Topic: Prognostic, criterion referenced, norm referenced,ipsative
1)
Prognostic test
Prognostic tests act as a means of
estimation and prediction of the future career. The prognostic test combines
basic aspects taken from an assessment of learning processes and an assessment
of learning achievements and tries to formulate a diagnosis for the student’s
future.
In prognostic studies the focus of interest
is what may happen in the future. It is natural, therefore, that most
prognostic studies have outcomes that are the time to a specific event, such as
death. However, some prognostic studies with dichotomous outcomes may
inappropriately ignore the time element.
2)
Norm-referenced test
The term nom has two meanings.One is the
established or approved set of behaviour or conduct to be followed or displayed
by all members of a family or society or any organisation. It is the
established customs of the society which most of the people follow without any question.
The other meaning of the term is meaningful for us here , that is the average
performance of the group.
For example, a group of students are tested
for the awareness towards environmental pollution through a written test. The test
consists of 50 objective type questions of one mark each. There was no negative
marking in the test. The full mark of the test is obviously 50 . After the
conduction of the test it is marked by the examiner. There are 150 students in
the group. Marks of all students are added and the additive marks are divided
by 150 to find the average performance of the group. Suppose it is found to be
30. Then 30 marks is the average obtained by the whole group in which some
achieve 49 out of 50 and some other achieve very less, that is 12 out of 50. The
30 mark ,i.e.,the average of the group is said to be the norm of this group.
Now, the evaluation of all 150 students is
done considering this 30( the norm) as a point of reference . All students who
have got marks about 30 are considered as above average & all those who
have achieved below 30 are considered as below average and all those who have
achieved just 30 are supposed as average . There is no pass or fail in this type of evaluation as there is set marks for passing the test. This type of
evaluation is called as norm - referenced evaluation and the test as considered
as norm- reference test.
3)
Criterion-referenced test
The type of evaluation in which the
performance of the testees are evaluated
with reference to some predetermined criteria is called as criterion-referenced
evaluation. No weightage is given to norm or average performance of the group
in this evaluation. All decisions such as pass or fail, distinction, excellent
etc are taken with reference to criteria set out in advance. In the above example,
if some criteria is set before the test with reference to which the performance
of each students will be evaluated, it
will become criterion-referenced evaluation. Suppose the following criteria are
finalized for this test:
Pass mark :40%
Distinction: 80%
In the test discuss about all the students
who get 20 or more than 20 (40 percentage) are declared as pass. All those
students who score less than 20 are declared as failed. All those who get 40 or
more( 80%) are declared as distinction. If any price is given to those who score at least
90% , then only the students who will get 45 or more will get the price. As all
decisions are taken on the basis of some criteria, this evaluation is called as
criterion -referenced evaluation.
Construction of
criterion-referenced test
Step1: Identifying the purpose of the test
First of all, the objectives of the test
are finalized. The test developer must
be aware of the purpose of the test for which it is going to be prepared and
along with it he should know the following aspects of the test:
·
Content area of the test from
were the items will be developed
·
Level of students or examinees for
whom test is being prepared
·
Difficulty level of the test
items
·
Types of the test( objective
type or subjective type or mixed type of test)
·
Criteria for qualifying the test
By understanding these points ,the test
developer starts to work on constructing the criterion-referenced test and then
moves to the second step
Step 2: Planning the test
Here the test developer works on,
(I)
Content analysis: Involves the selection of contents .i.e., the testing areas and its peripherals. He
also decides the key areas of the content from where more questions are to be developed.
(II)
Types of items: The decisions regarding the type of items are taken at this stage.
In case of subjective type, it may be essay type /short answer type and very
short answer type. In case of objective type ,it may be multiple choice question/
fill in the blanks /true or false type/ sentence completion type /one word
answer type etc if the test is mixed type, then questions are developed
accordingly .but what is planned at this stage is the proportion of objective
and subjective type items in terms of marks.
(III)
No.of items :This includes the total number of questions of each type involved
in the test.
(IV)
Weightage : it is very important to decide the weightage of each type of items
and each content area. It depends upon the level of student being tested. As we
move from lower to higher level the percentage of knowledge domain items
decreases and higher order thinking abilities such as understanding, application
and skill increases. The test developer also decides the weightage of each
of the content areas being included in the test considering its relevance.
