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Types of Assessment Tests, Essay Example

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Assessment tests are tools used by educators to evaluate different types of learning. These tools might seek to determine how much information a student has learned, how well the student can apply what he or she has learned (e.g. performing a newly learned task), or how much a learner has progressed from a previous point.

Most testing models can be categorized as either selected response or constructed response types (Applebaum et al., 1984, p.172). In the selected response model, learners choose an answer to a given question from a list of provided options. In a constructed response test, a student must synthesize each answer independently. Generally speaking, selective response tests typically measure lower thinking skills such as the bottom two or three steps in Bloom’s Taxonomy (Overbaugh & Schultz, 2010). Constructed response tests tend to be better for measuring higher learning functions. Within these two models, there are a variety of specific test types, each having certain strengths and weaknesses. The chart below illustrates some of these test types.

Selected Response Tests
Test Type	Description	Scored	Value	Limitation	Reliability	Validity
Multiple Choice	A question is asked and the learner must select the best answer from a list (usually four) potential answers.	Each answer is either correct or incorrect with a point value given for all correct answers.	Easy to develop, administer and grade. Measures basic knowledge.	Sometimes called “multiple guess” it is difficult to test higher learning functions.	Very reliable	These tests are valid if the questions are worded properly and the answers include options that are at least plausible.
True / False	A statement is made. The learner must determine of the statement is true or false.	A point value is assigned each correct answer.	Easy to develop, administer and grade. Measures basic knowledge.	Students have a 50% chance of guessing the correct answer.	Very reliable	These tests are valid for measuring basic knowledge.
Matching	One list (such as words) is matched against another list (such as definitions of words)	Each correct match is assigned a point value.	Easy to develop, administer and grade. Measures basic knowledge. A good matching test question should have more words to be matched than definitions.	Only measures a learner’s basic knowledge. Not much critical thinking involved.	Very reliable	Valid for measuring basic knowledge.

Constructed Response Tests
Test Type	Description	Scored	Value	Limitation	Reliability	Validity
Cloze Test	A sentence is given with one or more words missing. The learner must input the missing word(s).	A point value is assigned to each correct word.	This type of test is the simplest and perhaps the most objective type of constructed response test. The learner has to know the correct word(s) to insert as there is no list of possible answers to select from.	Since there are many variations of certain words, the designer must be careful to exclude very specific words that could not be replaced with another word that might actually fit the sentence.	Very reliable	Valid as long as the questions are worded correctly and no ambiguity exists.
Choral Response	The instructor asks a question in front of the entire class. Learners who know the answer may shout it out individually or several at once.	This is an informal assessment tool and is typically not scored.	This method can be very effective in reinforcing key points throughout the learning process. It can also be very effective for use with special needs students because of the social reinforcement that occurs with knowing the correct answer.	Shy students might not participate. Students who do not know the answers can “hide” by not responding, thus the student identifies the fact that he or she does not know the answer, but the instructor does not.	Reliable as a reinforcing tool.	Validity is limited since no actual measuring of individual learners occurs.
Essay	Learners are asked to synthesize a written project demonstrating their understanding or interpretation of certain subject material.	Essays are often scored using a rubric of some kind. Since the assessment is written and students all have different writing styles and critical thinking skills, there is a lot of subjectivity in grading essays. A scoring rubric can help objectify the scoring process.	Essays are excellent ways to measure learners’ higher thinking and processing skills. Not only does an essay reflect an understanding of the material, but also indicates the learner’s ability to articulate that understanding in a logical manner.	Essays are time consuming to grade. There can also be problems with grading an essay written by a student who has an excellent understanding of the material, but has poor communication skills (such as a student for whom English is a second language).	Somewhat reliable	Essays are very reliable in measuring higher learning skills.
Performance-Based	Performance-based tests measure a learner’s ability to correctly complete a task. Examples might include typing tests, assembling a fuel pump, or hitting a baseball.	Scoring performance-based tests usually involves a simple pass/fail metric. For example, a student can either type 40 words per minute with no mistakes or not.	Performance-based tests measure the potential for transfer errors relating to task completion rather than on simple knowledge.	There can be many variables in evaluating the success of a student. For example a nursing student being tested on drawing blood might be successful in doing so, but might cause the patient undue pain in the process (which is difficult to quantify).	Somewhat reliable	Mostly valid. The successful performance of a task is an indicator of learning however the consideration of variables may result in varied levels of success in some cases.

Constructed Response Tests (cont.)
Project	The learner is assigned a project of some kind that will indicate a level of subject material proficiency and the ability to synthesize a finished product. Examples of projects might include a research paper, a market analysis, the construction of an object, or a science experiment.	Scoring a project can take many forms depending on the nature of the project. A rubric can help to objectify the scoring process.	Projects are excellent assessment tools for measuring higher learning and thinking skills. A well designed project can reflect the upper tiers of Bloom’s Taxonomy.	Even with a rubric, many projects may be difficult to objectify. There tends to be more subjectivity in grading projects.	Somewhat reliable	Can be valid in measuring higher learning and the ability to synthesize.

Conclusion

There are many considerations for determining the best assessment type for any given learning module. The importance of the material, time available for administering and grading, and the performance objectives of the module all play a part in selecting a test model. There is also a need to accommodate learners with special needs. In her article, Arnold (2010) suggests that each individual special needs student should be given assessments that suit the specific needs of that student. These modifications must be consistent with the student’s IEP (if the student has one) and must accommodate any other limitations such as assistive technology or other types of support where indicated.

In another article, Hupe (2010) warns teachers that while special accommodations must be made for special needs students, care should be taken to provide academic rigor that is comparable to the student’s grade level. Just because a student may have special needs does not mean that a teacher should not maintain the highest expectations reasonably possible. Special needs students also benefit from inclusion in the general educational population (Belland et al., 2009, p.15). This study suggests that having special needs students work within a small group of mainstream students helps increase self confidence and also provides a venue for practical problem-solving within a social context.

References

(Applebaum W Arrasmith D Sheehan D 1984 comparison of the selected-response strategy and the constructed response strategy)Applebaum, W., Ahrasmith, D., & Sheehan, D. (1984). A comparison of the selected-response strategy and the constructed response strategy. Journal of Educational Research, 77, 172-186. Retrieved from http://www.questia.com/googleScholar.qst;jsessionid=M8kL69JV3dt2xv072GTnGSdXRDRDNkxCkDs5CxBTlyHG27Sq5w1j!587632263!1935743228?docId=76952819

(Arnold N 2010 Introduction to alternate assessments)Arnold, N. (2010). Introduction to alternate assessments. Retrieved from http://www.newhorizons.org/spneeds/inclusion/teaching/arnold.htm

(Belland B Glazeqski K Ertmer P 2009 Inclusion and problem-based learning: Roles of students in mixed-ability groups)Belland, B., Glazeqski, K., & Ertmer, P. (2009). Inclusion and problem-based learning: Roles of students in mixed-ability groups. RMLE online, 32(9), 1-19. Retrieved from http://www.eric.ed.gov/PDFS/EJ858823.pdf

(Hupe D 2010118 How to create tests for special needs students)Hupe, D. (2010, January 18). How to create tests for special needs students. Retrieved from http://specialneedseducation.suite101.com/article.cfm/how_to_create_tests_for_special_needs_students

(Overbaugh R Schultz L 2010 Bloom’s Taxonomy)Overbaugh, R., & Schultz, L. (2010). Bloom’s Taxonomy. Retrieved from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm