2. INTRODUCTION
Education aims at the all-round development
of a student not merely imparting knowledge
to him.
Evaluation is the process of judging the value
or worth of an individual’s achievements or
characteristics.
It is the judging of the goals attained by the
educational system. In order to evaluate the
student knowledge teacher uses different types
of tests.
3.
4. STANDARDISED TEST
MEANING
A standardized test is any form of test
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 that is
scored in a “standard” or consistent
manner, which makes it possible to
compare the relative performance of
individual students or groups of students.
5. TYPES OF STANDARDIZED
TESTS
1. Norm reference test
Compare an individual performance with the
performance of others.
2. Criterion reference test
Compare a person performance to a set of objectives
, anyone who meets the criterion can get a high
score.
6. FORMS OF STANDARDIZED TEST
Achievement test
Diagnostic test
Aptitude test
Intelligence test
College-admission test
Psychological test
7. INTERPRETTING TEST SCORES
RAW SCORE
PERCENTILE SCORE
STANILE CCORE
GRADE EQUIVALENT SCORE
STANDARD SCORE
8. Raw Score
Number of items a students answer correctly
A Raw Score is simply the number of questions a
student answers correctly for a test.
A raw score provides an indication of the variability in
performance among students in a classroom.
9. Percentile rank
Percentage of students in the same age or grade level
A percentile is a measure that tells us what percent of
the total frequency scored at or below that measure.
A percentile rank is the percentage of scores that fall at
or below a given score.
10. STANINE (standard nine)
Range from a low of 1 to a high of 9
Stanine scores express test results in equal steps that
range from 1 (lowest) to 9 (highest).
The average is a score of 5.
12. GRADE EQUIVALENT
Grading refers to the process of using symbols, such as
letter to indicate various types of students progress
Example –
Letter – A , B , C
Number – 3 , 5
Percentage Grade - (90% 80% )
13. CHARACTERSTICS
Content is standardized- item-selection done by
competent judges
Administration is standardized- direction, time
limits.
Scoring has been standardized - rules of rules,
scoring key are prepared
Interpretation has been standardized- norms are
provided
14. OBJECTIVES
1.. To hold schools and educators accountable for
educational results and student performance
2. To evaluate whether students have learned what
they are expected to learn.
3. To identify gaps in student learning and academic
progress
4. To identify achievement gaps among different
student group
5. To determine whether educational policies are
working as intended
15. NON STANDADRISED TEST
OR
TEACHER MADE TEST
A non-standardized test is one that allows for
an assessment of an individual's abilities or
performances, but doesn't allow for a fair
comparison of one student to another. This type
of test contrasts standardized tests, such as
state educational development tests and college
entrance exams like the SAT and ACT
17. WRITTEN TEST
EXTENTED
RESPONSE
TYPE
RESTRICTED
RESPONSE TYPE
SELECTION TYPE SUPPLY TYPE
Long essay Short essay
Short answer
Very short
Answer
True-False item
Multiple-choice
Matching type
Extended matching
type
Multiple response
type
Assertion-response
type
Interpretive item
Short type
Short answer
Completion
type
18. CHARACTERSTICS OF
NON-STANDARDISED TESTS
Evaluate the progress of the students
Focus upon an examinees' attainment
Allows for an assessment of an individual's
abilities or performance
Very simple to use
Assess strength and weaknesses of the
student
Seldom analyzed and edited
19. CHARACTERSTICS OF GOOD
TEST
1. VALIDITY
2. RELIABILITY
3. USABILITY
4. SCORABILITY
5. ECONOMICAL
6. TIME
7. SPECIFICITY
8. OBJECTIVITY
9. EQUILIBRIUM
22. FACTORS AFFECTING VALIDITY
Time limitations.
Influence of extraneous factors
Medium of expression
Use of inappropriate items
Vocabulary
23. TYPES
Content validity: all major aspects of the
content area should be covered by the test
items.
Predictive validity: extent to which a test
can predict the future performance of the
students.
Concurrent validity: to diagnose the
existing status of the individual rather than
predicting about the future outcomes.
24. CONT……
Constructive validity: extent to which
a test reflects to measure a
hypothesized trait.
Face validity: When one looks at the
test he thinks of the extent to which
the test seems logically related to being
tested.
25. RELIABILITY
The degree to which the result of a
measurement, calculation, or specification
can be depended on to be accurate.
Appropriate
Meaningful
Useful
27. TYPES OF RELIABILITY
Inter-Rater or Inter-Observer
Reliability
Used to assess the degree to which
different raters/observers give consistent
estimates of the same phenomenon.
Test-Retest Reliability
Used to assess the consistency of a
measure from one time to another.
28. CONT……
Parallel-Forms Reliability
Used to assess the consistency of the results
of two tests constructed in the same way
from the same content domain.
Internal Consistency Reliability
Used to assess the consistency of results
across items within a test.
30. DEFINITION
The cultivation of a test, generally with a
concise or obvious goal to meet the typical
standards of validity, dependability, norms,
and other aspects of test standardization
31. PURPOSES
To provide records of assigning grades.
To provide learning experience for
students
To motivate students to learn.
To serve as a guide for further study.
32. CONT……
To assess how well students are
achieving the stated goals of the lesson.
