Assignment no 1: Educational

Assessment & Evaluation

Course Code: (8602)

Submitted by: HUMAIRA BIBI

Student Id: 0000602763@aiou.edu.pk

Contact no: 03117053550

Program: B.ED 1.5 years

Semester: Autumn 2023

Question No. 01
Define Measurement, assessment and evaluation. Differentiate these
with examples.
Measurement, Assessment and Evaluation are unique terms widely
employed interchangeably in the educational context. All terms possess
an entirely different stance. A few differences are listed here.
Assessment
Assessment is the process of gathering information about student
learning and performance. Assessment involves gathering information
and making judgments about an individual's knowledge, skills, abilities,
or characteristics. It is a broader process that includes measurement but
also incorporates interpretation and evaluation. Assessments can take
various forms such as tests, observations, interviews, portfolios, or
performance tasks.
Types of Assessment

Evaluation
Evaluation is the process of interpreting that information and making
judgments about what has been learned. Evaluation involves making
judgments or determining the value or worth of something based on
criteria or standards. It typically involves comparing observed outcomes
or results against predetermined criteria or standards. Evaluation often
follows assessment and involves making decisions or recommendations
based on the information gathered.

Measurement
Measurement is assigning numbers to represent how much of a
particular quality a student has demonstrated. Measurement is the
process of assigning numbers or symbols to attributes of objects or
events according to rules. It involves quantifying something to provide a
numerical value.
Concept of Measurement, Assessment and Evaluation Despite their
significant role in education the terms measurement, assessment, and
evaluation are usually confused with each other. Mostly people use
these terms interchangeably and feel it very difficult to explain the
differences among them. Each of these terms has a specific meaning
sharply distinguished from the others.
Physical Measurement:
The measurement of an object which materially exists, it is called as
physical measurement. For instance, measurement of height or weight of
an individual using a measuring tape or weighing machine, starting from
zero points.
Mental Measurement:
Otherwise called as psychological measurement. It is not defined in
absolute terms, rather it is relative. It is not measured with the help of
any instrument but on the basis of the individual’s response or critical
observation. For instance, measuring the amount of work done by an
individual is psychological or mental measurement.

To differentiate them:

• Measurement is about assigning numerical values to attributes.

• Assessment involves gathering information and making judgments
about an individual's knowledge, skills, abilities, or characteristics.
• Evaluation is the process of determining the value or worth of
something based on criteria or standards.

• Assessment is referred as a process of data collection for the

purpose of performance reflection and indication of
progress. Assessment alludes to the most common ways of
gathering data that mirrors the exhibition of learners and the
progressive framework in view of a bunch of principles, learning
models, or educational programs. It contains both subjective and
quantitative data in regard to students' presentation.
• Assessment is practically characterized as a purposeful and useful
approach of securing data, interpreting it in developmental terms
and then utilizing the attained data about a person or things, to
indicate areas of improvement and devising strategies.
• Assessment is a continuous intuitive cycle, wherein two individuals
(assessor and assessee) are involved. The assessor surveys the
concerns in light of the characterized norms formally called a
• teacher in the classroom situation, while assessee is being assessed.
The cycle targets deciding the viability of the general learning of the
assessee and the areas of progress. The interaction includes,
defining up objectives, gathering data (subjective and quantitative)
and involving the data for expanding quality.
• For example, a teacher might assess a student's understanding of
mathematics through a combination of written tests, quizzes, and
classroom observations.
• Measurement alludes to a cycle through which a learning
peculiarity, setting, or experience is converted into a group of
mathematical factors. It contains simply quantitative information
and data with respect to student's scholastic exhibition.
• Measurements are for the most part the greatness of level, weight,
length, expansiveness, and periphery, whose units not set in stone
by unambiguous numbers. It is also called estimation. Estimations
are normally trailed by units that characterize what the number
indicates. From economy to design, military to space science,
estimations that give mathematical information are widely used.
Measurement is the main goal for deciding the numerical value.
These are said to be a type of logical judgment that are explicit.
• Measurements are utilized for information assortment, deciding
the size, sum, or amount by a numeric figure. This is in this manner
supportive in deciding execution where objective assessment is the
concentration, like a score in a test, the time distinction between
two nations, or how much cash in a ledger.
• Measurement is valuable in tests, for example, character tests,
testing one's IQ, or normal score in a game. Assessment is a goal
testing instrument. This is generally utilized in deciding the
subjective execution measure and is considered an individual
testing scale. Measurements are a quantitative type of judgment
that gives mathematical information to results. These are explicit
and for the most part utilized for information assortment and give
 the premise to additional examination.
• For example, measuring the length of a table in inches, measuring
the temperature in degrees Celsius, or measuring the weight of an
object in kilograms are all instances of measurement.
• “Evaluation is the process of gathering and interpreting evidence on
the changes in behaviour of the students as they progress through
school.”
• Evaluation gives an instructor input to grasp the scholarly exhibition
and accomplishment. Through evaluation, an educator can achieve
specific required changes and changes in the showing strategies
and schooling system all in all.
• Evaluation is a deliberate and objective course of estimating or
noticing a person or thing, with a point of reaching inferences,
utilizing models, generally represented by set principles or by
making an examination. It checks the exhibition of an individual,
finished undertaking, interaction or item, to decide its worth or
importance. The evaluation incorporates both quantitative and
subjective results.
• For example, an employer might evaluate the performance of an
employee based on factors such as productivity, quality of work,
and adherence to company policies.

