Assessment

• Main Authors: Abu Kassim, Noor Lide, Zubairi, Ainol Madziah
• Format: Book Chapter
• Language: English
• Published: Centre for Professional Development (CPD), International Islamic University Malaysia. 2020
• Subjects: L Education (General); LB2300 Higher Education
• Online Access: http://irep.iium.edu.my/84074/1/84074_ASSESSMENT.pdf; http://irep.iium.edu.my/84074/; https://www.iium.edu.my/my/centre/cpd/publication

KEY CONCEPTS: ASSESSMENT AND TEST Assessment refers to any procedure that is used to obtain information on students’ learning. Unlike tests or any other forms of measurement, assessment does not necessarily result in a quantitative outcome. Regardless of whether an assessment is quantitative or qualitative, it is connected to particular goals or objectives for which it has been designed for. A test can be defined as a “systematic procedure for measuring a sample of behaviour by posing a set of questions in a unified way” (Linn & Gronlund, 2000). As a restricted amount of time is usually allocated to assess whole content domains, tests can only include a limited sample of questions. Questions formulated for a test must be unified so that they measure the same intended construct or domain, and not anything else. Tests are a special form of assessment made under fixed, artificial, or contrived situations so that they are standardized and can be easily administered and controlled. All tests are assessments; however, not all assessments are tests.