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  • 1. Presented by: Mousumi Ghosh Tr.Instructional Designer 26/04/08 Creating Assessment Questions in an E-learning Course
  • 2.
    • In this session we are going to look at the following:
    • Need for Assessment Questions
    • Classification of Assessment Questions
    • Components of Assessment Questions
    • Types of Assessment Questions
    Session Objectives
  • 3. Need for Assessment Questions
    • Assessment helps to gauze the effectiveness of the course
    • It helps to assure that the student has mastered the material within the course
    • It encourages and builds confidence in the learners
    • It corrects any misconceptions
    • Acts as a breather
  • 4. Need for Assessment Questions
    • It helps to keep track of student’s progress
    • It motivates the student to focus on important elements in a course
    • It reinforces learning through feedbacks
    • Students/learners also get to know their strength and weakness in terms of performance
    If the learners successfully complete the assessment question, they are able to meet the course objective. Assessment Questions Learning Objective Learner
  • 5. Classification of Assessment Questions Diagnostic: This kind of assessment is used to know the skill level of the learner, so that the learning activities can match their requirements. Formative: This kind of assessment is included after each concept which is taught, so as to check the level of understanding of the learner. Summative: This kind of assessment is given at the end of the course testing the learner on the overall content of the course.
  • 6. Components of Assessment Questions Question Stem Distractors Feedback
  • 7. Question Stem Close-ended Questions Open-ended Questions
    • Yes/no type of questions are categorized as close-ended
    • Question forms like did, do etc are used in such question types
    • Example:
    • Do you like watching movies?
    • Do you like ice cream?
    • Questions which do not have particular answer and is open to discussion fall in this category
    • Question forms like how, what, could you, would you, why etc are used in such question types
    • Example:
    • How come you don’t like ice cream?
    • How did you find the play we watched last evening?
  • 8. Question Stem
    • Question stem should be created in a such away that it should map the learning objective
    • Learning objective states what the learner is going to learn at the end of the course
    • Use appropriate action verbs to form learning objectives
    • The questions should be based on the testing point
  • 9. Question Stem
    • A testing point are stepping stones to learning objectives. A testing point is the basis on which a learner is asked questions
    • It is very important to cover all the learning objective while forming question stems
    • Questions should be created based on the weightage assigned to each learning objective. Meaning questioned should be created based on the importance of the concept
  • 10. Example Active Listening (Hear What People Are Really Saying) Listening is one of the most important skills you can have. How well you listen has a major impact on your job effectiveness, and on the quality of your relationships with others. We listen to obtain information. We listen to understand. We listen for enjoyment. We listen to learn. Clearly, listening is a skill that we can all benefit from improving. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade negotiate. What’s more, you’ll avoid conflict and misunderstandings – all necessary for workplace success.
    • Objectives:
    • By the end of this lesson, you will be able to:
    • Define what is active listening
    • State the purpose of listening
    • State the advantages of being an active listener
  • 11. Example
    • Testing Points:
    • Definition of active listening
    • Purpose of active listening
      • To obtain information
      • To understand
      • For enjoyment
      • To learn
    • Advantages of active listening
      • Improves job effectiveness
      • Improves productivity
      • Improves ability to persuade, influence or negotiate
      • Helps avoid conflict and misunderstandings
    Question can be formed on each or any of these testing points. How to assign weightage? Imagine that the duration of the lesson is 10minutes. Questions have to be formed according to their importance. This testing point is not so important, hence we can leave it.
  • 12. Distractors
    • How to create distractors?
    • Distractors are the options provided along with the correct answer with every question
    • They are known a distractors because they distract the learner from the correct answer
    • Distractors should be consistent and standardized
    • It should be consistent in length
    • Disrtactors should belong to the same family
    • Is should be challenging
  • 13. Distractors
    • Distractors become easy to create if we begin it with the same action verb as in the learning objective
    • Terms which are used in the question stem can not be used in distractors
    • Do not use ‘none of the above’ or ‘all of the above’ as one of the distractors, because this becomes a giveaway
    • Do not use opposites as one of the distractors, it becomes a giveaway
    • Distractors should always be taken from the text
  • 14. Example of Bad Distractors/Giveaways Q) Imagine that Rohit is making a presentation; he is quite nervous and he presumes that nobody will pay attention to his message. Choose the correct option to assure Rohit that you are paying attention to his message. You will ask him questions not pertaining to the presentation You will nod your head to indicate that you are listening You will not make any eye contact with him Ask him to read out the message from his paper This is a negative distractor. This distractor is irrelevant. This distractor is a giveaway.
  • 15. Example of Good Distractors Q) Mr. A went for requirement gathering to Mumbai for ABC project. He is the team lead (TL) for this project. During the meeting he concentrated more on jotting down the points rather than listening to discussion. After coming back to his office he was unable to explain all the points to his team mates. It is clearly evident that Mr. A is not an active listener. Based on the above scenario choose the purpose of active listening. It helps to think better It helps to explain It helps avoid misunderstanding and conflict It helps to reproduce better Correct Answer
  • 16. Feedback Giving Feedback: Feedback should always answer the question Just telling ‘you are correct ‘ or ‘sorry, you are wrong’does not serve any purpose Before giving the answer , it is always better to provide hint answers to the learners In feedback it is a good practice to state why the answer is correct Its Advantage: It reinforces learning If does away with mistaken belief of any concept It instills confidence in the learner
  • 17. Example of Good Feedback Q) Identify the conjunction used in the following sentence. Neither Tom nor Harry play football.
