GOVT.

COLLEGE OF
NURSING JAGDALPUR

SUBJECT:- NURSING EDUCATION

SEMINAR ON:- STANGARDIZED AND

NON-STANDARDIZED TEST

SUBMITTED TO, SUBMITTED BY,

Mrs. Smita Jha Ms. Tarni Verma

Reader Msc Nursing 1st Year
(obstetrical and gynecological nursing) Govt. College Of Nursing
Govt. College Of Nursing, Jagdalpur Jagdalpur
STANDARDIZED AND NON-STANDARDIZED TEST:-

STANDARDIZED TEST:- Standardized test means only all the student answer
the same questions and a large number of question under uniform direction, uniform time
limits and there is a uniform or standard reference group to the performance can be
compared. Standardized test are develop with the help of professional writers reviewers and
editors of test items. It is based on content and objectives common to many schools
throughout the country.

A standardized test is a test that is administered and scored in a consistent, or

"standard", manner. Standardized tests are designed in such a way that the questions,
conditions for administering, scoring procedures, and interpretations are consistent and are
administered and scored in a predetermined, standard manner.

Any test in which the same test is given in the same manner to all test takers, and graded in
the same manner for everyone, is a standardized test. Standardized tests do not need to
be high-stakes tests, time-limited tests, or multiple-choice tests. The questions can be simple
or complex. The subject matter among school-age students is frequently academic skills, but
a standardized test can be given on nearly any topic, including driving tests,
creativity, personality, professional ethics, or other attributes.

Most everyday quizzes and tests taken by students typically meet the definition of a
standardized test: everyone in the class takes the same test, at the same time, under the same
circumstances, and all of the students are graded by their teacher in the same way. However,
the term standardized test is most commonly used to refer to tests that are given to larger
groups, such as a test taken by all adults who wish to acquire a license to have a particular
kind of job, or by all students of a certain age.

MEANING OF STANDARDIZED TEST:-

Standardized tests are carefully constructed tests which have uniformity of procedure in

scoring, administering and interpreting the test results. A standardized test is generally made

by a professional tester or a group of testers.

Standardized tests are not restricted to use in a school or a few schools but to larger

population, so that many schools can use such types of tests to assess their own performance

etc. in relation to others and the general population for which the test has been standardized.
DEFINITION:-
The definition of a standardized test has changed somewhat over time. In 1960, standardized
tests were defined as those in which the conditions and content were equal for everyone
taking the test, regardless of when, where, or by whom the test was given or graded. The
purpose of this standardization is to make sure that the scores reliably indicate the abilities or
skills being measured, and not other things, such as different instructions about what to do if
the test taker does not know the answer to a question.

By the beginning of the 21st century, the focus shifted away from a strict sameness of
conditions towards equal fairness of conditions. For example, a test taker with a broken wrist
might write more slowly because of the injury, and it would be more fair, and produce a more
reliable understanding of the test taker's actual knowledge, if that person were given a few
more minutes to write down the answers to a most test. However, if the purpose of the test is
to see how quickly the student could write, then this would become a modification of the
content, and no longer a standardized test.

TYPES OF STANDARDIZED TEST:-

 Achievement tests are designed to measure the knowledge and skills students

learned in school or to determine the academic progress they have made over a period of
time. The tests may also be used to evaluate the effectiveness of a schools and teachers,
or identify the appropriate academic placement for a student—i.e., what courses or
programs may be deemed most suitable, or what forms of academic support they may
need. Achievement tests are “backward-looking” in that they measure how well students
have learned what they were expected to learn.

 Aptitude tests attempt to predict a student’s ability to succeed in an intellectual or

physical endeavor by, for example, evaluating mathematical ability, language
proficiency, abstract reasoning, motor coordination, or musical talent. Aptitude tests are
“forward-looking” in that they typically attempt to forecast or predict how well students
will do in a future educational or career setting. Aptitude tests are often a source of
debate, since many question their predictive accuracy and value.

