PAPER

TYPES OF TEST

Arranged By:

Dwi Sastra Damayanti_2210631004

Dela Sri Haipi_2210631010

Tiara Salihu_2210631009

UNIVERSITAS MUHAMMADIYAH

PALU

2023
 FOREWORD

We give thanks to the presence of Allah SWT. who has bestowed His

grace and guidance so that we can complete the paper on "types of test". We also

do not forget to thank all parties who have contributed to the preparation of this

paper. Of course, it won't be optimal if it doesn't get support from various parties.

As authors, we realize that there are still shortcomings, both in the

preparation and grammar of the presentation in this paper. Therefore, we humbly

accept suggestions and criticism from readers so that we can improve this paper.

We hope that the paper we have prepared will provide benefits and inspiration for

readers.

Palu, 19 September 2023

Writer

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 LIST OF CONTENTS

COVER PAGE

FOREWORD............................................................................................................ii

LIST OF CONTENT...............................................................................................iii

CHAPTER I INTRODUCTION.............................................................................1

A. Background...........................................................................................................1

B. Formulation Of The Problem................................................................................1

C. Writing Prupose.....................................................................................................1

CHAPTER II DISCUSSION..................................................................................3

A. Formative Assesment............................................................................................3

B. Summative Assesment...........................................................................................3

C. Diagnostic Assesment...........................................................................................4

D. Norm-Referenced Assesment................................................................................6

E. Criterion- Referenced Assesment..........................................................................7

F. Objective Assesment..............................................................................................8

G. Subjective Assesment............................................................................................9

H. Performance Assesment........................................................................................10

I. Portfolio Assesment................................................................................................10

J. Self- Assesment......................................................................................................12

CHAPTER III CLOSING......................................................................................15

A. Conclusion.............................................................................................................15

BIBLIOGRAPHY....................................................................................................17

iii
 CHAPTER I

INTRODUCTION

A. Background

Education is a necessity that can’t be separated from everyday life. Each

person must have tried to get a good education in the formal and non-formal

institutions. Success or failure of a school is often measured by the results of the

assessment at the end of the learning process, although it is not the sole

determinant tool an education, but it is still used in the world of education. In

education there are a variety of disciplines, including lessons learned. Lessons

include the four skills namely listening, speaking, writing and reading.

B. Formulation Of The Problem

1. How Formative Assesment?

2. How Summative Assesment?

3. How Diagnostic Assesment?

4. How Norm-Referenced Assesment?

5. How Criterion- Referenced Assesment?

6. How Objective Assesment?

7. How Subjective Assesment?

8. How Performance Assesment?

9. How Portfolio Assesment?

10. How Self- Assesment?

C. Writing Purpose

1. To Know Formative Assesment

1
2. To Know Summative Assesment

3. To Know Diagnostic Assesment

4. To Know Norm-Referenced Assesment

5. To Know Criterion- Referenced Assesment

6. To Know Objective Assesment

7. To Know Subjective Assesment

8. To Know Performance Assesment

9. To Know Portfolio Assesment

10. To Know Self- Assesment

2
 CHAPTER II

DISCUSSION

A. Formative Assesment

The goal of formative assessment is to monitor student learning to

provide ongoing feedback that can be used by instructors to improve their

teaching and by students to improve their learning. More specifically, formative

assessments:

o help students identify their strengths and weaknesses and target areas that

need work

o help faculty recognize where students are struggling and address problems

immediately

Formative assessments are generally low stakes, which means that they

have low or no point value. Examples of formative assessments include asking

students to:

o draw a concept map in class to represent their understanding of a topic

o submit one or two sentences identifying the main point of a lecture

o turn in a research proposal for early feedback

B. Summative Assesment

The goal of summative assessment is to evaluate student learning at the

end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high

point value. Examples of summative assessments include:

o a midterm exam

3
 o a final project

o a paper

o a senior recital

Information from summative assessments can be used formatively when

students or faculty use it to guide their efforts and activities in subsequent

courses.

