Other Types of Tests

Non-standardized test vs. Standardized

Test

1.Non-standardized test – type of test

developed by the classroom teachers.

2. Standardized Test-Developed by test

specialist. It is administered and, scored
and interpreted using a standard
condition.
Objective test vs. Subjective Test

1. Objective test- type of test where two

or more evaluators give an examinee
the same score.

2. Subjective test- scores are influenced

by the judgment of evaluators.
 Supply Test vs. Fixed response test

1.Supply Test requires the examinee to supply an

answer.
Ex:
essay, or completion test.

2. Fixed-response test- requires the examinees to

select an answer from a given options.
Ex:
multiple-choice, matching type, true or false
 Individual Test vs. Group test

1.Individual Test – administered to

student on one-on-one basis using oral
questioning.

2.Group test- administered to a group of

individuals or group of students.
 Speed test vs. Power test
1.Speed test – designed to measure number of
items an individual can complete over a certain
period of time.

2.Power test- designed to measure the level of

performance rather than speed of response. It
contains test items that are arranged according
to increasing level of difficulty
 Modes of Assessment

1. Traditional Assessment- there is one correct or best

answer
fill in the blanks, multiple choice, true or false,
matching type

2. Alternative- students create an original response to

answer a certain questions using their own ideas, in
their own words.
Ex:
essays, oral presentations, demonstrations
3. Performance- based Assessment
Students are asked to perform real-
world tasks that demonstrate meaningful
application of essential knowledge and
skills. It is a direct measure of student
performance as it incorporate context,
problem and solution strategies that
students use in real life.
Examples: long range projects, exhibits
4.Portfolio Assessment
Systematic, longitudinal collection of
students work created in response to specific,
known instructional objectives, and evaluated in
relation to the same criteria (Ferenz, K 2001).

Portfolio- purposeful collection of student work

that exhibits the student’s efforts, progress and
achievement in one or more areas over a period
of time.
Assessing Learning
Outcomes
Goal

• A broad statement of a very general educational

outcomes that do not include specific level of performance.
Ex:
Learn problem skills, develop high level thinking skills,
appreciate the beauty of arts, be creative.

Goal: I want to lose weight and be in better health.

Goal: I want to be a better student.
Objectives:
Specific statement of the learners behavior or outcomes
that are expected to be exhibited by students.
Created using the S.M.A.R.T. philosophy.
Overall Goal: I want to lose weight and be in better health.

S.M.A.R.T. Objectives: I will focus on my food habits, and I will

begin to lead a healthier lifestyle.
Specific: I will cut down on junk food as a first step toward
overall good health.
Measurable: By December, I will only have organic foods and
healthy snacks in my pantry.
Achievable: I will see a nutritionist to design a healthy eating
plan.
Relevant: This will cure some of my nagging ailments e.g.
fatigue, lower back pain.
Time-based: In September I will change my eating habits. In
October I will start walking more. By the holidays, I'll be able to
indulge a little without ruining my new healthy habits.
Goal vs. Objective
Goals Objectives
Broad narrow
General intention precise
Intangible tangible
abstract concrete
Cannot be validated as is Can be validated
Long term Short term
Hard to quantify or put in Must be given a timeline
a timeline to accomplish to be more
effective
Three Domains of Learning Objectives
1. Cognitive
3. Psychomotor
Components of Learning Objectives
1. Audience:
Learning objectives should always specify the
audience they are intended to serve.

The learners are the audience.

2. Behavior

Behaviors are observable actions that are supposed to

be accomplished by the end of a training session or
program, or lesson.

The action verb that forms part of your objective should

be able to fully describe the specific behavior that is
expected from a learner.

Ex: explain, identify, analyze, list

Learners will be able to list the books in Genesis in order.
3. Condition:

•A condition in an objective specifies the

conditions under which given tasks should be
performed.

After this program , the learners should be able to

take less than five minutes in successfully
predicting the performance of a given stock,”
4. Degree/Standard:

How much?
How many of the items must the students
answer correctly for the teacher to attain the
objectives.

Ex: The learners should be able to identify 95%

of errors…
By the end of the lesson, the student will be able
to write, a two paragraph composition in English
with fewer than eight mistakes.

Component of a learning Name of the

objective component
Student Audience

with fewer than eight mistakes Degree/Standard

Write a two paragraph
Behavior
composition in English
By the end of the lesson Condition
 Audience - Green
Behavior - Red
Condition - Blue
Degree - Black

"Given a standard balance beam raised to a standard

height, the student , will be able to walk the entire length of
the balance beam steadily, without falling off, and within a
six second time span."
At the end of the lesson, the student will be able to
accurately identify the constructivist examples and
explain why each example is or isn't a constructivist
activity in 20 words or less.

At the end of the activity, the student will be able to re-

write the sentence in future tense with no errors in
tense or tense contradiction.
•At the end of the lesson, the students will be able to
multiply fractions in class with 90 percent accuracy.

•At the end of the activity, the students will be able to

summarize the main events of the story in
grammatically correct English.

•At the end of the lesson, at least 80% of the students will be
able to enumerate Chronologically the things created
in The Story of Creation.
•Given the opportunity to work in a team with several
people of different races, the students will
demonstrate a positive increase in attitude towards
non-discrimination of race, as measured by a checklist
utilized/completed by non-team members.

•At the end of the lesson, the students will be able to

name the books in the Old Testament chronologically.
 Errors in stating objectives

The student will be exposed to the interrogative.

Gain knowledge of the difference between triangles.

Know the human respiratory system.

 Purposes of Instructional Goals and
Objectives.

1.Provides direction for the instructional process by

clarifying the intended learning outcomes.

2.Conveys instructional intent to other stakeholders.

3.Provides basis for assessing the performance of

the students by describing the performance to be
measured.