continous assessment (LH) for Jinela Teachers.pdf

A refresher training provided to Head of Departments
By Arefat Mussa
Dire Dawa 2015 EC

 By the end of this session participants will be able to:
 Develop the skills of paying attention to every
student’s understanding;
 Use meaningful questioning techniques;
 Recording student progress through continous
classroom assessment
 Develop the skills of reacting to students’ responses.
 Develop the skills of item writing using table of
specification
2

3
Intended
curriculum
Implemented
curriculum
Achieved
curriculum
Curriculu
m
Classroom
lessons
Assessment
By
improving
question
items
We can
improve
lessons
11/27/2022 ARAFAT

Teachers prepare annual and
weekly/daily lesson plans
Every subject area needs its
own approach of teaching and
hence special lesson planning.
Weekly/daily lesson plans miss
some elements that are
important for lesson delivery.
Even when all the elements
exist, they do not show active
learning and details of the
teaching and learning process.
4

1
Demonstrate the
overall
framework of
planning for
instruction;
2
Appreciate the
importance and
contents of planning
for instruction,
including annual plan
and daily lesson plan;
3
Prepare a
lesson plan of
selected topics
of the selected
unit;
4
Identify and
comprehend the
contents of the selected
unit, including learning
contents, teaching
methods and materials,
and assessment.
5

 The framework by which the overall education
system of a country is governed.

What is a syllabus?
It is a road map of a given subject
which brings together what is taught,
how it is taught and why. It also
specifies what is expected of students
and how their efforts are assessed.

A mother document for textbook
development and national examinations
:for teachers to develop annual, unit and
daily lesson plans.
✓It increases the likelihood of student
success in the class.
✓It guides student learning in accordance
with teacher’s expectations.
✓It demonstrates to students that the
teacher cares about their learning.

✓ It decreases the number of problems which
arise in the teaching and learning process.
✓ Serves as the “rule of the game” of the
teaching learning process hence decreasing
possible problems
✓ Assists in the teacher’s professional
development
✓ Is a public document that can be used by
colleagues and parents

• General objectives
• Period allotment
• Unit objectives / Unit outcomes (old/new)
• Specific objectives / Competencies
• Contents and sub-contents
• Methods / Suggested activities
• Teaching aids
• Evaluation / Assessment

 Educational goals : broad statements
that describe the outcomes and
processes of education.

 The stated goals of 1st cycle primary education are:
 To provide basic education that is appropriate to the
age, level and physical and mental development of the
learners;
 To provide basic education to develop the potential of
the learners
 To acquaint the learners with production and service-
giving activities within their immediate environment
and
 To lay the foundations for further education and
training by equipping them with problem solving skills
and positive attitudes toward learning.

 A student’s profile : is a set of statements that what
all students complete a particular cycle of schooling
should be able to do. Useful for planning
curriculum
For example, the student profiles expected of all students
who have completed the first four years of primary
schooling are!:
 They will be able to in standardized calligraphy, read
properly, and compute correctly with the four basic
operations of numeracy;
 They will have sort awareness about themselves and
about their families and feel societies responsibilities
and problems. They feel responsible for their actions
and also try to solve problems;

 They know the purpose of the different materials at home, and
can use these materials and take proper care of them. They
will be able to observe the work and production activities
practiced in their surroundings and can also participate in
labour activities of their choice;
 They will be able to examine compare and identify useful and
harmful outlooks, beliefs and practices at individual, family
and societal levels and will be able to make decisions for
themselves;
 They will be able to seek information when faced with
problems and make rational use of it;

 They will exhibit great willingness to try and
practice different activities which are
compatible with their abilities;
 They will be able to look after personal
hygiene and environmental sanitation; and
 They will be able to work cooperatively with
other for the common good

 Learning Outcomes: are statements of what
students are expected to achieve at the end
of a set of lessons.

 Name the parts of the human body;
 Multiply four digit numbers;
 Describe the water cycle in terms of
evaporation, transpiration, respiration and
condensation; and
 Explain the distinction between living things
and non living things

 Minimum learning competencies: are
learning outcomes that ALL your students
should achieve. They are the least
requirements students should achieve.
 Intermediate and Higher learning
Competencies: are more advanced LO that
most students should achieve beyond the
minimum learning competencies.

