Purpose of a Test

Assessment of a student in class is inevitable because

it is integral part of teaching- learning process.
Assessment on one hand provides information to
design or redesign instruction and on the other hand it
promotes learning. Teachers use different techniques
and procedures to assess their students i.e tests,
observations, questionnaires, interviews, rating scales,
discussion etc. A teacher develops, administers, and
marks academic achievement and other types of tests
in order to measure the ability of a student in a subject
or measures behaviour in class or in school. What are
these tests? Does a teacher really need to know that
what is test? Yes, it is very important. The teaching-
learning process remains incomplete if a teacher does
not know that how well her class is doing and to what
extent her teaching is effective in terms of achievement
of pre defined objectives. There are many technical
terms which are related with assessment. Before we go
any further, it would be beneficial to define first what
is a test.

What is a Test?
A test is a device which is used to measure behaviour
of a person for a specific purpose. Moreover it is an
instrument that typically uses sets of items designed to
measure a domain of learning tasks. Tests are
systematic method of collecting information that lead
to make inferences about the characteristics of people
or objects. A teacher must understand that educational
test is a measuring device and therefore involves rules
(administering, scoring) for assigning numbers that
will be used for describing the performance of an
individual. You should also keep in mind that it is not
possible for a teacher to test all the subject matter of a
course that has been taught to the class in a semester or
in a year. Therefore, teacher prepares tests while
sampling the items from a pool of items in such a way
that it represents the whole subject matter. Teacher
must also understand that whole content with many
topics and concepts that have been taught within a
semester or in a year can not be tested in one or two
hours. In simple words a test should assess content
area in accordance with relative importance a teacher
has assigned to them. It is believed most commonly
that the meaning of a test is simple paper-and-pencil
tests. But now a days other testing procedures have
been developed and are practiced in many schools.
Even tests are of many types that can be placed into two main
categories. These are:
(i) Subjective type tests
(ii) Objective type tests
At elementary level students do not have much
proficiency of writing long essay type answer of a
question, therefore, objective type tests are preferred.
Objective type tests are also called selective-response
tests. In this types of tests responses of an item are
provided and the students are required to choose
correct response. The objective types of tests that are
used at elementary level are:
(i) Multiple choice
(ii) Multiple Binary-choice
(iii) Matching items
You will study about the development process of each
of these items in next units. In this unit you have been
given just an idea that what does a test mean for a
teacher. Definitely after going through this discussion
you might be ready to extract yourself from the above
mentioned paragraphs that why it is important for a
teacher to know about a classroom test. What purpose
it serves? The job of a teacher is to teach and to test for
the following:

Purposes of test:
You have learned that a test is a simple device which
measures the achievement level of a student in a
particular subject and grade. Therefore we can say that
a test is used to serve the following purposes:

1. Monitoring Student Progress

Why should teacher assess their students? The simple
answer is that it helps teachers to know whether their
students are making satisfactory progress. We must
realize that the appropriate use of tests and other
assessment procedures allows a teacher to monitor the
progress of their students. A useful purpose of
classroom test is to know whether students are
satisfactorily moving towards the instructional goals.
After knowing the weaknesses if any, the teacher will
modify her/his instructional design. If the progress is
adequate there will be no need of instructional
changes. The results obtained during the monitoring of
students progress can further be utilized for making
formative assessment of their instructional procedures.
Formative evaluation provides feedback to students as
well as to the teachers.

2. Diagnosing Learning Problems

Identification of students strength and weaknesses is
one of the main purpose of a test. An elementary
teacher needs to know that whether a student is
comprehending the content that he/she reads. If he/she
reads with certain difficulties, then definitely as a
teacher you have to address the problem
instructionally. Otherwise, it will be wastage of time
and energy if students are not comprehending but the
teacher is moving forward. Thus by measuring
students current status teacher can determine:
(i) How to improve students weaknesses through instructional
changes?
(ii) How to instructionally avoid already mastered skills and
knowledge?
The diagnosis taken before instruction is usually
referred as pre-testing or pre- assessment. It provides
the teacher that what is the level of previous
knowledge the students possess at the beginning of
instruction.
3. Assigning Grades
A teacher assigns grade after scoring the test. The best
way to assign grades is to collect objective
information related to student achievements and other
academic accomplishments. Different institutions have
different criteria for assigning the grades. Mostly
alphabets ‘A, B, C, D, or F are assigned on the bases
of numerical evidence.

