Type: Diagnostic Tools Used to assess a determined number of areas in greater depth. Usually administered at the beggining of a course, level, subject.
Type: Formal Tests They are designed to be given according to a standard set of circumstances, they have time limits, and they have sets of directions which are to be followed exactly.
Type: Informal Tests They generally do not have a set of standard directions. They have a great deal of flexibility in how they are administered. They represent a lack of validity and reliability.
Type: Summative Tests These are meant to measure what the student has learned, frequently in order to produce marks or grades used for reports of different types.
Type: Formative Tests Measures the students grasp of material that is currently being taught. Can also measure readiness. Formative tests help guide and inform instruction and learning.
Type: Norm-referenced Compare students performance to that of a norming or sample group who are in the same grade or are of the same age. Results are expressed in scaled socres, statistics in general.
Type: Criterion-referenced Students performance is measured against a standard. One form of criterion-referenced assessment is the benchmark, a description of a key task that students are expected to perform.
Type: Survey These tests typicallyprovide an overview ofgeneral comprehension and word knowledge.
Type: Performance Test These are a type of assessment that requires an examinee to actually perform a task or activity, rather than simply answering questions referring to specific parts. The purpose is to ensure greater fidelity to what is being tested. Next up: Principlesof test construction
Principlesof test construction Validity Does the test measure what it issupposed to measure, to the extent it is supposed to measure? 1/8
Principlesof test construction ReliabilityIs the test consistent? Is it reproducible? 2/8
Principlesof test construction Objectivity Is the test fair? 3/8
Principlesof test construction DiscriminationDoes the test discriminatethe skills of the students? 4/8
Principlesof test construction ComprenhensivenessDoes the test measure all of the content studied in cass? 5/8
Principlesof test construction Ease of administrationAre there any difficulties when administrating the test? 6/8
Principlesof test construction Practicality and scoring Is the test easy to mark?Does the marking take a lot of time? 7/8
Principlesof test construction Usability Does the test provide clear instructions? Is it unambiguous? 8/8