CATEGORIES OF ASSESSMENT TECHNIQUES AND PROCEDURES
There are several ways of classifying assessment techniques or procedures. As you will
notice the different categories reflect either the type of items, their use or the interpretation to
which their results are subjected. Your choice of which assessment technique to use at any
particular time will depend on the test purpose, its interpretation and practical issues such as
marking.
The following are some of the categories in which test techniques are placed:
o The nature of items on the test. By examining the questions on the test, you
will notice that some items demand that candidates construct or supply
answers. Yet other questions expect examinees to select or recognise
answers from given lists of responses. The two types are called the supply
type of questions the and choice type of question.
o Objectively or subjectively scored tests. When more than one scorer or
marker of the examinees’ performance give exactly the same result, the test
is said to be objective. Such tests are those whose items only have a single
correct answer. On the other hand are those items where scorers or markers
tend to have variations in the score of the same item. This variation is
common when making essays, for example. Such test types are
called subjective because the final results depend on the scorer.
o Standardized tests versus informal tests. Sometimes you classify tests by
examining the extent to which observable procedures, equipment and
materials and scoring rules have been fixed to increase objectivity. When no
effort has been made to fix these, the test is said to be informal. All
commercial testing tend to be standardised where the procedures and
equipment are fixed, while classroom testing tend to have a lower degree of
standardisation.
o Individual and group tests. Usually tests that offer opportunities for clinical
observation are designed to be administered to one person at a time. Group
tests are those administered to several people at a time. Group tests are seen
to be more efficient but they can sacrifice rapport, personalised testing
conditions and clinical observation.
o Verbal and performance tests. The tasks in the verbal test call for verbal
responses. This is when examinees express themselves verbally, as in
supply type items such as essays, short answer or oral tests. On the other
hand, performance tests are designed to elicit and observe non-verbal
responses such as assembling objects, completing puzzles and conducting
psychomotor activities.
o Speed and power tests. Speed tests contain easy items and emphasise the
speed with which students perform the test. However, power tests tend to be
demanding and emphasise the contents of the answers. Candidates are
usually allowed more time in power tests.
o Mastery and survey tests. Mastery tests measure the degree of mastery of
a set of specific learning outcomes. Survey tests measure a pupil’s general
level of achievement over a broad range of outcomes.
o Norm-referenced versus criterion-referenced tests. Sometimes tests are
classified according to the scheme of interpretation to which they are
subjected. Norm referencing means relating an individual’s score to the