C. Diagnostic Assesment

A diagnostic assessment is a form of pre-assessment or a pre-test where

teachers can evaluate students’ strengths, weaknesses, knowledge and skills

before their instruction. These assessments are typically low-stakes and usually

don’t count for grades. An identical assessment may be given post-instruction to

identify if students have met a course’s required learning objectives. With this

form of assessment, teachers can plan meaningful and efficient instruction and

can provide students with an individualized learning experience. Written by

students, the diagnostic assessment is a tool for teachers to better understand what

students already know about a topic when submitted before the start of a

course. Diagnostic assessmentsare used to gauge where students currently stand,

that is intellectually, emotionally and ideologically.

A diagnostic assessment refers to an assignment written at the beginning

and end of a course. Post-course assessments can be compared with pre-course

assessments and can show students’ potential improvement in certain areas.

These assessments allow the instructor to adjust the curriculum to meet the needs

of current—and future—students.

4
 What is the purpose of diagnostic assessment? Educators may

facilitate diagnostic assessments to gauge proficiency or comprehension levels

before beginning a new learning unit. The purpose of diagnostic assessments is to

help identify learning gaps and provide insights into comprehension that can be

addressed in future instruction. Diagnostic assessments are designed to measure

students’ strengths, weaknesses, knowledge levels and skill sets. These

assessments aim to answer: what do students already know about a specific topic?

What are common diagnostic assessment tools? There are several methods and

tools for diagnostic assessment design. Likert-scale surveys are among the most

common tools, where students are asked to choose a ranking from ‘strongly

disagree’ to ‘strongly agree’ when reviewing course facts. A more visual

diagnostic assessment tool involves concept mapping. Students draw a visual

diagram of a concept or piece of information and are asked to form connections

between different components of the topic at hand. Discussion boards are a third

diagnostic tool. You might ask students to reflect on the questions they have

related to an upcoming topic and ask them to reply to a peer’s discussion thread.

What are diagnostic assessment examples?The tools and methods used

to build diagnostic assessments will likely remain the same no matter your

discipline. However, the subject matter you evaluate students on will vary. Here

are some sample diagnostic assessments across various fields. Psychology:

Students are asked to visually illustrate the order in which Jean Piaget’s stages of

cognitive development take place. English: Students are asked to complete a

survey examining which of Shakespeare’s texts they have read before and which

5
themes apply to each play. Chemistry: Students review and complete a checklist

of all the necessary steps they must take before completing a chemical

experiment in the lab. Economics: Students are given an entry slip to complete

upon arriving to class that is used to gauge their understanding of how supply and

demand trends have impacted one area of their lives during the COVID-19

pandemic.

D. Norm-Referenced Assesment

Norm-Referenced Assessment is the evaluation of a student’s

performance compared to another student or students of the class. This type of

assessment is done to check the knowledge or skills of the students amongst a

group. These tests determine a student’s intelligence and compare it with the

others. The objective of the norm-referenced assessment is to identify the best

candidate from a classroom or a group.

It uses a grading or scoring method as part of the assessment method.

This grading or scoring method can be done numerically, in percentiles or

percentages. Students can be assigned grades like A, B, C, and D, which depends

on the percentage criteria. This method of assessment is helpful for the individual

development of a student.

Some examples of norm-referenced assessments are class examination,

auditions, job interviews, debate competition, etc. The students under evaluation

have to attempt the same question paper or test. These are used in academics to

distinguish the most intelligent student in class or the highest scoring candidate at

state or national level examination.

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 Norm-referenced assessment can help teachers understand a student’s

performance. Teachers can utilize this information to create methods for

improvement in learning and teaching style. This evaluation technique develops a

competitive spirit in students. This spirit encourages them to perform better in

every test.

The application of these tests can start from kindergarten to the highest

academic level of education. The norm-referenced assessment also makes the

admission process in schools and colleges easier by distinguishing the high

scoring candidates.

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E. Criterion-Referenced Assesment

Criterion-referenced assessment means that teacher judgements about

how a student does in an assessment task are based on standards and criteria that

are pre-determined and made available to students at the time the assignment is

set.

