Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
The document discusses matching type tests, which measure a learner's ability to identify relationships between sets of items. A matching type test presents two columns, with the first column (premises) numbered and the second column (responses) labeled with capital letters. It is effective for content with parallel concepts and can measure knowledge of terms and definitions, objects and labels, causes and effects, and other relationships. Advantages are objective measurement and comparing ideas, but it may overestimate learning due to guessing and be limited to lower understanding levels. The document provides rules for constructing matching type tests, such as putting more words in column A, arranging column B logically, using numbers for column A and letters for column B, and avoiding patterns in correct
This document defines and describes matching type tests. It begins by defining matching type tests as objective tests consisting of two sets of items that must be matched based on a specified attribute. It notes they measure the ability to identify relationships between similar items.
The document then provides more details on the structure and components of matching type tests, including that they have two columns - a premises column with items to be matched and a response column with potential matches. It discusses advantages like being more representative and removing subjective scoring. It also outlines disadvantages such as encouraging memorization without understanding.
Finally, the document provides guidelines for constructing effective matching type tests, including using clear directions, ensuring homogeneity, and using an imperfect match structure when possible.
1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations.
2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently.
3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
The document discusses tables of specification, which are charts that provide a graphic representation of the content and educational objectives of a course or curriculum. Tables of specification break content into topics and objectives and assign a number of test items or points to each. They help ensure tests are balanced and validly measure the most important objectives and content areas. Teachers can use tables of specification as a planning guide to structure lessons and assignments and ensure all content areas are adequately covered. They benefit students by promoting balanced assessments and building confidence in a test's fairness.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
This document provides guidelines for constructing paper-and-pencil tests. It discusses general principles of testing such as measuring instructional objectives and ensuring validity and reliability. It also describes attributes of a good test, including validity, reliability, objectivity, scorability and administrability. The steps in constructing classroom tests are identified as identifying objectives, listing topics, preparing a table of specifications, selecting item types, writing items, sequencing items and preparing materials. Specific guidelines are provided for preparing the table of specifications, writing test items, and constructing multiple choice items.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
This document discusses objective tests, including what they are, their categories and types. Objective tests are those where the scoring rules do not allow for subjective judgments. They have selected and constructed response formats. Some common types are true/false, multiple choice, matching, fill-in-the-blank, and labeling. Objective tests are easier to score objectively but can only measure factual knowledge directly. They require careful construction to be effective.
Traditional pen and paper tests can be used to measure students' knowledge in various ways. There are different types of tests including achievement tests, personality tests, mastery tests, and standardized tests. Tests can be constructed using various item formats such as multiple choice, essay, and matching questions. When developing a test, educators must consider test planning, construction, administration, and evaluation. The evaluation process includes analyzing item difficulty, effectiveness, and student responses to improve future assessments.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This document discusses different types of tests used in educational and psychological assessment. It provides descriptions of intelligence tests, personality tests, aptitude tests, prognostic tests, performance tests, diagnostic tests, achievement tests, preference tests, scale tests, speed tests, power tests, standardized tests, teacher-made tests, and placement tests. It also includes sample items from personality tests to assess traits like extraversion, decision-making style, and emotionality.
The document discusses various techniques for evaluating educational curriculum and programs. It describes evaluation as collecting data to determine the value of a program and whether it should be adopted, rejected, or revised. Several data collection techniques are examined, including observation, interviews, questionnaires, tests, and assessments. Tests are categorized based on their purpose, format, and standards. The document emphasizes that using the right technique for a given evaluation is important to obtain accurate information and make better decisions.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
The document discusses matching type tests, which measure a learner's ability to identify relationships between sets of items. A matching type test presents two columns, with the first column (premises) numbered and the second column (responses) labeled with capital letters. It is effective for content with parallel concepts and can measure knowledge of terms and definitions, objects and labels, causes and effects, and other relationships. Advantages are objective measurement and comparing ideas, but it may overestimate learning due to guessing and be limited to lower understanding levels. The document provides rules for constructing matching type tests, such as putting more words in column A, arranging column B logically, using numbers for column A and letters for column B, and avoiding patterns in correct
This document defines and describes matching type tests. It begins by defining matching type tests as objective tests consisting of two sets of items that must be matched based on a specified attribute. It notes they measure the ability to identify relationships between similar items.
