Standardized Test

- Is any form that requires all test takers to answer the same questions,
or a selection of questions from common bank of questions, in the same way
and
- Is scored in a standard or consistent manner, which makes it possible
to compare the relative performance of individual students or groups of
students. While different types of tests and assessments may be
standardized in this way, the term is primarily associated with large-scale
tests administered to sizeable populations of students.
For example:
-

Multiple Choice Format

True/False Question
Short answer question
Mix of question types

For related discussions:

Computer Adaptive Test, True/False formats
-

This is related because computers can score them quickly,

consistently and inexpensively.

Most common examples of standardized test:

1. Achievement Test to determine the academic progress.
2. Aptitude Test to predict students ability.
3. College Admission Test process of deciding where the students
attain their collegiate program.
4. International Comparison Test periodically to presentative samples
of students in number of countries.
5. Psychological Test use to measure the ability of persons in
cognitive ability and mental, emotional, development and social
characteristics.

The difference between teacher-made tests and standardized tests is

often made in relation to tests used to assess academic achievement.
Ordinarily, teachers do not attempt to construct tests of general or special
aptitude or of personality traits. Teacher-made tests tend instead to be
geared to narrow segments of curricular content. Standardized tests with
carefully defined procedures for administration and scoring to ensue

uniformity can achieve broader goals. General principles of test construction

and such considerations as reliability and validity apply to both types of test
Teacher-made Test
-

Teacher-made test are designed to evaluate students on what has

been taught with respect to the curriculum.
Can be important parts of the teaching and learning process if they
are integrated into daily classroom teaching and are constructed to
be part of the learning process.
To test knowledge and plan future instruction while standardized
exams or commercially prepared test dont always accurately
assess that information.
The extra time required to prepare exams pays off with the potential
for more accurately monitor student learning progress.

Steps in Constructing Teacher-Made Test

1. Planning the Test In planning the test the following should be observed:
the objectives of the subjects, the purpose for which the test is administered,
the availability of facilities and equipment, the nature of the tests the
provision for review and the length of the test.
2. Preparing the Test The process of writing good test items is not simple
it requires time and effort. It also requires certain skills and proficiencies on
the part of the writer.
3. Reproducing the Test The duplicating machine and who will facilitate in
typing and mimeographing be considered.
4. Administering the Test Test should be administered in an environment
familiar to the students, sitting arrangements is observed, corrections are
made before the start of the test, distribution and collection of papers are
planned., and time should be written on the board.
5. Scoring the Test The best procedure in scoring objective test is to give
one point of credit for each correct answer.
6. Evaluating the Test The test is evaluated as to the quality of the
students responses and the quality of the test itself.
7. Interpreting Test Results Standardized achievement tests are interpreted
based on norm tables. Table of norm are not applicable to teacher-made test.

Guidelines:

1. Create the test before beginning the unit.

2. Make sure the test is correlated to course objectives or learning
standards and bench marks.
3. Give clear directions for each section of the test.
4. Arrange the questions from simple to complex.
5. Give point values for each sections of the test.
6. Vary the question types.
7. Group the question from simple to complex.
8. Type or print clearly.
9. Make sure appropriate reading levels is used.
10.
Include a variety of visual, oral and kinesthetic tasks.
11.
Make allowances for students with special needs.
12.
Give students some choice in the question they select.
13.
Vary levels of questions.
14.
Provide a grading scale so students know what score.
15.
Give sufficient time for all students to finish.

PED 8
I

- Standardized Test

II - Teacher-Made Test
III - Sample Questionnaire/Test

Submitted by:
Rufina Abrenica-Quieta
Group 2