STANDARDISED
AND
NON STANDARDISED TEST
INTRODUCTION
Education aims at the all-round development of a
student not merely imparting knowledge to him.
Evaluation is the process of judging the value or
worth of an individual’s achievements or
characteristics.
It is the judging of the goals attained by the
educational system. In order to evaluate the student
knowledge teacher uses different types of tests.
TYPES OF TEST
STANDARDISED TEST
A Standardized test is any form of test that requires
all test takers to answer the same questions, or a selection
of questions from common bank of questions, in the same
way, and that is scored in a “standard” or consistent
manner, which makes it possible to compare the relative
performance of individual students or groups of students.
Standardization means uniformity of procedure in
scoring , administering and interpreting the result.
The test which is comprises carefully selected items,
administered to a number of samples or group under
standard conditions and for which norms have been
established after careful evaluation.
Itis produced by some test agency and is the product of
the joint efforts of a number of persons including test
experts.
Itdeal with larger segment of knowledge or skill then the
teacher made test.
Every possible effort is made to make the test highly
valid, reliable and discriminating.
TYPES OF STANDARDIZED TESTS
1. Norm reference test
Compare an individual performance with the
performance of others.
2. Criterion reference test
Compare a person performance to a set of
objectives.
FORMS OF STANDARDIZED TEST
Achievement test
Diagnostic test
Aptitude test
Intelligence test
College-admission test
Psychological test
INTERPRETTING TEST SCORES
RAW SCORE
PERCENTILE SCORE
STANILE SCORE
GRADE EQUIVALENT SCORE
STANDARD SCORE
RAW SCORE
Number of items a students answer
correctly
A Raw Score is simply the
number of questions a
student answers correctly for
a test.
A raw score provides an indication
of the variability in performance
among students in a classroom.
PERCENTILE RANK
Percentage of students in the
same age or grade level
A percentile is a measure that
tells us what percent of the total
frequency scored at or below
that measure.
A percentile rank is the
percentage of scores that fall at or
below a given score.
STANINE (STANDARD NINE)
Range from a low of 1 to a high of
9
Stanine scores express test results
in equal steps that range from 1
(lowest) to 9 (highest).
The average is a score of 5.
GRADE EQUIVALENT
Grading refers to the process of
using symbols, such as letter to
indicate various types of students
progress
Example –
Letter – A , B , C
Number – 3 , 5
Percentage Grade - (90% 80% )
STANDARD SCORE
standard scores indicate
a student’s relative
position in a group
CHARACTERSTICS
Content is standardized- item-selection done by
competent judges
Administration is standardized- direction, time
limits.
Scoring has been standardized - rules of rules,
scoring key are prepared
Interpretation has been standardized- norms are
provided
OBJECTIVES
To hold schools and educators accountable for
educational results and student performance
To evaluate whether students have learned what they
are expected to learn.
To identify gaps in student learning and academic
progress
To identify achievement gaps among different
student group
To determine whether educational policies are
working as intended
NON STANDADRISED TEST OR
TEACHER MADE TEST
A non-standardized test is one that allows for an
assessment of an individual's abilities or performances, but
doesn't allow for a fair comparison of one student to
another.
These are very useful in evaluating the students progress
to report parents and administrator.
TYPES
Written test
Essay type
Short answer type
Objective type
Oral test
Practical test
USES
To know the ability and achievement of students.
Help the teacher to assess the strength and weakness
of the student.
Motivate the students.
Provide continuous evaluation and feedback to the
teacher.
Help to achieve particular objectives.
Help the teacher to adopt better instructional method.
LIMITATION
Tests are often ambiguous and unclear.
They are either too short or too lengthy.
Tests do not cover the entire content.
Tests are usually hurriedly conducted.
Supervision is not proper.
Lot of scope for copying.
Conducted as rituals only.
Answer book are not marked with care.
CHARACTERSTICS OF GOOD
TEST
1. VALIDITY
2. RELIABILITY
3. USABILITY
4. SCORABILITY
5. ECONOMICAL
6. TIME
7. SPECIFICITY
8. OBJECTIVITY
9. EQUILIBRIUM
VALIDITY
VALIDITY
The accuracy with which the test
measures whatever it is
supposed to measure.
FACTORS AFFECTING VALIDITY
Time limitations.
Influence of extraneous factors
Medium of expression
Use of inappropriate items
Vocabulary
TYPES
Content validity: all major aspects of
the content area should be covered by
the test items.
Predictive validity: extent to which a
test can predict the future performance
of the students.
Concurrent validity: to diagnose the
existing status of the individual rather
than predicting about the future
outcomes.
CONT……
Constructive validity: extent to which
a test reflects to measure a
hypothesized trait.
Face validity: When one looks at the
test he thinks of the extent to which
the test seems logically related to
being tested.
RELIABILITY
The degree to which the result of a
measurement, calculation, or
specification can be depended on to be
accurate.
Appropriate
Meaningful
Useful
CHARACTERSTICS
Accuracy
Consistency
Well-developed scientific tool reliable
Dependable
Responsible
Trustworthy
Reliable
TYPES OF RELIABILITY
Inter-Rater or Inter-Observer
Reliability
Used to assess the degree to which
different raters/observers give
consistent
estimates of the same phenomenon.
Test-Retest Reliability
Used to assess the consistency of a
measure from one time to
another.
CONT……
Parallel-Forms Reliability
Used to assess the consistency of the
results of two tests constructed in the
same way from the same content domain.
Internal Consistency Reliability
Used to assess the consistency of
results across items within a test.