In summary, measurement is a component of assessment, and

assessment is a component of evaluation. They are interconnected
processes but differ in their focus and purpose.

Question No. 02
What is a Test? What are the purpose of testing?
A test is a method of assessing a student knowledge, skills and abilities. It
is a tool used to measure student understanding of a particular subject or
concept. Tests can be used to diagnose learning difficulties, track
progress over time and make placement decisions. They can also be used
to inform instructions and provide feedback to students.
Purpose Of testing
1. Measuring Student Progress: Tests provide the way to track
student’s progress over time and identify areas where they may
need additional spirit.
2. Information Instuction: Test results can inform teachers about the
effectiveness of their teaching methods and help them make
adjustments to their instruction.
3. Making Placement Decision: Tests can be used to place students in
appropriate courses or level of instructions.
4. Identifying Gifted And Talented Students: Test can identify students
who maybe gifted or talented and require additional enrichment
opportunities.
5. Evaluating Educational Program: Test can be used to evaluate the
effectiveness of educational program and make data-driven
decisions about curiculum and instruction.
Different Types Of Tests
There are many different types of tests, each have own purpose and
format. Some common types of tests includes:
1. Standardized Test
Standardized tests are designed to evaluate a student’s knowledge, skills,
or abilities using a uniform set of questions and scoring methods. These
tests are administered consistently to a broad group of students, often
on a regional, national, or international level. Standardized tests aim to
provide a fair and equitable way to compare students’ performance and
assess educational systems. An example of a standardized test is the SAT
(Scholastic Assessment Test), which is widely used for college admissions
in the United States.

2. Diagnostic Test
Diagnostic tests are tailored assessments that aim to identify a student’s
strengths and weaknesses in a particular subject or skill. They serve as
diagnostic tools for educators to understand where a student might be
struggling and where additional support is needed. For instance, in
mathematics, a diagnostic test might reveal that a student excels in
algebra but struggles with geometry, allowing educators to provide
targeted assistance to improve geometry skills.

3. Proficiency Test
Proficiency tests evaluate a student’s level of expertise or mastery in a
specific subject or skill area. These tests assess how well a student has
acquired the knowledge or competencies required for a particular
academic level or professional field. For example, language proficiency
tests like the TOEFL (Test of English as a Foreign Language) gauge an
individual’s ability to communicate effectively in English, crucial for
academic and professional purposes.

4. Placement Test
Placement tests are used to determine a student’s appropriate level or
placement within an educational program or course. These tests help
ensure that students are neither overwhelmed by material too advanced
nor held back by material too basic for their abilities. In language
education, a placement test may assess a student’s language skills to
determine which level of language course they should enroll in, ensuring
an optimal learning experience for each student.

5. Achievement Test
An achievement test measures your grasp of specific subject matter
you’ve been taught. It’s like a snapshot of your understanding in a
particular course or program. For instance, consider an end-of-term
science exam. Its purpose is to gauge how well you’ve absorbed the
scientific knowledge covered during that term. Achievement tests are
vital tools for showcasing your academic progress.

