As a lady who has been educated in the teacher-center, lecture-based, test-oriented,
educational system for a long time, it was until the first day I worked as a teacher in an international school, I suddenly realized that assessments NOT equal quizzes, tests, and tests. Although when I pursued my master’s in NY, I learned that assessments can be diverse and multiple. However, when I tutored students back in Taiwan, it was still traditional teaching and learning under time pressure, content-based, and test-oriented. I feel that acquiring more knowledge about assessment is critical. As I had the opportunity to know what assessments were connected to data analysis, my reflection is as follows.

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–Aptitude tests: predict future performance based on cognitive abilities (Ex. placement test)

–Achievement tests: usually tie to specific content (Ex. PISA, MAP Testing)

–Power tests: have unlimited time, but measure the limits to the person’s ability (Mater to Doctoral entrance exams)

–Speed tests: performance is only measured in terms of speed (words key-in tests)

• Standardized tests: “High-stakes tests”

–Norm-referenced tests: individual scores are compared to performance of other people (Ex. College Entrance Exams, Praxis)

–Criterion-referenced tests: individual scores are compared to a specific standard or set of criteria, rather than other people (Ex. TOEIC)

• Selective Response Items: Multiple choices, T/F, and matching questions

-Strength: easy to score reliably, efficient, objective

-Weakness: encourage route memorization

• Constructed Response Items: short answer, essay, oral essay

-Strength: allow students to showcase creativity

-Weakness: difficult to grade objectively, time-consuming

• Performance and Portfolio Assessments

-Strength: broadest assessment category, incorporate both skills and content

-Weakness: the hardest to grade