 College-admissions tests are used in the process of deciding which students will

be admitted to a collegiate program. While there is a great deal of debate about the
accuracy and utility of college-admissions tests, and many institutions of higher
education no longer require applicants to take them, the tests are used as indicators of
intellectual and academic potential, and some may consider them predictive of how well
an applicant will do in postsecondary program.

 International-comparison tests are administered periodically to representative

samples of students in a number of countries, including the United States, for the
purposes of monitoring achievement trends in individual countries and comparing
educational performance across countries. A few widely used examples of international-
comparison tests include the Program for International Student Assessment (PISA),
 the Progress in International Reading Literacy Study (PIRLS), and the Trends in
International Mathematics and Science Study (TIMSS).

 Psychological tests, including IQ tests, are used to measure a person’s cognitive

abilities and mental, emotional, developmental, and social characteristics. Trained
professionals, such as school psychologists, typically administer the tests, which may
require students to perform a series of tasks or solve a set of problems. Psychological
tests are often used to identify students with learning disabilities or other special needs
that would qualify them for specialized services.

A standardized test is one which asses through the following

process:-

(i) Standardization of the content and questions :-Due weight age is

given to the content and objectives. Items are to be prepared according to the

blue-print. Relevant items are included and irrelevant items are omitted, giving

due consideration to item difficulty and discriminating value. Internal

consistency is also taken into account.

(ii) Standardization of the method of administration: - Procedure of
test administrations, conditions for administration, time allowed for the test

etc, are to be clearly stated

(iii) Standardization of the scoring procedure:- To ensure the objective
and uniform scoring , the adequate scoring key and detailed instruction for

method of scoring is to be provide.

(iv) Standardization of interpretation:- Adequate norms to be prepared to
interpreted the results. Test is administered over a large sample (representative

one). Test score are interpreted with reference to norms. Derivation of norms

is an integral part of the process of standardization.

CHARACTERISTICS OF STANDARDIZED TESTS:-
Some characteristics of these tests are:-
1. They consist of items of high quality. The items are pretested and selected on the

basis of difficult value, discrimination power, and relationship to clearly defined

objectives in behavioral terms.

 2. As the direction for administering, exact time limit, and scoring are precisely started,

any person can administer and score the test.

3. Norms , based on representative groups of individuals, are provided as an aid for

interpreting the test scores. These norms are frequently based on age, grade, sex, etc.

4. Information needed for judging the value of the test is provided. Before the test

becomes available, the reliability and validity are established.

USES OF STANDARDIZED TESTS:

1. Standardized test assesses the rate of development of a student’s ability. It provides a basis

for ascertaining the level of intellectual ability-strength and weakness of the pupils.

2. It checks and ascertains the validity of a teacher-made test.

3. These tests are useful in diagnosing the learning difficulties of the students.

4. It helps the teacher to know the casual factors of learning difficulties of the students.

5. Provides information’s for curriculum planning and to provide remedial coaching for

educationally backward children.

6. It also helps the teacher to assess the effectiveness of his teaching and school instructional

programs.

7. Provides data for tracing an individual’s growth pattern over a period of years.

8. It helps for organizing better guidance programs.

9. Evaluates the influences of courses of study, teacher’s activities, teaching methods and

other factors considered to be significant for educational practices.

LIMITATION:-
 Test are often ambiguous and unclear.

 They are either too short or too lengthy.

 Supervision is not proper.

 Answer book are not marked with care.

 Various aspects of the students behavior are evaluated in the school/colleges such

as diagnosing of learning difficulties, achievement of desired behavior as stated in the

objectives and appraisal of personal and social development of students. Regardless of

the area of behavior being evaluated or the use to be made of the result, all of the

various test are procedure use for evaluation of program should posses certain

common characteristics. The most essential characteristics include:-

 Validity

 Reliability

 Objectivity

 Usability
VALIDITY:-The validity of a test is the degree to which it measures what it is intend to
measure. This is the most important aspect of a test. Validity is relative, in that haw valid is

the test the concept of degree of validity is moderately valid or highly valid etc… validity is

always specific for a particular test. To be valid a measuring instrument must be both relevant

and reliable. As the reliability of a test increases, it become more valid.

