Which type of test measures knowledge that has not yet been taught?

The type of test that measures knowledge that has not yet been taught is a diagnostic measure. These assessments are specifically designed to identify students' current knowledge, skills, and areas of difficulty before instruction occurs. This allows educators to gather information about students' readiness for learning and to tailor instruction to meet their needs.

Diagnostic measures can highlight gaps in knowledge and inform teaching strategies, helping to ensure that instruction is aligned with what students are able to learn. This is particularly important in academic settings where understanding a student's baseline capabilities can significantly impact their learning trajectory.

In contrast, criterion-referenced tests evaluate student performance against a fixed set of standards or learning objectives and are typically designed to measure what students should learn after instruction. Norm-referenced tests compare a student's performance to a larger group, providing a measure of relative performance rather than assessing what has yet to be taught. Screening assessments are preliminary evaluations meant to identify students who may need further testing or support but do not delve deeply into unlearned knowledge specifically.