Criteria and Types of Tests
Mata Kuliah : Language Learning Assessment Dosen Pengampuh : Putra Thoip Nasution, S.Pd.I., M.Pd.
Disusun Oleh:
Group 4:
Rizqina Fauziah Pohan (2106010004) Indah Yunita Br. Sitorus (2106010005)
UNIVERSITAS AL WASLIYAH MEDAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
2023
PREFACE
Praise be to God Almighty for the blessings of his grace, and that we were given the opportunity to be able to compile a working paper entitled "Criteria and Types of Tests” is properly and correctly, and on time.
This paper is structured so that readers can know how much aspects in making vocabulary test. This paper was compiled with help from various parties. Both parties come from outside as well as from parties concerned itself. And because the aid and help of God Almighty, these papers can be finally resolved.
The compilers also thanked to Mr. Putra Thoip, S.Pd.I., M.Hum as the lecture in English subject. who have many professors help compilers in order to complete this paper.
Hopefully this paper can give a broader insight to the reader. Although this paper has advantages and disadvantages. Thank you.
TABLE OF CONTENTS
PREFACE ... i
TABLE OF CONTENTS ... ii
CHAPTER I INTRODUCTION ... 1
1.1 Background of The Paper ... 1
1.2 Purposes of The Paper ... 1
1.3 Problem Formulation ... 1
CHAPTER II THEORY AND DISCUSSION ... 2
2.1 Criteria of Test ... 2
2.2 Types of Tests ... 6
CHAPTER III CONCLUSION ... 11
3.1 Conclusion ... 11
REFERENCES ... 12
CHAPTER I INTRODUCTION
1.1 Background of The Paper
In various fields, the term "test" carries multifaceted meanings, often shaped by context and purpose. Whether in education, psychology, medicine, or industry, the concept of a test serves as a fundamental tool for assessment and evaluation. This exploration seeks to unravel the definition of a test, examining its core attributes, purposes, and applications across diverse domains.
At its essence, a test can be defined as a systematic and organized method of evaluating, measuring, or assessing a person's knowledge, skills, abilities, personality traits, or other relevant characteristics. It is a purposeful instrument designed to extract meaningful information about an individual's performance or attributes within a specific domain.
Testing is an integral part of various fields, serving as a reliable mechanism for assessment and evaluation. Whether in education, psychology, medicine, or industry, tests play a crucial role in measuring individuals' abilities, skills, and knowledge. In this discussion, we will delve into the background of criteria and explore the diverse types of tests that exist, shedding light on their purposes, methodologies, and applications.
1.2 Purposes of The Paper
a. To explain the criteria of test.
b. To explain the types of tests.
1.3 Problem Formulation
a. What are the criteria of test?
b. What are the types of tests?
CHAPTER II
THEORY AND DUSCUSSION
2.1 Criteria of Test
Testing is a fundamental tool employed across various disciplines to assess individuals' knowledge, skills, and abilities. To ensure the credibility and utility of tests, it is crucial to adhere to well-established criteria that encompass reliability, validity, practicality, and fairness. This comprehensive exploration delves into each of these criteria, elucidating their significance and providing insights from diverse fields.
1. Reliability
Reliability is a measure of consistency. It is the degree to which student results are the same when they take the same test on different occasions, when different scorers score the same item or task, and when different but equivalent tests are taken at the same time or at different times. Reliability is about making sure that different test forms in a single administration are equivalent; that retests of a given test are equivalent to the original test, and that test difficulty remains constant year to year. When a student must take a make-up test, for example, the test should be approximately as difficult as the original test. There are many such informal assessment examples where reliability is a desired trait. The main difference is how it is tracked.
For informal assessments, professional judgment is often called upon; for large-scale assessments, reliability is tracked and demonstrated statistically. Whether it is high-stakes assessments measuring end-of-course achievement, or assessments that measure growth, reliability is critical for any assessment that will be used to make decisions about the educational paths and opportunities of students.
Types of evidence for evaluating reliability may include:
Consistent score meanings over time, within years, and across student groups and delivery mechanisms, such as internal consistency statistics (e.g., Cronbach’s alpha)
Evidence of the precision of the assessments at cut scores, such as reports of standard errors of measurement (the standard deviation of errors of measurement that are associated with test scores from a particular group of students)
Evidence of the consistency of student level classification, such as reports of the accuracy of categorical decisions over time (reliability analyses [e.g., overall, by sub-group, by reportable category])
Evidence of the generalizability of results, including variability of groups, internal consistency of item responses, variability among schools, consistency between forms, and inter-rater consistency in scoring, such as a discussion of reliability in the technical report for the state’s assessments.
Reliability is expressed mathematically on a scale from zero to one, with one representing the highest possible eliability. Multiple choice and selected response items and assessments tend to have higher reliability than constructed responses and other open-ended item or assessment types, such as alternate assessments and performance tasks, since there is less scoring interpretation involved. Since reliability is a trait achieved through statistical analysis, it requires a process called equating, which involves statistically adjusting scores on different forms of the same test to compensate for differences in difficulty (usually fairly small differences). Equating makes it possible to report scaled scores that are comparable across different forms of a test.
