TYPES OF ASSESSMENT TESTS

AND TECHNIQUES
UNIT:3 C.C :8602 B.Ed.
 INTRODUCTION
Classroom assessment test and techniques are a series of
tools and practices designed to give teachers accurate
information about the quality of student learning. Information
gathered isn’t used for grading or teacher evaluation. Instead,
it’s used to facilitate dialogue between students and teacher
on the quality of the learning process, and how to improve it.
For this purpose there are many different types and
techniques of testing that can be done during an evaluation.
They can be done by our school system or independently.
Keeping in view the learning domains or aspects different
tests such as achievement tests, aptitude tests, attitude scale,
intelligence tests, personality tests, norm and criterion tests
and assessment techniques such as questionnaire, interview,
observation, rating scale and standardized testing
 OBJECTIVES

After studying this unit, prospective teachers will be able to:

 1. understand and describe the different types of tests and
techniques.
 2. examine the purposes and characteristics of tests and
techniques.
 3. describe the role of tests and techniques for improving
the teaching learning process.
 4. analyze the advantages and disadvantages of each type
of test and technique.
 Test

A test is an effective device which is frequently used in schools

to measure the behavior of person for particular purpose. It is
a tool to check the learning task of students. It is an effective
device for measuring performance of students in numerical
form. You must keep this thing in your mind that it is not
possible for teachers that he includes all content in test items
but he tries to include all important and maximum content for
preparing test. Tests are of different types
 Cont.

Achievement Tests

 It is developed to measure skills and knowledge learned in a

given grade level, usually through planned instruction.

 Achievement test scores are often used in an educational

system to determine what level of instruction for which a
student is prepared
 Cont.

 Advantages of Achievement Test

 Results are generalized and replicable.

 Asses individual's mastery of a domain of knowledge or skill.

 Administered to a large group

Types of achievement tests
 Standardized tests

A test that is administered and scored in a consistent, or

"standard", manner. Standardized tests are designed in such a
way that the questions, conditions for administering, scoring
procedures, and interpretations are consistent and are
administered and scored in a predetermined, standard
manner. Any test in which the same test is given in the same
manner to all test takers is a standardized test. Standardized
tests need not be high-stakes tests, time-limited tests, or
multiple-choice tests
Cont.
 cont.

 Aptitude / ability Tests

 Aptitude tests determine a person's ability to learn a given set of
information.

 Assess logical reasoning or thinking performance.

 They consist of multiple choice questions

 They are strictly timed.

 Cont.

Value and uses of Aptitude Tests

 Excellent predictors
 Provide ways of comparing a child's performance
 Provide a profile of strengths and weaknesses
 Assess differences among individuals
 Uncovered hidden talents
USES
 Instructional
 Administrative
 Guidance
 Cont.

 Attitude test

 Attitude is a posture, action or disposition of a figure

or a statue.
 A complex mental state involving beliefs and feelings
and values and dispositions to act in certain ways
Cont.
Cont.
 Intelligence Tests

Intelligence involves the ability to think, solve problems,

analyze situations, and understand social values, customs, and
norms. Two main forms of intelligence are involved in most
intelligence assessments: • Verbal Intelligence is the ability to
comprehend and solve language-based problems; and •
Nonverbal Intelligence is the ability to understand and solve
visual and spatial problems. Intelligence is sometimes referred
to as intelligence quotient (IQ), cognitive functioning,
intellectual ability, aptitude, thinking skills and general ability.
 Cont.
 Intelligence test is often defined as a measure of general
mental ability.
 The goal of intelligence tests is to obtain an idea of the
person's intellectual potential.
Cont.
Cont.
 Personality Tests

Personality “The particular pattern of behavior and thinking

that prevails across time and contexts, and differentiates one
person from another.”
A personality test is completed to yield a description of an
individual’s distinct personality traits. In most instances, your
personality will influence relationships with your family,
friends, and classmates and contribute to your health and well
being. Teachers can administer a personality test in class to
help your children discover their strengths and developmental
needs
TYPES OF
 Cont.

A typical self report inventory presents a number of questions

or statements that may or may not describe certain qualities
or characteristics of the test subject. Such questionnaires are
often seen in doctors’ offices, in on-line personality tests and
in market research surveys used to look at your current
behaviors, past behaviors and possible behaviors in
hypothetical situations . While In projective tests, the
participant is shown an ambiguous image(question/stimuli)
and then asked to give the first response that comes to mind
so unconscious motivations or attitudes are revealed.
 Cont.

