Test and its definition
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Tests are used to measure students' learning ability and help students, teachers, and administrators improve. For students, tests determine which learning areas need work and help focus on knowledge. Teachers can use test results to evaluate instruction effectiveness and identify ways to improve. Administrators learn which subject areas may need improvements based on test performance. And parents gain insight into their child's performance and progress in school from test results.
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Purpose of classroom test
Classroom tests and assessments play a central role in student learning by identifying students' prior knowledge, weaknesses, and strengths to help set learning goals and motivate learning. Effective classroom tests are valid, reliable, and fair, and they provide timely feedback to both students and teachers to check instructional effectiveness, provide learning opportunities, and assess teaching strategy effectiveness.
Formative Assessment
Formative assessment is a process used by teachers and students during instruction to provide explicit feedback to improve student achievement. It continually evaluates students' academic needs and development before benchmark or summative assessments. Teachers using formative assessment give continual, explicit feedback to help students understand where they are, where they are going, and how to close gaps in learning.
Exploring the-role-of-feedback-in-assessing-the-quality-learning-outcome
The document discusses the role of feedback in assessing quality learning outcomes. It explains that teachers provide positive or negative feedback to students about their learning or performance, which can then motivate or demotivate students. Open communication between teachers and students is important so feedback is not misunderstood. If used correctly, feedback can help students attain quality learning outcomes by improving their learning process and performance.
Concept of Classroom Assessment
Topic: Concept of Classroom Assessment
Student Name: Rooha Shaikh
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Advantages of standardized test
This document outlines the advantages of standardized tests. Standardized tests are carefully constructed tests that have uniform procedures for scoring, administration, and interpretation. This allows for comparing results across students as a performance standard. Some key benefits are that standardized tests are a standard and unbiased assessment tool, pinpoint areas for improvement, allow comparisons between schools, quickly provide results to identify students needing support, and have a positive impact on student achievement. They also train students for college entrance exams and help identify learning deficiencies.
Teacher Education
Teacher education refers to the training and development of teachers. It has three main phases - initial teacher education, induction, and continuing teacher education. The goals of teacher education programs are to facilitate knowledge transfer, reform teacher behaviors, develop pedagogical skills and professional attitudes. There are different types of programs depending on the education level, from pre-primary to vocational. Common challenges include a lack of resources and supervision, while improvements can be made through better facilities, activities, course standards, and research.
Educational Diagnosis - Diagnostic Test and Remedial Instruction
This document discusses educational diagnosis through diagnostic testing and remedial instruction. It defines diagnostic tests as tests designed to locate specific learning deficiencies in order to provide targeted remedial instruction. The purposes of diagnostic tests are to identify areas where students need additional instruction or teaching methods need improvement. Remedial instruction follows diagnostic testing and provides additional learning experiences to help reduce difficulties identified. The goal is to continuously improve instruction through this diagnostic-remedial process.
Diagnostic evaluatiion
This document discusses diagnostic evaluation in education. It defines diagnostic evaluation as a form of pre-assessment that allows teachers to determine students' strengths, weaknesses, knowledge and skills before instruction. The purpose is to diagnose learning difficulties and guide lesson planning. Diagnostic evaluation is more comprehensive than typical evaluations and aims to pinpoint specific errors and underlying causes of problems. It can involve constant observation, analysis of student performance and records, and specially designed diagnostic techniques. Features include focusing instruction on topics students need to learn, examining individual profiles, analyzing learning difficulties intensively, and providing information to individualize instruction.
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Purpose of classroom test
Classroom tests and assessments play a central role in student learning by identifying students' prior knowledge, weaknesses, and strengths to help set learning goals and motivate learning. Effective classroom tests are valid, reliable, and fair, and they provide timely feedback to both students and teachers to check instructional effectiveness, provide learning opportunities, and assess teaching strategy effectiveness.
Formative Assessment
Formative assessment is a process used by teachers and students during instruction to provide explicit feedback to improve student achievement. It continually evaluates students' academic needs and development before benchmark or summative assessments. Teachers using formative assessment give continual, explicit feedback to help students understand where they are, where they are going, and how to close gaps in learning.
Exploring the-role-of-feedback-in-assessing-the-quality-learning-outcome
The document discusses the role of feedback in assessing quality learning outcomes. It explains that teachers provide positive or negative feedback to students about their learning or performance, which can then motivate or demotivate students. Open communication between teachers and students is important so feedback is not misunderstood. If used correctly, feedback can help students attain quality learning outcomes by improving their learning process and performance.
