1.

STANDARDIZED TEST

- This allows schools to administer and score the same tests for all students, and to compare the scores
of different schools or districts. It also allows for the comparison of scores over time, so that schools can
assess the progress of their students and the effectiveness of their teaching methods.

- For example, the SAT, a standardized test widely used in the United States, is administered by the
College Board and is available with answer keys, sample questions, and other resources to help schools
administer and score the tests.

2. TEACHER-MADE TESTS

- Usually intended for classroom assessment. These tests are not designed to evaluate a student's overall
ability, but rather to measure their understanding of the material and their mastery of the concepts
covered in the course. They are also designed to assess a student's ability to apply what they have
learned in real-world situations.

- For example, quizzes, long tests, and exams. Formative and Summative Assessments.

3. How do we distinguish teacher-made from standardized tests?

- Teacher-made tests typically involve questions that are designed, written, and scored by the teacher.
Standardized tests, on the other hand, are created by standardized testing organizations, such as The
College Board, and are usually scored by computer.

- Can a teacher-made test become a standardized test? Yes, as long as it is valid, reliable, and with a
standard procedure for administering, scoring, and interpreting results. A teacher-made test can be
turned into a standardized test if it is carefully constructed and administered in a consistent manner. The
questions should be carefully written to ensure that the same standards of difficulty are applied across
all versions of the test. The scoring and interpretation of the results should also be done in the same
way, in order to ensure accuracy and fairness.

- For instance, if a teacher-made test is administered to two different classes, the scoring should be done
by the same individual, and the same criteria should be used to assess the answers.

5. ACHIEVEMENT TESTS

- Achievement tests measure the amount of knowledge, skills, and abilities that learners have retained
after instruction or curriculum. These tests can be used to assess the effectiveness of instruction, to
monitor the progress of learners, and to determine their eligibility for certain programs or opportunities.

- For instance, a teacher may administer an achievement test to a group of learners to assess their
understanding of a concept before introducing a new topic.

6. APTITUDE TESTS

- The aptitude test is the characteristics that influence a person’s behavior that aid goal attainment in a
particular situation (Lohgman (2005)). It refers to the degree of readiness to learn and perform well in a
particular situation or domain (Corno et al. 2002). Aptitude tests measure a person’s potential in a
particular area, such as mathematics, science, or language. They measure a person’s ability to think
logically, solve problems, and learn new skills. Aptitude tests can also help to identify an individual’s
strengths and weaknesses, which can be useful in helping them choose the career that best suits their
interests and abilities.

- Scholastic Aptitude Test (SAT): tests that evaluate your general academic ability for admission to various
courses.

- Armed Services Vocational Aptitude Battery (ASVAB): a test that assesses your skills in general science,
arithmetic reasoning, word knowledge, and more for military careers.

- Personality tests: tests that measure your personality traits and preferences.

7. What information is sought from achievement and aptitude tests?

- Achievement tests measure what a student has learned, while aptitude tests measure a student's
potential. Achievement tests focus on measuring a student's current knowledge, while aptitude tests
focus on measuring a student's ability to acquire new knowledge and skills.

8. SPEED TESTS

- It consists of easy items that need to be completed within a time limit.

9. POWER TESTS

- This type of test allows the person to adjust to the difficulty of the items as they progress through the
test, with the time available to finish all the questions. This type of test also ensures that the person is
not rushed and is able to think through each of the items before responding.

10. NORM-REFERENCED TESTS

- This type of test measures an individual's performance against the overall group, rather than comparing
their performance against a particular standard of achievement. This allows teachers to compare the
performance of different individuals within the group and identify any areas of weakness or strength.

- For example, a teacher may use a norm-referenced test to compare the performance of a group of
students in the same class, determining which students are underperforming or excelling.

11. CRITERION-REFERENCED TESTS

- For example, in a 50-item test: 40-50 is very high, 30-39 is high, 20-29 is average, 10-19 is low, and 0-9
is very low. Another example is the grading in schools where 96-100 is highly proficient, 90-95 is
proficient, 80-89 is nearly proficient, and below 80 is beginning.

- For instance, the criterion-referenced test of reading might measure how well a student reads a certain
passage and compare it to a set of standards that indicate what level of reading proficiency the student
should have achieved.

12. How do we differentiate norm-referenced from criterion-referenced tests?

- Norm-referenced tests measure how well a student compares to other students, while criterion-
referenced tests measure how well a student performs relative to a given standard. For example, a
norm-referenced test might measure a student's reading level compared to the average reading level of
other students in their grade, while a criterion-referenced test might measure a student's reading level
compared to their reading level at the beginning of the year.