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Trends in Testing, Assessmentand Evaluation

 Chapter 2Types and purposes of

classroom tests andassessment

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Test

-is used to examine

someone’s knowledge ofsomething to determine

what he or she knows or 

has learned. Testingmeasures the level of skill or 

knowledge that has been

reached.

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Assessment

- is the process of documenting

knowledge, skills, attitudes and beliefs,usually in measurable terms,. The goal

of assessment is to make improvements,

as oppose o s mp y e ng u ge . nan educational context, assessment is

the process of describing, collecting,

recording, scoring, and interpretinginformation about learning.

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Test vs Assessment

• Test: A single examination/set of questions to

which the student responded and the resultsof these.Assessment: A summary of tests, learningresults, lessons carried out alon with other 

activities that relate to a student.• Assessments measure student achievement

(knowledge, skills, and abilities) in theLearning Standards; a test is one method ofassessment, often used as a summativemeasure.

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Test Assessment

When toconduct

at the end of a unit, atthe end of a semester 

or at the end of a year.Yearly and bi-yearlytests

can be done at any time

Teachers do assessments after 

a lesson, after they teach aspecific skill or at the sametime tests are done.

Required bylaw?

required by laws suchas No Child LeftBehind.

are not usually required by law or by a school. Assessments are usedinformally by teachers so they can

keep track of what studentsunderstand and what areas and

subjects they might need to spend

more attention on.

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Test AssessmentFormats usually follow a general

format, where questionsare asked and studentsanswer them. Theymight be essayquestions, multiple-choice questions, fill-in-

the-blank questions, or 

can have different formats. Theymight require a student to answer 

questions, might be a teacher talking to a student about what

they know, could be a teacher'sobservation of a student working or 

talking about a subject, might alsobe graded assignments,

presentations or class work that

true-and-falsequestions, but theoverall format is thesame.

helps a teacher get an idea of

what a student knows and doesn't

know.

Results show the student'sability to memorize facts

and figures, instead of atrue understanding ofthose facts and figures

an assessment done informally inthe classroom might show that astudent actually understands facts

and figures, or a specific process.

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Often, students who do not scorewell on formal tests might stillunderstand what they are beingtested on, but might have test

Are you a goodteacher ?

 

anxiety. A good teacher will useboth assessments and tests so shecan know whether a student hasfailed a test because he isn't a

good test taker, or whether hereally doesn't understand thematerials.

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Six basic purposes of assessment

(a) to help the student understand herself;

(b) to provide information for educational andvocational counseling;

(c) to help administrators, faculty, and other 

student population;

(d) to evaluate the academic progress and

personal development of students;

(e) to help the administrative staff appraise theeducational program, and

(f) to facilitate curriculum revision(Fiore, 2012; Wright, 2011).

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Type of Assessment

• Classified in many different

ways, epen on eframe of reference used

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Maximum Performance vs TypicalPerformance-classify based on nature of assessment

Type ofassessment

Function of theassessment

Example

 Determines what

ax mum

Performance individuals can do whenperforming at their best

p u e es ,achievement tests

TypicalPerformance

Determines whatindividuals will do undernatural conditions

 Attitude, interest andpersonality inventories,

observationaltechniques, peerappraisal, standardizedmultiple-choice test

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Fixed-choice Tests vs Complex-performance Assessments-classify based on form of assessment

Type ofassessment

Function of theassessment

Example

 Efficient measurement of 

 xe -c o ce

Tests knowledge and skills,indirect indicator

an ar ze mu p e-choice test

Complex-performance

Assessments

Measurement of 

performance in contextsand on problems valuedin their own right

Hands-on laboratory

experiment, projects,essays, oralpresentations

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Placement, Formative, Diagnosticand Summative Assessment-classify based on used in classroom instruction

Type of

assessmentFunction of theassessment

Example

 Readiness tests a titude

Placement

 

skills, degree of masteryof course goals, and /orbest mode of learning

 

test, pretest on courseobjectives, self-reportinventories, observationaltechniques

Formative

Determines learningprogress, providesfeedback to reinforcelearning and correctslearning errors

Teacher-made tests,custom-made tests fromtextbook publishers,observational techniques

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Placement, Formative, Diagnosticand Summative Assessment-classify based on used in classroom instruction

Type of

assessmentFunction of theassessment

Example

Diagnostic 

(intellectual, physical,emotional, environmentalof persistent learningdifficulties

Published diagnostic test,teacher-made diagnostictests, observationaltechniques

SummativeAssessment

Determines end-of-courseachievement for assigninggrades or certifyingmastery of objectives

Teacher-made survey tests,performance rating scales,product scales

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Criterion-Referenced Vs Norm-Referenced Measurement-classify based on method of interpreting results

Type of

assessmentFunction of theassessment

Example

Criterion- Describes students

Referenced performance according toa specified domain ofclearly defined learning

tasks (eg: adds single-digitwhole numbers)

Teacher-made tests,custom-made test fromtest publishers,

observational techniques

Norm-Referenced

Describes studentperformance according torelative position in some

known group (eg: ranks 10th

in a classroom group of 30)

Standardized aptitudeand achievement tests,teacher-made survey

tests, interest inventories,adjustment inventories

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Criterion-Referenced Vs Norm-Referenced Measurement-classify based on method of interpreting results

•In criterion-referenced assessment, particular abilities, skills or behaviours are each specified as acriterion which must be reached. 

•The examiner has a list of criteria each of whichmust be satisfactorily demonstrated in order to pass

•The important thing is that failure in one criterioncannot be compensated for by above average

performance in others; neither can you fail despitemeeting every criterion simply because everybodyelse that day surpassed the criteria and was better than you.

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Norm-Referenced Measurement

•Norm-referenced assessment makes judgments on

how well the individual did in relation to others whotook the test. Often used in conjunction with this is

the curve of ‘normal distribution’ which assumes that

badly and the majority will peak in the middle asaverage.

•Others reasons (poor intake, /good intake, theyhave been taught well, or badly, half who havedone it all before and half who are just starting thesubject giving a bimodal distribution)