TESTS AND THEIR USES IN

EDUCATIONAL ASSESSMENT

Define Test
Uses of Test
Type of Tests
 TESTS AND THEIR USES IN
EDUCATIONAL ASSESSMENT

The most important aspect of

students evaluation in most classrooms
involve the tests teachers make and
administer to their students (Gronlund &
Linn, 1990).
 TEST DEFINED
A test is a systematic procedure
for measuring an individual’s behavior
(Brown, 1991).

It is a formal and systematic way of

gathering information about the learner’s
behavior, usually through paper and
pencil procedure (Airisian, 1989).
 TEST DEFINED
Through testing, teachers can
measure students’ acquisition of
knowledge, skills and values in any
learning area in the curriculum. While
testing is the most common
measurement technique teachers use in
the classroom, there are certain
limitations in their use.
 TEST DEFINED

As pointed out by Moore

(1992), test cannot measure
student motivation, physical
limitations and even environmental
factors.
 USES OF TESTS

Tests serve a lot of functions

for school administrators,
supervisors, teachers and parents
as well (Arends, 1994; Ascarilla &
Gonzales, 1990).
 USES OF TESTS

School administrators utilize

test results for making decisions
regarding the promotion or
retention of students; improvement
or enrichment of the curriculum
and conduct of staff development
for teachers.
 USES OF TESTS

Through test results, school

administrators can also have a
clear picture of the extent to which
the objectives of the school’s
instructional program is achieved.
 USES OF TESTS

Supervisors use test results in

discovering learning areas needing
special attention and identifying
teachers’ weakness and learning
competencies not mastered by the
students.
 USES OF TESTS

Teachers utilize tests to

gather information about the
effectiveness of the instruction; to
give feedback about the students
progress and to assign grades.
 USES OF TESTS

Parents are able to determine

how well their children are faring in
the school and how well the school
is doing its share in educating
them.
 TYPE OF TESTS

Mode of response
Ease of quantification of response
Mode of administration
Test constructor
Mode of interpreting results
Nature of the answer
 TYPE OF TESTS

1. MODE OF RESPONSE

1.1 Oral Test – a test wherein the test taker gives his
answer orally.

1.2 Written Test – a test wherein answers are written

by the test taker (black and white).

1.3 Performance Test – a test wherein the test taker

creates answer or a product that demonstrates his
knowledge or skill.
 TYPE OF TESTS

2. EASE OF QUANTIFICATION OF
RESPONSE
2.1 Objective Test – a paper and pencil
test wherein students answers can be
compared and quantified to yield numerical
score.
2.2 Subjective Test – a paper and pencil
test which is not easily quantified.
 TYPE OF TESTS

3. MODE OF ADMINISTRATION

3.1 Individual test – administered to one student

at a time.

3.2 Group Test – administered to a group of

students’ simultaneously.
 TYPE OF TESTS

4. TEST CONSTRUCTOR
4. 1 Standardized Test – test prepared by an
expert or specialist. This type of test samples
behavior under uniform procedures. Questions are
administered to students with the same directions
and time limits. Result in this kind of test are
scored following a detailed procedure based on its
manual and interpreted based on specified norms
or standards.
 TYPE OF TESTS

4. TEST CONSTRUCTOR

4.2 Unstandardized Test – test prepared by a

teacher for use in the classroom with no
established norms for scoring and interpretation of
results. It is constructed by a classroom teacher to
meet a particular need.
 TYPE OF TESTS

5. MODE OF INTERPRETING RESULTS

5.1 Norm-referenced test – test that evaluates
a student’s performance by comparing it to
the performance of a group of the students on
the same test.

5.2 Criterion-referenced test – test that

measures student’s performance against an
agreed upon or pre-established level of
performance.
 TYPE OF TESTS

6. NATURE OF THE ANSWER

6.1 Personality Test – test designed for
assessing some aspects of an individual
personality.

6.2 Intelligence Test – test that measures

the mental ability of an individual.
Each of the four letters in a personality type code stands
for a preference in your style of thinking or behaving.

I/E: Introversion or Extraversion

The Introversion/Extraversion dimension describes how a
person manages their energy.

Introverts are energized by spending quiet time alone or

with a small group. They tend to be more reserved and
thoughtful.

Extraverts are energized by spending time with people

and in busy, active surroundings. They tend to be more
expressive and outspoken.
S/N: Sensing or iNtuition
The Sensing/Intuition dimension describes how an individual
processes information.

Sensors focus on their five senses and are interested in

information they can directly see, hear, feel, and so on.
They tend to be hands-on learners and are often described
as "practical."

Intuitives focus on a more abstract level of thinking; they

are more interested in theories, patterns, and explanations.
They are often more concerned with the future than the
present and are often described as "creative."
T/F: Thinking or Feeling
The Thinking/Feeling dimension describes how people make
decisions.

Thinkers tend to make decisions with their heads; they are

interested in finding the most logical, reasonable choice.

Feelers tend to make decisions with their hearts; they are

interested in how a decision will affect people, and whether
it fits in with their values.
J/P: Judging or Perceiving
The Judging/Perceiving dimension describes how people
approach structure in their lives.

Judgers appreciate structure and order; they like things

planned, and dislike last-minute changes.

Perceivers appreciate flexibility and spontaneity; they like

to leave things open so they can change their minds.
 TYPE OF TESTS

6. NATURE OF THE ANSWER

6.5 Summative Test – test given at the end
of the instruction to determine students’
learning and assign grades.

6.6 Diagnostic Test – test administered to

students to identify their specific strengths
and weaknesses in past and present
learning.
 TYPE OF TESTS

6. NATURE OF THE ANSWER

6.7 Formative Test – test given to improve
teaching and learning while it is going on.

6.8 Socio-metric Test – test used in

discovering learner’s likes and dislikes,
their social acceptance and social
relationships existing in a group.
 TYPE OF TESTS

6. NATURE OF THE ANSWER

6. 9 Trade Test - test designed to

measure an individual’s skills or
competencies in an occupation or
vocation.
 OTHER TYPE OF TESTS

1. Survey Test – measures general

achievement in a given subject or area and is
more concerned with scope or coverage.

2. Prognostic Test – predicts the students’

future achievement in a specific subject area.

3. Preference test – measures both aesthetic or

interest judgments by requiring the students
to make forced choices between members of
paired or grouped items.
 OTHER TYPE OF TESTS

4. Accomplishment Test – measures individual

students’ achievement in the school curriculum.

5. Scale Test – a test in a series of items

arranged in order of difficult ones.

6. Power Test – measures level of performance

rather than speed of response.
 OTHER TYPE OF TESTS

7. Speed Test – measure the speed and

accuracy of the students in answering the
questions within the time limits imposed.

8. Mastery test – determines the extent to which

individuals in a group have learned or mastered
a given unit of instruction.

9. Omnibus Test – measures a variety of mental

operations combined into a single sequence
from which only one single score is taken.
Thank You and
God Bless!