TYPES OF

ASSESSMENT

 BAZLIAH BT ABDUL PISAL (824696)

 NUR ZALILA BT MD ZAMRI (824721)
 MUHAMMAD ANAS SYAFIQ BIN MOHD
JUNAIDI (824705)
 AZREEN NADIHAH BINTI AZMI (824694)

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 TYPES OF ASSESSMENT

• NORM-REFERENCED VS CRITERION-
REFERENCED TESTS
• FORMATIVE AND SUMMATIVE
ASSESSMENTS
• SCHOOL-BASED ASSESSMENT
• AUTHENTIC ASSESSMENT

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BAZLIAH BT ABDUL PISAL (824696)

NORM-REFERENCED TEST (NRT)

 Measures a student’s performance in comparison to the performance of
same-age students on the same assessment.

 Normed using large groups of test takers. Measure achievement, predicts

future performance.

 Measures broad skill areas sampled from a variety of textbooks, syllabus and
the judgments of curriculum experts.

 Items are selected that discriminate between high and low achievers.
Advantages and disadvantages of
norm-referenced test

Advantages Disadvantages
 Educators easy to use.  An individual's grade is determined not only by
his/her achievements, but also by the
 Work well in situations requiring achievements of others.
rigid differentiation among
students.  No indication of prerequisite knowledge for
more advanced material has been mastered.
 Generally appropriate in large
courses.  Less appropriate for measuring affective and
psychomotor objectives
 Encourages competition and comparison scores
CRITERION-REFERENCED TEST (CRT)
 Measures a student’s performance based on the specific set of skills and
knowledge a student has mastered.

 Everyone knows what the benchmarks/objectives are and their mastery

skills and knowledge.

 It is possible for ALL the test takers to achieve 100% mastery.

 Measure a student against a specific set of knowledge (criterion).

 To determine whether each student has achieved specific skills or concepts.

Advantages and disadvantages of
Criterion-referenced test

Advantage Disadvantage
 Students are not competing  Difficult to set a reasonable standard for
with each other. students.
 Students are more likely to  Criterion-referenced systems often become
actively help each other learn. fairly similar to norm-referenced systems.
 A student's grade is not  Absolute standards difficult to set in some
influenced by the standard of areas.
the class.
 Not appropriate comparison when others are
valuable
Difference norm-referenced test and
CRITERION-REFERENCED test
Norm-Referenced Test
 To rank each student with
respect to the achievement of
others in broad areas of
knowledge.
 To discriminate between high
and low achievers.
o Measures broad skill areas
sampled from a variety of
textbooks, syllabus, and the
judgments of curriculum
experts.
Item Criterion-Referenced Test
Purpose  To determine whether each
student has achieved specific
skills or concepts.
 To find out how much students
know before instruction begins
and after it has finished.
Content o Measures specific skills which
make up a designated
curriculum. These skills are
identified by teachers and
curriculum experts.
 Norm-Referenced Test Item
 Each skill is usually tested by Characteristics
less than four items.
 Items vary in difficulty.
 Items are selected that
discriminate between high and
low achievers.
o Each individual is compared Score
with other examinees and interpretation
assigned a score expressed as a
percentile, a grade equivalent
score, or age equivalent.
o Student achievement is
reported for broad skill areas.
Criterion-Referenced Test
 Each skill is tested by at least
four items in order to obtain an
adequate sample of student
performance and to minimize
the effect of guessing.
 The items which test any given
skill are parallel in difficulty.
o Each individual is compared with
a preset standard for acceptable
achievement.
o A student's score is usually
expressed as a percentage.
Summarize NRT and CRT
 NUR ZALILA BT MD ZAMRI
WHAT IS ASSESSMENT?

• An approach, integrated into

teaching and learning which creates a
feedback for student to improve
learning.

• Helps teachers to understand better

how their students are learning and
use the plan on what they will do next
with the class or individual students.
LET’S SUM IT UP!

WHAT?

WHY?

WHEN?

HOW?
SCHOOL BASED
ASSESSMENT
MUHAMMAD ANAS SYAFIQ BIN MOHD JUNAIDI (824705
DEFINITION COGNITIVE

HOLISTIC
ASSESSMENT AFFECTIVE

PSYCHOMOTOR
inline with the
National Education
Standard and
Primary School
Curriculum (KSSR)
Philosophy
 Assessment done in the school by the teachers
through various method.

 Including presentation, group discussion, pair

work activities, essays, observations and also
test.
 In order to produce students with higher competency,
SBA and national examination will be included more
questions that require higher order thinking skills
(KBAT)

 These questions will be set based on 4 higher levels in

Bloom Taxonomy which are applying, analyzing,
evaluating and creating.
 COMPONENTS

School Psychometric
Assessment Assessment

Co-curricular
Centralized
Assessment
Assessment
(PAJSK)
School Assessment

•While teaching
Formative

•At the end of lesson

Summative
Centralized Assessment

 Examination Council will provide the ;

 Instrument Format
 Grading Table
 Guidance for instrument implementation
 item scoring guidance
 managing rules
 reporting format
Psychometric Assessment

 describes the psychological traits

 include aptitude and personality of students

 ability to react in a certain way.

Co-curricular Assessment

 guide to assess physical activity

 aims to measure the students’ participation,

involvement and achievement in various sports
activities, both co-curricular and extracurricular
THANK YOU
FOR YOUR
ATTENTION.
