11. Which is more important? Accuracy or Consistency? (SHOW VIDEO)
12. “ In 21 st century learning environments, decontextualised drop-in-from-the-sky assessments consisting of isolated tasks and performances will have zero validity as indices of educational attainment” (Pellegrino, 1999)
22. Taxonomy: Levels of Learning Outcome VII VI V IV III II I Organization VALUES Affective (Krathwohl) Adaptation SKILLS Psychomotor (Simpson) Analysis KNOWLEDGE Cognitive (Bloom) Levels Domain of Learning
23. Standards 40% 60% Degree Year 3 20% 50% 30% Degree Year 2 Synthesis Evaluation Application Analysis Knowledge/ Comprehension 50% 50% Degree Year 1 50% 50% Diploma Year 2 30% 70% Diploma Year 1 Learning Outcomes (Bloom’s) Context (Syllabus)
28. The Test Blueprint 1. List topics to be tested 2. Decide number of Qs per topic 3. Decide on the level e.g. Bloom’s Taxonomy (Knowledge, Comprehension, Application, An 4. Decide on the number of Qs’ per level 5. Decide on difficulty level for each Q Analysis Synthesis Evaluation Application Knowledge/ Comprehension 1 7 2 Total Q9-M Q10-D Q8-M Q6-M Q5-M Q7-M Q2-E, Q3-M Q4-D Q1-E Total Learning Outcomes (Bloom’s) Topics (Syllabus)
41. Traditional Emerging Preparing students for professorship / De-contextualised Training students for real-world action Lower Order Thinking Higher Order Skills Teacher-Assessed Peer-Assessed Individual Collaborative Conformity expected Creativity demanded