Different Types of Testing

There are four types of testing in schools today — diagnostic, formative, benchmark, and summative. What purpose does each serve? How should parents use them and interpret the feedback from them?

This testing is used to “diagnose” what a student knows and does not know. Diagnostic testing typically happens at the start of a new phase of education, like when students will start learning a new unit. The test covers topics students will be taught in the upcoming lessons.

Teachers use diagnostic testing information to guide what and how they teach. For example, they will plan to spend more time on the skills that students struggled with most on the diagnostic test. If students did particularly well on a given section, on the other hand, they may cover that content more quickly in class. Students are not expected to have mastered all the information in a diagnostic test.

Diagnostic testing can be a helpful tool for parents. The feedback my kids receive on these tests lets me know what kind of content they will be focusing on in class and lets me anticipate which skills or areas they may have trouble with.

This type of testing is used to gauge student learning during the lesson. It is used throughout a lecture and designed to give students the opportunity to demonstrate that they have understood the material, like in the example of the clock activity mentioned above. This informal, low-stakes testing happens in an ongoing manner, and student performance on formative testing tends to get better as a lesson progresses.

Schools normally do not send home reports on formative testing, but it is an important part of teaching and learning. If you help your children with their homework, you are likely using a version of formative testing as you work together.

For example, while watching my son, Luke, measure objects using inches and centimeters this week, I was able to see when he chose the wrong unit or when he did not start the measurement at the zero point on the tape measure. That was a form of formative testing. I find it helpful as a parent because it lets me correct any mistakes before they become habits for my sons.

This testing is used to check whether students have mastered a unit of content. Benchmark testing is given during or after a classroom focuses on a section of material, and covers either a part or all of the content has been taught up to that time. The assessments are designed to let teachers know whether students have understood the material that’s been covered.

Unlike diagnostic testing, students are expected to have mastered material on benchmark tests, since they covers what the children have been focusing on in the classroom. Parents will often receive feedback about how their children have grasped each skill assessed on a benchmark test. This feedback is very important to me as a parent, since it gives me insight into exactly which concepts my boys did not master. Results are broken down by skills, so if I want to further review a topic with my boys, I can find corresponding lessons, videos, or games online, or ask their teachers for resources.

This testing is used as a checkpoint at the end of the year or course to assess how much content students learned overall. This type of testing is similar to benchmark testing, but instead of only covering one unit, it cumulatively covers everything students have been spending time on throughout the year.

These tests are given — using the same process — to all students in a classroom, school, or state, so that everyone has an equal opportunity to demonstrate what they know and what they can do. Students are expected to demonstrate their ability to perform at a level prescribed as the proficiency standard for the test.

Since summative tests cover the full range of concepts for a given grade level, they are not able to assess any one concept deeply. So, the feedback is not nearly as rich or constructive as feedback from a diagnostic or formative test. Instead, these tests serve as a final check that students learned what was expected of them in a given unit.

As a parent, I consider summative testing a confirmation about what I should already know about my sons’ performance. I don’t expect to be surprised by the results, given the regular feedback I have been given in the form of diagnostic, formative, and benchmark testing throughout the year.

There are various types and classifications of tests used in physical education to assess the performance, fitness, and skills of individuals. These tests help in evaluating the progress and development of students in different aspects of physical education. In Chapter 7 of the Class 12 Physical Education textbook, "Test and Measurement in Sports," the concept of tests and their classifications is discussed in detail. Let's explore the types and classifications of tests in physical education.

1. Classification based on Purpose:
- Achievement Tests: These tests measure the knowledge and skills acquired by students in a particular area of physical education, such as rules and regulations of a game or specific techniques.
- Aptitude Tests: Aptitude tests assess an individual's potential or ability to learn and develop specific skills or perform certain physical activities.
- Diagnostic Tests: Diagnostic tests are used to identify the strengths and weaknesses of individuals in order to provide appropriate instruction and guidance.
- Proficiency Tests: These tests evaluate the overall performance and competency of individuals in a specific area of physical education. They assess the mastery of skills and knowledge required to perform at a certain level.

2. Classification based on Administration:
- Norm-Referenced Tests: These tests compare an individual's performance with a norm or standard group. They provide information about how an individual's performance ranks in comparison to others.
- Criterion-Referenced Tests: Criterion-referenced tests determine whether an individual has achieved a specific predetermined level of performance. They focus on the mastery of skills and knowledge rather than the comparison with others.

3. Classification based on Timing:
- Pre-Tests: Pre-tests are conducted before the instruction or training to assess the initial level of skills, knowledge, and fitness of individuals. They help in designing appropriate instructional programs.
- Mid-Tests: Mid-tests are conducted during the instruction or training to evaluate the progress and development of individuals. They provide feedback on the effectiveness of the instructional strategies.
- Post-Tests: Post-tests are conducted after the completion of instruction or training to measure the final achievement and improvement of individuals.

These classifications help in selecting the appropriate tests and measurements for assessing the various aspects of physical education. They provide valuable information for planning and implementing effective physical education programs and evaluating the performance and progress of individuals.