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Measurement &; assessment in teaching
- 4. Jens Martensson INTRODUCTION Some important learning outcomes may best be measured by the use of open-ended essay questions or other types of performance assessments. Essay questions provide freedom of response that assess students ability to organize, integrate and evaluate ideas and apply knowledge and skills. Such items measure a variety of learning out comes from simple to complex. Therefore, these assessments are of great value.
- 5. Jens Martensson USES OF ESSAY QUESTION ► The distinctive feature of essay questions is the freedom of response. ► Students are free to construct relate and present ideas in their own words. ► Useful way to assessing students ability to organize and apply information in a content area. ► Essay questions measure those learning outcomes that are not readily measured by objective test items.
- 6. Jens Martensson USES OF ESSAY QUESTION ► The validity of complex measurement of achievement may be enhance by the use of essay tests and other performance based assessments. ► Emphasis on the form of the writing ,distinguishing for example between narrative essays, expository essays and persuasive essays.
- 7. Jens Martensson FORMS OF ESSAY QUESTION There are two forms of essay question: ►Restricted-response questions/assignments ►Extended-response questions/assignments
- 9. Jens Martensson RESTRICTED-RESPONSE QUESTIONS ► The restricted response questions usually limits both the content and the response. The content is usually restricted by the scope of the topic to be discussed. ► They are more structured and useful for measuring learning outcomes requiring the interpretation and application of data in a specific area. ► Higher order learning outcomes can’t measured from restricted response questions.
- 10. Jens Martensson Write verbal instructions you would give your friend to draw triangle on graph paper with relative lengths of 3,4 and 5 units.
- 12. Jens Martensson EXTENDED-RESPONSE QUESTION ► The extended-response question or assignment allows students to select any factual information that they think is pertinent to organize the answer in accordance with their best judgment, integrate and evaluate ideas as they deem appropriate. ► If analysis, organization, integration, creative expression and evaluation skills in grading, instructions and assessment that value higher order skills. ► On the other hand freedom to response made inefficient for measuring more specific learning outcomes and introduces scoring difficulties.
- 13. Jens Martensson Describe the Mendel’s laws of heredity on the development of biology as a science.
- 15. Jens Martensson ADVANTAGES ► A major advantage of the essay question is that it measures complex learning outcomes that cannot be measured by other means. • Essay questions must be carefully constructed and phrased in a way that will engage the students in targeted thinking skills ► Extended response questions emphasize on the integration and application of thinking and problem solving skills.
- 16. Jens Martensson CONTINUE….. Essay questions enable the direct evaluation of writing skills. •Evaluation sometime combined with assessment of subject matter knowledge and understandings. Essay questions can easily constructed. •Frequently used by classroom teachers. •Construction requires conceptual understanding and thinking skills. •Valid scoring requires careful development and application of scoring rubrics. •Commenting and suggesting the students essays can help them in improving their writing. But it is time consuming.
- 17. Jens Martensson CONTINUE…. ►The most important advantage of essay question is its contribution to student learning. • The contribution may be direct or indirect.
- 19. Jens Martensson LIMITATION ► The most common limitation of essay question is the unreliability of the scoring. • Failure to identify the learning outcomes being measured. • Failure to establish well defined scoring rubrics. ► Evaluation of essays sometimes are not guided by scoring rubrics and learning outcomes.
- 20. Jens Martensson CONTINUE…. ► A closely related limitation of essay questions is the amount of time require for scoring the responses. • The only solution is to reserve the use of extended questions for those learning outcomes that cannot be measured objectively. ► Shortcoming of essay questions is the limited sampling of content they provide. • Few questions are given and some areas are measured. • Ineffective for measuring factual information. • Try to obtain as representative sample of learning outcome as possible.
- 22. Jens Martensson SUGGESTION FOR CONSTRUCTING ESSAY QUESTION ► Restrict the use of essay questions to those learning outcomes that cannot be measured satisfactorily by objective items. • Complex learning outcomes like organization, integration and expression of ideas can easily evaluated by essay questions. Construct the questions that will call forth the skills specified in the learning standards.
- 23. Jens Martensson CONTINUE…. • For example: Write a two page statement defending the importance of conserving our natural resources. ► Phrase the question so that the student’s task is clearly indicated. • For example: Poor: Why do birds migrate? Better: State three hypothesis that might explain why birds migrate South in the fall. Indicate the most probable one and give reasons for your selection.
- 24. Jens Martensson CONTINUE…. ► Indicate approximate time limit for each question. • Allotting time to each question can help students especially slow writers. ► Avoid the use of optional questions. • Doing this teacher loses the common basis for evaluating the students achievement. • Influence the validity of test results.
- 25. SCORING CRITERIA
- 26. Jens Martensson SCORING CRITERIA Scoring criteria in advance of administering essay question can contribute to improved reliability and validity of the assessment.
- 27. Jens Martensson SCORING RUBRICS FOR RESTRICTED RESPONSE ► In most instances, the teacher should write an example of an expected response. • for example: if the student is asked to describe three factors that contributed to the start of the Civil War, the teacher would construct a list of acceptable reasons and give the student 1 point for each of up to three reasons given from the list.
- 28. Jens Martensson SCORING RUBRICS FOR EXTENDED-RESPONSE ► Analytic Scoring Rubrics • Consist of a rubric broken down into key dimensions that will be evaluated. • Enables teacher to focus on one characteristic of a response at a time. • Provides maximum feedback for students. Holistic Scoring Rubrics • Yield a single overall score taking into account the entire response. • Can be used to grade essays more quickly.
- 29. Jens Martensson CONTINUE….. • Does not provide as much specific feedback as analytic rubric. • Should not consist of scores alone, but rather contain scores accompanied by statements of the characteristics of the response
- 31. Jens Martensson SUGGESTIONS ► Prepare an outline of the expected answer in advance and use a clear scoring rubric. ► Use the scoring rubric that is most appropriate. ► Decide how to handle factors that are irrelevant to the learning outcomes being measured ► Evaluate all responses to one question before going on to the next one. ► When possible, evaluate answers without looking at the student’s name. ► If especially important decisions are to be based on the results, obtain two or more independent ratings