III.

Standardized Diagnostic Test

A. Introduction

Numerous tests are used in the schools, which can be classified into different types or
categories. One way to classify tests is through standardized diagnostic test by the
construct the test purports to measure. Using this method, tests can be organized into
achievement tests, aptitude or intelligence tests, personality inventories, projective
techniques, interest inventories, attitude measures, and so forth

B. Learning Post

At the end of this module, you are expected to:

Develop an understanding about standardized diagnostic test

Compare between standardized and not standardized tests

Discuss the advantages and disadvantages of standardized diagnostic

test with a small group

C. Learning Experiences

1. Activity:

Title of the activity: LET REVIEW

Instruction:

- a series of question will be flashed at the screen

-the class will decide which letter will be the best suited answer for the question

2. Content:

A standardized test is any form of test that (1) requires all test takers to answer
the same questions, or a selection of questions from common bank of questions,
in the same way, and that (2) is scored in a standard or consistent manner,
which makes it possible to compare the relative performance of individual
students or groups of students. While different types of tests
and assessments may be standardized in this way, the term is primarily
associated with large-scale tests administered to large populations of students,
such as a multiple-choice test given to all the eighth-grade public-school
students in a particular state

Diagnostic testing is an important tool for educators who want to know where
their students are academically in order to bring those students to where they
need to be. If you want your students to move forward, you need to identify
where they have started; diagnostic testing is the way to do this.

Purpose
A diagnostic test measures where students are in terms of their knowledge and
skills. It will assess the abilities that students have at a particular time to solve
problems or answer questions in a subject area.
Uses
A teacher uses a diagnostic test to assess students' strengths and weaknesses
in a specific subject area. It shows her how much they know about her subject
and also how much more they still need to know before they leave her class.
Classes
Diagnostic tests can be especially beneficial for teachers who have multiple
classes to teach within one subject. A diagnostic test given to all classes can
show that teacher, for example, that first-period students are comfortable with
fractions, but third-period students still need some practice in that area.
Repetition
A diagnostic test is useful if a teacher uses it more than once throughout the
school year. Given at the beginning of the year, it can help the teachers plan
his instruction. Midyear, he can determine how much students have learned so
far and what he needs to review. At the end of the year, a diagnostic test can
provide an assessment of a student's total learning for the class.
Growth
A diagnostic test can show how much students have grown in a class or in their
knowledge of a subject.
Individual tests are typically used for clinical purposes, such as making a
diagnosis of a disability or disorder or determining strengths and weaknesses in a
specific area of functioning (e.g., intelligence, achievement). These tests are
administered to one student at a time. The test user should have considerable
training in test administration, scoring, and interpretation. Group tests, on the
other hand, are designed primarily as instruments for mass testing (Anastasi &
Urbina, 1997). They are largely pencil-and-paper measures suitable for
administration to large or small groups of students at the same time. The majority
of tests used in schools are group tests. The recent large-scale tests used by
states are also group tests. Group tests are fairly easy to administer and score,
and their use does not require much special training on the part of the
examiners. Some group tests may also be computer administered and scored.

Tests may also be grouped into speed tests and power tests. A speed test is
designed to measure the speed or rate of performance, rather than the
acquisition or mastery of knowledge. Typically, speed tests include very easy
items so every test taker knows the answers. This way, only speed of response is
measured by the test. On the other hand, a power test is designed to measure
the knowledge of the test taker, regardless of his or her speed of performance.
Power tests contain items with varying degrees of difficulty and allow enough
time for test takers to attempt all items. Performance is based on how well a
student can answer the items, instead of how fast he or she can perform.
However, most tests used in the schools measure both knowledge and speed as
factors on test performance. Specifically, these tests are designed to measure
students' knowledge in a domain of content and a time limit is set for the
students to complete the test. In other words, a student's score is influenced by
both accuracy and speed of his or her answers. On such tests, although a
student may have the necessary knowledge required to answer the test items
correctly, the student may not receive a high score if he or she works in a slow
speed and is unable to complete many items within the time limit.

D. Analysis

Based on the explanation, what do you think is the advantage and the
disadvantage of standardized diagnostic test?
E. Abstraction

Do you think standardized diagnostic sampling is reliable and still be used ? why
or why not?
F. Learning Points

Standardized diagnostic test are tests that can be taken in a standardized

or consistent manner to pinpoint whether the learners fully understand the
thing that taught to them.
It cannot be extremely accurate for it is made for the norms and cannot
really stand for all
It have three types: Individual, Speed, Power

G. Learning Challenge

Discuss how can you as future educator can enhance or make a standardize
test to be even more accurate?
Bibliography:

Basa Jessica R. Let Reviewer Prof Ed (n.d.). Retrieved December 28, 2016 from
http://www.slideshare.net/TeacherJenny2216/let-reviewer-prof-
ed?from_action=save

Crook, Jessica. Diagnostic Testing in Education. (n.d.). Retrieved September 17,

2016, from http://classroom.synonym.com/diagnostic-testing-education-
5720649.html

Standardized Test (n.d.). Retrieved December 28,,2016, from

http://edglossary.org/standardized-test/