The document then provides more details on the structure and components of matching type tests, including that they have two columns - a premises column with items to be matched and a response column with potential matches. It discusses advantages like being more representative and removing subjective scoring. It also outlines disadvantages such as encouraging memorization without understanding.
Finally, the document provides guidelines for constructing effective matching type tests, including using clear directions, ensuring homogeneity, and using an imperfect match structure when possible.
1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations.
2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently.
3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
The document discusses tables of specification, which are charts that provide a graphic representation of the content and educational objectives of a course or curriculum. Tables of specification break content into topics and objectives and assign a number of test items or points to each. They help ensure tests are balanced and validly measure the most important objectives and content areas. Teachers can use tables of specification as a planning guide to structure lessons and assignments and ensure all content areas are adequately covered. They benefit students by promoting balanced assessments and building confidence in a test's fairness.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
This document provides guidelines for constructing paper-and-pencil tests. It discusses general principles of testing such as measuring instructional objectives and ensuring validity and reliability. It also describes attributes of a good test, including validity, reliability, objectivity, scorability and administrability. The steps in constructing classroom tests are identified as identifying objectives, listing topics, preparing a table of specifications, selecting item types, writing items, sequencing items and preparing materials. Specific guidelines are provided for preparing the table of specifications, writing test items, and constructing multiple choice items.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
This document discusses objective tests, including what they are, their categories and types. Objective tests are those where the scoring rules do not allow for subjective judgments. They have selected and constructed response formats. Some common types are true/false, multiple choice, matching, fill-in-the-blank, and labeling. Objective tests are easier to score objectively but can only measure factual knowledge directly. They require careful construction to be effective.
Traditional pen and paper tests can be used to measure students' knowledge in various ways. There are different types of tests including achievement tests, personality tests, mastery tests, and standardized tests. Tests can be constructed using various item formats such as multiple choice, essay, and matching questions. When developing a test, educators must consider test planning, construction, administration, and evaluation. The evaluation process includes analyzing item difficulty, effectiveness, and student responses to improve future assessments.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This document discusses different types of tests used in educational and psychological assessment. It provides descriptions of intelligence tests, personality tests, aptitude tests, prognostic tests, performance tests, diagnostic tests, achievement tests, preference tests, scale tests, speed tests, power tests, standardized tests, teacher-made tests, and placement tests. It also includes sample items from personality tests to assess traits like extraversion, decision-making style, and emotionality.
The document discusses various techniques for evaluating educational curriculum and programs. It describes evaluation as collecting data to determine the value of a program and whether it should be adopted, rejected, or revised. Several data collection techniques are examined, including observation, interviews, questionnaires, tests, and assessments. Tests are categorized based on their purpose, format, and standards. The document emphasizes that using the right technique for a given evaluation is important to obtain accurate information and make better decisions.
There are several types of tests used to measure student performance and abilities, including diagnostic tests, proficiency tests, achievement tests, aptitude tests, placement tests, personality tests, and intelligence tests. Tests can also be objective or subjective, oral or written, criterion-referenced or norm-referenced, formative or summative, and administered individually or to groups. The document provides descriptions of the various types of tests.
teacher made test Vs standardized testathiranandan
Standardized tests are more rigorous and scientifically developed than teacher-made tests. They require a panel of experts including content specialists, test designers, and teachers to plan the test, write items, test the items, and establish validity and reliability through field testing and statistical analysis. The process ensures the tests accurately measure what they aim to without bias. Teacher-made tests are simpler to create by individual teachers and better tied to local classroom needs, but are not as reliable or valid as standardized tests due to less rigorous development and analysis. Both have advantages for different assessment purposes.
Teacher-made tests are often flawed and emphasize lower-level thinking. However, they can be important parts of the teaching and learning process if integrated into daily classroom instruction. To be effective, teacher-made tests should be constructed prior to instruction, address a variety of intelligences and learning styles, and allow students multiple ways to demonstrate what they know. Modifications can make teacher-made tests accessible to all students. Involving students in test development helps ensure tests reflect essential learnings.
