STANDARDIZED AND NON-STANDARDIZED TEST

STANDARDIZED AND NON-STANDARDIZED TEST

1. STANDARDISED AND NON-STANDARDISED TEST SAKSHI RANA MSC. NURSING

2. INTRODUCTION Education aims at the all-round development of a student not merely imparting knowledge to him. Evaluation is the process of judging the value or worth of an individual’s achievements or characteristics. It is the judging of the goals attained by the educational system. In order to evaluate the student knowledge teacher uses different types of tests.

3. STANDARDISED TEST MEANING A  standardized test  is any form of test that requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, and that is scored in a “standard” or consistent manner, which makes it possible to compare the relative performance of individual students or groups of students.

4. TYPES OF STANDARDIZED TESTS 1. Norm reference test Compare an individual performance with the performance of others. 2. Criterion reference test Compare a person performance to a set of objectives , anyone who meets the criterion can get a high score.

5. FORMS OF STANDARDIZED TEST Achievement test Diagnostic test Aptitude test Intelligence test College-admission test Psychological test

6. INTERPRETTING TEST SCORES RAW SCORE PERCENTILE SCORE STANILE CCORE GRADE EQUIVALENT SCORE STANDARD SCORE

7. Raw Score Number of items a students answer correctly A Raw Score is simply the number of questions a student answers correctly for a test. A raw score provides an indication of the variability in performance among students in a classroom.

8. Percentile rank Percentage of students in the same age or grade level A percentile is a measure that tells us what percent of the total frequency scored at or below that measure. A percentile rank is the percentage of scores that fall at or below a given score.

9. STANINE (standard nine) Range from a low of 1 to a high of 9 Stanine scores express test results in equal steps that range from 1 (lowest) to 9 (highest). The average is a score of 5.

10. STANDARD SCORE standard scores indicate a student’s relative position in a group.

11. GRADE EQUIVALENT Grading refers to the process of using symbols, such as letter to indicate various types of students progress Example – Letter – A , B , C Number – 3 , 5 Percentage Grade - (90% 80% )

12. CHARACTERSTICS   Content is standardized - item-selection done by competent judges Administration is standardized - direction, time limits. Scoring has been standardized - rules of rules, scoring key are prepared Interpretation has been standardized - norms are provided

13. OBJECTIVES 1.. To hold schools and educators accountable for educational results and student performance 2. To evaluate whether students have learned what they are expected to learn. 3. To identify  gaps  in student learning and academic progress 4. To identify  achievement gaps  among different student group 5. To determine whether educational policies are working as intended

14. NON STANDADRISED TEST OR TEACHER MADE 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. This type of   test   contrasts   standardized tests , such as state educational development   tests and college entrance exams like the SAT and ACT

15. TYPES OF NON STANDARDIZED TESTS

16. WRITTEN TEST EXTENTED RESPONSE TYPE RESTRICTED RESPONSE TYPE SELECTION TYPE SUPPLY TYPE Long essay Short essay Short answer Very short Answer True-False item Multiple-choice Matching type Extended matching type Multiple response type Assertion-response type Interpretive item Short type Short answer Completion type

17. CHARACTERSTICS OF NON-STANDARDISED TESTS Evaluate the progress of the students Focus upon an examinees' attainment Allows for an assessment of an individual's abilities or performance Very simple to use Assess strength and weaknesses of the student Seldom analyzed and edited

18. CHARACTERSTICS OF GOOD TEST VALIDITY RELIABILITY USABILITY SCORABILITY ECONOMICAL TIME SPECIFICITY OBJECTIVITY EQUILIBRIUM

19. VALIDITY

20. VALIDITY The accuracy with which the test measures whatever it is supposed to measure. 

21. FACTORS AFFECTING VALIDITY Time limitations. Influence of extraneous factors Medium of expression Use of inappropriate items Vocabulary

22. TYPES Content validity : all major aspects of the content area should be covered by the test items. Predictive validity : extent to which a test can predict the future performance of the students.  Concurrent validity : to diagnose the existing status of the individual rather than predicting about the future outcomes.

23. CONT…… Constructive validity : extent to which a test reflects to measure a hypothesized trait. Face validity : When one looks at the test he thinks of the extent to which the test seems logically related to being tested.

24. RELIABILITY The degree to which the result of a measurement, calculation, or specification can be depended on to be accurate. Appropriate Meaningful Useful

25. CHARACTERSTICS Accuracy Consistency Well-developed scientific toolreliable Dependable Responsible Trustworthy Reliable

26. TYPES OF RELIABILITY Inter-Rater or Inter-Observer Reliability Used to assess the degree to which different raters/observers give consistent estimates of the same phenomenon. Test-Retest Reliability Used to assess the consistency of a measure from one time to another.

27. CONT…… Parallel-Forms Reliability Used to assess the consistency of the results of two tests constructed in the same way from the same content domain. Internal Consistency Reliability Used to assess the consistency of results across items within a test.

28. CONSTRUCTION OF TEST

29. DEFINITION The cultivation of a test, generally with a concise or obvious goal to meet the typical standards of validity, dependability, norms, and other aspects of test standardization

30. PURPOSES To provide records of assigning grades. To provide learning experience for students To motivate students to learn. To serve as a guide for further study.

