ggfgggvfghghhhhh Competencies -A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include: Functional competencies Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities Interpersonal competencies Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams Critical thinking competencies The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems •A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency. Learning Objectives •A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught. •Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course Learning Outcomes •A specific statement that outlines the overall purpose or goal from participation in an educational activity. •These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate. • The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.” •These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes. S.M.A.R.T What are SMART goals in education? •SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the

1. THE TEACHER MADE
TEST

2. TEACHER MADE TEST: MEANING
• Teacher-made tests are normally prepared and administered for testing classroom
achievement of students, evaluating the method of teaching adopted by the teacher and
other curricular program of the school.
• Teacher-made test is one of the most valuable instrument in the hands of the teacher to
solve his purpose. It is designed to solve the problem or requirements of the class for
which it is prepared.
• It is prepared to measure the outcomes and content of local curriculum. It is very much
flexible so that, it can be adopted to any procedure and material. It does not require any
sophisticated technique for preparation.

3. Features of Teacher-Made Tests:
1. The items of the tests are arranged in order of difficulty.
2. These are prepared by the teachers which can be used
for prognosis and diagnosis purposes.
3. The test covers the whole content area and includes a
large number of items.
4. Teacher-made tests may also be employed as a tool for
evaluation.

4. 8. Preparation and administration of these tests are
economical.
9. The test is developed by the teacher to ascertain
the student’s achievement and proficiency in a
given subject.

5. The following steps may be followed for the preparation of teacher-made test:
1. Planning:
Planning of a teacher-made test includes:
a. Determining the purpose and objectives of the test, ‘as what to measure and why to
measure’.
b. Deciding the length of the test and portion of the syllabus to be covered.
c. Specifying the objectives in behavioral terms. If needed, a table can even be prepared
for specifications and weightage given to the objectives to be measured.
d. Deciding the number and forms of items (questions) according to blueprint.

6. e. Having a clear knowledge and understanding of the
principles of constructing essay type, short answer type
and objective type questions.
f. Deciding date of testing much in advance in order to
give time to teachers for test preparation and
administration.
g. Seeking the co-operation and suggestion of co-
teachers, experienced teachers of other schools and test
experts.

7. 2. Preparation of the Test:
• Planning is the philosophical aspect and preparation is the practical
aspect of test construction. All the practical aspects to be taken into
consideration while one constructs the tests. It is an art, a technique.
One is to have it or to acquire it. It requires much thinking,
rethinking and reading before constructing test items.
• Different types of objective test items viz., multiple choice, short-
answer type and matching type can be constructed. After
construction, test items should be given lo others for review and for
seeking their opinions on it.

8. Direction is an important part of a test
construction. Without giving a proper direction or
instruction, there will be a probability of loosing
the authenticity of the test reliability. It may create
a misunderstanding in the students also.

9. the direction should be simple and adequate to enable the
students to know:
(i) The time for completion of test,
(ii) The marks allotted to each item,
(iii) Required number of items to be attempted,
(iv) How and where to record the answer? and
(v) The materials, like graph papers or logarithmic table to be
used.

10. Uses of Teacher-Made Tests:
1. To help a teacher to know whether the class in normal,
average, above average or below average.
2. To help him in formulating new strategies for teaching and
learning.
3. A teacher-made test may be used as a full-fledged
achievement test which covers the entire course of a subject.
4. To measure students’ academic achievement in a given
course.
5. To assess how far specified instructional objectives have been
achieved.
6. To know the efficacy of learning experiences.

11. 7. To diagnose students learning difficulties and to suggest
necessary remedial measures.
8. To certify, classify or grade the students on the basis of resulting
scores.
9. Skillfully prepared teacher-made tests can serve the purpose of
standardized test.
10. Teacher-made tests can help a teacher to render guidance and
counseling.
11. Good teacher-made tests can be exchanged among neighboring
schools.
12. These tests can be used as a tool for formative, diagnostic and
summative evaluation.
13. To assess pupils’ growth in different areas.