Educational goals
Student’s profile with respect to cycles
Learning outcomes
Lesson planning Assessment planning
MLCs
ILCs & HLCs
Teaching and
Learning Activities

Giving students’
feedback on how to
improve their learning
Identifying students’
misconceptions and
errors
Determining students’
level of understanding
Planning how to use
assessment to improve
learning

11/27/2022 22
ARAFAT
1.What do you
understand by
measurement?
2.What is testing? a
specific examples.
3.What is
Assessment?
4.What is
evaluation? Describe
them using examples.

Why do we assess?
When do we assess?
What do we assess?
How do we assess?
11/27/2022 23
ARAFAT

 Assessment refers to a more general concept of
scrutinizing the students' learning progress. Tests are
a subset of assessment.
 Measurement, in education, refers to systematic
description of student’s performance in terms of
numbers. Essentially, the process of scoring a test
involves assigning numbers, or quantifying to
represent an individual’s performance.
 Tests refer to specific instruments that measure the
achievement and proficiency of students, and
11/27/2022 27
ARAFAT

11/27/2022 28
ARAFAT
Evaluation: is the process of making value
judgment about the quality of a student’s
performance using assessment results.
Action: is what you do as a result of your
assessment and evaluation of student’s
performance.

 When we stand on a scale that assesses our
weight at is 100 kilograms. We evaluate this
assessment as being unhealthy for us. We then
decide to take action and go on a diet to
reduce our weight. This process can be
summarized as:
 Assessment: 100 kilograms of the
persona weight
 Evaluation: unhealthy condition
 Action: weight reduction diet.
11/27/2022 29
ARAFAT

Educational goals
Student’s profile w.r.t. cycles
Learning outcomes
Lesson planning Assessment planning
MLCs ILCs & HLCs
11/27/2022 30
ARAFAT

What is
worth
learning for
Students?
How do
teachers
know
if students
have
acquired
the
knowledge?
How do
students
learn?
How do
teachers
teach?
11/27/2022 ARAFAT 31

CLASSROOM
ASSESSMENT
Informal assessment
vs.
Formal assessment
Paper-pencil assessment
vs.
Performance assessment
Traditional assessment
vs.
Contemporary Assessment
Formative Assessment
vs.
Summative Assessment
External (Standard)
Examination
vs.
Teacher-developed assessment
11/27/2022 32
ARAFAT

 Definition: refers to the formal ways of
evaluating students’ performance and
progress of achievement and is often linked
with awarding mark or grades.
 Assessment for learning is the process of
seeking and interpreting evidence for use by
learners and their teachers to decide where the
learners are in their learning, where they need
to go and how best to get there”.

 Formative: it is sometimes referred to as
continuous assessment. It is a kind of assessment
that takes place while the program or teaching
learning process is taking place and it is aimed at
improving the process of learning teaching
process.
 Summative:-is the assessment made at the end of
the program or school year based on the
cumulating of the progress and achievement of
the learner throughout the year or semester. It is
helpful to judge about the overall progress or
success of learning.

Assessment can be informal or formal.
 Informal Assessment:-is not necessarily
planned and can be done spontaneously .
 Formal Assessment:-is planned and is closely
matched to basic competencies in the syllabus.
It can be done by using different techniques
including short tests, quizzes, oral
examinations, performance assessment tasks,
projects and portfolios.

Traditional
Classroom
Assessment
Formative:
observations,
questioning
Summative:
exams, report
cards
of
(summative
assessment)
for
(formative
assessment)
as
(self assessment)
Contemporary Classroom Assessment
Assessment Learning
11/27/2022 36
ARAFAT

Classroom
Assessment Strategy
Forms of
Assessment
Written
Records ,
Practical,
Personal
communication
Assessment
Methods
Teacher ,Peer ,
Group , and
Self
Assessments
Assessment
Tools
Observation
Book & Sheet,
Checklist,
Rubrics,
Learner’s class
work books,...
11/27/2022 37
ARAFAT

Summative
Assessment
(Assessment OF
Learning)
Pre –
Assessment
Formative
Assessment
(Assessment For/As Learning)
11/27/2022 39
ARAFAT