31. CONT…… To assess how well students are achieving the stated goals of the lesson. To provide the instructor with an opportunity to reinforce the stated objectives and highlight

32. “ To be able to prepare a good test, one has to have a mastery of the subject matter, knowledge of the pupils to be tested, skill in verbal expression and the use of the different test format ”  

33. CHARACTERSTICS OF A GOOD TEST Validity – the extent to which the test measures what it intends to measure Reliability – the consistency with which a test measures what it is supposed to measure Usability – the test can be administered with ease, clarity and uniformity

34. CONT…… Scorability – easy to score Interpretability – test results can be properly interpreted and is a major basis in making sound educational decisions Economical – the test can be reused without compromising the validity and reliability  

35. CONT……. Time - Therefore a test should neither be very long nor very short Specificity- The items in a test should be specific to the objectives. Objectivity- The extent to which independent researchers would arrive at similar judgements or conclusions i.e , judgements not biased by personal values or beliefs.

36. CONT…… Equilibrium- Achievement of the correct proportion among questions allotted to each of the objectives & teaching content. Precise & clear- Items should be precise, clear so that the students can answer well and score marks

37. Barriers in test construction Confusing statements Difficult vocabulary Excessive wordiness Complex sentence structure  

38. CONT….. Unclear instructions Unclear illustrative material Linguistically bound words Culturally bound words

39. STEPS OF TEST CONSTRUCTION 1 .Planning for the Test: Outline subject-matter content to be considered as the basis for the test. Identify learning outcomes to be measured by the test. Prepare table of specifications.

40. CONT…… 2 .Preparing the Test Write test items according to rules of construction for the type(s) chosen. Select the items to be included in the test according to table of specifications Review and edit items according to guidelines. Arrange items. Decide on method of scoring.

41. CONT…… 3. Validity of the Test Valid tests measure what they actually were designed to measure. Tests of validity: Content Criterion - related Construct

42. CONT…… 4.Reliability of the Test Reliable tests measure what they were designed to measure consistently. Methods of determining reliability: Test - retest method. Equivalent – forms method. Test - retest with equivalent forms. Internal consistency method.

43. CONT….. 4.Arranging Items The items should be arranged so that all items of the same type are grouped together. The items should be arranged in order of increasing difficulty. For some purposes, it may be desirable to group together items which measure the same learning outcomes or the same subject-matter content

44. CONT…… 5. Writing Directions The directions for test should be simple and concise and yet contain information concerning each of the following: Purpose of the test. Time allowed to complete the test. How to record the answers. Whether to guess when in doubt about the answer.

45. CONT…… 6. Analyzing and Revising The Test Retain, edit as necessary, or discard items on basis of analysis outcomes. Revise the test as a whole if necessary. The difficulty of the item. The discriminating power of the item. The effectiveness of each alternative.

46. CONT….. 7.Reproducing the Test Decisions need to be made regarding page size, type size, page layout (length of line, placing of items on page, provision for response, page numbers, arrangement of alternatives in multiple choice items), preparation of copy, proofreading

47. CONT….. 8.Administering and Scoring The Test Decisions need to be made regarding setting of time limits, observation of time limits, physical set-up, proctors (Someone who supervises an examination ) distribution of test, scoring sheets, scoring method (by hand/machine). Decisions need to be made regarding weighting of items according to table of specifications.

48. Some basic tips for designing Test Create new tests each time you teach a course. Leave yourself time to write the test. Create a bank of questions during the term Pay attention to the layout of the exam.

49. Consider the following rules of thumb for how long students typically need to answer different forms of questions ( Mckaechie , 1999) One minute per objective-type question. Two minutes for a short answer requiring one sentence. Five to ten minutes for a longer short answer. Ten minutes for a problem that would take you two minutes to answer. Fifteen minutes for a short, focused essay. Thirty minutes for an essay of more than one to two pages.

50. NORMS

51. NORMS Standard of comparison for test results developed by giving the test to large well defined groups of people.

52. 1.CONTENT The test as a whole will be constructed in such a way that it provides a representative sampling of a range of syllabus outcomes and questions that allow demonstration of performance across all levels in the performance scale.

53. 2.LEVEL OF DIFFICULTY The test paper as a whole will provide the range of candidates with the opportunity to demonstrate what they know, understand and are able to do and will allow for appropriate differentiation of student performance

54. 3.PAPER FORMAT , LENGTH AND LAYOUT Range and balance of question types, multiple-choice questions, short-answer free response questions, open-ended questions and extended responses including essays.

55. CONT….. The demands of the test in terms of the number and length of student responses required, the amount of reading time provided and the complexity of the questions will be appropriate for the time allocated for the examination. Test layout will assist students in working through the paper and instructions will be clear and concise.

56. QUESTION STRUCTURE AND LANGUAGE The language used in questions will be accessible to candidates. It is preferable to use the simplest and clearest language in the wording of questions so that it is clear to all students what they are expected to do.

57. Comparability and moderation To assist in achieving comparability, optional questions within a section of the paper must be marked using similar marking criteria. Choices within questions should have a comparable degree of difficulty.