Activity Sheet No. 1.

4
STANDARDIZED TEST AND NON-STANDARDIZED TEST

Concept Notes:

A test is the major and most used instrument for the assessment of cognitive
behaviors. Usually, the test is based on the learned content of subject specific
area (s) and is directed to measure the learner’s level of attainment of pre-
specified objectives. You know that to measure an attribute, a standard
instrument is needed. The expected, behaviors (aptitude) such as ability to state,
define, manipulate, or perform experiment for instance in integrated science and
similar activities are put down inform of test. For this reason, the test items as
measuring instrument must be valid, reliable, and usable in order to give
dependable result.

A standardized test is a test that is administered and scored in a consistent, or

“standard”, manner. Standardized tests are designed in such a way that the
questions, conditions for administering, scoring procedures, and interpretations
are consistent and are administered and scored in a predetermined, standard
manner.

Non-standardized tests are those which do not follow the rules of standardized
tests in which there is no uniformity in the student’s evaluation. There are
different questions for different students, or the test items are not standardized.

Instruction: The students is required to conduct research activity to define the

different test as used by the teacher to measure students learning progress.

Method What I know . . .

Standardized Test - This type of test undergone a rigorous process in
developing the test questions from content
validity to reliability test. It is a test that's taken
by students and scored in a consistent way so
that the results can be compared and judged by
a mark scheme. The tests belonging to this type
are fairer and quantifiable. It is primarily
associated with large-scale tests administered to
large population.
- are very useful when schools want to know how
their pupils are performing relative to pupils in
other schools. Nationally standardized tests
provide information on how pupils are
performing over time and in comparison to pupils
nationally. They help teachers understand
 national expectations and assess their pupils’
performance in the broader national context.

Non-standardized Test - This type of test measures student skills that are
noticeable and maybe significant, but can't be
quantified. It does not allow schools to compare
teachers and students, since schools can feign
improvement by making non-standardized
assessment easier for students. The advantage
for this method is that it can accurately assess
subjects, such as creative writing, which are
skills that are not easily measurable. This leaves
non-standardized tests as the better option for
these skills.
- This type can give students different questions
and sometimes have them perform different
activities. For example, a class might have
students create projects where they use visual
aids to explain addictive substances to the rest
of the class. One student may choose to show a
video, while another student might use a poster
board. In addition, it may have varying
conditions that influence how the tests are
scored. For example, students may receive
higher or lower grades on tests based on their
progress compared to how they scored on earlier
tests. Non-standardized tests are often geared
more toward developing the skills of the
students. Finally, this method considers that
students have different levels of academic
achievement.

Instruction: Provide at least three (3) examples of tools/instruments for

standardized and non-standardized test.

Method Example of Tools/Instruments

1. Achievement Tests
Standardized Test 2. Aptitude Tests
3. College Admission Tests
Non-Standardized Test 1. Portfolios
 2. Oral tests
3. Exhibitions of work

Reflection:

1. According to Eudotopia, “Teachers need to take an active role in making

decisions about the purpose of assessment and the content that is being
assessed.” Explain.
The success in educating students involves when the teachers carefully
perform their tasks in lesson planning, teaching and conducting assessment.
Each of these tasks plays an important role in the teaching-learning process
which also call for teachers to play the teacher-leader roles such as decision
maker, instructional specialist, curriculum specialist, resource provider,
learning facilitator, mentor, data coach and catalyst for change.
These multiple roles of a teacher-leader are essentials starting with lesson
planning. Prior to making lesson plans (as the first step), the teacher is expected
to have done his/her assessment in terms of determining the learning needs of
the students as well as forecasting to address the learning needs. The next step
will be making the lesson plan where the teacher carefully formulates objectives
and learning outcomes with the corresponding topics to be discussed while
aligning with it is to make a decision on choosing the best teaching strategies
appropriate for the students so that the objectives and learning outcomes will be
attained. Part also in the planning is the provision of the environment that is
conducive to learning, the resources needed, and all other contributing factors
that make the teaching-learning activities successful. Lastly, is the decision to
choose the kind of assessment method appropriate to meet the learning
outcomes.
Student assessment is a critical aspect of the teaching and learning process.
It is important for teachers to strategically evaluate the effectiveness of their
teaching by measuring the extent to which students in the classroom are
learning the course material. The following will guide the teachers in making
decision about the assessment method to be used:
1) It must define student assessment and why it is important, 2) It identifies
the forms and purposes of student assessment in the teaching and learning
process, 3) It discusses methods in student assessment, and; 4) It makes an
important distinction between assessment and grading.
The data gathered during assessment will provide information about the
students’ learning progress which will again call the teacher to take an active
role in making decision for the enhancement of the teaching-learning process if
found to have failed in achieving the overall objectives and learning outcomes.
References:

RS Assessment (n.d.). A Guide to Standardized Assessment. Retrieved Sep. 7, 2022,

from https://www.risingstars-uk.com/media/Rising-
Stars/Assessment/PiRA/Standardised-brochure.pdf
Robert, C. (2018). Difference between Standardized and Non-Standardized
Assessments. Retrieved Sept. 7, 2022 from
https://classroom.synonym.com/difference-between-portfolio-assessment-
standard-classroom-test-5203.html
Education Reform (2015). Standardized & Non-Standardized Tests. Retrieved Sept 7,
2022 from https://www.edglossary.org/standardized-test/
Blane, P. (2021). Duties and Responsibilities of the Students. Retrieved Sept.7, 2022
from https://cbassociatetraining.co.uk/what-are-the-duties-and-responsibilities-
of-a-teacher/
Fisher Jr., M.(2022). Student Assessment in Teaching and Learning. Retrieved Sept.
7, 2022, from https://cft.vanderbilt.edu/student-assessment-in-teaching-and-
learning/
Harrison, C & Killion J. (2007). Ten Roles for Teacher Leader. Retrieved Sept. 7,
2022, from https://www.ascd.org/el/articles/ten-roles-for-teacher-leaders