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 criterion-referenced 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 candidate’s 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

Brief summaries

Peer editing

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

Explain your solution

Constructed-response Assessment

(performance-like): Typing test

Complete a step of science lab

Measure objects

Conducting bank transactions

Utilizing library services

Computer catalog search

On demand, construct a short musical, dance or dramatic response

On demand, exhibit an athletic skill

Reading fluently

Conferences

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 content-based 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 different possible answers

• Tasks with different possible processes

Useful for assessing student:• Use of processes or

strategies• Ability to interpret

information• Ability to apply information• Reasoning• Ability to communicate

thinking

Performance Tasks • Integrative tasks that yield specific products

• Authentic assessments• Extended projects

Useful for assessing student:• Ability to organise, synthesise

and apply information and skills

• Use of resources

Assessment Types

Format Usefulness and Resulting Evidence

Informal Assessments

• Teacher observations• Teacher checklists• Conversations or interviews

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

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

• 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 student’s personal goals

Adapted from NCTM (2000) with additional information from Marzano & Kendall (1996)

12 Principles for Effective Assessment

1. Assessment should help students to learn.

2. Assessment must be consistent with the objectives of the course and what is taught and learnt.

3. Variety in types of assessment allows a range of different learning outcomes to be assessed. It also keeps students interested.

4. Students need to understand clearly what is expected of them in assessed tasks.

5. Criteria for assessment should be detailed, transparent and justifiable.

6. Students need specific and timely feedback on their work – not just a grade.

7. Too much assessment is unnecessary and may be counter-productive.

8. Assessment should be undertaken with an awareness that an assessor may be called upon to justify a student’s result.

9. The best starting point for countering plagiarism is in the design of the assessment tasks.

10. Group assessment needs to be carefully planned and structured.

11. 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.

12. Systematic analysis of students’ performance on assessed tasks can help identify areas of the curriculum which need improvement.

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