Purpose:- A test validity is established in reference to a specific purpose, the test may not
be valid for different purposes. For example the test you use to make valid prediction about
some one technical proficiency on the job may not be valid for predicting his leadership skills

or absenteeism rate.

Types of validity:-
Three types of validity have been identified and used in educational and psychological

measurement. They are:-

 Content validity.

 Criterion related validity.

 Construct validity.

 Formative validity
Content validity:- Content validity may be defined as the extent to which a test measures
a representative sample of the subject matter content and behavioral changes under

consideration. The content of a course will include both subject matter content and

instructional objectives and behavioral changes validity also means that the measurement

include attitude, interest, personal, and social adjustment of student. The focus of content

validity, then , is on the adequacy of the sample and not on the appearance of a test(face

validity).

In order to make sure that content validity is obtained, Grounlund recommend certain

procedures. They are:

(a) The major subject matter content and behavioral changes expected are listed from the

formulated objectives.

(b) These subject matter topics and types of behavioral changes expected are weighted in

terms of their relative importance.

(c) Prepare a table of specification from the weighted content and behavioural changes.

(d) Construct the achievement test in accordance with the table of specification. The

closer the test corresponds to the specification indicated in the table the higher the

degree of content validity.

Criterion related validity:- The criterion related validation may be defined as the
process to determine the extent to which test performance is related to some other valued

measure of performance. It indicates to what degree the subject’s performance on the

measurement tool and the subject actual behavior is related. Two forms of criterion are

concurrent and predictive.

1. Concurrent validity:- The relationship between scores on measuring tools and

criteria available at the same time in the present situation. Concurrent validity

diagnosis existing status of the individual rather than prediction about its future

outcome.
2. Predictive validity:- It refers to the degree of correlation between the measure of

concept and some future measure of the same concept. Predictive validity is extent to

which a test can predict the future performance of the students, this test are used for

classification and selection purpose. e.g. aptitude test.

Construct validity:- Construct validity may be defined as the extent to which test
performance can be interpreted in terms of certain psychological constructs. The process

of construct validation involves identifying and classifying the factors which influence

test score so that the test performance can be interpreted meaningfully.

Face validity:- It ascertains that the measure appears to be assessing the intended
construct under study. The stakeholders can easily assess face validity. Although this is

not a very “scientific” type of validity, it may be an essential component in enlisting

motivation of stakeholders. If the stakeholders do not believe the measure is an accurate

assessment of the ability, they may become disengaged with the task.

Formative validity:- When applied to outcomes assessment it is used to assess how

well a measure is able to provide information to help improve the program under study.
Factors influencing validity

1. Unclear direction result low validity.

2. If reading vocabulary is poor, the student fails to replay to the test item even if they

know the answer.

3. Unclear difficult sentence may be difficult to comprehend for the reader, will affect

the validity of the test.

4. Use of inappropriate items.

5. Medium of expression.

6. Extraneous factors like style of expression legibility, handwriting, length of the

answer.

7. Inappropriate time limit.

 8. Student inability to understand a test item, guess and respond, this would lower the

validity of the test item.

Measures to improve validity
Validity can be improved by,

1. Careful matching the test with learning objectives, contents, and teaching methods.

2. Increasing the sample of objectives and content areas included in any given test.

3. Using methods that are appropriate for the objectives specified.

4. Ensuring adequate security and supervision to avoid cheating in examinations.

5. Improve the reliability of the test.

RELIABILITY

Reliability has to do with the quality of measurement. In its everyday sense, reliability is the
"consistency" or "repeatability" of your measures. Before we can define reliability precisely
we have to lay the groundwork. First, you have to learn about the foundation of reliability,
the true score theory of measurement. Along with that, you need to understand the
different types of measurement error because errors in measures play a key role in degrading
reliability. With this foundation, you can consider the basic theory of reliability, including a
precise definition of reliability. There you will find out that we cannot calculate reliability --
we can only estimate it. Because of this, there a variety of different types of reliability that
each have multiple ways to estimate reliability for that type. In the end, it's important to
integrate the idea of reliability with the other major criteria for the quality of measurement --
validity -- and develop an understanding of the relationships between reliability and validity
in measurement.

