Made Test and Non-Test Instrument

Made Test and Non-test Instruments and Roles of Assessment
1. 1. Made test and Non-test Instruments; and Roles of Assessment in Instructional

Decisions PRESENTED BY: ABELIDA, GRACE FATIMA
2. 2. Objectives:  Able to differentiate between made-test and non-test
instruments.  Able to know the four roles of assessment in instructional
decisions.
3. 3. Made test vs. Non-test Made test  Definition: A method of measuring a
person’s ability, knowledge, or performance in a given domain.  Takes place at
identifiable times, under time constraints  Uses prepared administrative
procedure  Must be able to be measured and evaluated and reported Non-test
 Is an on-going process  Gives feedback to help students increase
competence • Informal : impromptu feedback, marginal comments on drafts
Does not make fixed judgment or record results. • Formal: review of journal
writing or student’s portfolio
4. 4. Teacher Made test Assessment  Written Test – tests that are administered
on paper or on a computer. A test taker could respond to specific items by writing
or typing within a given space of the test or on a separate form or document. 
Types of written test:  Subjective  Objective
5. 5. Teacher Made test Assessment Multiple Choice  test taker would be given a
number of set answers for each question, and the candidate must choose which
answer or group of answers is correct. Alternative Response / True or False 
Present test-taker with a binary choice – a statement either true or false. This
method presents problems, as depending on the number of questions. Matching
Type  is an item that provides a test taker to match identifying characteristics to
the correct term.
6. 6.  Completion Type o A fill-in-the-blank item provides a test taker with
identifying characteristics and requires the test taker to recall the correct term. 
Essay o Items such as short answer or essay typically require a test taker to
write a response to fulfil the requirements of the item. o Essay items take less
time to construct. Teacher Made test Assessment
7. 7. Non-test Assessment Techniques  Case studies and problem-solving
assignment o Type of assessment which require the student to place him or
herself in or react to a situation where there prior learning is needed to solve the
problem or evaluate the situation. o Case studies should be realistic and practical
with clear instructions.  Homework o Is a structured practice exercise that
usually plays a part in grading. o Sometimes instructors assign reading or other
homework which covers the theoretical aspects of the subject matter, so that the
class time can be used for more hands-on practical work.
8. 8.  Projects o Usually designed so that the students can apply many of the
skills they have developed in the course by producing a product of some kind. o
Usually given early in the course with a completion date toward the end of the
quarter.  Portfolio o Collection of student projects and products. Like a
photographer portfolio they should contain the best example of their work. For
subjects that are paper-based, the collection of portfolio is simple.  Observation
o Should follow an established plan or checklist organized around concrete,
objective data. o Needs to be tied to the objective of the course. Non-test
Assessment Techniques
9. 9.  Anecdotal Record o Provide information regarding a student’s development
over a period of time. o Provide ongoing records about individual instructional
needs o Captures observations of significant behaviour that might otherwise be
lost o Provide ongoing documentation of learning that may shared with students,
parents and teacher.  Anecdotal record is a record of some significant item of
conduct, a record of an episode in the life of students, a word picture of the
student in action, a word snapshot at the moment of the incident, any narration of
events in which may be significant about his personality. - Randall
10. 10.  Checklists o Contains a list of behaviours or specific steps, which can be
marked as Present/Absent, Complete/Incomplete, Yes/No, etc. o Used to record
observations of an individual, a group or a whole class.  Rating Scale o Allow
teacher to indicate the degree of frequency of the behaviours, skills and
strategies displayed by the learner. o Used to record the quality of the student’s
performance at a given time or within a given process.
11. 11. Roles of Assessment in Instructional Decisions  Placement 
Diagnostic  Formative  Summative
12. 12. Placement  Used to determine the entry behaviour of the pupils.  Used to
determine the performance at the beginning of the instruction.  GOAL: to
determine the position in instructional sequence and the mode of evaluation.
13. 13. Diagnostic  Type of assessment that is normally undertaken before
instruction to determine the student prior knowledge of a particular knowledge or
lesson.  It’s purpose is to anticipate potential learning problems and group /
place students in the proper course or unit of study.
14. 14. Types of Diagnostic Assessment  Pre-tests (on contents and abilities) 
Self-assessments (identifying skills and competencies)  Discussion board
responses (on content-specific prompts)  Interviews (brief, private, 10-minute
interview of each student)
15. 15. Formative  Usually administered during the instructional process to provide
feedback to students and teachers on how well the former are learning the
lesson being taught.  Results of formative assessment are neither recorded nor
graded but are used for modifying or adjusting instruction.  Helps detect which
student needs attention.
16. 16. Types of Formative Assessment  Observations during in-class
activities; of student’s non-verbal feedback during lecture  Homework
exercises as review for exams and class discussions  Reflection journals that
are reviewed periodically during the semester  Question and answer sessions,
both formal –planned and informal - spontaneous
17. 17. Summative Role  This type of assessment is undertaken to determine
student achievement for grading purposes.  To determine the mastery at the
end of the course.  Overall assessment.
18. 18. Types of Summative Assessment  Examinations (major, high-stakes
exam)  Final Examination (a truly summative assessment)  Term Paper (drafts
submitted throughout the semester would be a formative assessment)  Projects
(project phases submitted at various completion points could be formatively
assessed)  Portfolios (could also be assessed during it’s development as a
formative assessment)  Performances  Student evaluation of the course
(teaching effectiveness)

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Made Test and Non-test Instruments and Roles of Assessment

1. 1. Made test and Non-test Instruments; and Roles of Assessment in Instructional

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