 The purpose of pre-assessment is to
determine what students know about
a topic before it is taught.
 Pre-assessment will help the teacher
determine flexible grouping patterns
and should be used regularly.
11/27/2022 40
ARAFAT

Assessments For/As learning happens while
learning is still underway.
These are assessments that:
▪ are conducted throughout teaching and learning to
diagnose student needs.
▪ plan the next steps in instruction.
▪ provide students with feedback they can use to
improve the quality of their work.
▪ help students see and feel how they are incontrol of
their journey to success.
11/27/2022 41
ARAFAT

 It is assessment that helps students identify the strengths
and weaknesses of their performance so that they can
improve their achievement.
 It helps teachers gather information to:
 plan and modify teaching and learning processes for
individual students, groups of students and the class as
a whole;
 pinpoint students’ strengths so that both teachers and
students can build on them;
 identify students’ learning needs in a clear and
constructive way so they can be addressed
 It should be regular and continuous.
 It focuses on feedback for improvement.
 It involves a variety of classroom assessment methods.

This Type of
Assessment
is NOT about
accountability…
it is about GETTING
BETTER!!
11/27/2022 43
ARAFAT

This type of
assessment is
a successful
end product
and/or the
fulfilling of
the pre-stated
objective.
11/27/2022 44
ARAFAT

A summative assessment/evaluation is designed to:
▪ provide information
▪ make judgments about student achievement
at the end of a sequence of instruction, (e.g.,
final drafts/attempts, tests, exam, assignments,
projects, performances)
It is a means to determine a
students” mastery and
understanding of information,
skills, concepts, or processes.
11/27/2022 45
ARAFAT

 Unit Test
 Performance Task
 Product/Exhibit
 Demonstration
 Portfolio Review
 Mid-exam
 Semister exam
11/27/2022 46
ARAFAT

“Assessment for learning”
(formative)
“Assessment of learning” (summative)
Time Mainly about supporting
improvement.
Usually takes place continually
as teacher teaches and learners
learn.
Mainly about evaluating performance
Usually comes at end of a piece of work (e.g. end of
unit, semester, year)
Pupose Purpose:
• To support and help
students to learn by
identifying difficulties
• To support and help
students to learn by
providing feedback
Purpose:
• To evaluate and grade the student’s performance
• To report on achievement to student themselves
and parents
• To sort and classify students for higher level of
education (e.g. high school, university)
Feedback • Supported with
feedback and leads to
improvement
• No feedback no room for improvement

 Lack of skills in test construction and
administration, and their attitudes toward the
continuous assessment approach and record
keeping.
 Teachers should also be able to measure the
learners’ affective attributes such as attitudes,
motives, interests, values and other personality
characteristics.

 ‘Cook up’ scores in the name of continuous
assessment. Thus, teachers should be
encouraged to form favorable attitudes toward
the practice. They should be made aware of
the requirements of the system, its importance
and how to implement it.
 Record keeping
 Providing effective feedback.

 Assessment is not an add-on or a project; it is
central to effective teaching and learning.
 Continuous assessment system redresses the
shortcomings of the present system leads to a
transformation of the student from a passive
student to an active and effective student and
producer. To achieve this, the continuous
assessment programme has been endorsed by
the by ETP (1994)

Diagnosis:-to diagnose learning needs and
difficulties
Feedback:-to show their strengths and areas of
developments, to reinforce learning and motivate
students
Standards:-to maintain standards, to certify
achievements ,to facilitate progress, to predict
future performance

 Assessment can also give feedback to teachers
about their success and their areas of
improvement and then either continue with the
effective method or design other way of
presenting the lesson.
 To make judgment fair:- we can get detailed
and fair information about our students by
observing different students’ engagement in
practical , oral ,written and other social
interactions.

 Every child knows how they are doing, and understands what they
need to do to improve and how to get there. They get the support
they need to be motivated, independent learners on an ambitious
trajectory of improvement;
 Every teacher is equipped to make well-founded judgments about
pupils’ attainment, understands the concepts and principles of
progression, and knows how to use their assessment judgments to
forward plan, particularly for pupils who are not fulfilling their
potential;
 Every school has in place structured and systematic assessment
systems for making regular, useful, manageable and accurate
assessments of pupils, and for tracking their progress;
 Every parent and career knows how their child is doing, what
they need to do to improve, and how they can support the child and
their teachers.

 Fixed Line Assessment
Initial Assessment
Activities
Process Assessment
Activities
Final Assessment
Activities

 Sequence of CA
 Initial responses/Ass.
 Process Ass
 Final Ass.
 Sequence of Educational help
 Creation of common
definitions.
 Control, evaluation and
improvement of learning
 Preparation of written
report on the results of
assessment

 The major purpose of the
reorganization is to put more
emphasis on “projects undertaking”
to encourage students to use high-
order abilities and other important
skills involving the use of
investigative and knowledge
integration procedures.

 There are several methods of doing assessment
for classroom learning. Some of the methods of
classroom assessment for learning are:
 Giving small quiz;
 Giving class work;
 Observing what students do during activities;
 Listening carefully to what students say in a
small group activity and in a whole group;
 Giving students a worksheet;
 Giving planned oral questions;
 Giving diagnostic tests; and others.

▪ Individual work (including attendance, class
activities etc...)
▪ Group Exercise
▪ Class tests/quizzes
▪ Project (investigative, experimental and
materials production)
▪ Semester final Exam. (not part of CA)

At your school, explain the CA models
applied by most teachers.
What percentage should the CA results
carry to judge that the students can pass
any grade level?

 Before a lesson (i.e. during lesson planning), teacher
should:
▪ Set the objectives of the lesson;
▪ Study or confirm the pre-requisite knowledge of the
students regarding the lesson topic and the objectives;
▪ What do they know about the topic?
▪ What have they already learnt about the topic?
▪ What life experiences do students have related to the topic?
▪ While preparing the teaching and learning process
(activities) in a lesson plan, think over how the process of
student’s learning will be followed and supported. Write it
down in the column of “learning assessment” of the lesson
plan format.

 During the lesson, teacher should:
 Monitor the process of student’s learning as
planned;
 Take necessary action based on the result of
his/her assessment (e.g. giving addition
explanation, giving extra exercise, etc.);
▪ Change the method of teaching if it is necessary.


 After the lesson, teacher should:
▪ Think over what should be done in the next lesson
(reflection on the next lesson), based on the result of
the assessment;
▪ Keep careful note or record of the information / data of
the assessment;
▪ Communicate with the relevant students if necessary.
(e.g. Teacher may call out and consult with students
who have problem of following the physics lessons. Or
teacher may give additional exercise for those who
master the contents easily.)

Assessment can be done before, during ,
after we present a lesson to see their prior
knowledge , the involvement of learners
during the lesson presentation and their
comprehension of the lesson after the
lesson presentation.
The school term generally consists of 18 weeks.
Completing the continuous assessments by end of
Week 16 will therefore allow time for preparation
and administration of End-of- Term school
examinations in the eighteenth or in last week of
the term.

Assessment Modes First Cycle Primary Second Cycle Primary
No. of
ass.
Wgt No of Ass. Wgt
Individual work As many
as
20+ As many as 10+
Group Exercise 4+ 20+ 4+ 20+
Class Test/ quiz 8+ 40+ 4+ 20+
Project (investigative, experimental
and material production)
1+ 10+ 1+ 20+
Semester Final Exam. 1 20+ 1 30+
Total number of assessment per
semester
11+ 100+ 8+ 100+

 Any assessment activity should address the
three domains of educational activities namely
 Cognitive Domain,
 Affective Domain and
 Psychomotor Domain (Bloom, 1956).

1. What are ways in which exams differ from
continuous assessment?
2. Which form of assessment is used most in
your school? In your classroom?
3. What type of assessment is most beneficial
to learners? Give reasons for your answer.
4. How does continuous assessment influence
your teaching?
5. How does continuous assessment make you
a better teacher?

Constructed Response
Activities
Performances Products
Non-Constructed Response
Activities
Attitude to the subject
Personality

 Constructed Response Activities
 Performances
 Oral presentation
 Dance/movement
 Science activity
 Athletic skill
 Dramatic reading
 Role play
 Debate
 Song
 Practical test
 Interviews of students

 Products
▪ Illustration or drawing
▪ Invented dialogues
▪ Making models
▪ Essay/composition
▪ Report
▪ Project

 Attitude to the subject
 Frequency of appropriate completion of
class work and home take assignments
 Attendance
 Personality

 During first Cycle Primary, students will receive
instruction in the following fundamental areas and
their knowledge and skills are evaluated through the
continuous assessment programme only with no
formal conventional examinations given. Their
promotion will depend only on continuous
assessment results. The primary purpose of
assessment at this level must be diagnostic and
remedial. Assessment without remedial support is of
no/little value at this stage of learning.