4. Classification and Selection of Students

A teacher makes different decisions regarding the
classification, selection and placement of students.
Though these terms are used interchangeably, but
technically they have different meanings. On the bases
of test scores students are classified in to high ability,
average ability and low ability groups. Or test can be
used to classify students having learning disabilities,
emotionally disturbed children, or some other category
of disability (speech handicap etc). On the basis of test
score students are selected or rejected for admission in
schools, colleges and or in other institutions. As
contrary to selection, while making placement
decisions no one is rejected rather all students are
placed in various categories of educational levels, for
example regular, remedial, or honors.

5. Evaluating Instruction
Students’ performance on tests helps the teacher to
evaluate her/his own instructional effectiveness or to
know that how effective their teaching have been. A
teacher teaches a topic for two weeks. After the
completion of topic the teacher gives a test. The score
obtained by students show that they learned the skills
 and knowledge that was expected to learn. But if the
obtained score is poor, then the teacher will decide to
retain, alter or totally discard their current instructional
activities.
Standardized and non-standardized tests
Standardized tests and non-standardized tests are two different approaches to
assessing students' knowledge, skills, and abilities.

1. Standardized Tests:
 These tests are designed to be administered and scored in a consistent
manner across different test-takers.
 They typically have a fixed format, structure, and set of instructions that all
test-takers must follow.
 The scoring is done using predetermined criteria, often with a standardized
scoring rubric.
 Examples of standardized tests include the SAT, ACT, GRE, and various
state-mandated assessments in education.
2. Non-Standardized Tests:
 Non-standardized tests have more flexibility in terms of format, content, and
scoring.
 They may vary in structure and content based on the specific needs of the
instructor, institution, or assessment context.
 Scoring criteria may not be as rigidly defined as in standardized tests,
allowing for more subjective evaluation in some cases.
 Examples of non-standardized tests include teacher-created quizzes, essay
exams, classroom assessments, and performance-based assessments.

Key Differences:

 Consistency: Standardized tests aim to provide consistent measurement

across different test administrations and test-takers, while non-standardized
tests may vary more in their administration and scoring.
 Scoring: Standardized tests often use predetermined scoring criteria and
automated scoring systems, while non-standardized tests may involve more
subjective scoring by instructors or evaluators.
 Flexibility: Non-standardized tests offer more flexibility in terms of content,
format, and administration, allowing educators to tailor assessments to
specific learning objectives and student needs.
  Purpose: Standardized tests are often used for large-scale assessment, such
as college admissions or statewide testing programs, while non-standardized
tests are more commonly used for classroom-based assessment and
formative evaluation.

Both types of tests have their own advantages and limitations, and the choice
between standardized and non-standardized tests depends on factors such as the
purpose of assessment, the desired level of standardization, and the specific context
of use.

1.1.1 Norm-referenced Tests and Criterion-Referenced Tests

Tests can be categorized into two major groups: norm-
referenced tests and criterion- referenced tests. These
two tests differ in their intended purposes, the way in
which content is selected, and the scoring process
which defines how the test results must be interpreted.

(a) Definition of Norm-Referenced Test

Norm-referenced tests are made with compare test
takers to each other. On an NRT driving test, test-
takers would be compared as to who knew most or
least about driving rules or who drove better or worse.
Scores would be reported as a percentage rank with
half scoring above and half below the mid-point.
This type of test determines a student's placement on a
normal distribution curve. Students compete against
each other on this type of assessment. This is what is
being referred to with the phrase, 'grading on a curve'.

(b) Definition of Criterion-Referenced Tests

Criterion-referenced tests are intended to measure how
well a person has learned a specific body of knowledge
and skills.
Criterion-referenced test is a term which is used daily
in classes. These tests assess specific skills covered in
class.
Criterion-referenced tests measure specific skills and
concepts. Typically, they are designed with 100 total
points possible. Students are earned points for items
completed correctly. The students' scores are typically
expressed as a percentage. Criterion- referenced tests
are the most common type of test teacher’s use in daily
classroom work.
(c) Norm- Reference V.S Criterion-Referenced Testing
Norm-referenced tests compare an examinee’s
performance to that of other examinees. Standardized
examinations such as the SAT are norm-referenced
tests. The goal is to rank the set of examinees so that
decisions about their opportunity for success can be
made.
Criterion-referenced tests differ in that each
examinee’s performance is compared to a pre-defined
set of criteria or a standard. The goal with these tests is
to determine whether or not the candidate has the
demonstrated mastery of a certain skill or set of skills.
These results are usually “pass” or “fail” and are used
in making decisions about job entry, certification, or
licensure. A national board medical exam is an
example of a Criterion Reference Test. Either the
examinee has the skills to practice the profession, in
which case he or she is licensed, or does not.

