Traditional assessment involves standardized testing using multiple choice or true/false questions to evaluate students' knowledge and assign grades. It is an objective method that is easy to score but only measures low-level thinking skills. While traditional tests are efficient and reliable, they do not allow students to demonstrate reasoning or apply knowledge in open-ended ways. The document discusses the purposes, characteristics, advantages, and disadvantages of traditional assessment methods.
Traditional assessment involves standardized testing using multiple choice or true/false questions to evaluate students' knowledge and assign grades. It is an objective method that is easy to score but only measures low-level thinking skills. While traditional tests are efficient and reliable, they do not allow students to demonstrate reasoning or apply knowledge in open-ended ways. The document discusses the purposes, characteristics, advantages, and disadvantages of traditional assessment methods.
Traditional assessment involves standardized testing using multiple choice or true/false questions to evaluate students' knowledge and assign grades. It is an objective method that is easy to score but only measures low-level thinking skills. While traditional tests are efficient and reliable, they do not allow students to demonstrate reasoning or apply knowledge in open-ended ways. The document discusses the purposes, characteristics, advantages, and disadvantages of traditional assessment methods.
Traditional assessment involves standardized testing using multiple choice or true/false questions to evaluate students' knowledge and assign grades. It is an objective method that is easy to score but only measures low-level thinking skills. While traditional tests are efficient and reliable, they do not allow students to demonstrate reasoning or apply knowledge in open-ended ways. The document discusses the purposes, characteristics, advantages, and disadvantages of traditional assessment methods.
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TRADITIONAL ASSESSMENT
Myrrha F. Taganas,RN TRADITIONAL assessment
• a process of gathering evidence of what a student can do, and
provides feedback on a student's learning to encourage further development.
• conventional method of testing which usually produces a
written document such as quiz, exam
• refers to standardized testing that uses questions with a
limited number of answer choices. Purposes • frequently used to:
evaluate students; rank them, and assign a final grade. Characteristics
– Provides the teacher a snapshot of what the
students know
– Measure students knowledge of the content.
– Requires students to demonstrate knowledge
by selecting a response/giving correct answers; – Students are asked to choose an answer from a set of questions (True or False; multiple choice) to test knowledge of what has been taught
– Provide indirect evidence of learning
– Require students to practice cognitive ability to recall,
recognize, reconstruct body of knowledge that has been taught Advantages:
1. Helpful for gauging students' progress
2. Reveal how well students can recall, organize, and clearly
communicate previously learned information.
3. Objective, reliable and valid
4. Easy to score; Teachers can evaluate students more quickly and
easily.
5. Requires less time and easier to prepare; easy to administer
Disadvantages:
1. Reveals and strengthens only the students’ low level
cognitive skills
2. Students answer questions one by one without the
need to apply long-term critical reasoning skills
3. Students also lack chances to demonstrate their
reasoning skills despite a lack of knowledge about a question's specific subject matter 4. Involves students working alone; promotes competitiveness
5. Invokes feelings of anxiety detrimental to learning
6. Time is fixed and limited; students are time-
pressured to finish the test. • Types – Objective test items – Essay test items Objective test items • is used because the answers for these types of test items are either right or wrong and require no interpretation or judgment on the part of the scorer Major Categories:
• Supply type test items
– Short answer test items – Completion test items • Selection Type test items – True – false or alternative response – Matching – Multiple choice Supply type or Subjective type test items • Requires students to create and supply their own answers or perform a certain task to show mastery of knowledge or skills. – Types: short answer test; completion test • Supply type test items
• Advantages
• It covers a broad range of topics in a short span of time
• It is easier to prepare and less time consuming • It can effectively assess the lower level of bloom’s taxonomy • It reduces the possibility of guessing the correct answer • Disadvantages
• Only appropriate for questions that can be
answered with short responses. • There is a difficulty in scoring when questions are not prepared properly and clearly • It can assess only knowledge, comprehension, and application, and to a limited extent analysis and evaluation of bloom’s taxonomy of cognitive domain • Completion type
- “items are written either as a direct
question requiring the learner fill in a word or phrase or as statements in which a space has been left blank for a brief written answer” (Simonson et al., 2000, p. 270). • an alternative form of assessment because the examinee needs to supply or create the appropriate word(s), symbol(s), or number(s) to answer the questions or complete a statement rather than selecting the answer from the given options.
• Two ways: - question form or complete the statement form • Short-answer questions are open-ended questions that require students to create an answer. Advantages:
• Easy to construct, measure simple outcome
• Useful in interpreting diagrams, charts, graphs
• provide students with more flexibility to explain
their understanding and demonstrate creativity Limitations:
• It is more subjective than objective type of
items
• May encourage student to memorize facts
• Mechanical scoring is not possible
Guidelines in constructing completion type or short answer test theitem should require a single word answer or brief and definite statement
Be sure that the language used in the statement is
precise and accurate in relation to the subject matter being tested
Be sure to omit only key words
Guidelines in constructing completion type or short answer test
Use direct question rather than incomplete statement
Be sure to indicate the units in which to be expressed
when the statement requires numerical answer
Do not leave the blank at the beginning or within the
statement. It should be at the end of the statement References:
• Kwako. A brief summary of traditional and alternative assessment.
Retrieved from www.stat.wisc.edu/~nordheim/Kwako_assessment4.doc
