Types of Tests PDF

Types of Test  Other types of descriptive terms used to describe tests in contrasting types such as the:  Non-standardized versus standardized tests  Objective versus subjective tests  Supply versus fixed-response tests  Individual versus group tests  Maste...

Types of Test  Other types of descriptive terms used to describe tests in contrasting types such as the:  Non-standardized versus standardized tests  Objective versus subjective tests  Supply versus fixed-response tests  Individual versus group tests  Mastery versus survey tests  Speed versus power tests  Non-standardized Test versus Standardized Test 1. Non-standardized test is a type of test developed by the classroom teachers. 2. Standardized test is a type of test developed by test specialists. It is administered , scored, and interpreted using a certain standard condition.  objective Test versus Subjective Test 1. Objective test is a type of test in which two or more evaluators give an examinee the same score. 2. Subjective test is a type of test in which the scores are influenced by the judgement of the evaluators, meaning there is no one correct answer.  Supply test versus Fixed-response test 1. Supply test is a type of test that requires the examinees to supply an answer, such as an essay test item or completion or short answer test item. 2. Fixed-response test is a type of test that requires the examinees to select an answer from the given options such as multiple-choice test, matching type of test, or true/false test.  Individual Test versus Group test 1. Individual test is a type of test administered to student on a one-on-one basis using oral questioning. 2. Group test is a type of test administered to a group of individuals or group of students.  Mastery Test versus Survey Test 1. Mastery test is a type of achievement test that measures the degree of mastery of a limited set of learning outcomes using criterion-reference to interpret the result. 2. Survey test is a type of test that measures students’ general achievement over a broad range of learning outcomes using norm-reference to interpret the result.  Speed test versus Power test 1. Speed test is designed to measure number of items an individual can complete over a certain period of time. 2. Power test is designed to measure the level of performance rather than the speed of response. It contains test items that are arranged according to the increasing degree Teacher-Made Tests  Teacher-Made Tests - Designed to Measure Achievement of a Particular Unit of Work.  Three Reasons for Teacher-Made Tests: 1. They are Consistent w/Classroom Goals and Objectives. 2. They Present Same Questions to All Students Under Nearly Identical Conditions. 3. They Generate a Product that Can be Evaluated and Stored for Later Use—for example, Parent Conferences.  Three Alternatives/Types of Teacher Made Tests: 1. Objective Test—alternative, multiple choice, matching, and completion test. 2. Essay Test—brief or extended. 3. Combination of the Two. Points to Consider about Testing: − Tests should be Written at the Taxonomical Level of the Objectives Covered by the Exam. − Instructional Objectives Suggest the best Type of Test Item. − Purpose of Tests is Check Student Mastery of Stated Objectives. − Every Test Item Should Separate those who have Mastered the Objectives from those who have not—prevent Guessing/Offset test wiseness. The Advantages of Teacher-Made Tests Formal assessments give teachers a way to test knowledge and plan future instruction, but standardized exams or commercially prepared tests don't always accurately assess that information. The extra time required to prepare exams pays off with the potential for more accurate assessments, and with the benefits in mind, teachers can more accurately monitor student learning and progress. Integration to Instruction Teachers often expand on the textbook to make the information relevant and meaningful to their students. Instead of simply reading from the textbook, a teacher might use non-fiction books, guest speakers, experiments, field trips and demonstrations to teach course content. Because tests provided with a textbook don't include the knowledge the students gain from outside experiences, teacher-made tests better reflect what is taught in class and fit better with the teaching methods they use. With customized tests, teachers can assess the students as they progress to check for understanding. Control Over Format Commercially prepared tests are typically multiple choice or fill-in- the-blank, although you may find some short answer and essay questions. When a teacher creates his or her own tests, she has complete control over the format. Paper-and-pencil tests can include different types of questions and formats that best fit specific material. Multiple-choice questions may work well for certain sections, while answering essay questions is best for others. Teachers also have the option of alternative testing types, such as an oral exams or presentations. Increased Frequency Standardized testing typically only happens once per year, so the results don't necessarily give the teachers the tools to consistently improve teaching methods. Similarly, the tests provided by publishers to accompany textbooks are often only provided at the end of chapters or units. When a teacher makes her own exams, she can make as many or as few as she wants. More frequent testing gives a better look at the students' progress throughout the chapter and over the course of the year. Modifications The teacher knows her students better than any publisher. While commercial tests may cover the majority of information, they may not take into account students with special needs or different learning styles. A teacher who makes her own tests has the option to tailor the exams to the students in her classroom. Examples include adding pictures or diagrams, enlarging print or leaving extra space between sentences to allow for easier reading.  1. Alternate-Choice Items are: − True/False. − Yes/No. − Right/Wrong. − Agree/Disagree Key Points about Alternative-Choice Items: − Use Simple Declarative Sentences. − Must be Stated Clearly to Avoid Ambiguity. − Have Low Reliability and Validity.