ABSTRACT
This chapter suggests the most useful ways of approaching evaluations which are based on the view of human learning and teaching. One of the problems experienced by teachers and examiners when they, subject test to analysis, using the concepts from teaching and learning. They find that few of the test items actually assess the higher-level skills. A diagnostic approach similar to that used in criterion-referenced tests of the basic skills may be used generally in the classroom. In criterion-referenced tests the individual questions are selected according to their efficacy in evaluating the candidate's learning of given skills and concepts. Norm-referenced tests are used in other fields. Generally the teacher notes the age for which the score made would be average and records this as the child's reading age. Tests of spelling and arithmetic employing the same rationale are also sometimes used. Such tests are often referred to as standardized tests.
