Educational Assessment Design
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Educational Assessment Design

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Educational Assessment Design Educational Assessment Design Presentation Transcript

  • Assessment Design and Development Workshop
  • what is Assessment?
  • Assessment a process for obtaining information that is used for making decisions about students; curricula, programs, schools; and educational policy
  • Why assess?
  • Why assess? • Take decisions about the curriculum
  • Why assess? • Take decisions about the curriculum • Take decisions about the students
  • Learning objectives
  • how to assess? • Learning Objectives • Assessment strategies
  • Learning Objectives
  • Type of learning objectives
  • MAIN GOAL 1 2 3 4 5 6 7 8
  • MAIN GOAL 1 2 3 4 5 6 7 8 Disciplines 1 2 3 4 5 6 7 8 Skills 1 2 3 4 5 6 7 8
  • Disciplines 1 2 3 4 5 6 7 8 Skills 1 2 3 4 5 6 7 8 MAIN GOAL 1 2 3 4 5 6 7 8 Module 1 1 2 3 4 Module 2 1 2 3 4 Module 3 1 2 3 4 Module 4 1 2 3 4 Module nth 1 2 3 4 5
  • how to construct proper learning objectives ?
  • using Taxonomies of Learning
  • Evaluation Synthesis Analysis Application Comprehension Knowledge
  • Bloom’s revised taxonomy Creating Evaluating Analyzing Applying Understanding Remembering lower order thinking higher order thinking
  • Practice TimE
  • 1. Develop at least 2 objective for each discipline or skill 2. Think about 4 modules and develop at least 3 specific objectives for each 3. Assign your newly formulated objectives to Bloom’s taxonomy
  • Remember Memorize Describe Repeat Define State List Name Recall Recognize Label Underline Select Reproduce MeasureQuote
  • Understand Represent Justify Indicate Classify Identify Summarize Contrast Translate Select Express Compare Describe Explain Discuss Illustrate Restate
  • Apply Construct Predict Examine Solve Modify Choose Produce Collect Use Demonstrate Discover Explain Operate Relate Perform Practice
  • Analyze Separate Analyze Criticize Connect Deduce Conclude Resolve Contrast Differentiate Break down Question Question Appraise Select Compare
  • Evaluate Decide Criticize Support Derive Argue Order Summarize Assess Persuade Judge Conclude Debate Recommend Justify
  • Create Compile Compose Formulate Propose Design Plan Adapt Originate Modify Rearrange Express Produce Underline Collaborate Invent Prepare
  • Review your previously developed learning objectives … would you change anything? did you misplace any of them?
  • Taxonomies of Learning is just one dimension
  • Taxonomies of Learning is just one dimension Knowledge Dimension
  • Factual Knowledge the basic element to know to be acquainted with a discipline
  • Conceptual Knowledge the interrelationships among the basic elements within a large structure that enables them to function together
  • Procedural Knowledge how to do something, methods of inquiry, criteria for using skills, techniques and methods
  • Metacognitive Knowledge knowledge of cognition in general as well as awareness and knowledge of one’s own cognition
  • Cognitive Process Dimension Knowledge dimension Remember Understand Apply Analyze Evaluate Create Factual Knowledge Conceptual knowledge Procedural knowledge Metacognitive knowledge
  • Disciplines 1 2 3 4 5 6 7 8 Skills 1 2 3 4 5 6 7 8 Main Goal 1 2 3 4 5 6 7 8 Module 1 1 2 3 4 Module 2 1 2 3 4 Module 3 1 2 3 4 Module 4 1 2 3 4 Module nth 1 2 3 4 5
  • Disciplines 1 2 3 4 5 6 7 8 Skills 1 2 3 4 5 6 7 8 Main Goal 1 2 3 4 5 6 7 8 Module 1 1 2 3 4 Module 2 1 2 3 4 Module 3 1 2 3 4 Module 4 1 2 3 4 Module nth 1 2 3 4 5 mapping learning objectives
  • Bloom’s revised taxonomy Creating Evaluating Analyzing Applying Understanding Remembering lower order thinking higher order thinking
  • but where is the Assessment ?