(V)
Duration of the test : Here the difficulty level of the test items and the duration of the
test are decided.
(VI)
Mechanical aspects : It includes the quality of paper, ink ,diagrams type setting font
size and printing of the test papers.
(VII)
Development of key for
objective scoring : To bring objectivity in
evaluation process, it is essential to achieve interpersonal agreement among
the examiners with regard to the meaning
of the test items and their scoring. For this purpose ,an answer key is prepared for each paper and given to all examiners.
They are supposed to score the test following this key.
(VIII)
Instructions for the test : The test developer also prepare instructions for its administration,
scoring and evaluation procedure ' test manual ‘ .It shows the whole procedure
of testing. it acts as a guide to the individuals involved in testing procedure
at all stages. This manual is strictly applied to bring objectivity in the test.
Step 3: Preparing blueprint of the test
Blueprint serves as a guideline or frame of
reference for the person constructing the test. It is a specification chart which shows the details
of the test items to be prepared. It shows all the content areas , number of questions,
type of questions from those areas. It also reflects the objectives to be tested.
The blueprint describe the weightage given to different content areas , types
of items, objectives and all other details of the test.
Step 4 : Construction of test items
According to the blueprint, questions
covering all the content areas, objectives and all types of items are
constructed. Questions may be objective or subjective type as set in the
blueprint.
Step 5 : Selecting the items for the test
The process of selection is done through a
process known as ‘try out’ . The steps include:
(I)
Sampling of subjects : As per the size of the population for which the test is being prepared,
a workable sample that is around 150 subjects is selected on a random basis . On
this sample the prepared items are tested for knowing its functionality , workability
and effectiveness
(II)
Pre-try out : Preliminary try out. Here the prepared items are administered on
around a sample of 10 subjects. The answer sheets are checked ,evaluated and
discussed with the candidates for identifying if any kind of problem they would
have faced during the test. It is sure
that they have faced language difficulty ,words ambiguity and some other
problems. The problems are sorted out . The items having these problems are
rewritten/ rephrased to improve and modify the difficulties and ambiguity of the
items . At the end of the pre tryout the initial draft of the test is prepared.
(III)
Proper-try out : Here the initial draft of the test is administered on around 50 candidates.
Answer sheets are scored and item
analysis is done. Difficulty value and discrimination power of each item is calculated.
The items which come under acceptable range of difficulty value and
discrimination power are selected for the test and the others are rejected.
(IV)
Final-try out : The final try out is done on large sample. The sample size maybe
hundred or more depending upon the population size. After administration and
scoring of the test, reliability and validity of the test are measured. If it
is proved to be reliable and valid, it gets green signal.
Step 6 : Evaluating the test and
preparing final draft of the paper
For establishing quality , an index test manual is prepared which informs
about the test’s norms, scoring key ,reliability and validity . The final draft
of the test paper is prepared. Instructions for examinees as well as for test
administrators are determined. Item analysis performed to find out the item
workability for the test . The required changes are done and final draft of the
paper is ready for printing.
|
Criterion referenced
test |
Norm referenced
test |
|
Evaluates an individual’s performance in a given
situation with respect to specific characteristics expected in
the performance |
Compares the individual’s
performance with those of other persons taking the same test |
|
The main objective is to measure the effectiveness
of a program or instruction |
The main objective is to measure individual
differences |
|
It provides specific information on individual
levels of performance with respect to objectives |
It aims to classify and grade learners in various
categories |
|
The score of an individual can be interpreted
individually |
The meaning of any particular score can be
determined only by comparing it to other scores achieved by students taking
the test |
|
The purpose is not to classify and rank learners but
to ensure development |
It is often used for selection purpose |
|
Test results are used to evaluate student
performance relative to specific performance levels anticipated |
Test results are used for making comparative
decisions regarding individuals |
|
A test constructor is not concerned with developing
a test to maximize the variability of test scores |
It is specifically constructed to maximize the
variability of test scores,as the purpose is discrimination of individuals by
comparison |
|
Eg; Driving test, Citizenship test |
Eg,IQ test, Classroom teacher made test |
4)
Ipsative assessment
This is assessment against the student’s
own previous standards. It can measure how well a particular task has been
undertaken against the student’s average attainment, against their best work , or
against their most recent piece of work. Ipsative assessment tends to correlate
with effort to promote effort- based attributions of success ,and to enhance motivation
to learn.
