There are three types;
- Essay type questions
- Assessment of practical skills by observation
Essay type questions
Are questions that require the candidate to supply a single word or a sentence as an answer.
- Are easy to set hence time saving.
- They are ideal for smaller classes.
- Are easier to predict.
- Give room for choice and self-expression i.e. have allowance for creativity.
- Test both the learners understanding and insight.
- Enable the examiner to follow up answers that may not be clear.
- Minimize the extent to which a student can use guesswork to find an answer.
- Permit and occasionally allow bluffing and cheating.
- They are tedious and difficult to mark and score
- Encourage rote memorization as such may not show the extent to which a learner can apply acquired knowledge.
- Since most questions test knowledge aspect, learners higher level of thinking is often ignored.
- Scoring tends to be more subjective rather than objective.
- There is incomplete sampling of candidates knowledge due to limited areas of testing.
- Do not adequately predict future academic performance because success sometimes depends on a candidate ability to predict possible exam questions.
Types of Essay Type Questions
a) Restricted- response type
Directed the learner as to what information is required.
b) Extended/open-response type
It has no restrictions as to what or how much to write i.e. examinee has a free hand to write as much on a particular subject.
2) Assessment of practical skills by observation.
Requires the examiner needs to identify what particular features of the pupils performance will be awarded points and what proportion of the total will be allocated to each of these e.g. teaching practice, micro-teaching/counselling, home science practical, art work etc..
It is where a study of some particular or local theme is carried out by an individual student and a write up made e.g. the PORTFOLIO in CIT 299.
Other Types of Tests
Measure various mental skills considered relevant to intelligence in order to find the Intelligence quotient (IQ) of a child.
Seek to identify critical weakness in basic education skills for possible remedial action.
Measure a childs ability in a specific skill in relation to a norm.
Help to identify the dominant trait of a child so as to classify him/her personality and provide the kind of learning patterns best suited for him/her.
Measure specific abilities considered important for a particular task or role.