To provide the instructor with an
opportunity to reinforce the stated
objectives and highlight
33. “ To be able to prepare a good test, one has
to have a mastery of the subject matter,
knowledge of the pupils to be tested, skill in
verbal expression and the use of the
different test format ”
34. CHARACTERSTICS OF A GOOD TEST
Validity – the extent to which the test
measures what it intends to measure
Reliability –the consistency with which a
test measures what it is supposed to
measure
Usability – the test can be administered
with ease, clarity and uniformity
35. CONT……
Scorability – easy to score
Interpretability – test results can be
properly interpreted and is a major basis in
making sound educational decisions
Economical – the test can be reused
without compromising the validity and
reliability
36. CONT…….
Time - Therefore a test should neither be
very long nor very short
Specificity- The items in a test should be
specific to the objectives.
Objectivity- The extent to which
independent researchers would arrive at
similar judgements or conclusions i.e,
judgements not biased by personal values or
beliefs.
37. CONT……
Equilibrium- Achievement of the correct
proportion among questions allotted to each
of the objectives & teaching content.
Precise & clear- Items should be precise,
clear so that the students can answer well
and score marks
38. Barriers in test construction
Confusing statements
Difficult vocabulary
Excessive wordiness
Complex sentence structure
40. STEPS OF TEST CONSTRUCTION
1.Planning for the Test:
Outline subject-matter content to be considered as
the basis for the test.
Identify learning outcomes to be measured by the
test.
Prepare table of specifications.
41. CONT……
2.Preparing the Test
Write test items according to rules of construction for
the type(s) chosen.
Select the items to be included in the test according to
table of specifications
Review and edit items according to guidelines.
Arrange items.
Decide on method of scoring.
42. CONT……
3. Validity of the Test
Valid tests measure what they actually were
designed to measure.
Tests of validity:
Content
Criterion - related
Construct
43. CONT……
4.Reliability of the Test
Reliable tests measure what they were designed to
measure consistently. Methods of determining
reliability:
Test - retest method.
Equivalent – forms method.
Test - retest with equivalent forms.
Internal consistency method.
44. CONT…..
4.Arranging Items
The items should be arranged so that all items of the
same type are grouped together.
The items should be arranged in order of increasing
difficulty.
For some purposes, it may be desirable to group
together items which measure the same learning
outcomes or the same subject-matter content
45. CONT……
5. Writing Directions
The directions for test should be simple and concise
and yet contain information concerning each of the
following:
Purpose of the test.
Time allowed to complete the test.
How to record the answers.
Whether to guess when in doubt about the answer.
46. CONT……
6. Analyzing and Revising
The Test Retain, edit as necessary, or discard items on
basis of analysis outcomes.
Revise the test as a whole if necessary.
The difficulty of the item.
The discriminating power of the item.
The effectiveness of each alternative.
47. CONT…..
7.Reproducing the Test
Decisions need to be made regarding page size,
type size, page layout (length of line, placing of
items on page, provision for response, page
numbers, arrangement of alternatives in multiple
choice items), preparation of copy, proofreading
48. CONT…..
8.Administering and Scoring
The Test Decisions need to be made regarding setting
of time limits, observation of time limits, physical set-
up, proctors (Someone who supervises an examination
) distribution of test, scoring sheets, scoring method
(by hand/machine). Decisions need to be made
regarding weighting of items according to table of
specifications.
49. Some basic tips for designing Test
Create new tests each time you teach a
course.
Leave yourself time to write the test.
Create a bank of questions during the term
Pay attention to the layout of the exam.
50. Consider the following rules of thumb for how
long students typically need to answer different
forms of questions ( Mckaechie , 1999)
One minute per objective-type question.
Two minutes for a short answer requiring one
sentence.
Five to ten minutes for a longer short answer.
Ten minutes for a problem that would take you two
minutes to answer.
Fifteen minutes for a short, focused essay.
Thirty minutes for an essay of more than one to two
pages.
52. NORMS Standard of comparison for
test results developed by giving the
test to large well defined groups of
people.
53. 1.CONTENT
The test as a whole will be constructed in
such a way that it provides a
representative sampling of a range of
syllabus outcomes and questions that
allow demonstration of performance
across all levels in the performance
scale.
54. 2.LEVEL OF DIFFICULTY
The test paper as a whole will provide
the range of candidates with the
opportunity to demonstrate what they
know, understand and are able to do
and will allow for appropriate
differentiation of student performance
55. 3.PAPER FORMAT , LENGTH AND LAYOUT
Range and balance of question types,
multiple-choice questions, short-
answer free response questions,
open-ended questions and extended
responses including essays.
56. CONT…..
The demands of the test in terms of the number and
length of student responses required, the amount of
reading time provided and the complexity of the
questions will be appropriate for the time allocated for
the examination.
Test layout will assist students in working through the
paper and instructions will be clear and concise.
57. QUESTION STRUCTURE AND LANGUAGE
The language used in questions will be
accessible to candidates. It is preferable
to use the simplest and clearest
language in the wording of questions so
that it is clear to all students what they
are expected to do.
58. Comparability and moderation
To assist in achieving comparability,
optional questions within a section of the
paper must be marked using similar
marking criteria. Choices within questions
should have a comparable degree of
difficulty.