 Individual works can be given to students any time
during the semester counting not for more than 25%
of the total mark for the semester for lower primary,
 The fundamental skill areas are as follows:
 Reading
 Writing
 Listening
 Speaking
 Arithmetic

 Observation and description using the
five senses
 Information and materials handling
 Socialization level
 Behavioral Change

 Short class tests and quizzes should be given
by the teacher to collect formative data for
improving instruction in class.
 The test will follow the weights of the
dimensions as specified in the syllabus for the
different class levels. The weights for English,
Mathematics and natural sciences at the
primary school should be 60-70% knowledge
and 30-40% understanding level.

 The group exercise will also focus on
“knowledge” and “understanding” of
important topics studied in class.
 The group exercise is intended to assess more
of “understanding” than “knowledge”. For this
reason, the weight of “understanding” in the
group exercise will be more than the weight of
“knowledge”.
 Knowledge 30% and understanding 70%

 Projects are expected to demonstrate
essentially high-ability knowledge and skills,
but may also involve low level thinking skills
particularly “understanding”. A project may
involve theoretical knowledge, such as writing
a paper, or demonstration of practical abilities
including carrying out a painting, investigation
and reporting, or the creation of a product
based on some criteria.

For written project like essay marking will consider the following:
Selection of the topic
Introduction (10%)
Word usage (20%)
Idea flow (40%)
Conclusions (20%)
Acknowledgements (10%)

 For tasks that require “creativity and
dedication till completion”, the marking
scheme will be based on three dimensions:
 Design 20
 craftsmanship 20
 Originality 40
 Description 20

 External moderation is a system for
authenticating the quality of continuous
assessment in schools and the marks teachers
award for their students’ work.
 Cluster supervisors will be trained in
continuous assessment moderation processes.
 Department heads, senior teachers, vice
directors and directors can play the role of
moderators based on the context of the school.

 Try to use effective pauses and wait time.
 Try to avoid frequent questions which require only a yes/no
answer or simple recall.
 Try to avoid answering your own questions.
 Try to follow up student responses with questions and phrases
such as, “why?” or “tell me how you know” or “think about
how you can put Jim’s response into your own words.”
 Try to avoid directing a question to a student mainly for
disciplinary reasons.
 Try to follow up a student’s response by fielding it to the class
or to another student for a reaction.
82

 Try to avoid giveaway facial expressions to student responses.
 Try to make it easy for students to ask a question at any time.
 Try to ask the question before calling on a student to respond.
 Try not to call on a particular student immediately after asking a question.
 Try to ask questions that are open-ended.
 Try not to label the degree of difficulty of a question.
 Try to leave an occasional question unanswered at the end of the period.
 Try to replace or enhance “lectures” with a set of appropriate questions.
 Try to keep the students actively involved in the learning process.
83

 The point here is that even though you do want to
know the answers to these questions, the way these
questions are phrased probably won’t get you very
far in learning what you want to know.
 “How many of you understood that?”
 “Everybody see that?”
 “You want me to go over that again?”
 “This is a right triangle, isn’t it?”
 “Do you have any questions?”
84

 It’s useful to have a handful of effective ways to start your questions that
will motivate all students to participate. Here are some to try. What others
can you think of?
 “Don’t raise your hand--yet; just think about a possible answer. I will give
you a minute . . . “
 “Everyone—picture this figure in your mind. Is it possible to sketch a
possible counterexample to this statement? . . . I will walk around to look
at your work and select 3 students to share their results with the class.”
 “Find an example for this statement and write it down. In just a minute I
will tell you possible ways to check your example to see if it indeed makes
the statement true.”
 “Put the next step on your paper and write a reason to justify this step.
Raise your hand when you are ready and I will be around to check in on
you.”
85

