Types of Assessment Test

Topics: Assessment, Standardized test, Educational psychology Pages: 10 (3578 words) Published: November 27, 2011
Types of Assessment Tests
1) Develop a chart (matrix) of 1000−1,250 words that compares and contrasts the different types of assessments, the characteristics of each, and for what situations each is best suited. It should address the following: a) How is each type of assessment scored?

b) Discuss the value and limitations of each test in determining knowledge and skill standards.
c) Analyze each instrument for reliability and validity.
2) APA format is not required, but solid academic writing is expected. 3) Submit the assignment to the instructor by the end of Module 3. Ok I am going to lay the paper out as follows, I will give the type of assessment first, and then how it is scored, then its limitations and then reliability. Not sure how many you need to compare so I will give you all that I am aware of and have used in the past.

Formative Assessment- This type of assessment assesses students prior to introducing a new concept to see how much background knowledge they actually have on the subject and how much more they will need to learn. This assessment makes it easier to determine what and what does not work to be eliminated. Anything that works will be included in the lesson to be taught before the real lesson is delivered in order for the students to understand the concept. Students who have extensive background knowledge of the subject and have done a lot of traveling usually score much better on these types of assessments especially in the science and social studies fields.

Formative Assessment is scored on a regular testing scale using 0-100% accuracy.

This type of assessment is usually based on the goals that are in need of being accomplished. For example, if an objective states that the children will be able to identify the difference between bodies of water such as a river, lake, and ocean, the test questions should be based on those attributes. Once the investigation is completed, the students can then be taught based on their prior knowledge. It is extremely rare that all students score exceptionally high or unusually low on this kind of assessment in most cases there will be a balance of scores.

As far as being reliable and valid, this type of assessment is a terrific one that gives the teacher the ability to teach in groups or create games and activities based on what the children already know or don't already know. There is no need in re-teaching a subject to children what they already know, and a demand in building background knowledge for students who do not have it. We used to call this kind of teaching front loading.

Summative Assessment- This is probably the most common type of assessment used most often by teachers. This assessment is given after a topic has been introduced and taught in its entirety. This test will allow the teacher to see whether he or she did a terrific job getting the children to retain the information he has taught.

The importance of using this assessment is astonishing. Once this information is gathered a teacher can easily determine if the students achieved what he or she wanted them to. If they did not, an anecdotal note can be made or a graph or chart that will allow the teacher to revisited with those students who failed the test. These types of assessments are your typical spelling tests that allow students an opportunity to review prior to taking the test.

This assessment is highly reliable and the results are valid as long as a student does not copy from another student or fail on purpose. This can be eliminated by splitting the students up or giving the test independently while others are working on other topics.

Oral Assessment- This is oral or read aloud. This kind of assessment can be extremely beneficial for special needs students who are not reading to capacity and who may have a hard time with comprehension skills. The only downside to this type of testing is that the students will not always be given this opportunity...
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