Lesson 3 developing a teacher made testCarlo Magno
This document provides guidance on developing teacher-made tests. It begins with an advance organizer and outlines the test development process. It then provides details on designing different item types, including selected-response, constructed-response, and interpretive exercise items. It gives guidelines for writing different item types and examples. The objectives are to explain assessment concepts and design aligned tests. It also discusses test specifications, characteristics, layout, instructions and scoring.
This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
This document discusses strategies for constructing effective multiple choice and essay exam questions. For multiple choice questions, key points include writing clear stems that present definite problems, using plausible distractors, and maintaining parallel structure in the alternatives. For essay questions, the document recommends designing questions to assess higher-order thinking, providing grading criteria, and using both extended and restricted response questions. The advantages of essay questions include allowing for complex reasoning, but they are more time-consuming to score and can disadvantage poor writers.
This presentation discusses different types of essay tests, including restricted response and extended response questions. Restricted response questions limit the scope and content of the response, while extended response questions give students more freedom in their answers. The presentation provides examples of each type and discusses their advantages and limitations. Guidelines are provided for constructing essay questions, scoring responses, and dealing with issues like bluffing. Suggestions are also given for writing multiple choice questions.
This document provides an overview of subjective tests, which require students to write out original answers in response to questions. It focuses on short answer questions and essay tests. Short answer questions are open-ended questions that require brief responses to assess basic knowledge. Essay tests allow for longer written responses to assess higher-level thinking. Both have advantages like measuring complex learning, but also disadvantages like subjectivity and difficulty in scoring responses. The document provides guidance on constructing effective short answer questions and essay prompts to reduce subjectivity.
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
This document discusses essay tests as an assessment method. It defines essay tests as those requiring extended written responses. It describes the key features and types of essay questions, including extended and restricted response questions. The document outlines the advantages and disadvantages of essay tests, and provides suggestions for developing, administering, scoring and evaluating essay tests effectively.
The document provides guidelines for constructing effective tests to assess student learning. It discusses considering the purpose of the test and maintaining consistency between teaching goals, methods, and assessment. Different test formats like multiple choice, short answer, and essays are appropriate for different learning objectives. Multiple choice tests effectively measure recall but less higher-order thinking, while essays best evaluate skills like analysis, synthesis and evaluation. The document also offers tips for writing different question types, grading essays reliably, helping students prepare, and assessing how well the test measured intended learning outcomes.
The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
Assessment of learning focuses on developing and using assessment tools to improve the teaching and learning process. It emphasizes using tests to measure knowledge and thinking skills. There are various types of tests classified according to response method, preparation method, or answer type, such as subjective/essay tests and objective tests. Proper test construction involves determining objectives, developing test items, and establishing validity and reliability. Statistical measures like frequency distributions are used to interpret test scores.
This document discusses assessment in learning and various types of tests used to evaluate student learning. It describes different ways to classify tests, such as oral versus written tests, and objective versus subjective tests. The document outlines the key characteristics of formative, summative, diagnostic, and standardized tests. It also discusses important criteria for developing good tests, such as validity, reliability, and objectivity. Different scoring methods and statistical measures used to analyze test results are presented, such as frequency distributions and measures of central tendency like the mean.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
The document discusses various types of placement and achievement tests used to assess students and improve instruction. It describes the purposes and processes for developing different test formats, including essay, short answer, multiple choice, matching, rating scales, and checklists. The goal of placement tests is to accurately identify students' current learning levels and needs, while achievement tests measure progress and help evaluate curriculum and instruction.
This document discusses different types of assessment tools and techniques. It describes subjective and objective assessment types. Subjective types include extended response/essay questions which give students freedom in their responses but can be time consuming to score. Objective types include supply questions, selection questions, and multiple choice questions. Supply questions require students to write or supply an answer and include short answer and completion questions. Selection questions require students to select an answer from options given, including true/false questions, matching questions, and multiple choice questions which present a problem and potential solutions. The document provides examples and benefits and limitations of each type of assessment tool.
Standardized & Non Standardized Tests-2nd-ppt.pptxSavitaHanamsagar
The document discusses standardized and non-standardized tests. It defines standardized tests as those with uniform administration and scoring to allow comparison between test takers. Examples include achievement, IQ, and aptitude tests. Non-standardized tests are constructed by teachers and vary in their administration. The document outlines the key characteristics, uses, and types of both standardized and non-standardized tests. It also discusses test validity, reliability, objectivity, and construction.