  • 18. Example of Good Feedback Answer: Neither Tom nor Harry play football. Feedback for Correct Answer: That’s correct! Other conjunctions are: And Either/or Or But Because it not only reinforces but adds to the knowledge of the learner.
  • 19. Example of Bad Feedback Answer: Neither Tom nor Harry play football. Feedback for Incorrect Answer: Sorry you are partially correct! Neither and nor both are conjunctions It is a bad feedback because it only enlightens the learner about the correct answer, without telling about the other conjunction.
  • 20.
    • Questions Can Be Of The Following Types:
    • MCQ/ Multiple Choice Questions
    • Match the Column
    • True or False
    • Drag n Drop
    • Fill in the Blanks
    • Hotspot Questions
    • Sequencing Questions
    Types of Questions
  • 21. MCQ/ Multiple Choice Questions: This is an objective type of question where only one option is correct and the rest are distractors. Types of Questions
    • Example:
    • It ________________ when I came to the office.
    • was raining
    • is raining
    • had been raining
    • has been raining
  • 22. MCQ/ Multiple Choice Questions: Types of Questions
    • Answer :
    • It ________________ when I came to the office.
    • was raining
    • is raining
    • had been raining
    • has been raining
  • 23. Match the Column: In this kind of a question the learner has to match the options of column A with that of B. Types of Questions Example: Match each emoticon with the appropriate word. Column A Column B  :-} :P :-/ :-O Perplexed/Confused Sticking out your tongue Embarrassed smile Frightened Smiling
  • 24. Types of Questions Answer: Match each emoticon with the appropriate word. Column A Column B  Smiling :-} Embarrassed Smile :P Sticking out your tongue :-/ Perplexed/Confused :-O Frightened
  • 25. True and False Questions: In this type of question there are only two responses for each item and the learner has to choose. It is used to test recall understanding. Types of Questions
    • Example:
    • Is it possible to cry in space?
    • True
    • False
    • Jawaharlal Nehru was the first President of India.
    • True
    • False
    • Ostrich is the largest living bird.
    • True
    • False
  • 26. Types of Questions
    • Answer:
    • Is it possible to cry in space?
    • True
    • False
    • Jawaharlal Nehru was the first President of India.
    • True
    • False
    • Ostrich is the largest living bird.
    • True
    • False
  • 27. Drag and Drop: In this type of question multiple questions and answers are are provided and the learner has to drag and place the correct before a question. Types of Questions Example: Drag and drop the official language in front of the country it belongs to. Country Official Language Nepal Monaco Argentina Morocco Kenya Finland Denmark Nepali Finnish Spanish English Danish Arabic French
  • 28. Types of Questions Answer: Drag and drop the official language in front of the country it belongs to. Country Official Language Nepal Monaco Argentina Morocco Kenya Finland Denmark French Nepali Spanish Arabic English Finnish Danish
  • 29. Fill in the blanks: In this type of question multiple answer are provided out of which only one is correct. Types of Questions
    • Example:
    • We had our house ________________with white color.
    • Painted
    • Painting
    • Don’t let the teacher catch you _______________.
    • Cheating
    • To cheat
    • He has many friends, but _________ are good ones.
    • A few
    • Few
  • 30. Fill in the blanks: Types of Questions
    • Answer:
    • We had our house painted with white color.
    • Painted
    • Painting
    • Don’t let the teacher catch you cheating .
    • Cheating
    • To cheat
    • He has many friends, but few are good ones.
    • A few
    • Few
  • 31. Hotspot Questions: A Hotspot Question is a question that allows the user to click on the correct area within the image. There is only one correct answer to this type of question. Types of Questions Example: Identify the planet named Saturn.
  • 32. Hotspot Questions: Types of Questions Answer: Identify the planet named Saturn. Sorry! That ‘s not correct.
  • 33. Hotspot Questions: Types of Questions Answer: Identify the planet named Saturn. Sorry! That ‘s not correct.
  • 34. Sequencing Questions: In this type of question the learners are asked to put items into a sequence from beginning to end by some rule or according to some principle. Learners are presented with a list of items in an incorrect order and then they are asked to move the items to put the items into the right relative positions within the list. Types of Questions Example: http:// www.horton.com/portfolio/sequence/rankingMinerals.html MS-Office Word 2007 How to open a word application. Go to start Go to programs
  • 35. Sequencing Questions: Types of Questions Answer: MS-Office Word 2007 How to open a word application. Go to start Go to programs
  • 36. Conclusion It can be concluded that: Assessments are necessary as they not only reinforce learning but also ensure that the learner interacts with the course. It coaxes the learner to think.
  • 37.