6. Aptitude Test
Aptitude tests evaluate your potential to excel in particular areas. They
serve as indicators of your inherent abilities and talents rather than
assessing what you’ve already learned. Think of them as a compass
guiding you toward fields where your strengths naturally shine. Career
aptitude tests, for example, help uncover professions that align with your
unique strengths and interests, aiding in informed career choices.
7. Objective Test
Objective tests have clear-cut right and wrong answers. They employ
formats such as multiple-choice questions or true/false statements,
leaving no room for subjective interpretation. Imagine a history quiz
featuring multiple-choice questions. It’s considered an objective test
because each question has a definitive correct answer. These tests are
efficient tools for assessing factual knowledge and specific information.

8. Subjective Test
A subjective test operates in shades of interpretation rather than black
and white. It’s less about facts and more about your perspective,
analysis, and personal insights. In a subjective test, you’re asked to
express your opinions, provide explanations, or even present arguments.
Essay questions are a classic example of subjective testing. They require
you to delve into your understanding of a topic, offering reasoned
explanations and arguments, often leaving room for varied responses
based on individual viewpoints.

9. Personality Test
Personality tests aim to uncover your unique traits, behaviors, and
characteristics. These tests delve into your emotional responses, social
tendencies, and preferences to create a comprehensive picture of your
personality. They don’t have right or wrong answers; instead, they
provide insights into your individuality. For instance, the Myers-Briggs
Type Indicator (MBTI) is a well-known personality test that categorizes
individuals into specific personality types based on their preferences in
areas like extroversion/introversion or thinking/feeling.

10. Intelligence Test

Intelligence tests, as their name implies, delve into your cognitive
capabilities and intellectual potential. Their purpose is to gauge your
capacity for tasks like problem-solving, logical reasoning, and abstract
thinking. Unlike assessments that measure your existing knowledge,
these tests focus on your ability to learn and adapt to fresh challenges.
For instance, the Stanford-Binet Intelligence Scales and the Wechsler
Adult Intelligence Scale (WAIS) are renowned examples of such
assessments that aid in evaluating an individual’s intellectual aptitude.
Intelligence tests offer valuable insights into cognitive strengths and
areas where one may excel.

Conclusion
In the journey through “What is a Test? 10 Types of Tests in Education,”
we’ve explored the fundamental concept of tests and delved into the
diverse range of test types used to evaluate knowledge, skills, and
abilities. Tests are not mere assessments; they are versatile tools that
serve various purposes in education. Understanding these test types
empowers both students and educators to excel in their educational
journey

Benefits of Testing

Testing in education provides

benefits:
• Assessing learning,
• Offering feedback,
• Identifying gaps,
• Motivating students,
• Evaluating teaching
• Effectiveness,
• Promoting
accountability,
• Preparing students for
future challenges.
Question No. 03
What is the significance of Aptitude tests? Write in detail.
What Is an Aptitude Test?
An aptitude test is an exam used to determine an individual's skill or
propensity to succeed in a given activity. Aptitude tests assume that
individuals have inherent strengths and weaknesses and have a natural
inclination toward success or failure in specific areas based on their
innate characteristics.

Aptitude tests are generally used for job placement, college program
entry, and to help people to get an idea of where their interests and
aptitudes can take them regarding careers.

Understanding Aptitude Tests

Aptitude tests can be used to determine your capabilities in a variety of
subjects. For example, individuals may take an aptitude test to
determine the careers that are a good match for their skills and
interests. Similarly, high school students may take an aptitude test when
thinking about what would be an appropriate college major or whether
college is the best choice for them.

In general, aptitude tests measure one's competence in logical

reasoning, numerical skills, or verbal ability; competency can be
evaluated through problem-solving tasks and testing one's critical
thinking across various contexts.

When You Might Take an Aptitude Test

Some schools administer aptitude tests to students beginning in
elementary school. Combined with intelligence and achievement tests
that measure student mastery of academic content, aptitude tests may
be used to determine placement in gifted and talented programs or
other specific educational tracks.

Language Aptitudes
For example, the Modern Language Aptitude Test (MLAT) measures a
student's potential for successfully mastering foreign languages.
Aptitude tests can also help determine if a student needs special
education services.

Older Students
For older students, Differential Aptitude Tests (DATs) assess a range of
aptitudes from spatial relations to language usage. The results can help
administrators make curricular recommendations.

