NO MORE TEST

1. MUHAMMAD WAHEED
GBSN-SEM III
FACULTY: MR.SOHAIL AHMED
There should Be No Continue
Assessment Test, Instead Of it.

2. Continuous Assessment Test
Continuous Assessment
 The evaluation of a pupil's progress
throughout a course of study, as distinct from
by examination.
 It is often proposed or used as an alternative
to a final examination system.

3. Methodology
 CAT consisted of a set of test questions,
multiple choice, short answers, and true or
false questions, with feedback on each
question and at the end of the test

4. Effects of CAT
 Indeed, to quote Derek Rowntree of the
Open University,
 "Continuous assessment ensures that
students now have ulcers as well as nervous
breakdowns".
 Tests memory sometimes more than
understanding


5. Effects of CAT
 Students may suffer from unequal availability
of resources, something that is becoming
increasingly important now that they are
carrying out much of their work on personal
computers or 'at a distance'.
 Not assessing the right material,
 Not a complete picture of a student's
performance

7. Portfolio
 A Portfolio is a purposeful
collection of student work
that exhibits the students
efforts, progress and
achievement in one or more
areas.

8. Portfolio Assessment
 Assessment should measure what is really
important in the curriculum.
 Assessment should look more like
instructional activities than like tests.
 Educational assessment should approximate
the learning tasks of interest, so that, when
students practice for the assessment, some
useful learning takes place.

9. Debates
 An argument about a
particular subject,
especially one in which
many Students are
involved.

10. Debates
Teachers also play an important role in
running debates.
 They may have to be the hosts of the debate,
and ensure the debate is running at an
appropriate pace.
 They also need to assess the performance of
the students during the debate, and provide
feedback to enhance their learning
afterwards

11. Presentation
 Presentation is the
process of showing and
explaining the content of
a topic to an audience or
a group of audiences

12. Presentation
 It is often used to assess student learning in
individual or group research projects.
 Presentation assessment usually consists of
a topic for the student to research, discuss
and present.

13. Vivas/ Oral exams
 An oral examination.You'll
sit there and get asked
questions about the topic,
which you have to answer
verbally and get assessed on

14. Vivas/ Oral exams
 Good practical experience towards later
interview situations

15. Student Projects
Very good for
students in their
aiming towards a
research post grad
programmed

16. Student Projects
 Develop a key transferable skill
 Reports can involve a wide range of skills that
are otherwise hard to directly assess
 they help students link theories, as well as
linking theory and practice
 They can identify the best students

17. Posters
Add visual dimension to
assessment tools
which may benefit for
students

18. Posters
They add visual dimension to assessment
tools which may benefit students
They allow for peer to peer interaction
students can learn from each other's posters
they develop a wide range of key transferable
skills

20. References
 Hartog, P, Rhodes, EC. The marks of
examiners. Macmillan, London; 1936.
 Rowntree, D. Assessing students: how shall
we know them?. in: Harper & Row,
 Sheehan, J. Educating teachers of nursing: a
survey of the opinions of students. Journal
of Advanced Nursing. 1980;5:71–81.