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TEST AND MEASUREMENT

TEST

 An instrument designed to measure any characteristic, quality, ability, knowledge or skill.


 I comprised of items in the area it is designed to measure.

TYPES OF TEST

 Non-standardized Test vs Standardized Test

A non-standardized test is one that allows for an assessment of an individual's abilities or


performances, but doesn't allow for a fair comparison of one student to another.
Ex. Oral test Practical/performance. Essay-type. Objective tests. Extended response type
Restricted response type Selection Supply type (long essay) a) Short essay a) True false a)
Completion b) Short answer b) multiple choice type c) Very short answer c) Matching type

Standardized test are those test stated the uniformity and equality in the scoring and administrating
and interpreting the result e.g. Any examination in which the same test is given in the same manner
to all students.
Ex. Scholarship test, and the National College Entrance Examination, Professional Test
(bar examination), National College Entrance Examination (NCEE), National Secondary
Assessment Test (NSAT) and National Career Assessment Examination (NCAE).

 Objective Test vs. Subjective Test

Objective tests aim to assess a specific part of the learner’s knowledge using questions which
have a single correct answer.
Ex. Multiple- Choice Items, True- False Items, Matching Items, Assertion-Reason Items,
Simple Recall Test, Best answer test, Completion Test, Classification Test

Subjective tests aim to assess areas of students’ performance that are complex and qualitative,
using questioning which may have more than one correct answer or more ways to express it.
Ex. Short answer, Essay

 Supply Test vs. Fixed-Response Test

SUPPLY TEST is a type of test that requires the examinees to supply an answer.
Ex. essay test or completion or short answer test item.

FIXED-RESPONSE TEST is a type of test that requires the examinees to select an answer from a
given option.
Ex. multiple-choice, matching type test, of true/false test.
 Individual Test vs Group Test

Individual Tests can be administered to only one person at a time.

Group test was developed to meet a pressing practical need. Group test can be administered to
a group of persons at a time.

 Master Test vs Survey Test

Mastery Test is an achievement tests which measure the degree to which an individual has
mastered certain instructional objectives or specific learning outcomes.

Survey Test measure a student’s general level of the achievement regarding a broad range of
learning outcomes.

 Speed Test vs Power Test

Speed Test speed and accuracy with which the pupil is able to respond to the items are then
measured.

Power Test items are arranged in increasing order of difficulty • Measures the individual’s ability
to answer more and more difficult item within a given field.

EXAMPLES OF TEST

 Readiness Test, Pre-Test on Course Objectives, Self-Report Inventories, Observational


Techniques - Used to determine the learner’s prerequisite skills, degree of mastery of the course
goals, and/or best modes of learning.

 Hands-on/Laboratory Experiments Project, Essays, Oral Presentation - Used to measure the


performance of the learner in contexts an on problems valued in their own rights.

 Attitude, Interest and personality Inventories, Observational Techniques, Peer Appraisal - Used
to determine what individuals will do under natural conditions.

 Aptitude test and Achievement Test – Used to determine what individuals can do when
performing at their best.

MODES/APPROACHES

 Collaborative
 Brain based
 Research based
 Integrative
 Interactive
MEASUREMENT
 It is a process of quantifying the degree to which someone/something possesses a given trait i.e.
quality, characteristics or feature.

ASSESSMENT
 It is a process of gathering and organizing quantitative or qualitative data into an interpretable
form to have a basis of judgment or decision-making.

 It is a prerequisite to evaluation. It provides the information which enables evaluation to take


place.

EVALUATION
 It is a process of systematic interpretation, analysis, appraisal or judgment of the worth or
organized data as basis for decision making.

 It involves judgment about the desirability of changes in students.

PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning


 This includes three types of assessment done before and during the instruction.

a. Placement Test – done prior to instruction. Its purpose is to assess the needs of the learners
to have basis in planning for a relevant instruction.

b. Formative Test – done during instruction. It is this assessment where teachers continuously
monitor the students’ level of attainment of the learning objectives (Stiggins, 2005).

The results of this assessments are communicated clearly and promptly to the students for
them to know their strengths and weaknesses and the progress of their learning.

c. Diagnostic Test – done during instructions. This is used to determine students’ recurring or
persistent difficulties.

It searches for the underlying causes of students’ learning problems that do not respond to
first aid treatment.

It helps formulate a plan for detailed remedial instruction.

2. Assessment OF Learning
 This is done after instruction.
 This is usually referred to as the summative assessment.
 It is used to certify what students know and can do and the level of their proficiency or
competency.
 Usually expressed as marks or letter grades.
3. Assessment AS Learning
 Is done for teachers to understand and perform well their role of assessing FOR and OF
learning
 It requires teachers to undergo training on how to assess learning and be equipped with
the competencies needed in performing their work as assessor.

BLOOM’S REVISED TAXONOMY

CREATING
Generating new ideas, products or ways of viewing things.
Designing, constructing, planning, producing, inventing

EVALUATING
Justifying a decision or course of action.
Checking, hypothesizing, critiquing, experimenting, judging

ANALYSING
Breaking information into parts to explore understanding and relationships.
Comparing, organizing, deconstructing, interrogating, finding

APPLYING
Using information in another familiar situation.
Implementing, carrying out, using, executing

UNDERSTANDING
Explaining ideas or concepts.
Interpreting, summarizing, paraphrasing, classifying, explaining

REMEMBERING
Recalling information
Recognizing, listing describing, retrieving, naming, finding