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Assessment of Learning 1 - Unit 1 Topic 2 Content

Unit 1 discusses the uses and types of tests. There are three main uses of tests: instructional uses which include grouping students and measuring progress; guidance uses such as helping students set goals and predict future success; and administrative uses like determining curriculum emphasis and promoting students. There are many types of tests including educational tests, norm-referenced tests, survey tests, and criterion-referenced tests. Tests can also be categorized as individual, verbal, objective, mastery, standardized, speed, group, teacher-made, subjective, non-verbal, and psychological.

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34 views3 pages

Assessment of Learning 1 - Unit 1 Topic 2 Content

Unit 1 discusses the uses and types of tests. There are three main uses of tests: instructional uses which include grouping students and measuring progress; guidance uses such as helping students set goals and predict future success; and administrative uses like determining curriculum emphasis and promoting students. There are many types of tests including educational tests, norm-referenced tests, survey tests, and criterion-referenced tests. Tests can also be categorized as individual, verbal, objective, mastery, standardized, speed, group, teacher-made, subjective, non-verbal, and psychological.

Uploaded by

jamereasaljay
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit 1: Preliminary Concepts and Recent Trends

Topic 2: Uses and Types of Tests

Learning Objectives
At the end of the lesson, you are expected to:
1. explain the different uses of tests; and
2. distinguish the different types of tests.

Presentation of Content
Test
 It is an instrument or systematic procedure which typically consists of a set
of questions for measuring a sample behavior.
 It is a special form of assessment made under contrived circumstances
especially so that it may be administered.
 It is a systematic form of assessment that answers the question, “How well
does the individual perform- either in comparison with domain of
performance task”.
 It is an instrument designed to measure any quality, ability, skill or
knowledge.

Non-Test
 This is a subjective instrument for assessing students’ performances such
observation, checklist, rating scale, questionnaire, opinionnaire, projective
technique, socio-gram, anecdotal record, work sample, conference and
interest inventory.

Uses of Tests
A. Instructional Uses of Tests
• Grouping learners for instruction within a class
• Identifying learners who need corrective and enrichment experiences
• Measuring class progress for any given period
• Assigning grades/marks
• Guiding activities for specific learners

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Unit 1: Preliminary Concepts and Recent Trends

B. Guidance Uses of Tests


• Assisting learners to set educational and vocational goals
• Improving teacher, counselor and parents’ understanding of children with
problems.
• Preparing information/data to guide conferences with parents about their
children.
• Determining interest types of occupations not previously considered or
known by the students.
• Predicting success in future or vocational endeavor.

C. Administrative Uses of Tests


• Determining emphasis to be given to the different learning areas in the
curriculum.
• Measuring the school progress from year to year.
• Determining how well students are attaining worthwhile educational goals.
• Determining appropriateness of the school curriculum for students of
different levels of ability.
• Developing adequate basis for student promotion or retention.

Types of Tests
1. Educational Tests
These are tools like quizzes, quarterly tests, and achievement tests that are
used to measure the impact of instruction.

2. Norm-referenced Tests
These tests pertain to the use of norm to interpret and describe the
performance of students.

3. Survey Tests
These are tests that measure general level of student’s achievement over a
broad range of learning outcomes and tend to emphasize norm-referenced -
interpretation.

4. Power Tests
These are tests designed to measure level of performance under sufficient
time conditions, consist of items arranged in order of increasing difficulty.

5. Individual Tests
These are tests administered on a one-to-one basis using careful oral
questioning.

6. Verbal Tests
These are tests in which words are very necessary and the examinee should
be equipped with vocabulary in attaching meaning to or responding to test
items.
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Unit 1: Preliminary Concepts and Recent Trends

7. Objective Test
These are tests in which equally competent examinees will get the same
scores or unaffected by personal biases.

8. Criterion-referenced Tests
These tests pertain to the use of predetermined standards or criteria as the
basis for interpreting and describing the performance of the students.

9. Mastery Tests
These tests measure the degree of mastery of a limited set of specific
learning outcomes and typically use criterion-referenced interpretations.

10. Standardized Tests


These are tests developed by organizations that have a well -defined system
of administering, scoring, and interpreting. These are made by expert, tried
out, so it can be used to a wider group.

11. Speed Tests


These are tests that measure the speed and accuracy of the examinee within
the time imposed. They are also called the alertness tests. It consists of items
with the same level of difficulty but taken with time limit.

12. Group Tests


These are tests that are administered to group of individuals, questions are
typically answered using paper and pencil technique.

13. Teacher-Made Tests


These are tests made by the classroom teacher, not tried out, so it can be
used only by his/her own students.

14. Subjective Tests


These are tests in which the scores can be influenced by the opinion/
judgment of the rater.

15. Non- Verbal Tests


These are tests in which words are not that important, student responds to
test items in the form of drawings, pictures or designs.

16. Psychological Tests


These are tests that aim to measure students’ intangible aspects of behavior.

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