Professional Documents
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Types of Tests
Norm-Referenced
Standardized tests compare students' performance to that of a norming or sample group who are in the same grade or are of the same age.
Criterion-Referenced
A student's performance is measured against a standard. One form of criterionreferenced assessment is the benchmark, a description of a key task that students are expected to perform.
Diagnostic Tools
Diagnostic tests assess a number of areas in greater depth.
Placement Tests
Helps sort new students into teaching groups of roughly the same level.
Proficiency Tests
aims to provide a snapshot of a candidates ability to apply what they know and to determine acceptable standards for applicants.
Selected-Response Assessment
Selected-Response Assessment
To obtain the correct answer, students must demonstrate the specific knowledge, understanding, or skill. They are not free to redefine the problem or to organize and present the answer in their own words. This type of method contributes to scoring that is quick, easy, and accurate. Negative side: inappropriate for measuring the ability to formulate problems and choose an approach to solving them or the ability to select, organize, and integrate ideas.
Constructed-response Assessment
(product-like):
Short-answer essay questions "Show your work" Ordering decimals Limericks and rubric Concept maps Writing a topic sentence Identifying a theme Making predictions
Figural representation (e.g., Venn diagram; web / rubric) Journal response; literary journal reflections Homework reflections
Brief summaries
Peer editing
Constructed-response Assessment
(performance-like):
Constructed-response Assessment
Permit the student to organize and construct the answer. Other types of performance may require the student to use equipment, generate hypotheses, make observations, construct a model, or perform to an audience. For the most performance assessments do not have a single right or best response- there may be a variety of responses.
Product
Essays, stories, or poems Ballads Research reports Projects Literary analysis Article reviews Art exhibit or portfolio Pamplets
Performance
Conducting an experiment Conduct band rehearsal Role-plays Talk show performances Book talks Debates Panel discussions Athletic competitions Cooperative group behaviour Oral presentations
Assessment Types
Format
Closed Tasks
Multiple-choice items True-false items Fill in the blanks Solve (without showing process)
Useful for assessing contentbased standards; not useful for process-based standards Assess student knowledge of facts, skills or concepts Take less time, thus allowing time for open-ended and performance tasks
different
different
possible Useful for assessing student: Use of processes or strategies possible Ability to interpret information Ability to apply information Reasoning Ability to communicate thinking
Useful for assessing student: Ability to organise, synthesise and apply information and skills Use of resources
Performance Tasks
Integrative tasks that yield specific products Authentic assessments Extended projects
Assessment Types
Informal Assessments
Format
Teacher observations Teacher checklists Conversations or interviews
Self-assessment or Reflection
Student journals or reflection logs Student checklists Group (whole class or small group) reflection activities Daily or weekly self-evaluations Teacher-student interviews
Adapted from NCTM (2000) with additional information from Marzano & Kendall (1996)
Assessment should help students to learn. Assessment must be consistent with the objectives of the course and what is taught and learnt. Variety in types of assessment allows a range of different learning outcomes to be assessed. It also keeps students interested. Students need to understand clearly what is expected of them in assessed tasks. Criteria for assessment should be detailed, transparent and justifiable. Students need specific and timely feedback on their work not just a grade.
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Too much assessment is unnecessary and may be counter-productive. Assessment should be undertaken with an awareness that an assessor may be called upon to justify a students result. The best starting point for countering plagiarism is in the design of the assessment tasks.
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References
Four Types of Tests. (2011, November 1). Retrieved from ELT Teacher's Corner: http://www.teachers-corner.co.uk/four-types-of-tests/ James, R., McInnis, C. and Devlin, M. (2002) Assessing Learning in Australian Universities. http://www.cshe.unimelb.edu.au/assessinglearning/docs/GettingStarted.pdf
Marzano, R. J., & Kendall, J. S. (1996). A comprehensive guide to designing standards-based districts, schools, and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Mueller, J. (2012). Authentic Tasks. Retrieved from North Central College: http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm Types of Tests. (2011). Retrieved from Education Oasis: http://www.educationoasis.com/curriculum/assessment/typestests.htm