  • Learning objectives
  • Assessment strategies
  • types of assessment
  • Diagnostic Assessment Diagnose learning difficulties
  • Formative Assessment Monitor progress Feedback on how to improve
  • Summative Assessment Report progress Assign points
  • format of tasks
  • • Choice formats • Short answers and completion formats • Essay formats Paper and Pencil format • Checklists • Rating scales Performance formats • Projects • Extended written assignments • Laboratory exercises • Portfolios Long term activity formats • In-depth interviews and observations • Oral questioning Personal communication
  • Short Answer Questions
  • Short-answer items include Question variety Completion variety Associations variety
  • Question variety How many neurons are there in the brain? __________ What is the capital city of Egypt? __________ What is the symbol for a hash-tag? __________
  • Completion variety • The capital of Egypt is _________ • 4 + 6 = _________ • Learning is change in _________, __________ and _________.
  • Association variety • What is the most favourable feature of textbooks according to students? _______________ • What is the least favourable feature of textbooks according to students? _______________
  • Checklist for quality assurance
  • Practice TimE
  • Choose a module that you did not develop Using the checklist; assess the quality of the short-answer items
  • Multiple Choice Questions
  • Types of MCQ include The correct- answer variety The best-answer variety The incomplete- statement variety The negative variety The substitution variety The combined response variety
  • The correct answer variety Who was the first Egyptian President? a. Mohamed Naguib b. Gamal Abdel Nasser c. Anwar El-Sadat d. Mohamed Hosni Mubarak
  • The best-answer variety What is the main purpose of a candle? a. to produce scents b. to illuminate c. to decorate a room
  • Incomplete statement variety Wisdom is ___________ a. data b. information c. knowledge and experience
  • The negative variety Which of the following is NOT a classical type of Management Information System? a. TPS b. DSS c. SCM d. ESS
  • The substitution variety In their last marketing campaign, Chipsy depended on advertising, by using Ahmed Helmy as their spokesperson. a. sales promotion b. celebrity endorsement c. sponsorship d. social media
  • Combined response variety In what order should these sentences be written in order to make a coherent paragraph. A. Put them in the oven, till the surface is golden brown. B. To make a cake you need the following. C. Beat them all together till you have a smooth mix D. Flour, sugar, eggs, butter, vanilla extract and baking powder a. ABCD b. BDCA c. CDBA d. DACB
  • Anatomy of MCQ
  • When was the 2011 Egyptian Revolution? a. October 6th b. April 25th c. July 21st d. January 25th
  • When was the 2011 Egyptian Revolution? a. October 6th b. April 25th c. July 21st d. January 25th
  • Dos and Donts of STEM crafting
  • • Direct and concise when possible • Put alternatives at the end • Control vocabulary and sentence structure • Create independent items (unless it’s a passage and various questions are related to it) • Definitions should be part of the alternatives never the stem
  • • Avoid negatively worded stems (not undesirable) • Avoid personal opinions (state whose opinion is it) • Avoid textbook wording
  • Dos and Donts of ALTERNATIVE crafting
  • • Plausible and functional alternatives • Homogenous alternatives • Put repeated words in stem • Grammatically correct relation to stem • Arrangement of alternatives should be logical
  • • Avoid over-lapping alternatives • Avoid “none of the above” and “all of the above” unless necessary • Avoid verbal cues • Avoid technical and unfamiliar words
  • Checklist for quality assurance
  • Practice TimE
  • Choose a module that you did not develop Using the checklist assess; the quality of the MCQ
  • Matching
  • Matching exercises variety Basic Key-list Matrix
  • Anatomy of Matching Exercises
  • The left column describes the function of various organs in the human body. Choose from the right column the name of the organ that corresponds with the organ function. Note that each name in the right column may be used once, , more than once, or not at all ORGAN FUNCTION 1.. It is used to hear sounds 2. It is used to see colours 3. It is used to breathe 4. It is used to pump blood in your veins NAME OF ORGAN a. Brain b. Digestive system c. Eyes d. Heart e. Liver f. Mouth g. Nose h. Respiratory system
