This document discusses objective and subjective tests. It defines objective tests as having a single correct answer, while subjective tests can have multiple correct answers. It provides examples of question types for each and notes advantages and disadvantages. Objective tests are preferred for standardized testing due to easier scoring but may limit what can be assessed. The document also discusses formative vs summative assessment and norm-referenced vs criterion-referenced tests, noting differences in purpose, content, and score interpretation for each.
This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts norm-referenced and criterion-referenced tests in terms of purpose, content, item characteristics, scoring, and uses. It also discusses the advantages and disadvantages of each. Finally, the document defines formative assessment, used to improve student learning, and summative assessment, used to evaluate learning outcomes.
Norm referenced and criterion referenced.pptxjason322724
This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts formative assessments, used during instruction to provide feedback, and summative assessments, used after instruction to evaluate learning. Finally, it discusses the benefits and characteristics of norm-referenced, criterion-referenced, formative, and summative assessments.
This document discusses different concepts related to assessment of learning. It defines assessment, measurement, evaluation, tests and testing. It describes norm-referenced tests which compare students to others and criterion-referenced tests which measure students against a set standard. The document also discusses placement, diagnostic, formative and summative assessment, as well as traditional, performance and portfolio modes of assessment. It provides characteristics of well-written instructional objectives and factors to consider when constructing good test items.
The document provides information about effective testing in 3 main areas:
1. It defines what a test is and discusses the different uses of tests for various stakeholders like teachers, students, parents and administrators.
2. It describes the different types of tests categorized by mode of response, administration, scoring, and what is being measured.
3. It outlines the key steps in effective test preparation for both teachers in constructing good tests and students in preparing for exams. This includes considering validity, reliability, appropriateness and other factors.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
The document discusses various aspects of assessment including formative and summative assessment, reliability and validity, bias and fairness. It provides definitions and examples of key assessment terminology and outlines factors to consider when designing assessments, such as ensuring they accurately reflect student achievement and are representative of abilities. The document also references sources for further information on educational assessment.
This document provides an overview of key concepts in language testing and assessment. It defines language testing and distinguishes it from assessment. It outlines different types of tests (e.g. proficiency, achievement, diagnostic), testing methods (e.g. direct, indirect, discrete point, integrative), and scoring methods (e.g. norm-referenced, criterion-referenced, objective, subjective). It also contrasts classroom assessment with large-scale standardized testing and provides references for further information.
This document discusses testing and test construction. It begins by defining testing and tests, and outlines the main purposes of tests, including informing students of strengths and weaknesses, motivating review, and determining if learning objectives were achieved. It then describes different types of tests based on purpose (screening, proficiency, etc.) and characteristics (direct, indirect, objective, subjective). The document concludes by discussing guidelines for test construction, including moderating tasks, controlling difficulty levels, avoiding bias, and standardizing examiners to ensure a common criteria for scoring.
This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts norm-referenced and criterion-referenced tests in terms of purpose, content, item characteristics, scoring, and uses. It also discusses the advantages and disadvantages of each. Finally, the document defines formative assessment, used to improve student learning, and summative assessment, used to evaluate learning outcomes.
Norm referenced and criterion referenced.pptxjason322724
This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts formative assessments, used during instruction to provide feedback, and summative assessments, used after instruction to evaluate learning. Finally, it discusses the benefits and characteristics of norm-referenced, criterion-referenced, formative, and summative assessments.
This document discusses different concepts related to assessment of learning. It defines assessment, measurement, evaluation, tests and testing. It describes norm-referenced tests which compare students to others and criterion-referenced tests which measure students against a set standard. The document also discusses placement, diagnostic, formative and summative assessment, as well as traditional, performance and portfolio modes of assessment. It provides characteristics of well-written instructional objectives and factors to consider when constructing good test items.
The document provides information about effective testing in 3 main areas:
1. It defines what a test is and discusses the different uses of tests for various stakeholders like teachers, students, parents and administrators.
2. It describes the different types of tests categorized by mode of response, administration, scoring, and what is being measured.
3. It outlines the key steps in effective test preparation for both teachers in constructing good tests and students in preparing for exams. This includes considering validity, reliability, appropriateness and other factors.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
The document discusses various aspects of assessment including formative and summative assessment, reliability and validity, bias and fairness. It provides definitions and examples of key assessment terminology and outlines factors to consider when designing assessments, such as ensuring they accurately reflect student achievement and are representative of abilities. The document also references sources for further information on educational assessment.
