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  • Assessment in Education
  • Educational Psychology
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  • INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION
  • 1.1 Concepts of Test
  • 1.2 Concept of Measurement
  • 1.3 Concept of Assessment
  • 1.4 Concept of Evaluation
  • 1.5 Relationship: Measurement, Assessment and Evaluation:
  • Measurement
  • Assessment
  • Evaluation
  • 1.6 Distinction between Measurement and Assessment/Evaluation
  • 1.7 Need for Assessment:
  • 1.8 Types of Assessment
  • 2.Formative Assessment
  • 3. Summative Assessment
  • 4.Diagnostic Assessment
  • 1.9 Techniques of Assessment & Evaluation
  • Limitations of observation
  • B. Interview:
  • Limitations of Interview
  • C. The Questionnaire
  • Limitations
  • D. Test
  • E. Attitude Scales
  • F. Projective Devices
  • G. Checklist:
  • SELECTIVE TYPE TEST
  • 2.1 Alternate Response/True-False Tests
  • 2.2 Multiple choice items
  • Merits of Multiple choice items:
  • Suggestions for Construction of multiple-choice type test item:
  • 2.3 Matching Type Test
  • Characteristics of matching type Test
  • Matching type test Merits:
  • Chapter-3 SUPPLY TYPE TEST
  • 3.1 Completion Type Test
  • 3.2 Short Answer Type Test
  • 3.3 Restricted Response Test
  • Chapter-4 COMPARISON BETWEEN ESSAY TYPE AND OBJECTIVE TYPE TESTS
  • 4.1 Objective Type Tests
  • 4.2 ESSAY TYPE TEST
  • Suggestion for constructing a good essay type test
  • 4.3 Comparison Of The Essay And Objective Type Test
  • Chapter-5 TYPES OF TESTS
  • 5.2 Standardized Test:
  • 5.2 Standardization on standardized Test:
  • 5.2 Evaluation of standardized Tests:
  • 5.2 Norms and Standards:
  • 5.3 Similarities between Standardized Test and Teacher Made Test:
  • 5.4 Differences between Standardized Test and Teacher Made Test:
  • Chapter - 6 SCHOOL ASSESSMENT SYSTEM IN PAKISTAN
  • 6.2 PUNJAB EXAMINATION COMMISSION
  • 6.2 Foundation:
  • Chapter 7: CHARACTERISTICS OF A GOOD TEST
  • 7.1 Validity:
  • 7.1 Factors Affecting Validity:
  • 7.2 Reliability:
  • 7.2 Factors Influencing Reliability:
  • 7.3 Usability:
  • 7.4 Objectivity
  • Chapter - 8
  • 8.1 Planning of the Test
  • 8.2 Purpose of the Test
  • 8.3 Table of Specification
  • 8.4 Selection of Appropriate Test item
  • 8.5 The preparation of a set of relevant test items:
  • 8.6 Assembling the Test
  • 8.6 Preparing Directions for the Test:
  • 8.7Administering the Test
  • 8.8 Scoring the Test
  • A test format that requires the student to match a series of responses with corresponding terms in stimulus list is called?
  • Value that divides the data into two equal parts is?
  • The test measures what we intend to measure. This quality is called?
  • The length of a test is an important factor in obtaining a representative?
  • Median of 1,2,4,5,2,3 is?
  • The test made to compare performance of a student with other students is called?
  • The summative evaluation is used?
  • The appearance of normal curve resembles with?
  • The alternative name of the Table of Specification is?
  • Table of Specification helps in?
  • To assess achievement at the end of instruction is?
  • Vast of all in scope?
  • The least in scope is?
  • Running description of active behavior of a student as observed by the teacher is?
  • A test very popular with class room teacher is?
  • Frequently used evaluation tools of summative evaluation are?
  • The most commonly used correction formula to predict and control guessing is?
  • The summative evaluation is?
  • The difference between maximum and minimum values is?
  • The number of score lying in a class interval is?
  • A multiple choice question is composed of question referred as?
  • In a norm referenced test which item is best?
  • Which question has increasing objectivity of marking?
  • The most widely used format on standardized test in USA is?
  • Which questions are difficult to mark with reliability?
  • Projective techniques are used to measure?
  • Test meant for prediction on a certain criterion are called?
  • Kuder Richardson method is used to estimate?
  • Instrument used for measuring sample of behavior is?
  • Performance is limited to quantitative description of pupil's?
  • The purpose of the evaluation is to make?
  • The purpose of evaluation is to make judgment about educational?
  • Evaluation that monitors learning progress is?
  • A formal and systematic procedure of getting information is?
  • A formal and systematic procedure of getting information is?
  • The process of obtaining numerical value is?
  • A sum of questions is?
  • The first step in measurement is?
  • The purpose of formative evaluation is?
  • Alternative response item is?
  • How many columns matching items have?
  • The item in the column for which a match is sought is?
  • Identifying relationship between two things is demonstrated by?
  • The statement of problem in M.C.Qs is?
  • The correct option in M.C.Q is?
  • The incorrect options in M.C.Q are?
  • The most widely applicable test item is?
  • The type of essay item in which contents are limited is?
  • The ability to select, organize, integrate and evaluate ideas is demonstrated by?
  • The I.Q of a student having twelve years mental age and ten years physical age will be?
  • The quality of test that measures “what it claims to measure” is:
  • The characteristic of a test to discriminate between high achievers and low achievers is?
  • If the scoring of the test is not affected by any factor, quality of test is called?
  • The quality of test to give same scores when administered at different occasions is?

The test made to compare performance of a student with other students is called?

The test made to compare performance of a student with other students is called? (a) Criterion reference (b) Norm reference (c) Achievement (d) None ✅ Correct option: (b) Norm reference Explanation: Norm-referenced tests compare individuals to a group.

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