Aptitude and personality tests can be useful in determining skills and

abilities to highlight on a resume or cover letter when applying for a job.

Curriculum Guidance
Counselors might use high scores in mechanical reasoning tests to guide
students toward courses that prepare them for engineering or designing
studies in college. For instance, students who score well in tests
measuring speed, accuracy, and problem-solving might choose
coursework in computer science, finance, or other fields requiring
attention to detail.

Hiring Decisions
Some companies use aptitude tests to help them make hiring decisions.
These tests, called career assessment tests, help human resources (HR)
personnel learn more about a prospective employee's strengths and
weaknesses. Career assessment tests may also be used within a
company to make promotion decisions.

Situational judgment tests are a specific kind of career aptitude test that
can help predict how an employee might respond to specific situations
in the workplace. They are also used to assess an employee's
communication style and ability to work within a team.

Some situational judgment tests focus specifically on customer service

careers. These tests analyze personality traits predictive of successful
public interaction, such as empathy, diplomacy, and patience.
Situational judgment tests may also be used to predict future
competency in sales-related careers.
Types of Aptitude Tests
Many types of aptitude tests are taken for educational or career
discovery and ability purposes. The most common aptitude tests are:

• Mechanical reasoning: These types test your knowledge of

physical concepts and are generally used to evaluate you for
technical positions.
• Situational judgment: These tests gauge your reactions to
situations and your decision-making.
• Diagrammatic/spatial reasoning: These tests see how well you can
reach a conclusion based on processes contained in diagrams.
• Abstract reasoning: These measure problem-solving abilities and
identify relationships between abstract arrays.
• Numerical reasoning: In these tests, your abilities with numbers,
math, and data are tested.
• Verbal reasoning: Your language, reading comprehension, and
vocabulary are tested in these types.
• Inductive reasoning: Under the pressure of time, these tests see
how well you analyze patterns and data.
• Logical reasoning: Logical reasoning tests measure how well you
recognize patterns and sequences and identify relationships
between objects.
• Clerical aptitude: Clerical tests measure how fast and accurate you
can be, seeing how well you can concentrate.

How to Pass an Aptitude Test

You might have heard that you can't prepare for an aptitude test, but
nothing could be further from the truth. Study guides and practice
aptitude tests are readily available online and in community or high
school libraries.

If you're unsure about what kind of job you want or where you want to
go next in your career, an aptitude or assessment test—offered on
various websites, either for free or for a small fee—can be a great way of
narrowing down options to make a choice.
Conduct an online search for the type of test you'll be taking. You'll find
many guides that offer tips on subjects you can read about and practice
tests. Once you've found the practice tests and some study material:

• Practice the test daily: Practicing every day gives you continuous
exposure to the questions and answers and helps you identify
weak spots.
• Learn the test format: Remembering the format helps you move
through the test. It also allows you to identify areas you need to
work on.
• Carefully read the instructions: When you take the test, don't dive
into it. Instead, read all instructions and ensure you understand
them, so you don't work through a section giving wrong answers.
• Manage your testing time: Answer the questions you know first.
Then, go back and work on the more challenging questions.

For Example:

An aptitude test measures your capabilities in specific areas. One

aptitude test most people hear of in high school is the Armed Forces
Vocational Aptitude Battery (ASVAB). The ASVAB tests general science,
arithmetic reasoning and mathematics, word knowledge, reading
comprehension, mechanical comprehension, and more. The information
is used to place applicants in job positions where they will have a better
chance of succeeding.

Question No. 04
Define completion types test items. Also write its advantages and
disadvantages.
Completion Items Like true-false items, completion items are relatively
easy to write. Perhaps the first tests classroom teachers’ construct and
students take completion tests. Like items of all other formats, though,
there are good and poor completion items. Student fills in one or more
blanks in a statement. These are also known as “Gap-Fillers.” Most
effective for assessing knowledge and comprehension learning outcomes
but can be written for higher level outcomes.
e.g.

The capital city of Pakistan is -----------------.

Suggestions for Writing Completion or Supply Items
• Here are our suggestions for writing completion or supply items:
• If at all possible, items should require a single-word answer or a
brief and definite statement. Avoid statements that are so
indefinite that they may be logically answered by several terms.
a. Poor item: World War II ended in ____________.
b. Better item: World War II ended in the year __________.

• Be sure the question or statement poses a problem to the

examinee. A direct question is often more desirable than an
incomplete statement because it provides more structure.
• Be sure the answer that the student is required to produce is
factually correct. Be sure the language used in the question is
precise and accurate in relation to the subject matter area being
tested.

• Omit only key words; don’t eliminate so many elements that the
sense of the content is impaired.
a. Poor item: The ____________ type of test item is usually more
_________ than the _____ type.
b. Better item: The supply type of test item is usually graded less
objectively than the _________ type.
• Word the statement such that the blank is near the end of the
sentence rather than near the beginning. This will prevent awkward
sentences.
• If the problem requires a numerical answer, indicate the units in
which it is to be expressed.
For Example:
five fill in the blanks about Pakistan.
• Supply Type Items:
The aviation instructor is able to determine the students' level of
generalized knowledge of a subject through the use of supply-type
questions. There are four types of test items in supply type category of
test. Commonly these are completion items, short answers, restricted
response and extended response (essay type comprises the restricted
and extended responses).
1. Short Answer Student supplies a response to a question that
might consistent of a single word or phrase. Most effective
for assessing knowledge and comprehension learning
outcomes but can be written for higher level outcomes. Short
answer items are of two types.
• Simple direct questions Who was the first president of the
Pakistan?
• Completion items The name of the first president of
Pakistan is ___________.

The items can be answered by a work, phrase, number or

symbol. Short-answer tests are a cross between essay and
objective tests. The student must supply the answer as with
an essay question but in a highly abbreviated form as with an
objective question. 92 Good for:
• Application, synthesis, analysis, and evaluation levels
Advantages:
• Easy to construct
• Good for "who," what," where," "when" content
• Minimizes guessing
• Encourages more intensive study-student must know the answer vs.
recognizing the answer. Gronlund (1995) writes that short-answer items
have a number of advantages.
• They reduce the likelihood that a student will guess the correct answer
• They are relatively easy for a teacher to construct.
• They are will adapted to mathematics, the sciences, and foreign
languages where specific types of knowledge are tested (The formula for
ordinary table salt is ________).
• They are consistent with the Socratic question and answer format
frequently employed in the elementary grades in teaching basic skills.

Disadvantages:
• May overemphasize memorization of facts
• Take care - questions may have more than one correct answer
• Scoring is laborious According to Grounlund (1995) there are also a
number of disadvantages with shortanswer items.
• They are limited to content areas in which a student’s knowledge can
be adequately portrayed by one or two words.
• They are more difficult to score than other types of objective-item tests
since students invariably come up with unanticipated answers that are
totally or partially correct.
• Short answer items usually provide little opportunity for students to
synthesize, evaluate and apply information. Tips for Writing Good Short
Answer Items:
• When using with definitions: supply term, not the definition-for a
better judge of student knowledge.
• For numbers, indicate the degree of precision/units expected.
• Use direct questions, not an incomplete statement.
• If you do use incomplete statements, don't use more than 2 blanks
within an item.
• Arrange blanks to make scoring easy.
• Try to phrase question so there is only one answer possible.

Develop a test of short answers on democracy in Pakistan.