This document provides an overview of standardized and non-standardized tests. It defines standardized tests as those with uniform administration and scoring to allow for comparison. Examples include achievement, IQ, and aptitude tests. Non-standardized tests are constructed by teachers and vary in their administration. The document discusses the construction, uses, and limitations of different types of test items for standardized and non-standardized tests such as essay, short answer, multiple choice, and matching questions. Rating scales and checklists are also covered as methods for assessment.
Seminar on Standardized And Non Standardized Test.Reshma Kadam
This document provides an overview of standardized and non-standardized tests. It defines standardized tests as those with uniform administration and scoring to allow for comparison. Examples include achievement, IQ, and aptitude tests. Non-standardized tests are constructed by teachers and vary in their administration. The document discusses the construction, uses, and types of various tests and assessments including essays, short answers, multiple choice, true/false, matching, rating scales, and checklists. It provides guidance on developing valid, reliable, and objective tests and assessments.
Assessment is used to determine if educational objectives have been achieved. It can be formative or summative and is related to course learning objectives. Assessment measures how a student's knowledge, skills, and attitudes have changed due to academic experiences. Methods of assessment have strengths and flaws according to reliability, validity, impact on learning, acceptability, and costs. Assessment can have intended and unintended consequences like encouraging cramming over reflective learning. Characteristics of good assessment include relevance, validity, reliability, and objectivity. This document provides guidelines for creating effective essay questions, including using action verbs, structuring questions, and developing rubrics for grading.
Power point for the techniques for constructing exam itemsWilliam Kapambwe
The document discusses techniques for constructing examination questions and assessing student learning. It covers constructing objective test items like multiple choice and matching, as well as subjective items like short answer and essays. Tips are provided for writing different item types and ensuring item-objective congruence. A variety of assessment options for different learning domains and continuous assessment techniques are also outlined.
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
This document discusses various concepts related to educational measurement and testing. It defines key terms like measurement, evaluation, tests, validity, reliability, and different types of tests. It provides details on constructing objective tests, including writing test items, establishing test validity and reliability, and interpreting test scores. It also discusses advantages and disadvantages of objective and essay tests. Additionally, it covers topics like measures of central tendency, frequency distributions, and calculating the mean, median and mode.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. Tests have many purposes in our
schools
To assess a students understanding of a
given topic within a subject and identify
what they have learned.
To evaluate a students progress in a
subject within a given period of time.
To assess a students strength and
weaknesses for focus, assistance or
individual instruction.
To determine who will receive awards,
recognition and scholarships.
4. To provide a basis of qualification
for entry into a school, program,
internship, higher education,
scholarship.
To gain college credit-advanced
placement exams.
To measure a teacher or schools
effectiveness
Part of teacher evaluation
High-stakes testing
8. Subjective:
Usually essay or brief answer type questions
Teacher requires particular information
May require a couple words or several paragraphs
Objective:
Require correct factual response from two or more sources
Two Types of Test (Questions)
11. A response is written in paragraph
form to in answer to a question or to
fulfill requirements of an item.
Essay Test Require you to:
Draw conclusions
Interpret Info
Organize Material
Express logical thinking
Evaluate problems
Analyze situations
12. Types of Essay Items:
Extended response type
The test may be answered by the examinee in whatever
manner he wants.
Example: Do you think teachers should be allowed to work
abroad as domestic helpers? Explain your answer.
Restricted response type
The test limits the examinees response may be answered
by the examinee’s response in terms of length, content,
style or organization.
Example: Give and explain three reasons why the
government should or should not allow teachers to work
abroad as domestic helpers.
13. Advantages
• Essay items can test complex learning
objectives and process used to answer the
question.
•Summary, critique, analysis, defense, etc
•These items require test takers to
demonstrate their writing skills as well as
correct spelling and grammar.
•Essay items are not given to guesswork.
Disadvantages
• Test items can be made quickly but take quite
some time to answer and check.
•The grading process may be subjective -
different score results for different teachers.
•Essay questions may potentially be unreliable
in assessing the entire content of a subject
matter.