(i) Purposes of Criterion and Norm – Reference testing

The major reason for using a norm-referenced test is to
classify students. Norm Reference Tests are designed
to highlight achievement differences between and
among students to produce a dependable rank order of
students across a continuum of achievement from high
achievers to low achievers. School systems might want
to classify students in this way so that they can be
properly placed in remedial or gifted programs. These
types of tests are also used to help teachers select
students for different ability level reading or
mathematics instructional groups.
With norm-referenced tests, a representative group of
students is given the test prior to its availability to the
public. The scores of the students who take the test
after publication are then compared to those of the
norm group.
While norm-referenced tests ascertains the rank of
students, criterion-referenced tests determine what test
takers can do and what they know, not how they
compare to others
Criterion Reference Tests report how well students are
doing relative to a pre-determined performance level
on a specified set of educational goals or outcomes
included in the school, district, or state curriculum.
Educators or policy makers may choose to use a
Criterion Reference Test when they wish to see how
well students have learned the knowledge and skills
which they are expected to have mastered. This
information may be used as one piece of information
to determine how well the student is learning the
desired curriculum and how well the school is teaching
that curriculum.
Both Norm Reference Tests and Criterion Reference
Tests can be standardized. The U.S. Congress, Office
of Technology Assessment defines a standardized test
as one that uses uniform procedures for administration
and scoring in order to assure that the results from
different people are comparable. Any kind of test--
from multiple choices to essays or oral examinations--
can be standardized if uniform scoring and
administration are used. This means that the
comparison of student scores is possible. Thus, it can
be assumed that two students who receive the
identical scores on the same standardized test
demonstrate
corresponding levels of performance. Most national,
state and district tests are standardized so that every
score can be interpreted in a uniform manner for all
students and schools.

(ii) Comparison of CRT/NRT Characteristics

Criterion-Referenced Tests Norm-Referenced Tests

 To determine whether  To rank each student with
each student has respect to the achievement of
achieved specific skills others in order to
or concepts based on discriminate between high
standards. and low achievers.
 Measures specific skills  Measures broad skill areas
which make up a sampled from a variety of
designated curriculum. textbooks, syllabi, and the
These skills are judgments of curriculum
identified by teachers experts.
and curriculum experts  Each individual is compared
 Each individual is with other examinees and
compared with a preset assigned a score--usually
standard for acceptable expressed as a percentile.
achievement. The Student achievement is
performance of other reported for broad skill
examinees is irrelevant. areas, although some norm-
 Student’s score is referenced tests do report
usually expressed as a student achievement for
percentage. Student individual skills
achievement is reported
for individual skills.

(iii) Advantage of Criterion Referenced Test

Following are the major advantages of criterion referenced tests:
First, students are only tested on their knowledge of
specific goals or standards. For example, if you had
taught a lesson on adding fractions, you will give the
student a test on adding fractions. If he or she scores
85% that means that that particular student has learned
85% of that goal. If a student does not score
particularly well, then the teacher can adjust their
instruction accordingly.
Another benefit is that if students do not seem to
master a particular standard, the teacher will be able to
go back and teach that standard again until the student
performs better.

(iv) Disadvantages of Criterion-Referenced Tests

Criterion-referenced tests have some built-in
disadvantages. Creating tests that are both valid and
reliable requires fairly extensive and expensive time
and effort. In addition, results cannot be generalized
beyond the specific course or program. Such tests may
also
be compromised by students gaining access to test
questions prior to exams. Criterion- referenced tests
are specific to a program and cannot be used to
measure the performance of large groups.

(v) Advantages of Norm reference Test

The advantage of a norm-referenced test is that it
shows us how our student is doing related to other
students across the country. They are good for using
the placement of students at the beginning and then
again four or six months later, or at the end of the year.
This will show growth over the period of the time.
Norm-referenced tests along with informal
observational evaluation are useful for showing
student growth over time. They aren't to be used for
grading though they can be one element in a total
grade. One must remember we can't expect great
growth, if any, over short periods of times, particularly
as shown on a norm-referenced test.

(v) Disadvantage of Norm Reference test

An obvious disadvantage of norm-referenced tests is
that it cannot measure progress of the population as a
whole, only where individuals fall within the whole.
Thus, only measuring against a fixed goal can be used
 to measure the success of an educational reform
program which seeks to raise the achievement of all
students against new standards which seek to assess
skills beyond choosing among multiple choices.
However, while this is attractive in theory, in practice
the bar has often been moved in the face of excessive
failure rates, and improvement sometimes occurs
simply because of familiarity with and teaching to the
same test.

