Chapter 4 provided various classification systems for different types of assessments used in education. It began with a discussion of popular usages and references to traditional (assessments), performance (assessments), authentic (assessments), and alternative assessments. We then looked at a classification system based on constructs measured, as in tests of Achievement, Intelligence, and Aptitude, or inventories focusing on Attitude, Behavioral, Interest and Personality variables. The degree of control in assessment conditions yields another classification, recognizing Standardized and Unstandardized instruments. Time constraints built into the design helps us differentiate between speed and power tests. The kinds of interpretations we make with the scores/results helps us distinguish between norm-referenced and criterion-referenced tools. Who develops the instruments, yields labels such as teacher-made tests versus commercially-developed assessments. The modes in which the items or tasks are presented to the respondents or examinees enables distinctions between verbal and non-verbal assessments. Finally, the modes in which the subjects or examinees respond yields yet another classification scheme.

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