This document provides an overview of key concepts in language testing and assessment. It defines language testing and distinguishes it from assessment. It outlines different types of tests (e.g. proficiency, achievement, diagnostic), testing methods (e.g. direct, indirect, discrete point, integrative), and scoring methods (e.g. norm-referenced, criterion-referenced, objective, subjective). It also contrasts classroom assessment with large-scale standardized testing and provides references for further information.
This document discusses testing and test construction. It begins by defining testing and tests, and outlines the main purposes of tests, including informing students of strengths and weaknesses, motivating review, and determining if learning objectives were achieved. It then describes different types of tests based on purpose (screening, proficiency, etc.) and characteristics (direct, indirect, objective, subjective). The document concludes by discussing guidelines for test construction, including moderating tasks, controlling difficulty levels, avoiding bias, and standardizing examiners to ensure a common criteria for scoring.
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Evaluation in education serves several purposes: it helps modify objectives based on student and societal needs, judge teaching effectiveness, and improve evaluation tools and techniques. There are three main types of evaluation - diagnostic, formative, and summative. Diagnostic evaluation identifies weaknesses, formative guides student development and curriculum changes, and summative makes judgements for administrative purposes. Effective evaluation is valid, reliable, and usable, providing a comprehensive assessment of student development.
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
Challenges of Alternative Assessment for Students with Disabilities/IntellectLouie Jane Eleccion, LPT
This document discusses alternative assessments for students with disabilities and intellectually gifted students. It defines key terms like IEP, SAT, and defines disability according to IDEA. For students with disabilities, alternative assessments may include portfolios, IEP-linked evidence, performance assessments, checklists or traditional tests. For gifted students, alternatives include out-of-level SATs, performance assessments, product or portfolio assessments. The purpose of alternative assessments is to better measure applied skills and inform individualized instruction.
This document discusses standardized tests and test construction. It defines standardized tests as tests where all students answer the same questions in the same way, allowing performance to be compared. The main types of standardized tests are norm-referenced tests, which compare performance to others, and criterion-referenced tests, which compare performance to objectives. Good test construction involves planning test objectives, writing clear and valid questions, and revising the test based on analysis to ensure it reliably measures the desired content.
This document discusses test development and evaluation. It begins by outlining the objectives of the unit, which are to understand the purpose, need, scope and types of tests, as well as their role in educational measurement. It then discusses the purpose and need for tests, including for selection decisions, student classification, grading, monitoring performance, diagnosis and guidance. It describes the concept of testing and differentiates between formative and summative evaluation. It outlines the types of tests, including essay, objective, supply type and selection type questions. It discusses the significance of objective and subjective tests and provides examples of renowned tests like the SAT, GRE and Iowa Tests of Basic Skills.
This document discusses key concepts related to educational assessment including definitions of terms like tests, measurement, evaluation and assessment. It outlines the relationship between tests, measurement and assessment and describes the four phases of development of Malaysia's examination system. Norm-referenced and criterion-referenced tests are explained and the differences between them are provided. Formative and summative assessment are also defined. The roles and purposes of assessment for learning and assessment of learning are briefly described. Finally, the document touches on school-based assessment in the Malaysian context under the KSSR system.
This document discusses different types of tests used to assess students. It describes objective tests which can be scored reliably, including multiple choice questions, true/false, matching, and short answer items. Objective tests are easy to construct and score but encourage memorization. Subjective tests like essays allow more flexible answers but are harder to score reliably. Other tests discussed include proficiency, placement, achievement, aptitude, admission, progress and language dominance tests, each with a specific purpose in assessing students.
Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
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. Students will learn to create rubrics for performance and portfolio assessments. There are various types of tests classified by response format, preparation method, answer nature, and purpose. Proper test construction considers objectives, sampling, item format, scoring, and other validation criteria. Data from tests is interpreted using measures of central tendency, dispersion, and other statistical tools.
