I.
UNIT 1: INTRODUCTION TO THE COURSE
II. LESSON TITLE: TYPES OF TESTS
III. LESSON OVERVIEW
Each test has its own identity, meaning, and use. These tests should not be referred to or used
interchangeably.
Thus, after this lesson, the students can determine which type of test to use in s given situation.
IV. DESIRED LEARNING OUTCOMES
Given examples of tests, the students must be able to:
1. identify the types - as to purpose, scope and content, interpretation, language mode, construction,
manner of administration, the effect of biases, time limit and level of difficulty, format
V. LESSON CONTENT
TYPES OF TESTS
Main Points for Types of Tests
Comparison
Psychological Educational
▪ Aims to measure students’ ▪ Aims to measure the result of
intelligence or mental ability to a instructions and learning
Purpose large degree without reference to
what the student has learned
▪ Administered before the ▪ Administered after the instructional
instructional process process
Survey Mastery
▪ Covers a broad range of objectives ▪ Covers a specific objective
▪ Measures general achievement in ▪ Measures fundamental skills and
Scope and certain subjects abilities
Content ▪ Is constructed by trained ▪ Is typically constructed by the
professional teacher
Norm-Referenced Criterion-Referenced
▪ Result is interpreted by comparing one ▪ Result is interpreted by comparing a
student with another student student based on a predefined
Interpretation standard
▪ Some will really pass ▪ All or none may pass
▪ There is competition for a limited ▪ There is no competition for a limited
percentage of high score percentage of high score
▪ Describe pupil’s performance ▪ Describes pupil’s mastery
compared to the others
Verbal Non-Verbal
Language Mode ▪ Words are used by students in ▪ Words are not used by students in
attaching meaning to or responding to attaching meaning to or in
test item responding to test items (e.g. graphs,
numbers, 3-d subjects)
Standardized Informal
▪ Constructed by a professional item ▪ Constructed by a classroom teacher
writer
▪ Covers a broad range of content ▪ Covers a narrow range of content
Construction covered in a subject area
▪ Uses mainly multiple choice ▪ Uses various types of items
▪ Items written are screened and the ▪ Items are picked or written as needed
best items were chosen for the final for the test
instrument ▪ Scored by a teacher
▪ Can be scored by a machine
▪ Interpretation of results is usually
▪ Interpretation of results is usually criterion-referenced
norm-referenced
Individual Group
▪ Mostly given orally or requires actual ▪ This is a paper and pencil test
demonstration of skill
▪ One-on-one situations thus, many ▪ Loss the rapport, insight, and
Manner of opportunities for clinical observation knowledge about each examinee
Administration ▪ Chance to follow up on examinee’s ▪ Same amount of time needed to
response to clarify/comprehend it more gather information from one student
clearly (efficient)
Objective Subjective
Effect of ▪ Scorer’s personal judgment does not ▪ Scorer’s opinion, bias, or judgment
Biases affect the scoring may affect scoring
▪ Only one answer satisfies the ▪ Several answers are possible
requirement of the statement
▪ Little or no disagreement on what the ▪ Possible disagreement on what is the
correct answer is correct answer
Power Speed
Time Limit and ▪ Consists of a series of items arranged ▪ Consists of items approximately
Level of in ascending order of difficulty equal in difficulty
Difficulty ▪ Measures a student’s ability to answer ▪ Measures student’s speed or rate and
more and more difficult items accuracy in responding
Selection Supply
▪ There are choices for the answer ▪ There are no choices for the answer
▪ Multiple Choice, True or False, ▪ Short Answer, Completion,
Format Matching Restricted and Extended-response
Essay
▪ Preparation of items takes time but ▪ Preparation of items is relatively
can be answered quickly easy but takes time to answer
▪ Prone to guessing ▪ Lesser chance of guessing
▪ Time-consuming to construct ▪ Time-consuming to score
▪ Guessing is a problem ▪ Bluffing is a problem
VI. ACTIVITY
Participation in class or discussion chats (The Q & A activity would be posted in the FB page being
used) by responding to issues for discourse.
VII. EVALUATION
Recitation
VIII. REFERENCES
CHED Memorandum Order No. 46, s. 2012 – Policy Standard to Ensure Quality Assurance (QA) in
Philippine Higher Education through an Outcome-Based and Typology-Based QA
Corpuz, B.B. (2015). Field study 5: learning assessment strategies. Quezon City: Lorimar Publishing.
Teaching Guide in Assessment in Learning 1
Other references in the Course Outline