Standards are a specified and definite level of achievement that may be

attained. Criteria means the characteristics by which the quality of something

may be judged. Criterion-referenced assessment improves transparency and

7
consistency for students and supports the following University principles of

assessment:

 Assessment design is coherent and supports learning progression within

courses and across programmes

 Assessment tasks are demonstrably aligned with course-level learning

outcomes, and programme and University-level Graduate Profiles

 Assessment is reliable and valid, and is carried out in a manner that is

inclusive and equitable

 Assessment practices are consistent and transparent, and assessment details

are available to students in a timely manner

Criterion-referenced assessment is made clear to students by the use

of carefully designed rubrics.

F. Objective Asssesment

Objective assessment involves the collection of data that you

can observe and measure about the client’s state of health. Examples of

objective assessment include observing a client’s gait, physically feeling a lump

on client’s leg, listening to a client’s heart, tapping on the body to elicit sounds,

as well as collecting or reviewing laboratory and diagnostic tests such as blood

tests, urine tests, X-ray etc. Typically, an objective assessment is conducted

following the collection of subjective data.

The purpose of the objective assessment is to identify normal and

abnormal findings. The abnormal findings are cues that signal a potential

8
concern. An important part of the nursing process to ensure client

safety and effective care is:

 Recognizing abnormal cues.

 Acting on abnormal cues.

Failing to recognize or act upon abnormal cues can lead to significant

negative consequences for the client.

Objective data are analyzed in combination with your subjective

assessment to make a clinical judgement. A clinical judgement is the outcome of

thinking critically about the data, analyzing the cues as a whole, making decisions

about the most significant concerns to address, and identifying how to best

address these concerns based on the existing evidence (National Council of State

Boards of Nursing, 2018). As a healthcare professional, developing strong

clinical judgement is essential to ensuring client safety and maintaining your

competency. Your clinical judgement will guide the prioritization and sequencing

of assessment techniques. Your assessment of cues (both subjective and

objective) will help you determine what data warrant further investigation and

assessment.

G. Subjective Assessment

Subjective assessments are best used in the classroom when there is a

need to evaluate students’ ability to apply knowledge, demonstrate critical

thinking skills, and express creativity.Here are some situations where subjective

assessments may be appropriate:

9
  Testing for critical thinking: Subjective assessments, such as essays, projects,

and oral presentations, can be effective in testing students’ ability to analyze

and synthesize information, evaluate arguments, and express opinions.

 Assessing problem-solving skills: Subjective assessments can be used to

evaluate students’ problem-solving abilities and their ability to think outside

of the box to come up with creative solutions to complex problems.

 Evaluating creativity: Subjective assessments can be used to evaluate

students’ creativity and originality in their work, such as in art, music, and

creative writing assignments.

 Assessing communication skills: Subjective assessments can be used to

evaluate students’ communication skills, such as their ability to present ideas

clearly and persuasively in a public speaking or debate format.

H. Performance Assessment

The Performance Assessment is an opportunity for instrumentalists and

singers of all levels to have their work assessed by a professional musician,

without the pressure sometimes associated with public performance or exams.

There is no pass or fail to worry about, and marks are not awarded. Instead,

performers receive constructive comments about their playing or singing written

on the certificate which they receive at the end of the assessment.

I. Portfolio Assessment

Definition: a portfolio is a collection of student work that demonstrates

progress and growth. Teachers can determine if specific assessments should be

present or involve students in determining the success criteria for what is to be

10
added. Portfolios can be paper or digital and can provide an immense amount of

insight into student learning over a period of time.

Purpose: The purpose of a portfolio is to collect student learning and

demonstrate the specific evidence of growth in a variety of standards and content.

Using portfolios is an excellent way to get students involved in the assessment

process and for teachers to authentically assess student growth. Portfolios can be

used in lieu of testing or final projects.

Process:

 Collect: The first part of the portfolio process is collection. Students should

keep all evidence of learning in one place. Whether it is in a crate with

folders if paper or in Google drive organized by folders, students should

maintain all of their work in every state of completion.

 Select: The selection process will largely depend on the determined success

criteria. Portfolios can be used to demonstrate success, achievement, growth

or improvement or a combination of any of those ideas. Depending on the

age and level of students, open up a dialogue about what their portfolios

should represent about them as a learner.

 Reflect: Once students have selected the evidence for their portfolio,

students should reflect on why they selected the pieces they did. What does

the work demonstrate? How do they know? Are their goals that these pieces

show being met? Is it their best work? What students are most proud of? Or

does it demonstrate how far they have come?