Concept of Classroom Assessment
Topic: Concept of Classroom Assessment
Student Name: Rooha Shaikh
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Advantages of standardized test
This document outlines the advantages of standardized tests. Standardized tests are carefully constructed tests that have uniform procedures for scoring, administration, and interpretation. This allows for comparing results across students as a performance standard. Some key benefits are that standardized tests are a standard and unbiased assessment tool, pinpoint areas for improvement, allow comparisons between schools, quickly provide results to identify students needing support, and have a positive impact on student achievement. They also train students for college entrance exams and help identify learning deficiencies.
Teacher Education
Teacher education refers to the training and development of teachers. It has three main phases - initial teacher education, induction, and continuing teacher education. The goals of teacher education programs are to facilitate knowledge transfer, reform teacher behaviors, develop pedagogical skills and professional attitudes. There are different types of programs depending on the education level, from pre-primary to vocational. Common challenges include a lack of resources and supervision, while improvements can be made through better facilities, activities, course standards, and research.
Educational Diagnosis - Diagnostic Test and Remedial Instruction
This document discusses educational diagnosis through diagnostic testing and remedial instruction. It defines diagnostic tests as tests designed to locate specific learning deficiencies in order to provide targeted remedial instruction. The purposes of diagnostic tests are to identify areas where students need additional instruction or teaching methods need improvement. Remedial instruction follows diagnostic testing and provides additional learning experiences to help reduce difficulties identified. The goal is to continuously improve instruction through this diagnostic-remedial process.
Diagnostic evaluatiion
This document discusses diagnostic evaluation in education. It defines diagnostic evaluation as a form of pre-assessment that allows teachers to determine students' strengths, weaknesses, knowledge and skills before instruction. The purpose is to diagnose learning difficulties and guide lesson planning. Diagnostic evaluation is more comprehensive than typical evaluations and aims to pinpoint specific errors and underlying causes of problems. It can involve constant observation, analysis of student performance and records, and specially designed diagnostic techniques. Features include focusing instruction on topics students need to learn, examining individual profiles, analyzing learning difficulties intensively, and providing information to individualize instruction.
Teacher made test vs standardized test
Teacher-made tests are used by teachers to evaluate student progress and understand strengths and weaknesses, while standardized tests are more carefully constructed and scientifically validated to allow student comparison. Some key differences are that teacher-made tests provide immediate feedback but are less reliable, while standardized tests are more valid for comparisons but involve more rigorous development and analysis. Both types of tests have purposes in placement, evaluation, and diagnosing student needs.
Summative and formative assessment
This document provides an overview of formative and summative assessment. It defines each type of assessment and compares their purposes, frequency, aims, examples, and advantages/disadvantages. Formative assessment occurs during instruction to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a period. Both types are useful but serve different purposes in enhancing instruction and measuring competency.
Assessment And Evaluation
Assessment measures student learning through formative and summative methods using graded and non-graded tools, while evaluation measures teacher performance to provide feedback to help their growth which can be influenced by student perceptions. Both assessment and evaluation are important for improvement by providing essential feedback on learning and teaching.
Karen villanueva
The document discusses the differences between assessment, measurement, and evaluation. Assessment is gathering data about a student's knowledge, measurement is quantifying traits, and evaluation is analyzing evidence to make judgments or decisions. The document also discusses that evaluation can occur prior to assessment and measurement by evaluating a student's abilities. Different types of assessment, measurement, and evaluation are also outlined.
Administering the test
Administering tests requires careful planning to create the best environment for students. A quiet, comfortable setting without interruptions helps students concentrate. Anticipating questions beforehand prevents disruptions during testing. Students should be informed ahead of time that a test will occur and understand the rules, like prohibiting cheating. Teachers can discourage cheating by thoroughly preparing students, allowing sufficient study time, clarifying what cheating entails, and enforcing consequences for any violations. Strict protocols during the exam, like removing unneeded items and alternating seats, can further discourage cheating.
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Diagnostic testing and remedial teaching
The document discusses diagnostic testing as a process to identify the causes of learning difficulties in children. It explains how diagnostic testing helps identify strengths and weaknesses, plan appropriate instruction, and ensure effective learning. The key steps in diagnostic testing are identifying problems, locating errors, determining causes, and suggesting remedies. Remedial teaching then focuses on providing additional support to address weaknesses, using different teaching strategies and resources. The document outlines the role of teachers in diagnostic testing and remedial teaching, as well as different types of diagnostic tests, test construction, administration, and the diagnostic testing-remedial teaching cycle.