DEFINITION OF RELIABILITY

“Reliability is the degree of consistency of a measure. A test will be reliable when it gives the
same repeated result under the same condition.”

“The probability that an item will perform a required function without failure under stated
condition for a stated period of time.”

Purpose:- Improve the reliability production equipment by identifying and correcting

deficiencies in the design, selection of parts, and manufacturing processes.
Methods of estimating reliability
The size of the reliability Coefficient is related to the method of estimating reliability in the
following wait

 Split- half method:- Largest reliability Coefficient reported for a given tests. Estimate
inflated by factor such a speed is another subtype of internal consistency reliability.
The process of obtaining split- half reliability is begun by” splitting in half” all items
of a test that are intended to probe the same area of knowledge (e.g. World War II) in
order to form two sets of items. The entire test is administered to a group of
individuals the total score for each sat is computed and finally the split half reliability
is obtained by determining the correlation between the two total set scores.
 Test-retest method:- Medium to large reliability Coefficient reported for a given test
and it becomes smaller as time interval between test is increased. It is a measure of
Reliability obtained by administering the same test twice over a period of time to a
group of individuals. The scores from time 1 and time 2 can then be correlated in
order to evaluate the test for stability overtime.
 Equivalent phones method without time interval medium to large reliability
Coefficient reported for a given test.
Equivalent forms method with time interval smallest reliability Coefficient reported for a
given test become smaller as time interval between forms is increased.

Types of reliability

1. Scorer reliability

2. Content reliability

3. Temporal relliablity

1. Scorer reliability:- Concern itself with the degree of arrangement between two

scorer of the same test answer. It deals both the degree of consistency in grading the

same test answer by the same scorer on two different occasion and this is also called

inter score reliability.

2. Content reliability:- It deals with the ability of all the items of a test to measures

competencies in the same general content area.

3. Temporal reliability:- It is the third major dimension of reliability and as the

name suggests it concerns itself with the stability off the result of a test over time, for

a test to be reliable it must yield consistent result over time.

Factors Influencing the Reliability of Test Scores

Some intrinsic and some extrinsic factors have been identified to affect the reliability of test

scores.

(A) INTRINSIC FACTORS:

The principal intrinsic factors (i.e. those factors which lie within the test itself) which

affect the reliability are:

(i)Length of the Test
Reliability has a definite relation with the length of the test. The more the number of items

the test contains, the greater will be its reliability and vice-versa.

Logically, the more sample of items we take of a given area of knowledge, skill and the like,

the more reliable the test will be.

However, it is difficult to ensure the maximum length of the test to ensure an appropriate

value of reliability. The length of the tests in such case should not givr rise to fatigue effects

in the test, etc. thus, it is advisable to use longer tests rather than shorter tests.shorter tests are

less reliable.
(ii) Homogeneity of items:
Homogeneity of items has two aspects: item reliability and the homogeneity of traits

measured from one item to another. If the items measure different functions and the inter-
correlations of items are ‘zero’ or near to it, then the reliability is ‘zero’ or very low and vice-

versa.
(iii) Difficulty value of items:
The difficulty level and clarity of expression of a test item also affect the reliability of test

scores. If the test items are too easy or too difficult for the group members it will tend to

produce scores of low reliability. Because both the tests have a restricted spreads of scores.
(iv) discriminative value:
When items can discriminate well between superior and inferior, the item total-correlation is

high, the reliability is also likely to be high and vice-versa.

