Test & types

It discuss about what is test, introduction, definition, functions, criteria of a good test, reliability, validity, Scorability & Administrability, types of test - diagnostic test, proficiency test, achievement test, aptitude test, placement test, personality test, intelligence test, other methods of testing - objective, subjective, oral, criterian and norms reference test, formative, summative, direct & indirect test, individual and group test.

1. TEST &TYPES
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil(Edn), M.Phil(ZOO), NET, Ph.D(Edn)
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI -34

2. OBJECTIVES
Identify and
explain reasons
for performing
tests
Understand testing
terminology to
communicate clearly
with students and
colleagues
Evaluate a
test’s validity
and reliability
Select
appropriate tests
Administer test
protocols
properly and
safely
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3. INTRODUCTION
•A test or examination (informally, exam or evaluation) isan educational
assessment intended to measure a test-taker's knowledge, skill, aptitude,
physical fitness, or classificationin many other topics
•Tests are the tools, which measure the quality and quantity of performance of the
trainee.
•A test is a systematic procedure for measuring an individual’s behavior. It is
a formal and systematic way of gathering information about learners’
behavior, usually through paper-and -pencil procedure
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4. TEST
•Test is an important tool in school
evaluation and has great significance
in measuring instructional progress
and progress of the students in the
subject area.
Accurate achievement data are
very important for planning
curriculum and instruction and
for program evaluation
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5. DEFINITION
•“Any test that measures the attainments and
accomplishments of an individual after a period of training
or learning”
-N M Downie
•‘The type of ability test that describes what a person has
learned to do’
–Throndike and Hagen
•“A systematic procedure for determining the amount a
student has learned through instructions”
–Groulund
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6. FUNCTIONS OF TEST
It provides basis for promotion to the next grade.
To find out whereeach student stands in various academic
areas.
It helps in determination about the placement of the
students in a particular section.
To motivate the students before a new assignmenthas
taken up.
To expose pupil’s difficultieswhich the teacher can help
them to solve.
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7. CRITERIA OF THE GOOD TEST
To analyze the semester test items, there are some
criteria of a good test according to some expert. A good
test should have
•(1)Validity
•(2)Reliability
•(3)
Scorability
•(4) Administrability
•(5) Level of difficulty
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8. RELIABILITY & VALIDITY
RELIABILITY
•Reliability refers to the
consistency of a measure
(whether the results can be
reproduced under the same
conditions).
•For example, ifa person weighs
themselves during the course of
a day they would expect to see a
similar reading.
VALIDITY
•Validity refers to the accuracy of
ameasure(whether the results
really do represent what they are
supposed to measure).A test
may reveal accurate or consistent
scores -Appropriateness of a
Test items • Directions • Reading
vocabulary and sentence
structures • Difficulty of Test
items • Length of the test •
Arrangement of the test patterns
of answers
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9. SCORABILITY &ADmINISTRABILITY
Scorability •A good test is easy to score
Interpretability
•Test result can be useful only
when they are properly evaluated.
Administrability •A good test can be administered
with ease, clarity and uniformity.
•Test result can be useful only
when they are properly planned
and administered.
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10. TEST & TYPES
•It is a formal and systematic way of gathering information about
learners' behavior, usually through paper-and-pencil procedure
.
Types of test
Diagnostic
Test
Proficiency
Test
Achievement
Test
Aptitude Test
Placement
Test
Personality
Test
Intelligence
Test
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11. DIAGNOSTIC TEST
•Diagnostic test measures the knowledge
and skills of student.
•It is used to identify students’ strengths
and weaknesses in past, present learning
and address their specific needs.
•It’s intendedto help teachers identify what
students know and can do in different
domains to support their students'
learning.
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12. PROFICIENCY TEST
•A proficiency Testmeasures an
individual's abilities and skills in a
domain or subject to know how well
he/she has learned, understood and
internalized the related concepts and
principles
•Proficiency tests are conductedto judge
the skills and knowledge the candidate
possesses at present.
•It also tests the ability of the candidate
to perform any task without any prior
training.
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13. ACHIEVEmENT TEST
•Achievement tests are designed to
measure a student's performance in
specific academic areassuch as
reading, comprehension, written or
oral expression, and mathematical
computations.
•Achievement tests are developed to
measure skills and knowledge learned
in a given grade level,usually through
planned instruction, such as training or
classroom instruction.
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14. ACHIEVEMENT
TEST
STANDARDIZED TEST
WRITTEN
OBJECTIVE
RECALL
FILL UP
ONE
WORD
TRUE/
FALSE
RECOGNIZE
CHOOSE MATCH
SHORT
ANSWER
DETAIL
ANSWER
ORAL PRACTICALS
TEACHER
MADE TEST
ACHIEVEmENT TEST -
CLASSIFICATION
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15. STAGES OF ACHIEVEmENT TEST
(1) The
preparation or
selection of
thetest
(2) The
administration
of thetestto
the examinees
(3) The scoring
of the answers
given
(4) The
interpretation
of the resulting
scores
Thereare four major steps inachievement testing:
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16. APTITUDE TEST
•Aptitude tests are mainly made to assess
intelligence and knowledge.
•Aptitude tests most commonly consist of
numerical reasoning, verbal reasoning,
speed, accuracy abilities, and more.
•An aptitude test isdesigned to assess what
a person is capable of doing or to predict
what a person is able to learn or do given
the right education and instruction. It
represents a person's level of competency
to perform a certain type of task.
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17. PLACEmENT TEST
•placement test isa test given by a
school in order to determine the level
of academic ability of students,
especially students who will enroll in
school.
•Placement tests are planned to
provide information which will help to
place students at the stage of the
teaching program most appropriate
to their abilities.
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18. PERSONALITY TEST
•This test is designed for assessing some
aspects of an individual’s personality.
•Personality tests are useful because
theyshow individual strengths that
enable professionals to determine
where their talents are best served.
•When individuals have a greater
knowledge of their personality, they
can discover careers and places that
match their personality.
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19. INTELLIGENCE TEST
•Intelligence test measures the mental
ability of an individual.
•The ability to judge, comprehend, and
reason
•The ability to understand and deal with
people, objects, and symbols.
•The ability to act purposefully, think
rationally, and deal effectively with the
environment
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20. OBJECTIVE TEST
•In this test the ability of student is
judged through filling the blanks or
selecting the correct answer among the
multiple options.
•Atestdesigned to exclude as far as
possible the subjective element on the
part of both those taking and grading it
by presenting a number of factual
questions to be answered by one word
or a check mark instead of verbal
expression and organization of material
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OTHER TEST mETHODS

