This document discusses different types of evaluation and test items used in education. It describes formative evaluation as used to provide feedback during instruction, while summative evaluation determines if instructional objectives were achieved and is used for grading. Objective test items include supply, selection, and matching questions, while short answer questions assess a few key points and essays measure higher-order thinking. Standardized tests have established norms and procedures, whereas teacher-made tests focus on class-specific content and objectives.

1. Evaluation, different types of
test items
Shilna V

2. Evaluation

3. Evaluation
 Is a process wherein the parts, processes, or
outcomes of a programme are examined to see
whether they are satisfactory, particulary with
reference to the programme’s stated objectives, or
some of the standard of excellence

4. Purpose of evaluation (N.M. Downie)
1. Providing information for grading, promoting
students and reporting to parents
2. Evaluating the effectiveness of a teaching method
3. Motivating the students
4. Selecting the students
5. Evaluating the entire educational institution and to
show various aspects of it could be improved
6. Collecting information for effective educational and
vocational counseling

5. Types of evaluation
 Placement evaluation
 Diagnostic evaluation
 Formative evaluation
 Summative evaluation

6. Formative evaluation
 Used to monitor the progress made during
instruction
 To provide continuous feedback to both teacher
and student

7. Summative evaluation
 To determine the extent to which the
instructional objectives have been achieved
 Used to assign grades and certificates to students
 Provide information for judging the
appropriateness of the course objectives and the
effectiveness of the instruction

8. Distinction between formative and summative
evaluation
 To determine the degree
of mastery of a given task
 Tests given regularly
during the course
 Limited to check the
ability to apply a given
principle to a new
situation
 Limited to a selected
situations
 To assess larger and
more general outcomes
of learning
 Tests at the end of the
course
 Asses the ability to apply
a skill in a variety of
situations
 Number of items – larger
 Validity, reliability are
established

9. Types of test items

10. Test items
 Evaluation tools
 Construction of a good test item is challenging
 Good test item needs subject knowledge along with
techniques of writing test items

11. Preparation of test items
 Measure what students know, not what they do not
know
 Simple, precise and easily comprehensible items
 Item should demand specific answers
 Give clear directions
 Use simple language

12. Criterion Referenced Test (CRT) and
Norm Referenced Test (NRT)
1. CRT determine whether
each student has
achieved specific skills
or concepts
2. To find out how many
students know before
instruction begins and
after it has finished
3. Measures specific skills
which make up a
designed curriculum
1. NRT rank each student
with respect to the
achievement of others
in broad areas of
knowledge
2. Discriminate between
high and low achievers
3. Measures broad skill
areas sampled from a
variety of text books
and syllabi

13. Criterion Referenced Test (CRT) and
Norm Referenced Test (NRT)
4. Parallel difficulty
5. Each student is
compared with a preset
standard for acceptable
achievement
6. Score in percentage
7. Each skill is tested by at
least four items
8. Help to eliminate
competition and
improve cooperation
4. Items vary in difficulty
5. Each student is
compared with other
examinees and assigned
a score
6. Score in percentile
7. Each skill is tested by
less than four items
8. Useful for student
placement and
advancement

14. Two types of achievement test
 Teacher made test
 Oral test
 Written test
 Practical test
 Standardized test

15. Types of written test items
 Objective type
 Short answer type
 Essay type

16. Objective type
 Response is objective
 Fixed response item
 Respondent cannot deviate from a definite
answer

17. Types of objective type items
 Two types
 Supply type test item (Recall type)
Simple recall type
Completion type
 Selection type test item (Recognition type)
Alternate response type
Multiple choice test item
Matching type test items

18. Short answer type questions
 Question based on a few value points on a
particular aspect or concept
 Reduces the subjectivity through indicating the
expected direction of answer
Eg: Write three advantages of planning lesson.

19. Merits of short answer type
 Easy to prepare
 Suitable to all types of content including
diagram, graph, and sketches
 No scope for guessing
 Can make more objective by fixing the value
points
Demerits of short answer type
• Higher mental abilities cannot be evaluated
• Much emphasis on rote learning

20. Essay type
 Essential component of higher education
 Descriptive answering
 To measure the memory, communication skill,
subject mastery and analytical ability of students
 Evaluation of higher order thinking is possible
 Two forms- question form and statement form

21. Merits of essay type items
 Promote critical evaluation
 Enhances the organizational skill, ability to justify,
and substantiate
 Proves the presentation of arguments
 Easy to prepare and administer
• Suitable for selective contents only
• Requires elaborate value points
Demerits of essay type

22. Standardized test
 Comprises carefully selected items having being
given to a number of sample or groups under
standard conditions for which norms have been
established after careful evaluation
 A standardized test is standardized in terms of
 Form and construction
 In the way of administration
 In the use of norms

23. Difference between teacher made test and
standardized test
Teacher made test
 Based on content and
objectives specific to the
class
 May deal either with a
specific limited topic or
skill or with large
segments of knowledge
and skill
 Developed by a single
teacher
 Has fair reliability
 Limited usually to the
class or school
Standardized test
 Based on content and objectives
common to many schools over a
wide area
 Deals with large segments of
knowledge or skill, usually only
with a few items appraising any
one skill or topic
 Develop with the help of
experts
 Has high reliability
 Provides norms for various
groups that are broadly
representative of performance
throughout the country