performance in the general education setting and using such samples to decide what the absolute mastery criteria should be. In some cases, a referred student may be so far below the levels of acceptable performance that a type of changing criterion design might have to be implemented. This type of design, which would allow the mastery criteria to reflect the classroom average, would permit a lowering of the criteria for subsequent instruction, and then allow the criteria to be made more stringent until the student reached the changed classroom average. Overall, the basic assumption of a cba approach is that in evaluating students x0027 progress in reading and writing, researchers should observe them reading and writing in their academic environment, and should collect such data often so that they can efficiently ascertain whether a student is progressing adequately or falling behind.

dynamic assessment refers to a particular type of learning assessment that involves the use of an active teaching process lidz, 1987. The goal of this teaching process is to x201c modify x201d an individual x0027 s cognitive functioning and to observe subsequent changes in the examinee x0027 s learning and use of problem solving strategies. Standardized assessment , which involve examiners presenting items to examinees without any guidance, assistance, or any other intervention designed to change or improve the examinee x0027 s performance. A static test is usually based on a x201c question, record, and score x201d format wherein the examiner presents the question, records the examinee x0027 s response, and awards a prescribed number of points, based on the examinee x0027 s given response. The difference between static and dynamic assessment approaches stems from the paradigms from which they emerged.

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Static assessment generally involves x201c passive acceptance, x201d wherein a child x0027 s deficits or disabilities are accepted and the environment is modified to help the child work within any identified limitations haywood, 1997. In contrast, dynamic assessment is based on x201c active modification, x201d wherein a concentrated effort is made to remediate any identified deficit or at least provide the child with compensatory strategies to circumvent the impact of any identified weakness haywood x0026 tzuriel, 1992. The inherent limitations or inadequacy of standardized tests has motivated, in part, the development of dynamic assessment approaches. Major criticisms involve the fact that 1 static tests do not provide important information about a child x0027 s learning processes or mediational strategies that can facilitate learning, 2 they do not result in clear recommendations for prescriptive teaching or remedial activities, and 3 they do not focus on noncognitive factors that influence an examinee x0027 s performance on standardized, cognitive assessments. The zone of proximal development zpd developed by lev vygotsky 1896 x2013 1934 and reuben feuerstein x0027 s theory of mediated learning experience mle served as the primary foundations for most of the dynamic assessment approaches feuerstein, rand, x0026 hoffman, 1979 tzuriel, 19. It is important to note that dynamic assessment is intended to supplement, not replace, standardized testing.