tag:blogger.com,1999:blog-34080971.post3718778594760787611..comments2023-10-04T09:18:29.392-07:00Comments on Stanley Portier: CITOStanley Portierhttp://www.blogger.com/profile/03098381222400057087noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-34080971.post-66096985213758801332007-02-12T03:18:00.000-08:002007-02-12T03:18:00.000-08:00CITO, Eindtoets primary schoolYes, there is a lot ...CITO, Eindtoets primary school<BR/><BR/>Yes, there is a lot of discussion abouth the quality of the CITO-test, but very often not a discussion bases on logical arguments (except Stanley’s comments of course). I would like to react on some points of criticisme.<BR/>1 The predictive validity of the test.<BR/>The CITO-test is measuring subjectmatter-knowledge as language, math, and studyskills. That’s a lot, but that’s all.<BR/>Cito has done reasearch on the test, relating testscores to the school career of the pupils. With a success-score of 75 % as they say ‘De Eindtoets’ (since 1970) is realy a good test, according to the positive jugdments of COTAN (COmmittee for Testing in the Netherlands, a division of NIP, the Dutch Association of Psychologists). <BR/>If we want to reach a better predictive validity, than we should not confine ourselves to the small content of the Cito-test, but take into account other aspects (determinants) of studysuccess. Trying to improve the psychometrics of the test would not be succesfull. Other aspects are for example motivation, health, perseverance, intelligence, social and economical background and so on. There are other tests (accepted by COTAN) that can be used. For example Drempelvrees (knowledge and motivation). We could discuss how many instruments are usefull and feasable for primary school. Can we do more then the three days testing now?<BR/><BR/>2 Advice of the primary school is taken into account for the allocation of primary school pupils to the secundary schooltypes.<BR/>That’s fine. The CITO-test is besides the judgment of the school an independent measurement of the knowledge of the pupils. And the school that is keeping track records for years should use this information for their advice; many schools are doing so. CITO wants the pupil-allocation to secundary school being based on the school advice as well as the cito testscore. <BR/><BR/>3 A three days test, stressful, why not spread out the test?<BR/>Testing must be valid, but feasible too. The Eindtoets can be taken pretty easily and teachers regard that as an advantage. Stress and a three day’s testing period have never been a point of discussion after research or evaluation. Perhaps it is a good idea to spread out the test.<BR/><BR/>4 And can we do allocation or selection without mistakes?<BR/>No, of course not and that means that we can never stand surety for an individual that a decision is made right. An applicant for a job or a pupil entering secondary education can have bad luck. The pupil will in one of the following years need to change to another level of education, but that takes time. And a prediction on the long run, for example at primary school the prediction if someone can go to HBO or University is realy impossible.<BR/><BR/>5 Conclusion. I think the best solution is one in which the Eindtoets is part of it and hopefully the parents are playing part of the the game as well as the pupil itself and the primary school teacher. In 14 % of the cases there is a difference between the primary school advice and the Eindtoets. 90 % of the secondary schools are using the Eindtoets-scores, 7 % not. They (74 % of the schools) are using rules for admission to VWO, HAVO, and so on (Eindtoetsscore), but they talk with the primary school teacher , the pupil and the parents for flexible admission (94 % of these schools).Henk Roossinkhttps://www.blogger.com/profile/14157460117388353055noreply@blogger.com