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  • 1. The same questions and/or tasks are required of each test-taker The same information is provided to each test- taker immediately before and during the test Each test-taker has the same amount of time allowed to take the test Responses are scored in the same way
  • 2. For this reason, standardized tests are often also referred to as large-scale assessments
  • 3. In practice, large-scale testing has led to some limitations. In theory, standardized tests are not limited to any particular assessment approach. They just need to be standard in their approach. But in practice, standardized tests usually use easy-to- score and easy-to-administer kinds of items, such as multiple choice and short answer. This is because of the large-scale in which they are used and the cost and complication of scoring other more complex forms of student work.
  • 4. Reliance on multiple-choice items limits the depth at whicha test can probe for students’ understanding and thinking. This is one reason why standardized test scores should not be the only measure of a student’s knowledge and performance.
  • 5. • There are two major types of standardized tests
  • 6. Standardized test Achievement test Aptitude test
  • 7.  Achievement tests (designed to measure students’ specific knowledge and skills).  Examples include: California Achievement Tests, Stanford Achievement Tests, Comprehensive Tests of Basic Skills, Iowa Tests of Basic Skills, Metropolitan Achievement Tests.
  • 8. • Aptitude tests (designed to predict how well students are likely to perform in another setting—like college).  Examples include: SAT (Scholastic Assessment Test) and ACT.
  • 9. • There are two major ways of scoring
  • 10. Norm-referenced Test (scoring is based on comparing a student’s score to that of other students) Criterion-referenced Test (scoring is based on how well the student has mastered the content of the test).
  • 11. Intelligence is the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment.
  • 12. • First intelligence test was introduced in1905 by Alfred Binet • The important of IQ was introduced by William Steon in 1912. • IQ= MA X 100 CA Now varieties of test are available for assessment of intelligence based on IQ 1. Individual/group test 2. Verbal/nonverbal/performance 3. Speed/power test
  • 13. The Stanford-Binet Intelligence Test The standford-Binet intelligence test is a standardized test that assess intelligence and cognitive abilities in children and adults aged 2-23 Wechsler Preschool and Primary Scale of Intelligence The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 3 months
  • 14. Binet-Kamat Test of Intelligence Indian adaption by Kamat. This is for 3 years to adult Malins Intelligence Scale for Indian children Indian adptation by Malin adapted the original scale of Weschler’s intelligence scale for childrens. This is for 16b years of age. Bhatia’s Battery of performance test of intelligence Indian adaptation Bhatia. It is for the age of 11 years and above
  • 15. Wechsler Adult Intelligence Scale (WAIS) The Wechsler Adult Intelligence Scale (WAIS) is a test designed to measure intelligence in adults and older adolescents Wechsler Intelligence Scale for Children (WISC) The Wechsler Intelligence Scale for Children (WISC), developed by David Wechsler, is an individually administered intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC takes 65–80 minutes to administer and generates an IQ score which represents a child's general cognitive ability.
  • 16. Aptitude tests measures or assess the degree or level of one’s special bent or flair
  • 17. • Types of Aptitude testing
  • 18. Specialized Aptitude tests Mechanical Musical Professional and Scholastic
  • 19. • Mechanical Aptitude tests Mechanical tests is to test sensory and motor capacities and abilities of an individual in order to assess his chances of success in mechanical pursuits.
  • 20. Minnesota mechanical assembly test Minnesota spatial relations test The revised Minnesota power form board(1948) Bennet tests of mechanical comprehension S.R.A. mechanical aptitude test Mechanical aptitude test battery by Dr. A.N. Sharma (published by National Psychological Cooperation, Agra) A battery of mechanical aptitude tests (Hindi) prepared by mano-vigyanshala,Allahabad
  • 21.  Musical Aptitude tests These tests have been devised for discovering musical talent. Eg: Seashore measure of musical talent
  • 22. Professional Aptitude tests and Scholastic Aptitude tests Test have been designed for the selection of students for admission to specific courses or professions
  • 23. The American council of education scholastic aptitude test(ACE) Scholastic aptitude test (SAT) developed in U.S.A Standard scientific aptitude test by D.L. Zyve Science aptitude test (after secondary stage) N.I.E. Delhi . Moss scholastic aptitude test for medical students. Tale legal aptitude test Pre-engineering ability test (Education Test Service, U.S.A) Minnesota engineering anagogical test
  • 24. Teaching aptitude test by Jai Prakash and R.P Shrivastav,university of Sauger (M.P) Teaching Aptitude Test by Moss, F.A & others, George Wasington university press Teaching aptitude test battery(Hindi) by Dr R.P Singh & S.N Sharma(published by National Psychological Cooperation, Agra)
  • 25. 1. The General Aptitude Test Battery(GATB) Developed by the Employment Service Bureau of U.S.A The GAT has proved to be one of the most successful multiple aptitude batteries particularly for the purpose of job classification. 2. Differential Aptitude Test (DAT) Developed by U.S psychological corporation, has been adapted in Hindi for use in India by S.M.Ojha DAT has proved very successful in predicting academic success and has been found specially useful for providing educational and vocational guidance to secondary children
  • 26. Comprehensive ability battery-developed by Sheridian psychological service USA Guilford-Zimmerman aptitude survey
  • 27. Personality is the sum total of activities that can be discovered by actual observations over a long enough period of time to give reliable information
  • 28. Observation Situational test Questionnaire Personality inventory Rating scale Interview
  • 29. 1. The Rorschach Inkblot Test: Developed by Harmann Roeschach 2. TAT or Thematic Apperception Test Introduced by Henry Murray to measure the need for achievement Fully developed by for the assessment of personality with the help of the psychologist C.D Morgan It consists of thirty pictures which portray human beings in a variety of actual life situation CAT –Children’s Apperception Test Developed by Dr. Leopold Bellak.. Its for children between three and ten years. 4. Word Association Test 5. Sentence completion Tests
  • 30. One frequent use of standardized achievement tests is to identify students who perform below, at the same level,or above their peers. That is, the utility of achievement test results in the screening process is in identifying students who need further assessment.
  • 31. Wechsler Individual Achievement Test (WIAT) Kaufman Test of Educational Achievement (KTEA) Woodcock-Johnson Tests of Achievement (WJ)
  • 32. Interest as feeling of liking associated with a reaction either actual or imagined, to a specific thing or situation
  • 33. Checklist Verbal Non-Verbal The wide range interest opinion test Guest picture interest inventory Reading-Free vocational interest inventory
  • 34. Attitude denotes the sum total of man’s inclination and feeling, prejudice, pre-conceived notions, ideas, fears, threats, and convictions about any specific objects.
  • 35. 1. Remmer’s master type test Development generalized scale to measure attitudes towards any one of class of attitude, objects such- school, subject and vocations 2. Likert type scale The statements are tasted that reflect favorable and unfavorable attitude about an object. 3. Teachers attitude test(national psychological corporation agra) The purpose of the scale is to measure the attitude of practicing and prospective teachers towards teaching profession
  • 36. Thank you