Essay
Essay questions are supply or constructed response type questions and
can be the best way to measure the students' higher order thinking skills,
such as applying, organizing, synthesizing, integrating, evaluating, or
projecting while at the same time providing a measure of writing skills.
The student has to formulate and write a response, which may be
detailed and lengthy. The accuracy and quality of the response are
judged by the teacher. Essay questions provide a complex prompt that
requires written responses, which can vary in length from a couple of
paragraphs to many pages. Like short answer questions, they provide
students with an opportunity to explain their understanding and
demonstrate creativity, but make it hard for students to arrive at an
acceptable answer by bluffing.
They can be constructed reasonably quickly and easily but marking these
questions can be time-consuming and grade agreement can be difficult.
Essay questions differ from short answer questions in that the essay
questions are less structured. This openness allows students to
demonstrate that they can integrate the course material in creative
ways.
As a result, essays are a favoured approach to test higher levels of
cognition including analysis, synthesis and evaluation. However, the
requirement that the students provide most of the structure increases
the amount of work required to respond effectively. Students often take
longer time to compose a five paragraph essay than they would take to
compose paragraph answer to short answer questions.
There are 2 major categories of essay questions:
• short response (also referred to as restricted or brief) and extended
response.
• Restricted Response: more consistent scoring, outlines parameters
of responses.
• Extended Response Essay Items: synthesis and evaluation levels; a
lot of freedom in answers .
Restricted Response Essay Items An essay item that poses a specific
problem for which a student must recall proper information, organize it
in a suitable manner, derive a defensible conclusion, and express it
within the limits of posed problem, or within a page or time limit, is
called a restricted response essay type item. The statement of the
problem specifies response limitations that guide the student in
responding and provide evaluation criteria for scoring.
Example 1:
List the major similarities and differences in the lives of people living in
Islamabad and Faisalabad.
Example 2: Compare advantages and disadvantages of lecture teaching
method and demonstration teaching method. When Should Restricted
Response Essay Items be used? Restricted Response Essay Items are
usually used to:-
• Analyze relationship
• Compare and contrast positions
• State necessary assumptions
• Identify appropriate conclusions
• Explain cause-effect relationship
• Organize data to support a viewpoint
• Evaluate the quality and worth of an item or action
• Integrate data from several sources.

Extended Response Essay Type Items

An essay type item that allows the student to determine the length and
complexity of response is called an extended-response essay item. This
type of essay is most useful at the synthesis or evaluation levels of
cognitive domain. We are interested in determining whether students
can organize, integrate, express, and evaluate information, ideas, or
pieces of knowledge the extended response items are used.
Over all Essay type items (both types restricted response and extended
response) are 95 Good for:
• Application, synthesis and evaluation levels Types:
• Extended response: synthesis and evaluation levels; a lot of freedom in
answers
• Restricted response: more consistent scoring, outlines parameters of
responses Advantages:
• Students less likely to guess
• Easy to construct
• Stimulates more study
• Allows students to demonstrate ability to organize knowledge, express
opinions, show originality.
Test Type Advantages Disadvantages

Disadvantages:
• Can limit amount of material tested, therefore has decreased validity.
• Subjective, potentially unreliable scoring.
• Time consuming to score.
Tips for Writing Good Essay Items:
• Provide reasonable time limits for thinking and writing.
• Avoid letting them to answer a choice of questions (You won't get a
good idea of the broadness of student achievement when they only
answer a set of questions.)
• Give definitive task to student-compare, analyze, evaluate, etc.
• Use checklist point system to score with a model answer: write outline,
determine how many points to assign to each part .
• Score one question at a time-all at the same time.
Test Types Advantages Disadvantages