(v) Test instructions:
Clear and concise instruction increase reliability. Complicated and ambiguous directions

give rise to difficulties in understanding the questions and the nature of the response expected

from the test ultimately leading to low reliability

(vi) Item selection:
If there are too many interdependent items in a test, the reliability is found to be low.
(vii) Reliability of the scorer:
The reliability of the scorer also influences reliability of the test. If he is moody, fluctuating

type, the scores will vary from one situation to another. Mistake in him give rise to mistake in

the score and thus leads to reliability.

(B) EXTRINSIC FACTORS:

The important extrinsic factors (i.e. the factors which remain outside the test itself)

influencing the reliability are:

(i) Group variability:- when the group of pupils being tested is homogeneous
in ability , the reliability of the test scores is likely to be lowered and vice-

versa.
(ii) Guessing and chance errors:- Guessing in test gives rise to increased
error variance and s such reduces reliability. For example, in teo-alternative

response options there is a 50% chance of answering the items correctly in

terms of guessing.
(iii) Environmental conditions:- As far as practicable, testing environment
should be uniform. Arrangement should be such that light, sound, and other

comforts should be equal to all test, otherwise it will affect the reliability of

the test scores.

(iv) Momentary fluctuations:- Momentary fluctuations may raise or lower
the reliability of the test scores. Broken pencil, momentary distraction by

sudden sound of a train running outside, outside , anxiety regarding non-

 completion of home-work, mistake in giving the answer and knowing no way

to change it are the factor which may affect the reliability of test score.

Measures to improve reliability:-

1. Limiting subjectivity of all kind.

2. Ensure that questions are clear.

3. Ensure that the expected answers are definite and objective.

4. Checking to make sure the time limits are adequate.

5. Giving simple, clear and unambiguous instruction.

6. Keeping choice with in a test paper to minimum.

7. Conducting test under identical and ideal examination conditions.

8. When using less reliable methods increase the number of question observation or

examination time.

Relationship between Reliability and Validity

Reliability and validity are often confused; the terms describe two inter-related but
completely different concepts. Very simply:
Validity: does the test actually measure what it’s supposed to?
Reliability: does the test consistently give the same result under the same conditions?
This difference is best described with an example:

A researcher devises a new test that measures IQ more quickly than the standard IQ test:

 If the test consistently delivers scores of 135, and the candidate’s true IQ is 120, the
test is reliable but not valid.

 If the new test delivers scores for a candidate of 87, 65, 143 and 102, then the test is
not reliable OR valid. It doesn’t measure what it’s supposed to, and it does so
inconsistently!

 If the scores are 100, 111, 132 and 150, then the validity and reliability are also low.
However, the distribution of these scores is slightly better than above, since it
surrounds the true score instead of missing it entirely. Such a test is likely suffering
from extreme random error.
  If the researcher's test delivers a consistent score of 118, then that’s pretty close, and
the test can be considered both valid and reliable. The closer to 120, the more valid,
and the smaller the variation between repeat scores, the higher the reliability. A test
that routinely underestimates IQ by two points can be as useful as a more valid test
since the error itself is so reliable.

Reliability is an essential component of validity but, on its own, is not a sufficient measure of

validity. A test can be reliable but not valid, whereas a test cannot be valid yet unreliable. A

test that is extremely unreliable is essentially not valid either. A bathroom scale that measures

your weight one day as 5000 kg and the next day as 2 kg is not unreliable, it merely is not

measuring what it is meant to.

OBJECTIVITY
Objectivity in measurement helps to increase test validity and reliability. This is the extent to

which independent and competent examiners agree on what constitutes a good answer for

each of the items of a measuring instrument. Most standardized test of aptitude and

achievement are high in objectivity.

Advantages of objectivity
 Objectivity test are more reliable.

 They enable to more extensive survey in a given time than can be obtained by any

other type of test.

 The time element is reduced.

 A greater number of items can be tested.

 Greater the validity of test.

Disadvantages of objectivity
 More time is required to prepare good objective question.