Example Scenario: A teacher is developing a final exam for a high school history class.
To establish reliability, the teacher administers the same test to students at the beginning and end of the academic year. If the students consistently score similarly on both occasions, it demonstrates test-retest reliability. Additionally, the teacher uses internal consistency measures, like Cronbach's alpha, to ensure that the questions within the test are reliably measuring the historical knowledge they are intended to assess.
2. Validity
One question that is often asked when talking about assessments is, “Is the test valid?”
The definition of validity can be summarized as how well a test measures what it is supposed to measure. Valid assessments produce data that can be used to inform education decisions at multiple levels, from school improvement and effectiveness to teacher evaluation to individual student gains and performance. However, validity is not a property of the test itself; rather, validity is the degree to which certain conclusions drawn from the test results can be considered
“appropriate and meaningful.” The validation process includes the assembling of evidence to support the use and interpretation of test scores based on the concepts the test is designed to
measure, known as constructs. If a test does not measure all the skills within a construct, the conclusions drawn from the test results may not reflect the student’s knowledge accurately—and thus, pose a threat to validity.
To be considered valid, “an assessment should be a good representation of the knowledge and skills it intends to measure,” and to maintain that validity for a wide range of learners, it should also be both “accurate in evaluating students’ abilities” and reliable “across testing contexts and scorers.”
Types of evidence for evaluating validity may include:
Evidence of alignment, such as a report from a technically sound independent alignment study documenting alignment between the assessment and its test blueprint, and between the blueprint and the state’s standards
Evidence of the validity of using results from the assessments for their primary purposes, such as a discussion of validity in a technical report that states the purposes of the assessments, intended interpretations, and uses of results
Evidence that scores are related to external variables as expected, such as reports of analyses that demonstrate positive correlations with 1) external assessments that measure similar constructs, 2) teacher judgments of student readiness, or 3) academic characteristics of test takers.
Example Scenario: A university professor is designing an assessment for a psychology course to measure students' understanding of psychological concepts. To establish content validity, the professor ensures that the test covers a representative sample of the course content. Additionally, criterion-related validity is demonstrated by correlating the test scores with students' grades in the course, providing evidence that the test is related to academic achievement in psychology.
3. Practicality
Practicality addresses the feasibility and efficiency of test administration within given constraints such as time, resources, and expertise. A prime example in educational testing is the development of a statewide standardized test. To ensure practicality, test developers must
consider the time required for students to complete the test, the ease of test administration for teachers, and the availability of resources for scoring and reporting results.
For instance, a state education department might opt for computer-based testing to streamline the administration and scoring process. This move enhances the practicality of the test, allowing for efficient and timely evaluation of a large number of students. Moreover, test developers may conduct pilot studies to assess the feasibility of the testing process and make adjustments to enhance practicality (Cizek, 2012).
Example Scenario: A school district is implementing a standardized testing program for elementary students to assess their reading proficiency. To ensure practicality, the district opts for computer-based testing, making it more efficient to administer and score the tests.
The practicality is further enhanced by designing tests that can be completed within a reasonable time frame, minimizing disruptions to the regular school schedule.
4. Fairness
Fairness is a critical criterion that ensures equal opportunities for individuals undergoing testing, regardless of their background or characteristics. In the context of high-stakes testing, such as college admissions exams, fairness is paramount. Consider the College Board developing the SAT, a widely used college entrance exam. To address fairness, the College Board continuously reviews and revises test questions to eliminate cultural biases, ensuring that all students, regardless of their background, have an equal chance of success.
Moreover, the College Board provides accommodations for students with disabilities, such as extended testing time or alternative formats. This commitment to fairness ensures that the test accurately reflects the abilities of all test-takers, promoting equity in the college admissions process (Kane, 2013).
Example Scenario: A national education board is responsible for developing a standardized college admission test. To address fairness, the board employs a diverse group of experts to review and revise test questions, ensuring that they do not disadvantage any particular cultural or socioeconomic group. Accommodations are made for students with disabilities, providing additional support or alternative formats to ensure an equitable testing experience for all.
2.2 Types of Tests
Educational assessment is a multifaceted process designed to gather information about students' knowledge, skills, and abilities. Tests are integral components of this assessment process, serving as tools to measure various aspects of learners' performance. Understanding the diverse types of tests is essential for educators, administrators, and researchers to make informed decisions about teaching, learning, and educational policies. In this comprehensive exploration, we will delve into various types of tests used in educational assessment, covering their purposes, characteristics, and examples.Finding out about progress.
1. Summative Assessment
Summative assessment is conducted at the end of an instructional period to evaluate students' overall learning outcomes and performance. Its primary purpose is to provide a summary or conclusion of what students have learned.;
Examples:
Final Exams: Comprehensive tests administered at the end of a course or academic term.
Standardized State Tests: Assessments mandated by educational authorities at the end of the academic year to evaluate students' proficiency in core subjects.
