Essay Test Objective Test
Test Development – Planning The Classroom Test The Administration And Scoring Of Classroom Test
TYPES OF TEST
CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Content
3.1 Concept of Test
3.1.1 Concept of Test as Measuring Instrument 3.1.2 Limitations of Test as Measuring Instrument 3.2 Types of Test
3.2.1 Intelligence Test 3.2.2 Aptitude Test 3.2.3 Achievement Test
3.3 Classification of Achievement Test 4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment 7.0 References/Further Readings
1.0 INTRODUCTION
In this unit you will be taken through the concept of test which you are
already familiar with. Here, we should consider the concept of test as ameasuring instrument and its limitations. You will also learn about types of test such as Intelligence Test, Aptitude Test and Achievement
Test. While taking you through this unit, you will attempt few Self assessment exercise (SAEs). These are designed to enable you monitor
your progress in the Unit. At the end of the unit, you will be requested
to answer some Tutor Marked Assignments (TMAs).
2.0 OBJECTIVES
At the end of this unit, you should be able to:
State the concept of test Identify types of test Classify achievement test
Explain types of achievement test.
3.0 MAIN CONTENT 3.1 Concept of Test
As you already know a test is an instrument or device used for finding
out the presence or absence of a particular phenomenon or trait possessed by an individual or group of individuals. For instance, one can
use an achievement test in integrated science to determine how well the
testee learned what he was exposed to.
3.1.1 Concept of Test as Measuring Instrument
A test is the major and most commonly used instrument for the assessment of cognitive behaviours. In this context test simply means a
set of questions which students are expected to answer? Their responses
to the questions give a measure of their level of performance or
achievement.
Usually, the test is based on learned content of subject specific area(s)
and is directed to measure the learner’s level of attainment of pre- specified objectives. You know that to measure an attribute, a standard
instrument is needed. Therefore, unlike physical attributes, measurements are done by describing the characteristics associated with
such constructs in behavioural terms.
The expected, behaviours (aptitude) such as ability to state, define, manipulate or perform experiment for instance in integrated science and
similar activities are put down in form of test. The test score gives quantitative information about the existence of the construct (attribute) possessed by the testee. For this reason, the test items as measuring instrument must be valid, reliable and usable in order to give dependable
result.
3.1.2 Limitations of Test as Measuring Instrument
The limitations of test as measuring instrument arise because a test measures attributes indirectly. Hence the accuracy of information
66
obtained from test results depend on the representativeness and
adequacy of the sample of test items with respect to the behaviour associated with the attribute. In other words, a test as a measuring instrument is supposed to have a representative sample of items which
measure all and what it purports to measure. Moreover, unlike physical measuring instruments test scores are not absolute. The real value of score of 0 percent does not mean that the learner has zero aptitude and
therefore has not learned anything.
However, we know that a learner who scored 60 percent in a given test has more aptitude than another learner who scored 30 percent. But we cannot really say by how much. Therefore, the scores are interpreted
with caution.
As you know, no test is accepted universally as standard measure for a
specific attribute on its own. A perceived representative samples developed based on some common objective and content areas of a given locality cannot represent all versions of likely attributes of interest
to all the students outside that given locality. Thus the use of every test
is often localized to specific class, school or area.
3.2 Types of Test
Test may be classified into two broad categories on the basis of nature of the measurement. These are: Measures of maximum performance
and measures of typical performance. In measures of maximum performance you have those procedures used to determine a person’s
ability. They are concerned with how well an individual performs when motivated to obtain as high a score as possible and the result indicates what individuals can do when they put forth their best effort. Can you recall any test that should be included in this category? Examples are
Aptitude test, Achievement tests and intelligence tests.
On the other hand measures of typical performance are those designed to reflect a person’s typical behaviour. They fall into the general area of personality appraisal such as interests, attitudes and various aspects of
personal social adjustment. Because testing instruments cannot adequately be used to measure these attributes self-report and observational techniques, such as interviews, questionnaires, anecdotal
records, ratings are sometimes used. These techniques are used in relevant combinations to provide the desired results on which accurate
judgment concerning learner’s progress and change can be made.
3.2.1 Intelligence Test (or General Mental Ability Test) You will recall that intelligence is the ability to reason and learn from experience. It is thought to depend both on inherited ability (nature) and on surroundings in which a person is brought up (nurture). The first
intelligence tests were devised by Alfred Binet in 1905 to give an Intelligence Quotient (IQ). Intelligence test provides an indication of an
individual’s general mental capacity. An Intelligence test usually includes a wide variety of tests so as to sample several aspects of cognitive function. Some people believe that Intelligence can be
expressed only in speech and writing and therefore cannot be tested.
3.2.2 Aptitude Tests (Separate Ability)
When we talk about aptitude, we refer to the natural talent or ability especially specified. Thus, aptitude tests measure specialized abilities and the potential to learn or perform new tasks that may be relevant to later learning or performance in a specific area. Hence they are future oriented. Can you mention any one of such tests that is familiar to you?
An example is the Common Entrance Examination into Vocational
Schools and even Secondary Schools.
3.2.3 Achievement Test
Achievement tests are designed to measure the effects of a specific programme of instruction or training which the learners attained usually
by their effort. Generally, they represent a terminal evaluation of the learner’s status on the completion of a course of study or training. That
is, it is used to determine how much the learner has learned from specified content via systemic and controlled instructions. End of term
examinations and classroom tests are mostly achievement tests.
SELF ASSESSMENT EXERCISE 1
Now answer the following questions to assess your level of progress.
i.
ii.
iii.
What do you understand by the term test?
Name two examples each of measures of maximum performance and that of typical performance.
Briefly identify the major difference between Intelligence test
and Achievement test.
68
ANSWER TO SELF ASSESSMENT EXERCISE 1
A 1: Your answers should show that test is a measuring instrument
that consists of a set of questions carefully designed to assesscognitive behaviours especially in the classroom.
A 2: Measures of maximum performance include: Aptitude tests, Achievement tests and Intelligence test. Measures of typical
performance include self reports and observational techniques.
A 3: The major difference between Intelligence test and Achievement
test is that while achievement test focuses on measuring the effects of a specific programme of instruction attained by the learners usually by their efforts Intelligence test focus eson inherited ability of the learner and on the surrounding on which