 Some common types of questions need some special care if they are to be
useful in the math classroom. Otherwise, these questions do not provide
much information to check students’ reasoning. The following are some
Phrases for enhancing questions:
 “Tell me more about what you were thinking.”
 “How did you decide that?”
 “Elaborate for others in the class so they can check their thinking.”
 “Can you justify that?”
 “Give us your insights about arriving at the answer.”
 “What steps did you take?”
 “Tell us more about what you’re thinking.”
 “What made you think of that?”
 “To a person on the street who doesn’t speak “Math,” tell how you decided
that . . . “

86

 Figure out what a student means or is thinking when you don’t understand
what they are saying
 Check whether right answers are supported by correct understanding
 Analyze wrong answers to understand student thinking
 Explain what you have done so far? What else is there to do?
 How do you know? Can you give example?
 Why did you ____?
 How did you get ____?
 Could you use [materials] to show how that works?
 What led you to that idea?
 Walk us through your steps. Where did you begin?
 Would you please repeat what you said about that?
 So is what you’re saying ____?
 When you say ____, do you mean ___?
 Could you explain a little more about what you are thinking?
 What do you notice when _____?
87

 Concept of Feedback
 Ways of Giving Feedback
 Feedback for Target Users and Stakeholders
 Utilizing the Information for Improvement

 Feedback is a mechanism of providing
information to the learners on their current
state of performance, achievement and
progress /learning (UNESCO 2009) .
 Teachers communicate to their students on
how well or poorly they are performing.
 It is closing the gap b/n where the students are
and where they are aiming to be.
 After assessment, teachers ought to give
feedback and follow-up activities.

 The figure below shows the relationship
between how assessment, feedback and action
are interrelated. i.e “Classroom Assessment
= Feedback About Learning “.

 Continuous throughout the learning process.
 addresses the learners’ individual differences.
 Timely, direct, accurate, substantive,
constructive, prescriptive, specific, outcome-
focused, encouraging, and positive (Miller,
2002) .

The main purposes of
feedback are to:
Help to clarify what
good performance is
(goals, criteria,
expected standards);
Facilitate the
development of self-
assessment (reflection)
in learning;
Deliver high quality
information to students
about their learning;
Encourage teacher and
peer dialogue around
learning;
encourage positive
motivational beliefs
and self-esteem;
Provide opportunities
to close the gap
between current and
desired performance;
and
Provide information to
teachers that can be
used to help shape
teaching (Nicol and
Macfarlane , 2006).

Effective process feedback addresses the five WH-
questions:
 Who (the players in the feedback-process),
 What (the information that is fed back),
 When (the occasion upon which the information
is fed back),
 Where (the location in which the information is
fed back is psychologically safe), and
 How (the manner in which the information is
given and received) is very important (Brinko,
1993).

 Feedback can be provided in a range of
situations:
▪ from an instant, informal reply to a more formally
planned review.
 Constructive feedback can be in the form of
▪ verbal or
▪ written.

When giving feedback orally the teacher should do:
 Emphasize the positive
 Appreciate what’s been achieved and be clear about
exactly what needs to be improved next and how.
 Seek learners’ views and value their contribution
 Invite the learner to comment on what you do as well.
Feedback is not a one-way process.
 Frame questions carefully. Use open questions and resist
asking more than one question at a time.
 Use prompts/cues such as ‘Would you like to say more
about that?’
 Give a few seconds after posing a question or a response
has been given, to encourage learners to carefully consider
and expand on what they have said.

 Avoid generalizations such as ‘There are a lot of
inaccuracies’.
 Focus on things that each learner can change, and avoid
overloading them with too much feedback at once.
 be sensitive if you have to give feedback to one person in a
group. They might feel undermined if others hear.
 Look for ways forward together. Share ideas and explore
solutions rather than always putting forward your own
suggestions.
 Create a situation on how students agree on the given
feedback.
 Adapt your approach to suit one-to-one or group
situations.

When giving written
feedback the teacher should
do:
Don’t jump straight to the
errors. Praise first on the
strength.
Respond to the content and
the message rather than
focusing only on minor
errors
If writing is poor, select one
or two particular areas to
draw attention to. Don’t
cover work in red ink.
Be specific. Indicate what
action the learner should
take in relation to
weaknesses that have been
marked.
Encourage the learner to
make corrections. Don’t
simply write correct
answers, spellings and so on.
Link the comments to the
learning competencies.