14. What to look for on Essay Tests
The task is clearly defined. The
students are given an idea on the
scope and direction you intended for
the answer to take. The question
starts with a description of the
required behavior to put them in the
correct mind frame.
Example: “Compare” or “Analyze”
15. The questions are written in the
linguistic level appropriate to the
students.
Proposed Criteria in Grading Essay
Test
Ideas (20%)
Weight of Evidence Presented (20%)
Correct Usage (20%)
Logical Conclusions drawn from the
evidence (40%)
16. Example:
What is wrong with this question?
Describe Asthma?
Better: (Clearly explain what is expected of the student)
Describe asthma. Include in your answer:
The pathophysiologic features of asthma
The clinical manifestations associated with an asthma episode
The management of an asthma episode.
(10 points)
17. What is wrong with this question?
Who is better, Rizal or Bonifacio?
Better: (The students are given an idea on the
scope and direction you intended for the answer
to take)
Compare and contrast the method used by Rizal
and Bonifacio in promoting nationalism. (5
points)
20. Provides a defined term
and requires a test taker
to match identifying
characteristics with the
correct term.
21. Advantages:
Matching type items usually requires less time for test takers to
answer.
They are easy to score and grade
Distracters may be provided.
Disadvantages:
Answers are already provided which
makes it prone to guesswork.
These items do not allow test takers to
demonstrate knowledge beyond the
choices.
22. Guidelines:
Keep the list of items short and put the brief
responses on the right.
Use a larger, or smaller, number of responses
than premises, and permit the responses to be
used more than once.
Specify in the directions the basis for matching
and indicate that each responses may be used
once, more than once or not at all.
28. Provides a test taker with identifying
characteristics and requires the test
taker to recall the correct term.
Students may guess but with more
difficulty.
This Type of item is generally feared by
students when no word bank is
provided.
29. What to look for on sentence Completion
Tests
Only significant words are omitted.
When omitting words, enough clues are
left so that the student who knows the
correct answer can supply the correct
response.
Ensure the grammatical clues are
avoided.
33. A number of set answers for each
question or item is provided
34. Advantages:
Multiple choice questions usually requires
less time for test takers to answer.
They are easy to score and grade
They provide greater coverage of material
and allows for a wide range of difficulty.
They can easily diagnose a test takers
difficulty with certain concepts.
They test many levels of learning as well as
a test takers ability to integrate information,
and can provide feedback to the test taker
about Why distracters were wrong and Why
correct answers were right.
35. Disadvantages:
Multiple choice items do not
allow test takers to demonstrate
knowledge beyond the choices.
They may encourage guessing or
approximation due to the
presence of At least one correct
answer.
Multiple choice items that are
effective usually take a great time
to construct.
36. Guidelines:
Design each item to measure an important
learning outcome.
Present a single, clearly formulated
problem in the stem of the item.
State the stem of the item in simple, clear
language.
Put as much of the wording as possible in
the stem of the item.
State the stem of the item in positive form,
wherever possible.
37. Emphasize negative wording whenever it is
used in the stem of an item.
Make certain that the intended answer is
correct or clearly best among choices.
Make all alternatives grammatically consistent
with the stem of the item and parallel in form.
Avoid verbal clues which might enable
students to select the correct answer or to
eliminate an incorrect alternative.
Make the distracters plausible and attractive
to the uninformed.
38. Ex: which of the following activities will test the reliability of the
achievement test?
a. Administer a single test but to two different groups of students.
b. Administer two different tests but to the same group of students.
c. Administer two parallel tests to two different groups of students.
d. Administer two equivalent tests to the same group of students.
Answer: D
40. Binary choice- a statement is either
True or false.
Modified True or false.
41. Advantages:
True-false items can cover a wide range of difficulty levels.
These require less time to answer, and are easily graded
and scored.
Disadvantages:
These do not allow for test takers to demonstrate
broad range of knowledge.
Guesswork may work.
42. Guidelines:
Include only one central significant idea in each statement.
Word the statement so precisely that it can be judged
unequivocally True or false.
Use negative statements sparingly and avoid double
negatives.
Statements of opinion should be attributed to
some source.
Keep statements short and use simple
language structure.