Achievement tests measure what has been learned from a particular instructional program.
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The basic difference is who develops the test: classroom teachers for teacher-made tests, specialists for standardized tests.
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A test developed by specialists and given under established procedures is a standardized test.
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In extended-response tests students must generate and organize their own answers, so copying is comparatively difficult.
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Extended-response essays give learners the most opportunity to select evidence, synthesize and organize an argument.
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Restricted-response items limit the range and organization of acceptable answers, which makes scoring more consistent.
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Freedom to select and organize content is the mark of an extended-response essay.
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A word limit and specified points to cover make this a restricted-response essay.
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Restricted-response essays limit the content and/or scope of the answer, while extended-response essays give wide freedom.
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Explaining how motivations produce a turning point requires analysis, a higher-order process than simply recalling a definition.
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Broad content sampling used to establish relative standing is characteristic of norm-referenced testing.
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Criterion-referenced tests focus on a clearly defined learning domain, unlike norm-referenced tests that sample broadly to rank students.
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Criterion-referenced scores are interpreted against predetermined standards, so one student's score does not affect another's interpretation.
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Norm-referenced testing compares individuals with other members of the group, which suits selecting the top performers.
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Criterion-referenced testing judges mastery of specified learning outcomes regardless of how other students perform.
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Ipsative assessment compares a learner's current performance with his or her own earlier performance rather than with others.
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Self-assessment is the classic example of assessment as learning, where learners reflect on and regulate their own learning.
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Assessment as learning involves students monitoring their own progress, setting targets and adjusting study strategies (self-assessment).
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Summative assessment evaluates outcomes at the end of a program or course.
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Difficulties are first handled through formative assessment during teaching; if they persist, deeper diagnostic assessment follows.
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Formative assessment addresses immediate instructional problems during learning, so calling this diagnostic would be inappropriate.
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A final examination that judges course outcomes and informs program decisions is summative: product-oriented and given at the end.
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Measurement records quantity (scores), while assessment goes further by interpreting performance data to judge the quantity and quality of learning.
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Evaluation combines several kinds of evidence to make a value judgment about the success of a program.
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Measurement only assigns numbers to performance; it does not interpret what the numbers mean.
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