NED 203 Criterion Referenced Test & RubricsCarmina Gurrea
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
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 being objective, standardized in format and timing, and covering entire curriculums. Standardized tests are used to compare student and school performance, identify students for special programs, and evaluate curriculum effectiveness. While they provide consistent measures, standardized tests also cause stress and may not reflect individual student growth throughout the year. Proper development of standardized achievement tests involves determining the test purpose, objectives, format, and procedures for administration, scoring, and evaluation.
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.
This document discusses key concepts in language testing and assessment. It defines language testing, outlines fundamental assessment concepts like measurement, evaluation, and the differences between tests, examinations and quizzes. It also covers the purposes of language assessment, types of tests like proficiency, achievement, diagnostic and aptitude tests. The document contrasts different testing methods such as direct vs indirect, discrete point vs integrative, and norm-referenced vs criterion-referenced testing. It also discusses high-stakes vs low-stakes testing and contrasts classroom assessment with large-scale standardized testing.
1) Language educators are divided on whether testing is good or bad. Teachers focus on teaching people while testers focus on statistics.
2) Both teachers and testers have criticisms of each other. Teachers say testers are too focused on objectives while testers say teachers are unspecific in their aims.
3) There are different types of language assessment including formative assessment, which provides feedback, and summative assessment, which evaluates learning at the end. Testing is a form of assessment but assessment is more broad.
1. Assessment and testing are used to evaluate students' development and abilities, with tests being a type of assessment that provide information about students' knowledge and performance.
2. Measurement is used to quantify achievement and can be quantitative or qualitative, while evaluation involves making interpretations and decisions based on assessment results.
3. Informal assessment is spontaneous and without grades, while formal assessment is objective and based on standards. Formative assessment identifies strengths and weaknesses, and summative assessment evaluates learning at the end of a period.
4. Different types of language assessments serve different purposes, such as diagnostic tests identifying needs, placement tests determining levels, achievement tests measuring specific parts of a program, and proficiency tests evaluating overall competence.
This document discusses various topics related to assessment of learning, including the key differences between measurement, evaluation, and testing. It also covers different types of tests such as subjective/essay tests, objective tests, teacher-made tests, diagnostic tests, formative tests, and summative tests. The document provides information on standardized tests, norms, criterion-referenced measures, and norm-referenced measures. It discusses important criteria for good examinations like validity, reliability, and objectivity. It also outlines the stages of test construction and major considerations when preparing a test.
This document discusses principles of language assessment. It defines assessment as measuring student development or knowledge. Tests are tools used to measure aspects like performance and proficiency, while measurement is qualitative and quantitative, and evaluation analyzes test results. Assessment can be formal or informal, formative or summative. Common tests include achievement, diagnostic, placement, and proficiency tests. Principles of good assessment include practicality, reliability, validity, authenticity, and avoiding washback effects.
This document discusses different types of academic assessments used to evaluate students, including ability tests, achievement tests, norm-referenced tests, and curriculum-based assessments. It provides details on two specific achievement tests: the WIAT-III and Woodcock-Johnson III Test of Achievement. These tests measure academic skills in areas like reading, math, writing, and oral language. The document stresses the importance of selecting the appropriate assessment based on the purpose of testing and a student's individual needs to inform instruction and interventions.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Evaluation in education serves several purposes: it helps modify objectives based on student and societal needs, judge teaching effectiveness, and improve evaluation tools and techniques. There are three main types of evaluation - diagnostic, formative, and summative. Diagnostic evaluation identifies weaknesses, formative guides student development and curriculum changes, and summative makes judgements for administrative purposes. Effective evaluation is valid, reliable, and usable, providing a comprehensive assessment of student development.
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
Challenges of Alternative Assessment for Students with Disabilities/IntellectLouie Jane Eleccion, LPT
This document discusses alternative assessments for students with disabilities and intellectually gifted students. It defines key terms like IEP, SAT, and defines disability according to IDEA. For students with disabilities, alternative assessments may include portfolios, IEP-linked evidence, performance assessments, checklists or traditional tests. For gifted students, alternatives include out-of-level SATs, performance assessments, product or portfolio assessments. The purpose of alternative assessments is to better measure applied skills and inform individualized instruction.
This document discusses standardized tests and test construction. It defines standardized tests as tests where all students answer the same questions in the same way, allowing performance to be compared. The main types of standardized tests are norm-referenced tests, which compare performance to others, and criterion-referenced tests, which compare performance to objectives. Good test construction involves planning test objectives, writing clear and valid questions, and revising the test based on analysis to ensure it reliably measures the desired content.