Multiple‐ 1. Large number of items 1. Often only used to test

Choice can be given in a short time “facts” – teachers not aware they
period. are suited to higher thinking.
Items 2. Broad domain can be 2. Takes substantial time to
covered. construct.
3. Higher and lower level 3. Not useful when “show
expectations can be
assessed – if constructed your work” is required.
well. 4. Often hard to find suitable
4. Scoring is usually
options.
quick and 5. Reading ability can influence
objective. student
5. Less influenced by performance.
6. Generally does not provide
guessing. feedback to
6. May provide diagnostic correct errors in
information
by analyzing patters understanding.
of incorrect
responses.
True‐False 1. A large number of 1. Difficult to construct
items can be given statements that are
Items in a short time (e.g., 3‐4 defensibly true or
per minute) absolutely false.
2. Scoring is usually 2. Strong element of guessing.
quick and 3. Need a large number for
high reliability.
objective.
Matching 1. An efficient way to 1. Difficulty to generate a
assess the sufficient number of
Items association between a plausible premises.
variety of 2. May limit assessment to
items within a given lower levels of
topic. understanding.
2. Easy to construct.
3. Scoring is usually 3. Homogeneous topics are
quick and required.
4. May overestimate learning
objective. due to influence
4. Easily of testing.
administered to a
large number of
students.
Shor 1. Guessing is reduced; 1. Accuracy of assessment may
t‐ student must be influenced
construct an answer. by handwriting/spelling
Answer/ 2. Requires increased skills.
Fill‐ in‐ cognitive ability to 2. Scoring can be time
the‐Blanks generate answers. consuming and
Items 3. Effective for expensive due to
assessing who, what, subjectivity.
where, and when 3. May overestimate learning
information. due to bluffing.
4. Not useful for complex or
4. Relatively easy to extended
construct. outcomes.
5. Broad range of 5. Often criticized for
knowledge can be encouraging rote
assessed including memorization.
creativity and
spontaneity.
Essay Items 1. Encourages the 1. Subjective scoring is less
organization of reliable, more time
knowledge, integration consuming and subject to
of theories bias.
and expression 2. Grading may be influenced
of opinions. by handwriting, length of
2. Promotes original, response and writing skills.
novel thinking.
3. Advantageous for 3. Provides a deep but
assessing complex small sample of
learning outcomes students’
such as application, performance.
4. Bluffing and the quality of
synthesis and writing can
evaluation levels. influence scores.
4. Takes less time to
construct than
other test item types.
5. Stimulates increased
studying as
students cannot
answer via simple
recognition.
Question No. 05
Write a detailed note on usability of assessment tools.
Usability of Assessment Tools Another important feature of a good
assessment tool (Classroom test) is its usability. Classroom teachers are
well familiar with issues related to the usability and practicality of the
tests, but they need to think of how practical matters relate to testing.
Usability refers to the extent to which a test can be used by students and
teachers to achieve specified goals in an effective and efficient manner. It
also refers to facilities available to test developers regarding both
administration and scoring procedures of a test. As far as administration
is concerned, test developers should be attentive to the possibilities of
giving a test under reasonably acceptable conditions.
For example, suppose a team of experts decide on giving a listening
comprehension test to large groups of examinees. In this case, test
developers should make sure those facilities such as audio equipments
and/or suitable acoustic rooms are available. Otherwise, no matter how
reliable and valid the test may be, it will not be practical. Regarding the
scoring procedures of a test, one should pay attention to the problem of
ease of scoring as well as ease of interpretation of scores. For instance,
assume that composition tests are excellent indicators of language
ability.
Therefore, test developers should be very careful in selecting and
administering a test. The test should be practical, i.e., it should be easy to
administer, easy to score, and easy to interpret the scores in other words
easy to use. A good classroom test should be “teacher-friendly”. A
teacher should be able to develop, administer and mark it within the
available time and with available resources. Classroom tests are only
valuable to students when they are returned promptly and when the
feedback from assessment is understood by the student. In this way,
students can benefit from the test-taking process.
The issues regarding usability of the test include cost of test
development and maintenance, time (for development and test length),
resources (everything from computer access, copying facilities,
 AV equipment to storage space), ease of marking, availability of
suitable/trained markers and administrative logistics. The following are
two very important aspects that contribute towards the usability of the
test.
• Transparency
In simple words transparency is a process which requires from
teachers to maintain objectivity and the honesty for developing,
administering, marking and reporting the test results. Transparency
refers to the availability of clear, accurate information to students
about testing. Such information should include outcomes to be
evaluated, formats used, weighting of items and sections, time
allowed to complete the test, and grading criteria. Transparency
makes students part of the testing process. No one could doubt
any aspect of the testing process. It also requires setting rules and
keeping record of the testing process.

Security
Most teachers feel that security is an issue only in large-scale, high-
stakes testing. However, security is part of both reliability and
validity. If a teacher invests time and energy in developing good
tests that accurately reflect the course outcomes, then it is
desirable to be able to recycle the tests or similar materials. This is
especially important if analyses show that the items, distracters
and test sections are valid and discriminating. In some parts of the
world, cultural attitudes towards “collaborative test-taking” are a
threat to test security and thus to reliability and validity. As a
result, there is a trade-off between letting tests into the public
domain and giving students adequate information about tests.

Summary
This unit dealt with the reliability and usability of a good test. First,
the concepts were defined, and then the methods of estimating
and assuring reliability and the factors affecting was discussed in
detail. Finally, the concept of practicality was explained. The
procedures for test construction may seem tedious.
However, regardless of the complexity of the tasks in determining
the reliability and usability of a test, these concepts are essential
parts of test construction. It means that in order to have an
acceptable and applicable test, upon which reasonably sound
decisions can be made, test developers should go through
planning, preparing, reviewing, and pretesting processes. Without
determining these parameters, nobody is ethically allowed to use a
test for practical purposes. Otherwise, the test users are bound to
make inexcusable mistakes, unreasonable decisions and unrealistic
appraisals.