DEVELOPING ALTERNATE TECHNIQUES II

1. TEST DEVELOPMENT AND
EVALUATION (6462)
DEVELOPING ALTERNATE TECHNIQUES-II
Department of Secondary Teacher Education
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

2. OBJECTIVES OF THE UNIT
After studying this unit, the students will have ability to demonstrate.
 1. describe purpose and guidelines for oral questioning as an assessment technique.
 2. elaborate different techniques used in peer appraisal.
 3. justify the interview as an assessment tool by discussing strengths and
weaknesses of interviews
 4. discuss process of portfolio assessment technique.
 5. explain future trends in assessment of students..

3. 7.1 ORAL QUESTIONING
 Oral questioning as well as oral review techniques can be used for a variety of
purposes, which include, but are not limited to:
• Introducing, summarizing, or reviewing a lesson
• Clarifying points previously made
• Bring up points omitted
• Bringing reading assignments into focus
• Developing in students' new insights
• Promoting students’ understanding
• Developing students’ attitudes and values
• Teaching students to use ideal rather than to simply memorize them

4. 7.1.1 Purpose of Questioning (E.G. Feedback for Improving Teaching and
Learning)
 Purposes of Oral Questioning
 Characteristics of A Good Oral Question
 Seven reasons for using oral assessment
 Level of Instruction
 Use of Interrogative
 Clarity of Meaning
 Types of Oral Questions
 Factual Question

5. 7.1.2 Guidelines for Questioning
When employing oral review questioning techniques, there are certain guidelines that
instructors need to consider. This is called the “six shoulds”.
 1. Review questions should be distributed among class members so that each student has
the opportunity to participate.
 2. Review questions should be asked in a normal conversational tone, loud enough for all
class members to hear.
 3. Review questions should be presented in a logical sequence.
 4. Students’ responses should be repeated for special emphasis or clarity.
 5. Students should be encouraged to go beyond the first answer, expanding and
corroborating on what others have said.
 6. A review question should be directed to a particular student after the question has been
asked to encourage other students to formulate answers.

6. Some disadvantages of oral assessment
 Undue anxiety
 Hearing or speech difficulties
 Time
 Lack of anonymity
 Bias
 Novelty
 Recording
 Articulateness vs knowledge

7. 7.2 PEER APPRAISAL
Peer appraisal is a core part of our quality control it provides a mechanism for:
• monitoring the quality of our educational provision and performance of the instructor(s),
• professional recognition of the variation of modules in innate difficulty and presentation,
• identifying alternative approaches to delivery of material,
• the identification of good practice.
7.2.1 Guess Who’Techniques
7.2.2 Socio-Metric Techniques

8. Peer Appraisal
Peer appraisal refers to an employee performance assessment provided by the employee's colleagues in the
immediate working environment who have observed the employee's job performance and are able to give
constructive feedback. Peer appraisal excludes superiors and underlings.

9. INTERVIEW
According to Gary Dessler, “An interview is a procedure designed to obtain information from a person’s
oral response to oral inquiries.”
An interview is formal meetings between two people (the interviewer and the interviewee) where
questions are asked by the interviewer to obtain information, qualities, attitudes, wishes etc.
Advantages of an Interview
In-depth information
Rapport and trust
Level of understanding by learners
Guides improvement
Limitations of an Interview
Time consuming
Bias from interviewers
Bias of interpretation
Subjectivity of interviewees

10. 7.3.1 Types of Interviews
A structured interview
(Formal interview or
guided interview):
Unstructured interview
(Informal interview or
conversational interview)
Group interview: Panel interview
(Committee Interview):
Individual or One-to-one
interview
(Personal interview):
Depth interview
(In-depth interview):

11. 7.4 PORTFOLIO ASSESSMENT
A portfolio is a purposeful collection of selective significant samples of student work accompanied by clear
criteria for performance which evidence student effort, progress or achievement. A portfolio is different from a
folder in that it includes:
• Explicit guidelines for selection
• Comprehensible criteria
• Clear objectives of Selective and significant pieces
• Students’ self-reflection pieces
• Evidence of student participation in selection of content
Types of Portfolio (Increasing Breath and Increasing Depth)
1. Showcase
2. Outcome-based or assessment
3. Working, process, or collection

12. PORTFOLIOS
Steps in the Portfolio Assessment Process
• Identify purpose
• Select objectives
• Think about the kinds of entries that will best match instructional outcomes
• Decide how much to include, how to organize, keep, and access it.
• Decide who selects the entries (the student, the teacher, both)
• Set the criteria for judging the work.
• Review the student’s progress hold portfolio conferences
5 Stages to Implement Portfolio Assessment
1. Collection of evidence of achievement of learning outcomes
2. Reflection on learning
3. Evaluation of evidence
4. Defence of evidence
5. Assessment decision

13. 7.5 COMPUTER-ASSISTED TESTING AND FUTURE TRENDS IN
ASSESSMENT
A number of reasons may be given to justify the use of assessments and need to be borne
in mind when considering the appropriateness of CAA tests. They may include:
• Helping the student learning process through formative assessments.
• Grading students’ work through summative assessments.
• Being able to regularly evaluate student progress.
• Helping to monitor how effective current teaching and learning strategies may be.

16. All these changes in technology, pedagogy, and assessment practices mean that teacher
roles will change; or at least will be under some pressure to change. In a provocative
paper, Godwin-Jones (2015) identifies a number of ways in which he recommends that
future language teachers could adapt to technology. These are:
1) to learn to code in order to be able to evaluate and adapt new software;
2) to learn how to include mobile applications in lessons;
3) to learn how to use technology in context and be able to assess its applicability to one’s
own situation; and,
4) to use technology to participate in global learning opportunities.
Adaption of Technology

17. Department of Secondary Teacher Education
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
Dr. Hina Jalal
hinansari23@gmail.com