This document discusses test development and evaluation. It begins by outlining the objectives of the unit, which are to understand the purpose, need, scope and types of tests, as well as their role in educational measurement. It then discusses the purpose and need for tests, including for selection decisions, student classification, grading, monitoring performance, diagnosis and guidance. It describes the concept of testing and differentiates between formative and summative evaluation. It outlines the types of tests, including essay, objective, supply type and selection type questions. It discusses the significance of objective and subjective tests and provides examples of renowned tests like the SAT, GRE and Iowa Tests of Basic Skills.
This document discusses key concepts related to educational assessment including definitions of terms like tests, measurement, evaluation and assessment. It outlines the relationship between tests, measurement and assessment and describes the four phases of development of Malaysia's examination system. Norm-referenced and criterion-referenced tests are explained and the differences between them are provided. Formative and summative assessment are also defined. The roles and purposes of assessment for learning and assessment of learning are briefly described. Finally, the document touches on school-based assessment in the Malaysian context under the KSSR system.
This document discusses different types of tests used to assess students. It describes objective tests which can be scored reliably, including multiple choice questions, true/false, matching, and short answer items. Objective tests are easy to construct and score but encourage memorization. Subjective tests like essays allow more flexible answers but are harder to score reliably. Other tests discussed include proficiency, placement, achievement, aptitude, admission, progress and language dominance tests, each with a specific purpose in assessing students.
Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
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. Students will learn to create rubrics for performance and portfolio assessments. There are various types of tests classified by response format, preparation method, answer nature, and purpose. Proper test construction considers objectives, sampling, item format, scoring, and other validation criteria. Data from tests is interpreted using measures of central tendency, dispersion, and other statistical tools.
NED 203 Criterion Referenced Test & RubricsCarmina Gurrea
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
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 being objective, standardized in format and timing, and covering entire curriculums. Standardized tests are used to compare student and school performance, identify students for special programs, and evaluate curriculum effectiveness. While they provide consistent measures, standardized tests also cause stress and may not reflect individual student growth throughout the year. Proper development of standardized achievement tests involves determining the test purpose, objectives, format, and procedures for administration, scoring, and evaluation.
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.
This document discusses key concepts in language testing and assessment. It defines language testing, outlines fundamental assessment concepts like measurement, evaluation, and the differences between tests, examinations and quizzes. It also covers the purposes of language assessment, types of tests like proficiency, achievement, diagnostic and aptitude tests. The document contrasts different testing methods such as direct vs indirect, discrete point vs integrative, and norm-referenced vs criterion-referenced testing. It also discusses high-stakes vs low-stakes testing and contrasts classroom assessment with large-scale standardized testing.
1) Language educators are divided on whether testing is good or bad. Teachers focus on teaching people while testers focus on statistics.
2) Both teachers and testers have criticisms of each other. Teachers say testers are too focused on objectives while testers say teachers are unspecific in their aims.
3) There are different types of language assessment including formative assessment, which provides feedback, and summative assessment, which evaluates learning at the end. Testing is a form of assessment but assessment is more broad.
1. Assessment and testing are used to evaluate students' development and abilities, with tests being a type of assessment that provide information about students' knowledge and performance.
2. Measurement is used to quantify achievement and can be quantitative or qualitative, while evaluation involves making interpretations and decisions based on assessment results.
3. Informal assessment is spontaneous and without grades, while formal assessment is objective and based on standards. Formative assessment identifies strengths and weaknesses, and summative assessment evaluates learning at the end of a period.
4. Different types of language assessments serve different purposes, such as diagnostic tests identifying needs, placement tests determining levels, achievement tests measuring specific parts of a program, and proficiency tests evaluating overall competence.
This document discusses various topics related to assessment of learning, including the key differences between measurement, evaluation, and testing. It also covers different types of tests such as subjective/essay tests, objective tests, teacher-made tests, diagnostic tests, formative tests, and summative tests. The document provides information on standardized tests, norms, criterion-referenced measures, and norm-referenced measures. It discusses important criteria for good examinations like validity, reliability, and objectivity. It also outlines the stages of test construction and major considerations when preparing a test.