End-of-Year Projects: Culminating projects or assignments that require students to synthesize information and demonstrate their understanding of the course content.
Characteristics:
Comprehensive: Summative assessments cover a broad range of content to gauge overall mastery.
High-Stakes: Often contribute significantly to students' grades or inform educational policy decisions.
Standardized Conditions: Administered under standardized conditions to ensure fairness and consistency in evaluation.
2. Formative Assessment
Formative assessment is conducted during the learning process to provide ongoing feedback that guides instructional decisions. Its primary purpose is to support student learning rather than assigning grades.
Examples:
Quizzes: Short, targeted assessments during or after a lesson to gauge understanding.
Classroom Discussions: Informal assessments through class discussions to engage students and assess comprehension.
Homework Assignments: Assignments for practice and reinforcement, providing insights into individual understanding.
Characteristics:
Ongoing and Adaptive: Formative assessments are iterative and frequent, allowing for continuous monitoring of student progress.
Emphasis on Feedback: These assessments prioritize feedback, enabling students to understand their learning gaps and make improvements.
3. Diagnostic Assessment
Diagnostic assessment aims to identify specific strengths, weaknesses, or areas of difficulty in students' knowledge or skills. Its primary purpose is to inform targeted interventions.
Examples:
Pre-Assessments: Administered at the beginning of a unit or course to gauge students' prior knowledge.
Benchmark Tests: Periodic assessments used to measure students' progress against predetermined benchmarks or standards.
Reading Assessments: Diagnostic tools specifically designed to identify challenges in decoding, comprehension, and other aspects of reading.
Characteristics:
Detailed Information: Diagnostic assessments provide detailed information about a student's current level of understanding.
Guides Interventions: Inform educators about specific learning needs, guiding the development of personalized instructional strategies.
4. Standardized Tests
Standardized tests are assessments administered and scored in a consistent manner, allowing for comparisons across individuals or groups. They often have established norms and are designed to be unbiased and reliable.
Examples:
SAT (Scholastic Assessment Test): A widely used college admissions test that assesses mathematical, verbal, and writing skills.
ACT (American College Testing): Another college admissions test, assessing English, math, reading, and science reasoning.
State-Mandated Assessments: Standardized tests required by educational authorities at the state level to evaluate student proficiency and inform educational policies.
Characteristics:
Uniform Administration: Standardized tests follow strict protocols in administration and scoring to ensure consistency.
Norm-Referenced: Scores are often compared to a normative group to provide context and relative standing.
5. Performance-Based Assessment
Performance-based assessments require students to demonstrate their knowledge and skills through practical tasks, projects, or presentations. They emphasize the application of learning in real-world contexts.
Examples:
Science Experiments: Students conduct experiments and present their findings, demonstrating their understanding of scientific principles.
Musical Performances: Assessments where students showcase their musical abilities through playing instruments or singing.
Research Projects: In-depth projects that require students to investigate a topic, gather information, and present their findings.
Characteristics:
Authentic Tasks: Performance-based assessments focus on authentic tasks that mirror real-world scenarios.
Higher-Order Thinking: Often require critical thinking, problem-solving, and creativity.
6. Classroom-Based Assessment
Classroom-based assessments are conducted by teachers within their classrooms and are closely tied to instructional goals. They are designed to inform and improve daily teaching and learning.
Examples:
Daily Quizzes: Short quizzes designed to assess daily understanding and reinforce key concepts.
Homework Assignments: Assignments given for practice and reinforcement, providing insights into individual understanding.
Class Discussions: Informal assessments conducted through class discussions to gauge comprehension and engage students.
Characteristics:
Ongoing and Embedded: Classroom-based assessments are continuous and embedded within instructional activities.
Immediate Feedback: They provide immediate feedback to both teachers and students, facilitating a responsive and adaptive teaching environment.
7. High-Stakes Tests
High-stakes tests are assessments with significant consequences for individuals, schools, or districts. These consequences may include grade promotion, graduation, or school accountability measures.
Examples:
Graduation Exams: Tests that students must pass to graduate from high school.
State Accountability Tests: Assessments that influence school funding, teacher evaluations, and educational policies.
Professional Certification Exams: Tests required for professionals in various fields, influencing career opportunities.
Characteristics:
Significant Consequences: High-stakes tests often carry substantial weight and have far- reaching implications.
Policy Influence: They may influence educational policy, resource allocation, and institutional decisions.
CHAPTER III CONCLUSION
3.1 Conclusion
In conclusion, the landscape of educational assessment is rich and diverse, encompassing various types of tests tailored to specific purposes and criteria. Whether measuring overall learning outcomes, guiding instructional decisions, identifying learning needs, or evaluating individuals and institutions, the types of tests play a pivotal role in shaping the educational experience. A nuanced understanding of these assessments is crucial for fostering effective teaching, personalized learning, and informed decision-making in education. As educators continue to adapt to evolving educational landscapes, the exploration and refinement of these assessment tools remain central to fostering meaningful educational experiences for learners worldwide.
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