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The document discusses using games as a communicative approach to teaching English. It explains that the communicative approach focuses on meaningful communication to help students learn how to use language. An example given is asking students questions to learn personal details about their classmates. The document also notes that communicative classroom activities emphasize skills and use of authentic materials over strict systems. It then describes a video of a teacher using a game to actively engage students and have them think critically about answers. Students are divided into groups and must work together. The document concludes that this style of game-based teaching allows all students to participate, self-correct, and have fun while learning grammar.
Selecting and using standardized achievement test
Standardized achievement tests are prepared by educational specialists and administered under controlled conditions to measure what students have learned. They differ from classroom tests in that they are more objective and cover broader content. Standardized tests allow student performance to be compared across districts and states. While they provide reliable comparisons, they also place stress on students and teachers and may not fully evaluate student growth throughout the year. Standardized achievement tests can be used by schools to evaluate curriculum, identify students needing extra help or advanced classes, and determine teacher effectiveness. They follow procedures including deciding the test purpose, specifying objectives, creating test items, administering the test, and analyzing results.
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Assessment
Summative assessment is a systematic process of gathering and interpreting data related to student learning and experience for the purpose of understanding what students know and can do with their knowledge. The results are used to improve subsequent learning. Summative assessment typically occurs at the end of a unit or task to evaluate student progress and learning. It includes various types of performance tasks, written and oral products, tests, and standardized tests. Rubrics and checklists are valuable tools that can be used to develop summative assessments. Summative assessment is important for teachers to understand where students are in the learning process and if students can apply what they have learned.
03 9-2020 class room assessment
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Tests are systematic procedures for measuring individual behavior and can be used by teachers to measure students' acquisition of knowledge, skills, and values. There are different ways to categorize tests, such as whether they are objective or subjective, standardized or unstandardized, and norm-referenced or criterion-referenced. Some common types of tests include personality tests, intelligence tests, aptitude tests, achievement tests, summative tests, diagnostic tests, formative tests, socio-metric tests, and trade tests.
Components of assesment
This document discusses assessment in education. It defines assessment as analyzing and determining the importance, amount, or value of learning outcomes for individuals or groups. Assessment includes testing and obtaining information relative to objectives or goals. It measures knowledge, skills, values, attitudes and various aspects of development. Measurement assigns quantities or scores to acquired traits while evaluation determines the quality or worth of achievements based on standards. Formative assessment gathers feedback during learning to improve instruction, while summative assessment measures learning after a unit. Assessment methods include selected response exams, performance tasks, portfolios, grading, and formative feedback through discussion monitoring.
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This document discusses the author's understanding of assessment in education. It explains that assessment involves measurement and can take various forms beyond just exams. The author learned about formative assessment, which is focused on student learning and development, and summative assessment, which evaluates learning at a particular point in time. Examples of formative assessment mentioned include class tests, essays, and games. The document also discusses standardized tests the author took as a student, self-assessment, and different methods of assessment for learning including conferencing, concept mapping, and portfolios.
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1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
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- Examples show AFL strategies like co-creating criteria, analyzing examples, peer feedback, and student-led performances with criteria-based critique.
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Teacher-made tests are used by teachers to evaluate student progress and understand strengths and weaknesses, while standardized tests are more carefully constructed and scientifically validated to allow student comparison. Some key differences are that teacher-made tests provide immediate feedback but are less reliable, while standardized tests are more valid for comparisons but involve more rigorous development and analysis. Both types of tests have purposes in placement, evaluation, and diagnosing student needs.
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This document provides an overview of formative and summative assessment. It defines each type of assessment and compares their purposes, frequency, aims, examples, and advantages/disadvantages. Formative assessment occurs during instruction to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a period. Both types are useful but serve different purposes in enhancing instruction and measuring competency.
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Administering the test
Administering tests requires careful planning to create the best environment for students. A quiet, comfortable setting without interruptions helps students concentrate. Anticipating questions beforehand prevents disruptions during testing. Students should be informed ahead of time that a test will occur and understand the rules, like prohibiting cheating. Teachers can discourage cheating by thoroughly preparing students, allowing sufficient study time, clarifying what cheating entails, and enforcing consequences for any violations. Strict protocols during the exam, like removing unneeded items and alternating seats, can further discourage cheating.
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Selecting and using standardized achievement test
Standardized achievement tests are prepared by educational specialists and administered under controlled conditions to measure what students have learned. They differ from classroom tests in that they are more objective and cover broader content. Standardized tests allow student performance to be compared across districts and states. While they provide reliable comparisons, they also place stress on students and teachers and may not fully evaluate student growth throughout the year. Standardized achievement tests can be used by schools to evaluate curriculum, identify students needing extra help or advanced classes, and determine teacher effectiveness. They follow procedures including deciding the test purpose, specifying objectives, creating test items, administering the test, and analyzing results.
