On the basis of the criterion of administrative conditions.

Tests have been classified into two types on the basis of administrative
conditions individual tests and group tests. Individual tests are those tests
that are administered to one person at a time.

Kohs Block Design Test is an example of an individual test. Individual tests

are often used by School psychologists and counsellors to motivate children
and to observe how they respond. Some individually administered tests are
given orally, and they require the constant attention of an examiner.
Individual tests, in general, have two limitations, ie.. such tests a Lime-
consuming and require the services of trained and experienced examiners.
As such, these tests are used only when a crucial decision is necessary.

Group tests are tests which can be used among more than one person or in a
group at a time. Bell Adjustment Inventory is an example of the group test.
Besides assessing adjustment, group tests are adequate for measuring
cognitive skills to survey the achievements, strengths and weaknesses of the
students in the classroom, etc.

2. On the basis of the criterion of scoring

Tests are classified into two types objective test and subjective test.

Objective tests are those whose items are scored by competent examiners
or observers in such a way that no scope for subjective judgement or opinion
exists and thus, the scoring remains unambiguous. Tests having multiple-
choice, true-false and matching items are usually called objective tests. In
such items, the problem as well as its answer is given along with the
distractor. The problem is known as the stem of the item. A distractor answer
is one which is similar to the correct answer but is not actually the correct
one. Such tests are also known as new-type tests or limited-answer tests.

Subjective tests are tests whose items are scored by the competent
examiners or observers în a way in which there exists some scope for
subjective judgement and opinion. As a consequence, some elements of
vagueness and ambiguity remain in their scoring. These are also called essay
tests. Such tests are intended to assess an examinee’s ability to organize a
comprehensive answer, recall and select important information, and present
the same logically and effectively. Since in these tests the examinee is free
to write and organize the answer, they are also known as free-answer tests.
3. On the basis of the criterion of time limit in producing the response

The tests are classified into power tests and speed tests.

A power test is one which has a generous time limit so that most examinees
are able to attempt every item. Usually such tests have items which are
generally arranged in increasing order of difficulties. Most of the intelligence
tests and aptitude tests belong to the category of power tests. In fact, power
tests demonstrate how much knowledge or information the examinees have.

Speed tests are those that have severe time limits but the items are
comparatively easy and the difficulties involved therein are more or less of
the same degree. Here, very few examinees are supposed to make errors.
Speed tests, generally, reveal how rapidly, i.e., with what speed the
examinees can respond within a given time limit. Most of the clerical
aptitude tests belong to this very category.

4. On the basis of the criterion of the nature or contents of items

(i) Verbal test

(ii) Nonverbal test
(iii) Performance test
(iv) Nonlanguage test

(i) A verbal test is one whose items emphasize reading, writing and
oral expression as the primary mode of communication. Herein,
instructions are printed or written. These are read by the examinees
and, accordingly, items are answered. Jalota Group General
Intelligence Test and Mehta Group Test of Intelligence are some
common examples. Verbal tests are also called paper-pencil tests
because the examinee has to write on a piece of paper while
answering the test items.
 (ii) Nonverbal tests are those that emphasize but don’t altogether
eliminate the role of language by using symbolic materials like
pictures, figures, etc. Such tests use the language in instruction but
in items, they don’t use language. Test items present the problem
with the help of figures and symbols. Nonverbal tests are commonly
used with young children as an attempt to assess the nonverbal
aspects of intelligence such as spatial perception. Raven
Progressive Matrices is a good example of nonverbal test.

(iii) Performance tests are those that require the examinees to perform a
task rather than answer some questions. Such tests prohibit the use of
language in items. Occasionally, oral language is used to give instruction, or,
the instruction may also be given through gesture and pantomime. Different
kinds of performance tests are available. Some tests require examinees to
assemble a puzzle, place pictures in a correct sequence, place pages in the
boards as rapidly as possible, point to a missing part of the picture, etc. One
feature of performance tests is that they are usually administered
individually so that the examiner can count the errors committed by the
examinee or the student and can assess how long it takes him to complete
the given task. Whatever may be the types of performance test, the common
feature of all performance tests is their emphasis on the examinee’s ability
to perform a task rather than answer some questions.

(iii) Nonlanguage tests are those which don’t depend upon any form of
written, spoken or reading communication. Such tests remain
completely independent of the ability to use language in any way.
Instructions are usually given through gestures or pantomime and
the examinees respond by pointing at or manipulating objects such
as pictures, blocks, puzzles, etc. Such tests are usually administered
to those persons or children who can’t communicate in any form of
ordinary language.

5. On the basis of the criterion of purpose or objective

Tests are also classified in terms of their objectives or purposes. Based upon
this criterion, tests are usually classified as intelligence tests, aptitude tests,
personality tests, neuropsychological tests and achievement tests.
Intelligence tests intend to assess intelligence of the examinees. Aptitude
tests assess potentials or aptitudes of the persons. Personality tests assess
traits, adjustments, interests, values, etc., of the persons.
Neuropsychological tests are the tests, which are used in the assessment of
persons with known of suspected brain dysfunctioning.

6. On the basis of the criterion of standardization

Based upon this criterion, tests are classified into standardized tests and
teacher-made tests, Standardized tests are those which have been subjected
to the procedure of standardization. However, the meaning of the term
standardization’ is controversial and includes at least the

Following conditions: (1)The first condition for standardization is that there

must be a standard manner of giving instructions so that uniformity can be
maintained in the evaluation of all those who take the test.

(ii) The second condition for standardization is that there must be uniformity
of scoring and an index of fairness of correct answer through the procedure
of item analysis should be available.

(ii) The third condition is that reliability and validity of the test must be
established and the individuals for whom the test is intended should be
explicitly mentioned.

(iv) The fourth condition, a controversial one, is that a standardized test

should have norms. However, according to Cronbach (1970, 27), a
test even without norms may be called a standardized test. But the
majority of psychologists favour the idea that a standardized test
should have norms as well.
By way of summarizing the meaning of a standardized test, it can be said
that standardized tests, constructed by test specialists, are standardized in
the sense that they have been administered and scored under standard and
unitorm testing conditions so that the results obtained from different
samples may legitimately be compared. Items of standardized tests are fixed
and not modifiable.

Teacher-made tests are those that are constructed by teachers for use
largely within the classrooms. The effectiveness of such tests depends upon
the skill of the teacher and ho knowledge of test construction, Items may
come from any area of curriculum and they may be modified according to
the will of the teacher. Rules for administration and scoring are determine by
the teacher. Such tests are largely evaluated by the teachers themselves and
no particular norms are provided; however, they may be developed by the
teacher for his own class