 It provides little or no opportunities for the measurement of the student’s ablity.

USABILITY
 Usability testing is a technique used in user-centered interaction design to evaluate a

product by testing it on users. This can be seen as an irreplaceable usability practice, since it

gives direct input on how real users use the system. This is in contrast with usability

inspection methods where experts use different methods to evaluate a user interface without

involving users.

Usability testing focuses on measuring a human-made product's capacity to meet its intended
purpose. Examples of products that commonly benefit from usability testing are food,
consumer products, web sites or web applications, computer interfaces, documents, and
devices. Usability testing measures the usability, or ease of use, of a specific object or set of
objects, whereas general human–computer interaction studies attempt to formulate universal
principles.

Simply gathering opinions on an object or document is market research or qualitative

research rather than usability testing. Usability testing usually involves systematic
observation under controlled conditions to determine how well people can use the
product. However, often both qualitative and usability testing are used in combination, to
better understand users' motivations/perceptions, in addition to their actions.

Rather than showing users a rough draft and asking, "Do you understand this?", usability
testing involves watching people trying to use something for its intended purpose. For
example, when testing instructions for assembling a toy, the test subjects should be given the
instructions and a box of parts and, rather than being asked to comment on the parts and
materials, they are asked to put the toy together. Instruction phrasing, illustration quality, and
the toy's design all affect the assembly process.

ERROR OF MEASUREMENT
Observational error (or measurement error) is the difference between a measured value of
a quantity and its true value. In statistics, an error is not a "mistake". Variability is an inherent
part of the results of measurements and of the measurement process.
Measurement errors can be divided into two components: random error and systematic error.

Random errors are errors in measurement that lead to measurable values being inconsistent
when repeated measurements of a constant attribute or quantity are taken. Systematic errors
are errors that are not determined by chance but are introduced by an inaccuracy (involving
either the observation or measurement process) inherent to the system. Systematic error may
also refer to an error with a non-zero mean, the effect of which is not reduced
when observations are averaged.
Every time we repeat a measurement with a sensitive instrument, we obtain slightly different
results. The common statistical model used is that the error has two additive parts:
 1. Systematic error which always occurs, with the same value, when we use the
instrument in the same way and in the same case
2. Random error which may vary from observation to another.
Systematic error is sometimes called statistical bias. It may often be reduced with
standardized procedures. Part of the learning process in the various sciences is learning how
to use standard instruments and protocols so as to minimize systematic error.

Random error (or random variation) is due to factors which cannot or will not be controlled.
Some possible reason to forgo controlling for these random errors is because it may be too
expensive to control them each time the experiment is conducted or the measurements are
made. Other reasons may be that whatever we are trying to measure is changing in time
(see dynamic models), or is fundamentally probabilistic (as is the case in quantum mechanics
— see Measurement in quantum mechanics). Random error often occurs when instruments
are pushed to the extremes of their operating limits. For example, it is common for digital
balances to exhibit random error in their least significant digit. Three measurements of a
single object might read something like 0.9111g, 0.9110g, and 0.9112g

NON-STANDARDIZED TESTS
INTRODUCTION :- Non-standardized assessment looks at an individual's
performance, and does not produce scores that allow us to compare that
performance to another's. It allows us to obtain specific information about the
student, and this can be in different formats.

A non-standardized test is usually flexible in scope and format, variable in difficulty and
significance. Since these tests are usually developed by individual instructors, the format and
difficulty of these tests may not be widely adopted or used by other instructors or institutions.
A non-standardized test may be used to determine the proficiency level of students, to
motivate students to study, and to provide feedback to students. In some instances, a teacher
may develop non-standardized tests that resemble standardized tests in scope, format, and
difficulty for the purpose of preparing their students for an upcoming standardized test.
[4]
 Finally, the frequency and setting by which a non-standardized tests are administered are
highly variable and are usually constrained by the duration of the class period. A class
instructor may for example, administer a test on a weekly basis or just twice a semester.
Depending on the policy of the instructor or institution, the duration of each test itself may
last for only five minutes to an entire class period.

