Types of Tests and Assessment Tasks

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.

Static (Summative) Tests/ Achievement Tests

Measures what the student has learned.

Dynamic (Formative) Tests

Measures the students' grasp of material that is currently being taught. Can also measure readiness. Formative tests help guide and inform instruction and learning.

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

Multiple-choice tests True-false Matching Fill-in-the-blank Label a diagram

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

Evaluating work of others

Self-assessment Self and group evaluation Goal setting Question generation

Brief summaries
Peer editing

Explain your solution

Constructed-response Assessment
(performance-like):

Typing test Complete a step of science lab Measure objects

On demand, exhibit an athletic skill Reading fluently Conferences

Conducting bank transactions

Utilizing library services Computer catalog search On demand, construct a short musical, dance or dramatic response

Participation (and self-assessment)

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

Brochures Bulletin boards Videos Letter writing Advice letter

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

Usefulness and Resulting Evidence

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

Open Tasks And Constructed Responses

Tasks with answers Tasks with processes

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

Usefulness and Resulting Evidence

Depending on what is discussed or observed, these informal assessments may reveal student: Process or strategy use Reasoning Understanding of a topic or concept Ability to communicate and collaborate
Develops student awareness of strengths and weaknesses and conscious use of thinking skills Can show student process and thinking and reasoning skills Reveals student disposition toward topic or learning Helps teachers and students identify students personal goals

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)

12 Principles for Effective Assessment

1. 2. 3. 4. 5. 6.

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.

7. 8. 9.

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.

10.
11.

Group assessment needs to be carefully planned and structured.

When planning and wording assignments or questions, it is vital to mentally check their appropriateness to all students in the class, whatever their cultural differences. Systematic analysis of students performance on assessed tasks can help identify areas of the curriculum which need improvement.

12.

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