11
  Connect: This is specifically on here for schools that employ portfolio

systems in different classes or for elementary aged students where they can

connect evidence of learning a particular skill or content in multiple areas of

their learning. It is meant as a way for them to consider transfer of learning

and to have evidence of interdisciplinary understanding.

 Present: Use a portfolio presentation as an opportunity to allow students to

articulate their learning for an audience.

J. Self-Assesment

Self-assessment activities help students to be a realistic judge of their

own performance and to improve their work.

Why Use Self-Assessment?

 Promotes the skills of reflective practice and self-monitoring.

 Promotes academic integrity through student self-reporting of learning

progress.

 Develops self-directed learning.

 Increases student motivation.

 Helps students develop a range of personal, transferrable skills.

Considerations for Using Self-Assessment

 The difference between self-assessment and self-grading will need

clarification.

 The process of effective self-assessment will require instruction and

sufficient time for students to learn.

12
  Students are used to a system where they have little or no input in how they

are assessed and are often unaware of assessment criteria.

 Students will want to know how much self-assessed assignments will count

toward their final grade in the course.

 Incorporating self-assessment can motivate students to engage with the

material more deeply.

 Self-assessment assignments can take more time.

 Research shows that students can be more stringent in their self-assessment

than the instructor.

Getting Started with Self-Assessment

 Identify which assignments and criteria are to be assessed.

 Articulate expectations and clear criteria for the task. This can be

accomplished with a rubric. You may also ask students to complete a

checklist before turning in an assignment.

 Motivate students by framing the assignment as an opportunity to reflect

objectively on their work, determine how this work aligns with the

assignment criteria, and determine ways for improvement.

 Provide an opportunity for students to agree upon and take ownership of the

assessment criteria.

 Draw attention to the inner dialogue that people engage in as they produce a

piece of work. You can model this by talking out loud as you solve a

problem, or by explaining the types of decisions you had to think about and

make as you moved along through a project.

13
 Consider using an “exam wrapper” or “assignment wrapper.” These short

worksheets ask students to reflect on their performance on the exam or

assignment, how they studied or prepared, and what they might do

differently in the future. Examples of exam and homework wrappers can be

found through Carnegie Mellon University’s Eberly Center.

14
 CHAPTER III

CLOSING

A. Conclusion

The goal of formative assessment is to monitor student learning to

provide ongoing feedback that can be used by instructors to improve their

teaching and by students to improve their learning.

The goal of summative assessment is to evaluate student learning at the

end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high

point value.

A diagnostic assessment is a form of pre-assessment or a pre-test where

teachers can evaluate students’ strengths, weaknesses, knowledge and skills

before their instruction. These assessments are typically low-stakes and usually

don’t count for grades.

Norm-Referenced Assessment is the evaluation of a student’s

performance compared to another student or students of the class. This type of

assessment is done to check the knowledge or skills of the students amongst a

group.

Criterion-referenced assessment means that teacher judgements about

how a student does in an assessment task are based on standards and criteria that

are pre-determined and made available to students at the time the assignment is

set.

15
 Objective assessment involves the collection of data that you

can observe and measure about the client’s state of health. Examples of

objective assessment include observing a client’s gait, physically feeling a lump

on client’s leg, listening to a client’s heart, tapping on the body to elicit sounds,

as well as collecting or reviewing laboratory and diagnostic tests such as blood

tests, urine tests, X-ray etc. Typically, an objective assessment is conducted

following the collection of subjective data.

Subjective assessments are best used in the classroom when there is a

need to evaluate students’ ability to apply knowledge, demonstrate critical

thinking skills, and express creativity.

The Performance Assessment is an opportunity for instrumentalists and

singers of all levels to have their work assessed by a professional musician,

without the pressure sometimes associated with public performance or exams.

a portfolio is a collection of student work that demonstrates progress and

growth. Teachers can determine if specific assessments should be present or

involve students in determining the success criteria for what is to be added.

Portfolios can be paper or digital and can provide an immense amount of insight

into student learning over a period of time.

Self-assessment activities help students to be a realistic judge of their

own performance and to improve their work.

16
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