This document discusses principles of language assessment. It defines assessment as measuring student development or knowledge. Tests are tools used to measure aspects like performance and proficiency, while measurement is qualitative and quantitative, and evaluation analyzes test results. Assessment can be formal or informal, formative or summative. Common tests include achievement, diagnostic, placement, and proficiency tests. Principles of good assessment include practicality, reliability, validity, authenticity, and avoiding washback effects.
This document discusses different types of academic assessments used to evaluate students, including ability tests, achievement tests, norm-referenced tests, and curriculum-based assessments. It provides details on two specific achievement tests: the WIAT-III and Woodcock-Johnson III Test of Achievement. These tests measure academic skills in areas like reading, math, writing, and oral language. The document stresses the importance of selecting the appropriate assessment based on the purpose of testing and a student's individual needs to inform instruction and interventions.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
2. OBJECTIVE AND SUBJECTIVE
TESTS
Objective Tests
is a form of questioning which has a single correct answer.
Subjective Tests
is a form of questioning which may have more than one
current answer (or more than one way of expressing the
correct answer).
2
3. OBJECTIVE TEST
Objective tests include multiple choice, true-false,
matching, and fill-in questions. They tend to focus more
on specific facts than on general ideas and concepts
Questions on a tests that only have one correct answer
Objective tests require far more careful preparation than
subjective tests
Objective examination can be part of formative
(diagnostic) and summative (final assessment) exams.
Most popular objective exam is Multiple Choice
Questions (MCQ).
(the method of scoring is the only factor that distinguishes an objective test from a
subjective test)
4. Advantages of multiple choice question:
1. The ability to create a test item bank
2. Quick grading – can be easily computer scored
3. If written well, high reliability - only one possible
answer
4. Objective grading
5. Wide coverage of content
6. Can be used for mass testing
7. Precision in providing information regarding
specific skills and abilities.
8. Students are familiar with the item type –
directions are easy to understand.
5. Weaknesses of multiple choice question:
1. Difficult and time consuming to construct
2. High content validity
3. Guessing may have considerable effect
4. Cheating may be facilitated
5. Sometimes skills and areas are tested because
they are testable than important
6. Places a high degree of dependence on student’s
reading ability and teacher’s writing ability.
7. It may limit beneficial washback.
8. This technique strictly limits what can be tested.
6. SUBJECTIVE TEST
Subjective tests include essay, short-answer,
vocabulary, and take-home tests
Questions on a test that have more than one correct
answer.
Each examiner uses his own judgment in evaluating
performance and awarding marks.
7. Strengths:
1. Easy to set
2. Low content validity
3. Can assess affective and interpretive aspects of language skills
4. allow a candidate to express originality of thought
5. allow the examiner to assess the candidate's quality of written
expression.
Weaknesses:
1. Marking is time consuming
2. Reliability is low
3. Inter-rater as well as intra-rater variability are probable.
4. Dependence on presentation.- good hand writing vs bad
handwriting
5. Question evasion - possible for the candidate to avoid questions
in areas of the curriculum in which they are weak.
SUBJECTIVE TEST
8. OBJECTIVE VS. SUBJECTIVE TEST
Objective
short answer
closed response
mostly recognition,
limited production
difficult to write well
quick and easy to
grade
reliable
workload “up front”
Subjective
long answer
open response
emphasis on
production
relatively easy to write
difficult to grade
time-consuming
inter-rater reliability
not as reliable
workload post test
8
10. FORMATIVE ASSESSMENT
Assessment for learning
Taken at varying intervals throughout a course to provide
information and feedback that will help improve
the quality of student learning
the quality of the course itself
The purpose is:
To promote further improvement of student learning
during the learning process
To involve students in the ongoing assessment of their
own achievement
Provides information on what an individual student needs
To practice
To have re-taught
To learn next
10
11. KEY ELEMENTS OF FORMATIVE
ASSESSMENT
1. The identification by teachers & learners of learning
goals, intentions or outcomes and criteria for
achieving these.
2. Rich conversations between teachers & students that
continually build and go deeper.
3. The provision of effective, timely feedback to enable
students to advance their learning.
4. The active involvement of students in their own
learning.
5. Teachers responding to identified learning needs and
strengths by modifying their teaching approach(es).
