An activity should take place during the discussion of testing. Why not simply take a chapter from this course and ask one group to write a specified number of test questions (with possible exception of essay) and share them with the class. It serves as a good course review and you can evaluate the questions…..hey not to mention, you may use them for future classes. When writing any test questions, use caution with local vernacular wording.
All of the above responses can and have been successfully challenged. Choice “A” fits the answer and the rest of the question is not read. Choice “A” is actually a correct answer. None of the above questions tend to trick or cause misreading of questions that suddenly change from looking for positive to looking for negative responses.
Hopefully, true/false tests do not become a flip of the coin. Just for FYI, I wrote a 20 question T/F quiz once. The first 19 responses were true (maybe it was false) and the last one was false. I thought the class was going to lynch me.
Question: Do you provide more possible answers than there are matches?
Don’t forget the term synonym. Does your response have to be exact or would a word with the same meaning be acceptable. You need to know that ahead of grading.
As an instructor, you need to be watching and evaluating the group projects. If you don’t, it is possible that a small number of the group will actually be doing while the others are skating.
Rote learning is a learning technique which avoids understanding of a subject and instead focuses on memorization . The major practice involved in rote learning is learning by repetition . The idea is that one will be able to quickly recall the meaning of the material the more one repeats it. Although it has been criticized by some schools of thought , rote learning is commonly used in the areas of mathematics, music, and religion. (Wikipedia). In practical settings this might be an excellent way of doing things. We have learned the “practice makes perfect”. It is likely less beneficial in classroom settings.
The personnel-management cycle consists of three parts: The job description Ongoing feedback and training The performance appraisal The job description should be an accurate reflection of what is expected of the employee.
EVALUATION IN EDUCATION Dr. Kusum Gaur Asso. Prof. PSM WHO Fellow for IEC 09/07/10
To know the perceptions of the students in comparison to instructor .
Conducted at the end course.
Purpose is to form a judgment about
Performance of student
Effectiveness of an instructor
Effectiveness of the course
Regularly scheduled at the end of academic terms.
Pre and post Evaluation
Formative v/s Summative Evaluation Quality Formative Summative Purpose detect strengths & weakness Overall achievements Frequency During or end of unit In end – point of certification, promotion Area covered One unit/no. of units Course content Administrative utility Advisory, not always for permanent record Decisive, for permanent record Feedback to students Done immediately Inform regarding pass or fail Feedback to faculty If significant no. shows error than weakness in instruction Overall pass or fail
Summary of Methodologies Type Strengths Weaknesses Project Assignment Creativity Skill Judgment Time Consuming Analysis is Difficult Observational Skill Judgment In Depth Less Planning require Time Consuming Analysis is Difficult Interview Depth High Response Communication skill Extensive Planning Time Consuming Analysis Difficult Focus group discussion (FGD) Group Energy Communication skill Interpersonal Relationship Extensive Planning Analysis Difficult Questionnaire Extensive in Use In Depth Easy Analysis Extensive Planning