This document discusses different types of tests used to assess student learning. It describes single-subject tests that evaluate individual subjects like math or language. It also discusses multi-subject standardized tests that measure learning across subjects based on grade-level norms. Another section covers alternative assessments like projects and portfolios that are designed by teachers. The document provides details on achievement tests, norm-referenced tests, criterion-referenced tests, and other test formats, purposes, and categories. It outlines characteristics of written tests using various question types as well as non-written tests involving physical performance.

1. IDENTIFYING
TEST
OBJECTIVES
Ces del Mundo

2. "Assessment should be deliberately
designed to improve and educate
student performance, not merely to
audit as most school tests currently do."
-Grant Wiggins

3. TEST CATEGORIES

4. 1. SINGLE-SUBJECT TESTS
 gaining individualized information on students' subjectspecific knowledge and abilities.
 help the school teachers assess strengths, areas for
improvements and the direction that the curriculum should
move in.
 use single-area evaluations for math or
language/literacy content.
 assesses students' linguistic abilities in terms of
receptive language, expressive use, structure and
memory.

5. 2. MULTI-SUBJECT STANDARDIZED
TESTS
 are formal assessments with mathematically computed
scores, which provide a measure of the students' aptitude
based against grade-level norms
 evaluate the elementary students' learning in different
areas.
 measures to assess multiple subjects, such as verbal
comprehension, nonverbal reasoning and mathematical or
quantitative abilities.
 one example is the Achievement test

6. ACHIEVEMENT TESTS
 designed to measure academic ability and
achievement of students in English, Reading,
Mathematics, Science, and Filipino.
 provide information on the strengths and weaknesses
of students in specific learning competencies that are
developed in the classroom.
 used to evaluate school performance in comparison
with a national norm.
 act also as diagnostic tool to guide subject area
coordinators, teachers, and guidance counselors in
planning educational strategies that would lead to the
improvement of instructional quality in schools

7. 3. ALTERNATIVE ASSESSMENT
often called authentic, comprehensive, or performancebased assessment
usually designed by the teacher to gauge students'
understanding of material. Examples of these
measurements are open-ended questions, written
compositions, oral presentations, projects, experiments,
and portfolios of student work.
 are designed so that the content of the assessment
matches the content of the instruction.

8. Effective assessments give students feedback on
how well they understand the information and on
what they need to improve, while helping teachers
better design instruction. Assessment becomes
even more relevant when students become involved
in their own assessment. Students taking an active
role in developing the scoring criteria, selfevaluation, and goal setting, more readily accept
that the assessment is adequately measuring their
learning.

9. TYPES OF TEST

10. Norm-Referenced
Standardized tests compare students' performance to that
of a norming or sample group who are in the same grade
or are of the same age. Students' performance is
communicated in percentile ranks, grade-equivalent
scores, normal-curve equivalents, scaled scores, or stanine
scores.
Criterion-Referenced
A student's 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.
Examples: Chapter tests, Driver's License Test

11. Survey
Survey tests typically provide an overview of
general comprehension and word knowledge.
Examples: Interest surveys; Learning Styles
Inventory
Diagnostic Tests
Diagnostic tests assess a number of areas in
greater depth.

12. Formal Tests
Formal tests may be standardized. 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.
Informal Tests
Informal tests generally do not have a set of standard
directions. They have a great deal of flexibility in how
they are administered. They are constructed by teachers
and have unknown validity and reliability.
Examples: Review games; Quizzes

13. Static (Summative) Tests
Measures what the student has learned.
Examples: End-of-chapter tests; Final examinations;
Standardized state tests
Dynamic (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.
Examples: Quizzes; Homework; Portfolios

14. TEST FORMAT

15. WRITTEN TEST
Written tests are tests that are administered on paper
or on a computer. A test taker who takes a written test
could respond to specific items by writing or typing
within a given space of the test or on a separate form
or document.

16. Multiple choice
In a test that has items formatted as multiple choice
questions, a candidate would be given a number of
set answers for each question, and the candidate
must choose which answer or group of answers is
correct. There are two families of multiple choice
questions. The first family is known as the True/False
question and it requires a test taker to choose all
answers that are appropriate. The second family is
known as One-Best-Answer question and it requires
a test taker to answer only one from a list of answers.

17. Alternative response
True/False questions present candidates with a binary
choice - a statement is either true or false. This method
presents problems, as depending on the number of
questions, a significant number of candidates could get
100% just by guesswork, and should on average get
50%.
Matching type
A matching item is an item that provides a defined
term and requires a test taker to match identifying
characteristics to the correct term.

18. Completion type
A fill-in-the-blank item provides a test taker with identifying
characteristics and requires the test taker to recall the correct
term.
Two types:
1. The easier version provides a word bank of possible words
that will fill in the blanks. For some exams all words in the word
bank are exactly once. If a teacher wanted to create a test of
medium difficulty, they would provide a test with a word bank,
but some words may be used more than once and others not at
all.
2. The hardest variety of such a test is a fill-in-the-blank test in
which no word bank is provided at all. This generally requires a
higher level of understanding and memory than a multiple
choice test. Because of this, fill-in-the-blank tests[with no word
bank] are often feared by students.

19. Essay
Items such as short answer or essay typically require a
test taker to write a response to fulfill the requirements
of the item. In administrative terms, essay items take
less time to construct. As an assessment tool, essay
items can test complex learning objectives as well as
processes used to answer the question. The items can
also provide a more realistic and generalize task for
test. Finally, these items make it difficult for test takers
to guess the correct answers and require test takers to
demonstrate their writing skills as well as correct
spelling and grammar.

20. Mathematical questions
Most mathematics questions, or calculation questions from
subjects such as chemistry, physics or economics employ
a style which does not fall in to any of the above
categories, although some papers employ multiple choice.
Instead, most mathematics questions state a mathematical
problem or exercise that requires a student to write a
freehand response. Marks are given more for the steps
taken than for the correct answer. If the question has
multiple parts, later parts may use answers from previous
sections, and marks may be granted if an earlier incorrect
answer was used but the correct method was followed,
and an answer which is correct (given the incorrect input)
is returned.

21. NON-WRITTEN TEST
Written tests are tests that are administered on
skills and performance. A test taker who takes a
non-written test could respond to specific
instructions by executing or doing the activity
within a given time.

22. Physical fitness tests
A physical fitness test is a test designed to measure
physical strength, agility, and endurance. They are
commonly employed in educational institutions as part of
the physical education curriculum, in medicine as part of
diagnostic testing, and as eligibility requirements in fields
that focus on physical ability such as military or police.
Throughout the 20th century, scientific evidence emerged
demonstrating the usefulness of strength training and
aerobic exercise in maintaining overall health, and more
agencies began to incorporate standardized fitness
testing. Common tests include timed running or the multistage fitness test, and numbers of push-ups, situps/abdominal crunches and pull-ups that the individual
can perform.

23. Performance tests
A performance test is an 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.
An example is a behind-the-wheel driving test to
obtain a driver's license. Rather than only answering
simple multiple-choice items regarding the driving of
an automobile, a student is required to actually drive
one while being evaluated.
Performance tests are commonly used in workplace
and professional applications, such as professional
certification and licensure.

24. Thank you for listening! J