Benefits of personality test

A personality test can provide guidance to teachers of what
teaching strategies will be the most effective for their
students.
Briefly personality test can benefit your students by: •
Increasing productivity • Get along better with classmates •
Help students realize their full potential • Identify teaching
strategies for students • Help students appreciate other
personality types.
Norm-referenced Tests and Criterion-
Referenced Tests
 Cont.
 SAT test(Scholastic Assessment Test: to measure a high school student's
readiness for college)
 GRE test(Graduate Record Examination : to assess the suitability of applicants
for graduate-level study across many different subject areas)
 Wechsler intelligent scale( assessment instruments for determining
intellectual abilities and particular strengths)
 IQ test((Intelligence Quotient) used to determine people's cognitive abilities as
well as intellectual levels)
 NAEP test(The National Assessment of Educational Progress measures
students' knowledge , skills and ability to apply their knowledge in problem-
solving situations)
 ACT test( American College Test measures a student's skills in five core areas:
English, math, reading, science, and writing )
 SBAT (Smarter Balanced Assessment Test: measure student performance on
California's content standards in English language arts/literacy (ELA) and
mathematics and their ability to write analytically, think critically, and solve
 Techniques

Technique mean particular way of doing something. There

are many different types and techniques of testing that
can be done during an evaluation process
 Questionnaire
 Observation
 Interview
 Rating Scale
 Cont.

 Questionnaire
A questionnaire is an instrument consisting of a series of
questions and other prompts for the purpose of gathering
information from respondents
It contains list of written questions that can be completed in
one of two basic ways:
 Cont.

 Different Types of Questions in Questionnaire Design

 Open Format Questions(e.g. State your opinion about the

quality of teaching during workshop).
 Closed Format Questions(e.g. Which are the elements
necessary for classroom teaching? Circle those elements: (a)
Teacher (b) Library (c) Lesson planning (d) Laptop)
 Leading Questions(e.g. How would you rate lecture
method? (i) Fair (ii) Good (iii) Excellent (iv) Superb )
 Cont.

 Importance Questions(the respondents are usually asked to

rate the importance of a particular issue, e.g. Students’
involvement in classroom is:
 (i) Extremely Important (ii) Very Important (iii) Somewhat
Important (ii) Not very Important (v) Not at all Important )
 Likert Questions(e.g. Lecture method is suitable for all
subjects (1)Strongly Agree (2) Agree (3) Undecided (4)
Disagree (5) Strongly Disagree )
 Bipolar Questions(e.g. How would you describe the services
of Allama Iqbal Open University? Efficient…… ……. …….
……. ……. …….. Inefficient . Fast …….. …….. …….
…… ……. …….. Slow )
 Cont.

 Rating Scale Questions

the respondent is asked to rate a particular issue on a scale
that ranges from poor to good. Rating scale questions usually
have an even number of choices, so that respondents are not
given the choice of a middle option.
(e.g. How would you rate the quality of lecture method?
Good Fair Poor Very poor )
 Buying Propensity Questions .The questions that try to
assess the future intentions of customers.(e.g. Pakistani
products have the good quality, would you prefer to buy it?
Definitely Probably Not Probably Not Sure Definitely Not )
 Observation
.

The visual study of something or someone in order to gain

information or learn about behaviour, trends, or changes.
Purposes of Classroom Observation
 Description of instructional practices.
 Investigation of instructional inequities for different groups of
students.
 Improvement of teachers' classroom instruction based on feedback
from individual classroom or school profiles
 Cont.

 Advantages
 Data gathered can be highly reliable.
 less expensive
 It helps to make appropriate decision
 Disadvantages
 People feel uncomfortable being watched
 The task being observed is subjected to types of
interruptions
 Some task may not be in the manner in which they are
observed.
 Interview

 A conversation in which one person (the interviewer) elicits

information from another
person
 It is carried out to Collect data – both extensively and
intensively and Exchanging the data.
 An interview gives you insight on what the person you are
interviewing thinks, or appears to be thinking.
Cont.
 Rating Scale

A rating scale is a tool used for assessing the performance of

tasks, skill levels, procedures, processes, qualities, quantities,
or end products.
 Rating scale used to determine the degree to which the
child exhibits a behaviour or the quality of that behavior;
each trait is rated on a continuum, the observer decides
where the child fits on the scale overall rating scale
 Types of rating scales

Numerical Rating Scales

 Graphic Rating Scales

 Graphic Rating Scales

THANKS

ANY QUESTION