Black & Wiliam, 1998
11
12. BENEFITS OF FORMATIVE
ASSESSMENT FOR TEACHERS
(Boston, 2002)
Teachers are able to determine what standards students
already know and to what degree.
Teachers can decide what minor modifications or major
changes in instruction they need to makes so that all
students can succeed in upcoming instruction and on
subsequent assessments.
Teachers can create appropriate lessons and activities
for groups of learners or individual students.
Teaching can inform students about their current
progress in order to help them set goals for improvement.
12
13. BENEFITS OF FORMATIVE
ASSESSMENTS FOR STUDENTS
Students are more motivated to learn.
Students take responsibility for their own learning.
Students become users of assessment.
Students learn valuable lifelong skills such as self-
evaluation, self-assessment, and goal setting.
Student achievement can improve from 21-41 percentile
points.
(marzano 2003; stiggens et. al, 2006)
13
14. SUMMATIVE ASSESSMENT
Assessment of learning
Generally taken by students at the end of a unit
or semester to demonstrate the "sum" of what
they have or have not learned.
Summative assessment methods are the most
traditional way of evaluating student work.
"Good summative assessments--tests and other
graded evaluations--must be demonstrably
reliable, valid, and free of bias" (Angelo and
Cross, 1993).
14
16. FORMATIVE SUMMATIVE
•Occurs During Instruction
•Not Graded
•Process
•Descriptive Feedback
•Continuous
•Occurs at the end
•Graded
•Product
•Evaluative Feedback
•Periodic
•Sort students in rank order
COMPARISON OF ASSESSMENTS
16
18. NORM-REFERENCED TESTS
To rank each student with respect to the achievement of
others in broad areas of knowledge.
Normed using large groups of test takers. Compares one
taker to another. Measure achievement, predicts future
performance.
Each individual is compared with other examinees and
assigned a score--usually expressed as a percentile, a
grade or equivalent score.
Student achievement is reported for broad skill areas,
although some norm-referenced tests do report student
achievement in specific sub-areas.
18
19. NORM-REFERENCED TEST
Measures broad skill areas sampled from a variety of
textbooks, syllabi, and the judgments of curriculum
experts.
Each skill is, usually, tested by less than four items.
Items vary in difficulty. Items are selected that
discriminate between high and low achievers.
• If too many people get a question correct, or too many
score well, then test questions are “thrown out” until they
achieve a normal curve again.
19
20. CRITERION-REFERENCED TEST
• Criterion-referenced tests, also called mastery tests,
compare a person's performance to a set of
objectives. Anyone who meets the criterion can get a
high score.
• Everyone knows what the benchmarks / objectives are
and can attain mastery to meet them.
• It is possible for ALL the test takers to achieve 100%
mastery.
• Measure a student against a specific set of knowledge
(criterion).
20
21. CRITERION-REFERENCED TEST
To determine whether each student has achieved specific
skills or concepts.
To find out how much students know before instruction
begins and after it has finished.
Measures specific skills which make up a designated
curriculum.
These skills are identified by teachers and curriculum
experts.
Each skill is expressed as an instructional objective.
Each individual is compared with a preset standard for
acceptable achievement.
The performance of other examinees is irrelevant.
Each skill is tested by at least four items in order to obtain
an adequate sample of student performance and to
minimize the effect of guessing.
The items which test any given skill are parallel in
difficulty.
21
22. NORM & CRITERION REFERENCED TESTS
Dimension Criterion-Referenced
Tests
Norm-Referenced
Tests
Purpose To determine whether each
student has achieved specific
skills or concepts.
To find out how much
students know before
instruction begins and after it
has finished.
To rank each student with
respect to the
achievement of others in
broad areas of knowledge.
To discriminate between high
and low achievers.
Content Measures specific skills which
make up a designated
curriculum. These skills are
identified by teachers and
curriculum experts.
Each skill is expressed as an
instructional objective.
Measures broad skill areas
sampled from a variety of
textbooks, syllabi, and the
judgments of curriculum
experts.
The following is adapted from: Popham, J. W. (1975). Educational
evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
22
23. NORM & CRITERION REFERENCED TESTS
Dimension Criterion-Referenced
Tests
Norm-Referenced
Tests
Item
Characteris-
tics
Each skill is tested by
at least four items in
order to obtain an
adequate sample of
student performance
and to minimize the
effect of guessing.
