Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 97

Lynch, Smith, Howarth
Diagnostic assessments are designed to identify problems associated with students achieving the
defined learning outcomes or to describe the circumstance of gathering information for LMQ1.
To assess student learning, the teacher uses assessment strategies that have a best fit to the defined learning
outcomes (LMQ2). These strategies fall into one of four categories: tests, performance assessments, product
assessments or self-assessments (Brady and Kenney, 2009, pp. 45-60). We now examine each type in detail.
Tests
A test is broadly defined as a systematic procedure for obtaining a sample of student behaviour in controlled
conditions. There are two broad categories of classroom tests.
The first is the standardised test and most of those used in classrooms are achievement tests. These tests are
written by external bodies to assess the extent of classroom-taught learning for a particular year level, key
learning area or a specific course of study. The term standard indicates that the test is the same for all in terms
of its content, the assessment criteria and the assessment condition. NAPLAN, Intelligence Quotients and
HSC exams are examples of standardised tests (Brady and Kennedy, 2009, p. 49).
The second is the teacher-devised test. This is the most common form of test used in classrooms. Classroom
teachers use these to assess the extent of learning on elements of the classroom curriculum. Multi-choice,
true-false, short answer, matching, ‘cloze activities’ and essays predominate the teacher-devised test (Brady
and Kennedy, 2009, p. 49). Our research indicates that teacher constructed tests are unreliable compared to
standardised test (Lynch et al., 2015).
Table 5.1 contains an overview of the attributes and best-fit of tests. In each test, a series of questions is
posed to which the student responds, under strict control conditions, usually by way of written answers and
within a timeframe. These answers are examined in terms of correct answers and numerical scores or through
assessment criteria that objectifies subjective or explanatory responses. Tests are usually designed based on
a single correct answer that makes marking and statistical reporting easy. Mathematics is a common example.
Tests are criticised on a number of grounds such as narrow scope and range, social bias towards the well-
off, the tendency with some tests to encourage rote learning, reinforcement of failure for students who do
not do well and so on. Nevertheless, well-constructed, intentional testing is a strong strategy of the Learning
Manager. Data based on external norms are indispensable for schools in which students have difficulties
reaching the necessary standards to progress. There is a case that for failing students and schools especially,
but not exclusively, standardised tests are powerful information providers about what has to change in
teaching and in turn, the whole school.
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