NON-STANDARDIZED TESTING IS INFORMAL TESTING

Another term for non-standardized testing is informal testing. These tests are
classroom tests and are usually developed by the teacher as opposed to some group
of outside testers. These classroom tests assess students' learning over a period of
time or after a particular unit of study. A score of 80% on a multiple choice test
after reading a short story is a non-standardized score because it does not tell us
how the student did in relation to his peers.

CRITERION-REFERENCED MEASUREMENT

This is also a form of non-standardized testing. The desired level of achievement is

the criterion. The criterion-referenced measurements are used to measure learning
for a particular student. This way the teacher can document whether or not learning
is taking place. Evidence of learning, or not, is readily apparent, and the focus here
is on the performance of an individual student as opposed to the norm-referenced
tests. Domain-referenced tests are similar to criterion-referenced. Performance is
measured against a well-defined body (domain) of knowledge or tasks, and the
focus is on the individual.

FORMS OF NON-STANDARDIZED TESTING

Forms include portfolios, interviews, informal questioning, group discussions, oral

tests, quick pop quizzes, exhibitions of work, projects and performance exams.

With portfolios the student gathers his work over a period of time, and the teacher
will evaluate the work based on a scoring guideline. The student is encouraged to
reflect on his work, which enhances the learning process. Performance exams are
tests given to all students and are based on students performing some task, like
writing an essay, or giving an oral presentation. These tasks are created by the
teachers who teach the students, and so the exams drive the curriculum. It makes
more sense for those doing the teaching to create the tests.

ACCOUNTABILITY AND NON-STANDARDIZED TESTS

Parents and the community have a right to know how students are doing; therefore,
non-standardized tests need to show how well schools and students are doing.
Teachers are constantly assessing their students, and by doing so they are
constantly adjusting and changing their teaching to meet individual students' needs.
There can still be accountability with non-standardized assessment that provides
parents, local officials, and state officials with the information needed. Teachers
can be in constant touch with parents through the Internet, by calling, by parent
conferences and by sending home progress reports and samples of work.

SUCCESS WITH NON-STANDARDIZED TESTING

The key questions to ask with any kind of assessment is, "What is the purpose of
this assessment?" and "Is this purpose meaningful and worthwhile?" If these
questions are constantly referred to and constantly addressed then the assessment
in itself is important, and this helps teachers address what is important to learn. It's
a kind of backwards design. Ultimately the goal is to help students to learn, and to
help them to learn the information and the skills that are important.

SUMMARY :-
Standardized test means only all the student answer the same questions and a large number
of question under uniform direction, uniform time limits and there is a uniform or standard
reference group to the performance can be compared. Standardized test are develop with the
help of professional writers reviewers and editors of test items. It is based on content and
objectives common to many schools throughout the country.

Non-standardized assessment looks at an individual's performance, and does not

produce scores that allow us to compare that performance to another's. It allows us
to obtain specific information about the student, and this can be in different
formats.

CONCLUSION :-
At the end of my presentation student learner will able to answer the standardized
and non-standardized tests its meaning , definition, characteristics, steps of tests ,
advantages, disadvantages, types , validity, objectivity, usability, reliability, errors,
forms, success , accountability, criteria etc.

BIBLIOGRAPHY
 1) R Sudha, Nursing Education, Nursing Education principal
and concept. 1st Edition. Page no. 255-262. Jaypee Brothers
medical publisher (P) Ltd.
2) Shebeer P. Basheer. Nursing education. Text book of
Nursing Education.1st Edition. Page no.227-231.

WEBOGRAPHY
1. http://www.edglossary.org
2. http://en.m.wikipedia.org
3. http://www.whitbyschool.org
4. http://standardizedtests.procon.org
5. http://classroom.synonym.com
6. http://www.ncbi.nlm.nih.gov
7. www.therapyconnect.amaze.org.au