21. SUBJECTIVE TEST
•Subjective tests are also called essay
type tests.
•An essay test is one, which contains
one or more questions or other tasks
that require lengthy written responses
from students.
•Subjectivethings depend on your own
ideas and opinions: there isn't any
universal truth.
•Subjectiveis the opposite of objective,
which refers to things that are more
clear-cut. That Earth has one moon is
objective —it's a fact. ... Facts are
objective, but opinions aresubjective.
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22. ORAL TEST
•It is a test where in the test taker gives his
answer orally.
•The oral exam (also oral test or viva voce) isa
practice in many schools and disciplines in
which an examiner poses questions to the
student in spoken form. The student has to
answer the question in such a way as to
demonstrate sufficient knowledge of the
subject to pass the exam
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23. CRITERION & NORm-REFERENCED TEST
•Criterion-referenced Test -It is a test that
measures a student’s performance
against the predefined level of
performance.
•Norm-referenced Test -It is a test that
evaluates a student’s performance by
comparing it to the performance of a
group students on the same test
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24. FORmATIVE TEST
•Formative assessment refers toa wide
variety of methods that teachers use to
conduct in-process evaluations of
student comprehension, learning needs,
and academic progress during a lesson,
unit, or course.
•In other words, formative assessments
are for learning.
•Formative tests are conducting without
informing the learner and it identifies
the trainee’s needs, his learning states
and difficulties during the instructions.
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25. SUmmATIVE TEST
•Summative assessments areused to
evaluate student learning, skill
acquisition, and academic
achievement at the conclusion of a
defined instructional period—typically
at the end of a project, unit, course,
semester, program, or school year.
•It is a test given at the end of
instruction to determine students’
learning and assign grades.
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26. DIRECT & INDIRECT TESTING
•Direct testing is easier to carry out when it
is intended to measure the productive
skills of speaking and writing. The direct
test requires the candidate to perform
exactly the skill which we wish to measure.
•Indirect testing attempts to measure the
abilities underlie the skills in which we are
interested.
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27. INDIVIDUAL TEST
•It is a test administered to one student
at a time.
•In individual tests,the researcher
administers the test face to face and
remains seated before the test taker
and notes down the responses.
•This test is time consuming but are
important ways of getting responses
from children, and from those who do
not know the language.
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28. GROUP TEST
•
It is one administered to a group of
students simultaneously.
•Examples of group tests include
statewide testing throughout K-12
students, placement examinations
into college, and placement
examinations into graduate
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29. CONCLUSION
•Tests currently are being usedto evaluate students, teachers, and
the entire educational system. Because of this emphasis, more
standardized tests are being examined and homework and classwork
time is being devoted to preparing students to take them while less
time is being spent on instruction.
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30. REFERENCE
TNTEU –Study Material
Ram Publications
Sri Krishna Publications
Kaviyamala Publications
Google Images
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