T O O L S A N D T E C H N I Q U E S

MAJOR N
ED UC A T I ON A L E V A L U A T I O
IN DIZED TESTS
. ST AN D AR
• TEAC HE R-M A D E V S
RE NC ED TE STS
E N CE D VS. NO RM-REF E
• CR ITE RIO N- REF ER
 Types of Test

Achievement Test Diagnostic Test

Prognostic Test
(for measuring (for predicting future
(for diagnosis) performances)
achievement)
“The type of ability tests that describe a
person has learned to do is called an
achievement test.”
• Thorndike and Hagen (1969)

“A systematic procedure for

determining the amount of student has
learned through instruction”.
• Gronlund (1997)
TYPES OF ACHIEVEMENT TESTS
Teacher-made
Tests

Standardized
Tests
 TEACHER-MADE TESTS
Are normally prepared and administered for testing class­room achievement of
students, evaluating the method of teaching adopted by the teacher and other
curricular programs of the school.

It is one of the most valuable instrument in the hands of the teacher to solve his
purpose. It is designed to solve the problem or requirements of the class for
which it is prepared.
FEATURES OF TEACHER-MADE TESTS:

1.The items of the tests are arranged in order of difficulty.

2. These are prepared by the teachers which can be used for prognosis and
diagnosis purposes.
3. The test covers the whole content area and includes a large number of items.
4.Preparation and administration of these tests are economical.
5. The test is developed by the teacher to ascertain the student’s achievement
and proficiency in a given subject.
6.Teacher-made tests are least used for research purposes.
STEPS/PRINCIPLES OF CONSTRUCTION OF TEACHER-MADE TEST:

• 1. Planning:
‘As what to measure and why to measure’.
Deciding the length of the test and portion of the syllabus to be covered.
Deciding the number and forms of items (questions) according to blue­print.
Having a clear knowledge and understanding of the principles of constructing
essay type, short answer type and objective type questions.
Deciding date of testing much in advance in order to give time to teachers for
test preparation and administration.

Seeking the co-operation and suggestion of co-teachers, experienced teachers of

other schools and test experts.
• 2. Preparation of the test:

Planning is the philosophical aspect and preparation is the practical aspect of

test construction. All the practical aspects to be taken into consideration while
one constructs the tests. It is an art, a technique. One is to have it or to acquire it.
It requires much thinking, rethinking and reading before constructing test items.
USES OF TEACHER-MADE TESTS:
 To help a teacher to know whether the class in normal, average, above average
or below average.

 To help him in formulating new strategies for teaching and learning.

 A teacher-made test may be used as a full-fledged achievement test which
covers the entire course of a subject.
 To measure students’ academic achievement in a given course.
To assess how far specified instructional objectives have been achieved.
To know the efficacy of learning experiences.
 To diagnose students learning difficulties and to suggest necessary remedial
measures.

To certify, classify or grade the students on the basis of resulting scores.
To assess students’ growth in different areas.
 STANDARDIZED TESTS
Standardized tests are carefully constructed tests which have uniformity of
procedure in scoring, administering and interpreting the test results. A standardized
test is generally made by a professional tester or a group of testers.
 “norm-referenced tests that measure the pupils’
level of achievement in various content and skill
areas by comparing their test performance with the
performance of other pupils in some general
reference group.”
--- C.V Good

“A standardized test is a test for which content has

been selected and checked empirically, for which
norms have been established, for which uniform
methods of administering and scoring have been
developed and which may be scored with a high
degree of objectivity.”
---V.H. Noll
A STANDARDIZED TEST IS ONE WHICH PASSES THROUGH
THE FOLLOWING PROCESS:
(I)standardization of the content and questions:
 Items are to be prepared according to the blue-print. Relevant items are included
and irrelevant items are omitted, giving due consideration to item difficulty and
discriminating value. Internal consistency is also taken into account.
(II) standardization of the method of administration:
Procedure of test administration, conditions for administration, time allowed for
the test etc., Are to be clearly stated.
(III) standardization of the scoring procedure:
To ensure objective and uniform scoring, the adequate scoring key and detailed
instruction for method of scoring is to be provided.
(IV) standardization of interpretation:
Adequate norms to be prepared to interpreted the results. Test is administered over
a large sample (representative one). Test scores are interpreted with reference to
norms. Derivation of norms is an integral part of the process of standardization.
 USES OF STANDARDIZED TESTS:
1. Standardized test assesses the rate of development of a student’s ability. It
provides a basis for ascertaining the level of intellectual ability-strength and
weakness of the pupils.
2. It checks and ascertains the validity of a teacher-made test.
3. These tests are useful in diagnosing the learning difficulties of the students.
4. It helps the teacher to know the casual factors of learning difficulties of the
students.
5. Provides information’s for curriculum planning and to provide remedial
coaching for educationally backward children.
7.It also helps the teacher to assess the effectiveness of his teaching and school
instructional programmes.
8. Provides data for tracing an individual’s growth pattern over a period of years.
9. It helps for organizing better guidance programmes.
10. Evaluates the influences of courses of study, teacher’s activities, teaching
methods and other factors considered to be significant for educational practices.
C R I T ER I O N - RE F ER E NC E D
VS.
NO R M - R EF E R EN C ED T E ST S
CRITERION REFERENCED TEST ( CRT )

It is designed to measure a student’s academic

performance against some standard or criteria.
This standard or criteria is predetermined before students
begin the test.
EXAMPLE 1:

When you take temperature, the accepted healthy standard is

37 degrees Celsius. If your temperature is higher, you re not
meeting the standard for health and likely ill.
EXAMPLE 2:

Passing score required : 50

A student scores 49 which might be the highest among all
students. Still, the student is not attaining the criterion.
EXAMPLES OF CRT:

1. End of the unit test

2. Quizzes
3. Vocabulary test
4. Summer reading test
5. Homework
6. Midterm
WHAT ARE THESE TESTS USED FOR IN SCHOOLS?

Schools used criterion-referenced tests to assess the specific

knowledge and skills. Students have most likely learned in
order to assess how close a student is to mastering a specific
standard.
IMPORTANCE:

To know what students have already learned and what we can

do to help them achieve proficiency or meet the desired
learning standard.
NORM-REFERENCED TEST ( NRT)
• Refers to standardized tests that are designed to compare and rank test
takers in relation to one another. Norm-referenced tests report
whether test takers performed better or worse than a hypothetical
average student, which is determined by comparing scores against the
performance results of a statistically selected group of test takers,
typically of the same age or grade level, who have already taken the
exam.
• Norm could be a student, a class, a school or a district.
For example, a student with the highest score in a test
becomes norm for the rest of the class because the score of
other students are compared with his/her score.
CHARACTERISTICS:
Its basic purpose is to measure student’s achievement in curriculum-based
skills.

It is prepared for a particular grade level.

It is administered after instruction.
It is used for forming homogenous or heterogenous class groups.
It classifies achievement as above average, average or below average for given
grade.
It is generally reported in the form of
1. Percentile rank
2. Linear standard score
3. Normalized standard score
4. Grade equivalent
THANK YOU!!!!