The items which test
any given skill are
parallel in difficulty.
Each skill is usually
tested by less than four
items.
Items vary in difficulty.
Items are selected that
discriminate between
high and low achievers.
23
24. NORM & CRITERION REFERENCED TESTS
Dimension Criterion-Referenced
Tests
Norm-Referenced
Tests
Score
Interpre-
tation
Each individual is
compared with a preset
standard for acceptable
achievement. The
performance of other
examinees is irrelevant.
A student's score is
usually expressed as a
percentage.
Student achievement is
reported for individual
skills.
Each individual is
compared with other
examinees and assigned a
score--usually expressed
as a percentile, a grade
equivalent score, or a
stanine.
Student achievement is
reported for broad skill
areas, although some
norm-referenced tests do
report student achievement
for individual skills.
24
25. Uses of Test Results for Teachers
Two main ways that test results can be used by teachers:
• For revising instruction for entire class.
• For developing intervention strategies for individual students.
Standardized test results have not typically been used to aid
teachers in making instructional decisions.
Data-driven decision making takes some practice and experience
for classroom teachers.
NORM & CRITERION REFERENCED TESTS
25
26. • Norm-referenced
– General ability
– Range of ability
– Large groups
– Compares people to
people-comparison
groups
– Selecting top
candidates
• Criterion-referenced
– Mastery
– Basic skills
– Prerequisites
– Affective
– Psychomotor
– Grouping for instruction
COMPARING NORM &
CRITERION-REFERENCED TESTS
26
27. COMMON CHARACTERISTICS
OF NRT & CRT
*Require a relevant and representative sample of
test items
*Require specification of the achievement domain to
be measured
*Use the same type of test items
*Use the same rules for item writing
*Judged by the same qualities (validity and reliability)
*Useful in educational measurement
27
28. ADVANTAGES AND
DISADVANTAGES OF NRT
Advantages:
They easy for instructors to use
They work well in situations requiring rigid differentiation among
students
They are generally appropriate in large courses
Disadvantages:
An individual's grade is determined not only by his/her
achievements, but also by the achievements of others.
no indication of prerequisite knowledge for more advanced
material has been mastered
less appropriate for measuring affective and psychomotor
objectives
encourages competition and comparison scores 28
29. ADVANTAGES AND
DISADVANTAGES OF CRT
Advantages:
Students are not competing with each other
Students are thus more likely to actively help each other learn.
A student's grade is not influenced by the caliber of the class.
Disadvantages:
It is difficult to set a reasonable standard for students
Most experienced faculty set criteria based on their knowledge of
how students usually perform
Criterion-referenced systems often become fairly similar to norm-
referenced systems.
absolute standards difficult to set in some areas
standards tend to be arbitrary
not appropriate comparison when others are valuable
29
30. REFERENCES
Classroom Assessment: Basic Concepts. Formative vs.Summative
Assessments. Retrieved October 20, 2008 from
http://fcit.usf.edu/assessment/basic/basica.html
Formative vs. Summative Evaluation. Retrieved October 20, 2008
from http.jan.ucc.nau.edu/edtech/etc/667/proposal/evaluation/
summative_vs_formative.htm
Formative and Summative Assessment. Retrieved October 20, 2008
from http://www.krauseinnovationcenter.org/ewyl/modules/module6-
3.html.
Classroom Assessment: Basic Concepts. Formative vs.Summative
Assessments. Retrieved October 24, 2008 from
http://fcit.usf.edu/assessment/basic/basica.html
Pawlas, G., Oliva, P. (2008) Supervision for Today’s Schools, Sixth
Edition. New York: John Wiley and Sons
30
31. Arter, Judith, and Jay McTighe. Scoring Rubrics in the
Classroom. Thousand Oaks, CA: Corwin Press, INC.,
2001.
Marzano, Robert J., Debra Pickering, and Jay McTighe.
Assessing Student Outcomes. Alexandria, VA:
Association for Supervision and Curriculum
Development, 1993.
Schoenbach, Ruth, et al. Reading for Understanding, A Guide to
Improving Reading in Middle and High School Classrooms.
San Francisco, CA: Jossey-Bass, Inc., 1999.
31