Performance assessment
Performance assessment is a method of evaluating a person's ability to perform
specific tasks or demonstrate skills in a real-world context. Unlike traditional tests
that measure knowledge or understanding through standardized questions,
performance assessments focus on observing and evaluating actual performance.
Here are some key aspects of performance assessment:

1. Real-World Tasks: Performance assessments typically involve tasks or activities

that simulate real-world situations relevant to the skills being assessed. These tasks
could include presentations, projects, experiments, demonstrations, simulations, or
practical exercises.
2. Authentic Assessment: The tasks in performance assessments are designed to be
authentic and relevant to the skills or competencies being evaluated. This means
that they reflect tasks individuals would encounter in their professional or
academic endeavors.
3. Criteria-Based Evaluation: Performance assessments are usually evaluated based
on predetermined criteria or rubrics that outline the specific skills, behaviors, or
qualities being assessed. These criteria may include accuracy, proficiency,
creativity, problem-solving ability, communication skills, teamwork, and
adherence to guidelines or standards.
4. Observation and Feedback: Performance assessments often involve direct
observation of the individual's performance by instructors, peers, or evaluators.
This allows for immediate feedback and opportunities for improvement.
5. Multiple Measures: Performance assessments may incorporate multiple measures
or methods to assess different aspects of performance. For example, a performance
assessment in a language class might include speaking, writing, and listening tasks
to assess overall language proficiency.
6. Authentic Context: Performance assessments aim to provide a contextually rich
environment that mirrors real-world challenges and demands. This helps learners
 understand the relevance of their skills and fosters deeper learning and
understanding.
7. Formative and Summative Assessment: Performance assessments can serve both
formative and summative purposes. Formative assessments provide ongoing
feedback to guide learning and improvement, while summative assessments
evaluate overall performance and achievement at the end of a learning period.

Performance assessment is widely used in various educational and professional

settings, including schools, universities, vocational training programs, and
workplace training. It offers a more holistic and authentic approach to evaluating
skills and competencies, providing valuable insights into individuals' abilities to
apply knowledge and skills in real-world contexts.
Individual and group tests
Individual and group tests are two different approaches to assessment, each with its
own advantages and limitations. Here's an overview of each:

1. Individual Tests:
 Definition: Individual tests are assessments administered to one person at a
time, usually in a one-on-one setting.
 Administration: These tests are administered individually by a proctor,
instructor, or examiner who interacts directly with the test-taker.
 Advantages:
 Personalized: Individual tests allow for personalized attention and
accommodation of the test-taker's unique needs, abilities, and
preferences.
 Flexibility: The examiner can adjust the pace, difficulty level, and
format of the test based on the test-taker's responses and behavior.
 Privacy: Individual tests provide privacy and confidentiality, allowing
test-takers to feel more comfortable and secure.
 Limitations:
 Time-consuming: Individual testing can be time-consuming,
especially when assessing large groups of individuals.
 Resource-intensive: It may require more resources, such as trained
examiners and dedicated testing facilities.
 Limited scalability: Individual tests may not be feasible for large-scale
assessments due to logistical constraints.
2. Group Tests:
 Definition: Group tests are assessments administered to multiple individuals
simultaneously, usually in a classroom or group setting.
  Administration: These tests are administered collectively, with all test-
takers receiving the same instructions, time limits, and test materials.
 Advantages:
 Efficiency: Group tests are more efficient for assessing large numbers
of individuals simultaneously, reducing the time and resources needed
for administration.
 Standardization: Group tests ensure standardized administration and
scoring across all test-takers, minimizing potential biases or
variations.
 Cost-effective: Group testing is generally more cost-effective than
individual testing, especially for large-scale assessments.
 Limitations:
 Limited individualization: Group tests may not accommodate
individual differences in abilities, preferences, or needs as effectively
as individual tests.
 Less personalized feedback: Test-takers may receive less personalized
feedback or attention during group testing compared to individual
testing.
 Potential distractions: Group testing environments may introduce
distractions or interruptions that could affect test performance.

Choosing Between Individual and Group Tests:

 The choice between individual and group tests depends on factors such as
the purpose of assessment, the number of test-takers, available resources,
and the desired level of personalization and standardization.
 Individual tests are often preferred for assessing complex skills or sensitive
topics that require personalized attention, while group tests are more
practical for large-scale assessments of knowledge or aptitude.
 Some assessments may combine elements of both individual and group
testing, such as administering group tests followed by individualized
interviews or follow-up assessments for certain individuals.