The word "test" is usually used to describe a systematic procedure for obtaining a sample of student behavior, while "assessment" is often used to describe a broader process of collecting information. Whatever name you use -- test, assessment, examination -- all rely on the same basic technology.

Testing is a Social Technology

Although we often think of technology in terms of mechanical gadgets -- computers, telephones, light bulbs -- technology refers to any body of special knowledge, activities, skills, methods, and procedures that people use to meet a predetermined end, such as satisfying a need or solving a problem.

There are 3 basic concepts in understanding what a test is:

A Test Focuses on a Particular Domain.
What is a Domain?

A Test is a Sample of Behavior, Products, Answers, or Performances from the Domain.
What is Sampling?

A Test Permits the User to Make Inferences About the Larger Domain of Interest.
How do you make Inferences about the Domain?

Two of the most important characteristics of a test are Reliability and Validity.

How Are Test Scores Used?

Teacher-Level Decisions

• determine if teaching objectives were reached
• diagnose student needs
• evaluate teaching methods
• inform students and parents of progress
• provide a learning experience
• use as a basis for assigning grades
• motivate students to study

Policy-Level Decisions

• description of the academic achievement of schools, states, or countries
• selection of candidates for a program, class, or college
• certification of examinees for program completion, graduation
• allocation of resources
• accountability of teachers, administrators

The same test shouldn't be used for all purposes.

When tests are used for "high-stakes" purposes, such as high school graduation, job selection, college entrance, or teacher accountability, they must meet high standards of reliability and validity.

When tests are used in the classroom and the teacher considers many pieces of information when making decisions about students, psychometric standards can be a bit more relaxed.

©1997 The Center for the Study of Testing, Evaluation, and Educational Policy

Unless otherwise noted, all graphics by Thomas M. Hoffmann ©1997