  • The left column describes the function of various organs in the human body. Choose from the right column the name of the organ that corresponds with the organ function. Note that each name in the right column may be used once, , more than once, or not at all ORGAN FUNCTION 1.. It is used to hear sounds 2. It is used to see colours 3. It is used to breathe 4. It is used to pump blood in your veins NAME OF ORGAN a. Brain b. Digestive system c. Eyes d. Heart e. Liver f. Mouth g. Nose h. Respiratory system
  • The left column describes the function of various organs in the human body. Choose from the right column the name of the organ that corresponds with the organ function. Note that each name in the right column may be used once, , more than once, or not at all ORGAN FUNCTION 1.. It is used to hear sounds 2. It is used to see colours 3. It is used to breathe 4. It is used to pump blood in your veins NAME OF ORGAN a. Brain b. Digestive system c. Eyes d. Heart e. Liver f. Mouth g. Nose h. Respiratory system
  • avoid Perfect Matching
  • THIS WAS A BASIC EXAMPLE
  • KEY LIST EXAMPLE
  • Key-list example 10:00 11:00 12:00 1:00 2:00 3:00 4:00 Read each numbered statement and decide whether the statement is consistent with the information presented in the graph or not. A. If the information in the graph is consistent with the statement B. If the information in the graph contradicts the statement C. If the information in the graph neither contradicts nor is consistent with the statement __1. G arrived at work at 11:00am __2. G arrived late at the university due to traffic __3. G stopped by a café to drink some coffee __4. G stayed at work for 4 hours Home work Coffee House University The graph shows that G left home at 10:00 and arrived at the University at 4:00. The graph shows where G was at different times.
  • MATRIX EXAMPLES
  • Match the names, political party and important event in the columns with the dates in the table below. You may use an answer once, more than once or not at all in any of the cells Name Political Party Important Event A. Ayman Noor G. Al-Adl M. B. Anwar Al-Sadat H. AL Horeya wa AlAdala N. C. Gamal Abdel Nasser I. Al-Noor D. Hazem Abo Ismail J. Masreen A7rar E. Hosni Mubarak K. NDP F. Mohamed El-Baradie L. Year Name Political Party Important Event 1 1960 2 1970 3 1980 4 1990 5 2000 6 2010 SCORE 1. 2. 3. 4. 5. 6.
  • For each planet description, place an X in the box below the name of the planet that first the description MERCURY VENUS EARTH MARS JUPITER SATURN URANUS NEPTUNE PLUTO PLANET DESCRIPTION: 1. Has only one moon 2. Has no moons 3. Larger than 4. Has no atmosphere 5. Compound mostly of gas 6.Can support life 7. Has moon with atmosphere 8.Named after Roman or Greek god
  • matching is NOTfor every occasion
  • Checklist for quality assurance
  • Practice TimE
  • Choose a module that you did not develop Using the checklist assess the quality of the matching items
  • True or False
  • There are various types of statements that could be used with True-False items
  • Generalization • All ……………………. • Most ……………………. • Many …………………….
  • Comparative • The difference between ……………………. is ……………………. • Both ……………………. and ……………………. require/contain ……………………
  • Conditional • If ……………………. (then) ……………………. • When …………………….
  • Relational • The larger ……………………. • The higher ……………………. • How much ……………………. depends on …………………….
  • Explanatory • The main reason for ……………………. • The purpose of ……………………. • Since ……………………. • Although …………………….
  • Exemplary • An example of …………………….
  • Evidential • Studies of ……………………. reveal …………………….
  • Procedural • To find ……………………. you must ……………………. • One method of ……………………. is to ……………………. • The first step towards ……………………. is …………………….
  • Computational • ……………………. includes N number of ……………………. Examples: 4+4 =10 Water molecule consists of 2 hydrogen atoms and 1 oxygen atom.
  • Evaluative • A good ……………………. • The best ……………………. is ……………………. • It is difficult to ……………………. • It is necessary to ……………………. in order to …………………….
  • Checklist for quality assurance
  • Practice TimE
  • Choose a module that you did not develop Using the checklist assess the quality of the True-False items
  • These are not the only tools
  • Design by: Ghaidaa H. Naguib @ghido86 @ghido86