Summary La #2.docx

Name : Pedja Rifki Azizi Class : 6A Npm : 21601073009 Types of languages test and non test As we know test is a activity that students always do after learning certain material. Also the fuction of the test it self is to know the students knowledges so far. The test it self is always do in end of learning section, but it can be do in a first section or before the learning begin, it is called pre-test. However the test divided into two, the test and non test. The test - A method of measuring a person ability, knowledge, or performance in a given domain - Takes place at identifiable times, under time constrains - Uses prepared administrative procedure - Must able to be measured and evaluted and reported The non test - Is an on going process - Gives feedback to help students increase competence. - Does not make fixed judgment or record result After know about the characteristic of the test, we can guest what type of the test. The first one the norm referenced test, it is test that are interpreted in terms of each student’s relative standing in among students, so we can say this test is type of test. The second criterion referenced test, it is test that are expressed in terms of the specific knowledges and skills each student can demonstrate, so we can say this test is type of non-test.

Principal Use Major Emphasis Interpretation Of result Content coverage Nature of Test Plan Item Selection Procedures

Performances Standards

Norm-Referenced Testing Survey testing. Measure individual differences in achievement. Compare performance to that of other inviduals.

Criterion-Referenced Testing Mastery testing. Describe tasks students can perform.

Typically covers a broad area of achievement. Table of specifications is commonly used Items are selected that provide maximum discrimination among individuals (to obtain high score variability). Easy items are typically eliminated from the test. Level of performances is determind by relative positions in some known group.

Typically focuses on a limited set of learning tasks. Detailed domain specifications are favored Includes all items needed to adequately describe performances. No attempt is made to alter items difficulty or to eliminate easy items to increase score variability. Level of performances is commonly determind by absolute standards.

Compare performance to a clearly specified achievement domain.

Constructing Norm-Referenced and Criterion-Referenced Test there are more similarites and differences in the preparation of norm-referenced test (NTR) and criterion-referenced test (CTR), and, as noted earlier, the differences are largely a matter of emphasis. The following statements highlight some of the major similarities and differences in constructing NTR and CTR for measuring achievement. 1. Both typically specification of the intended learning outcomes as a basis for test construction. 2. Both are typically designed to measure a representative sample of the specified learning outcomes. 3. Both use a variety of types of test items. 4. Both reqiure the application of a common set of rules for effective item writing. 5. Both require attention to the reliability of the results. 6. Both use constructed to fit a particular use.