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Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
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This document discusses forms of assessment techniques for written tests. It focuses on true-false tests and completion tests. For true-false tests, it describes their definition, advantages like being easy to construct and assess, and issues like students randomly guessing. For completion tests, it provides the definition and advantages such as being easy to construct and requiring precise answers. It also discusses problems teachers face in assessment like reluctance to evaluate and not constructing good questions, and offers solutions such as understanding assessment purposes and developing question-writing skills.
Assessment
Summative assessment is a systematic process of gathering and interpreting data related to student learning and experience for the purpose of understanding what students know and can do with their knowledge. The results are used to improve subsequent learning. Summative assessment typically occurs at the end of a unit or task to evaluate student progress and learning. It includes various types of performance tasks, written and oral products, tests, and standardized tests. Rubrics and checklists are valuable tools that can be used to develop summative assessments. Summative assessment is important for teachers to understand where students are in the learning process and if students can apply what they have learned.
03 9-2020 class room assessment
The assessment process emphasizes data collection of student performance to diagnose learning problems, monitor progress and give feedback for improvements.
Typeoftest
Tests are systematic procedures for measuring individual behavior and can be used by teachers to measure students' acquisition of knowledge, skills, and values. There are different ways to categorize tests, such as whether they are objective or subjective, standardized or unstandardized, and norm-referenced or criterion-referenced. Some common types of tests include personality tests, intelligence tests, aptitude tests, achievement tests, summative tests, diagnostic tests, formative tests, socio-metric tests, and trade tests.
Components of assesment
This document discusses assessment in education. It defines assessment as analyzing and determining the importance, amount, or value of learning outcomes for individuals or groups. Assessment includes testing and obtaining information relative to objectives or goals. It measures knowledge, skills, values, attitudes and various aspects of development. Measurement assigns quantities or scores to acquired traits while evaluation determines the quality or worth of achievements based on standards. Formative assessment gathers feedback during learning to improve instruction, while summative assessment measures learning after a unit. Assessment methods include selected response exams, performance tasks, portfolios, grading, and formative feedback through discussion monitoring.
Summative Vs Formative Assessment
This document discusses the author's understanding of assessment in education. It explains that assessment involves measurement and can take various forms beyond just exams. The author learned about formative assessment, which is focused on student learning and development, and summative assessment, which evaluates learning at a particular point in time. Examples of formative assessment mentioned include class tests, essays, and games. The document also discusses standardized tests the author took as a student, self-assessment, and different methods of assessment for learning including conferencing, concept mapping, and portfolios.
standard test vs teacher-made test
The document compares standard tests to teacher-made tests in 10 points:
1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
Afl Presentation
The document discusses assessment for learning (AFL), including definitions, principles, strategies, and examples of effective AFL practices in classroom lessons. Some key points:
- AFL involves assessing student progress and using evidence to identify what they know, don't know, and how to improve learning.
- Effective AFL shares learning goals and criteria with students, provides feedback, and involves self and peer assessment.
- Examples show AFL strategies like co-creating criteria, analyzing examples, peer feedback, and student-led performances with criteria-based critique.
- Principles emphasize understanding students and planning review/support based on assessment data.
Formative assessment: an important teaching tool for any subject
This document discusses formative assessment, which is an approach to assessment focused on improving student learning through collaboration between teachers and students. The key aspects of formative assessment are that it helps students answer three questions: where am I going, where am I now, and how do I get there. Teachers integrate formative assessment into their teaching by sharing learning goals, assessing student understanding, and providing feedback to guide future learning. When done effectively, formative assessment develops student independence and creates confident, engaged learners who know how to learn.
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Slides presented by Phil Hornby, Founder and Director of "for product people", at Cambridge Product Management Network, on Monday 17th June 2024.
一比一原版(lbs毕业证书)英国伦敦商学院毕业证如何办理
原版一模一样【微信：741003700 】【(lbs毕业证书)英国伦敦商学院毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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Kanban Coaching Exchange with Dave White - Example SDR Report
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Lukas Rycek - GreenChemForCE - project structure.pptx
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2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
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Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
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Test and its definition
- 1. Alejo Jann Paraoan Test and its Definition
- 2. Test is basically defined as a tool to measure the students’ learning ability. Test is defined in many ways. In a school environment, each person is getting affected by the tests’ role in the student’s grade
- 3. For the students, test determines which learning areas should be improved and to focus on knowledge development.
- 4. For the teachers, tests determine the effectivity of the instruction and opt to improve.
- 5. For the school administrator, it will them know which part or parts of the subject is needing improvements
- 6. For the parents, test results will let them know their child’s performance in school.