Hi YYYY
This is a good effort, you have addressed the main topics and have in
general organised your paper in a logical manner. In addition you have
identified some good references for Assignment 1, part d. Your
paragraph structure is a little problematic in places, remember to make
it very clear where one ends and the next begins.
You have made a very positive attempt at the taxonomy (framework)
for Assignment 1, part d. As you work through the unit remember to
keep returning to the final assignment question.
You will need to synthesise how the skills (critical thinking, self
awareness etc) are important in relation to specific issues/trends you
have identified (IT, lack of male teachers etc). Overall this is a positive
start to the unit.
Well done.
Regards
XXXXXXX

Feedback is more effective when:
 Using Positive comment: If necessary,
negative information should be “sandwiched”
between positive information. It should be a
Constructive criticism with explanation of
how to improve.

 Using Contextual statement
▪ I liked….because….
▪ Now/Next time…
▪ Interactive statement e.g. a question based on the work
 Giving it as soon as possible after performance,

Reducing
Reducing
uncertainty for
students by
increasing
knowledge through
a reduction in
uncertainty and by
eliminating half of
the alternative or
competing
explanations for
behavior.
Allowing
Allowing student to
act on feedback
• use lesson time to
redraft work.
• allow students time to
focus on the feedback
for improvement .
• reinforce the value of
the feedback and
working in a supportive
environment.
Following
Following-up
• time in the lesson to
talk individually.
• have a written dialogue
in the students’ book.
• use a comment tracker
or target sheet to
formalise the dialogue
in a workbook

 There are three ways of giving feedback
(Bookhart and Nitko cited in USAID 2008) :
▪ Feedback that compares a student,
▪ Feedback on the outcome a student produces or
the thinking process a student uses, and
▪ Feedback that describes or evaluates the student’s
work.

 There are three basic ways the teacher may give
students comparison feedback:
▪ Norm-referenced feedback – Example the teacher
may say “Your drawing of the water cycle was the best
in the class.”
▪ Criterion- referenced feedback - Example the teacher
may say “You are particularly good at multiplying
four-digit numbers.”
▪ Self-referenced feedback - the teacher may say, “This
list of living and non-living things you made is better
than the last one you made”.

 Criterion- referenced or self- referenced are
recommended as the best from comparison
feedback.
 self- referenced feedback is very important
Especially, for those students in the class who
are not sure of by their ability to learn
because teachers want to show them how they
are improving.

 It is to tell the student about the teacher’s
evaluation of his/her results (outcomes) or
tell the student the cognitive (thinking)
processes underlying what the student has
done, rather than comparing the students work
to something or someone.
▪ Outcome based feedback – teacher’s feedback
tells to the student tells a student only of the
results of the evaluation. Example, the teacher
may say “You got an 80% on that home work.”

 Cognitive based feedback – teacher’s
feedback tells a student the connection
between how he or she went about doing the
work and his or her achievement and does so
in away but leads to improving the work.
 Example, the teacher may say “It doesn’t seem
like you used the chart that shows the different
kingdom of living things when you make your
list of what you saw in the school area. Maybe
that is why your list is not complete.”

 Cognitive based feedback is recommended
better than outcomes-based feedback because it
helps the students know what to do to improve.
 Example, if a teacher wants to give feedback on
English comma fault, “It looks like you forgot to
use commas to separate the three words in your
sentence that you listed in a series. Be sure to
use commas whenever you have three or more
words in a series in a sentence. For example,
‘‘Apples, mangos, and avocado are all delicious
fruits’’ Can you see how the three words in the
series of fruits are separated by commas? ”

 Descriptive feedback - teacher’s feedback
tells the student information about the work,
especially how the work meets quality criteria.
It is critical in ‘closing the gap’ for students.
 The teacher can write down or asks for an
improvement suggestion to help the student
know how to make the specific improvement.

There are three types of improvement prompt, each
linked to an area of improvement:
 A. Reminder – reminding the learner of the learning
objective by calling back what was the lesson about.
Ex: Remember the rule about…
 B. Scaffold – giving possibilities/ examples of what
they need to do. Ex: Why don’t you try using…?
Example – giving clear sentences, words or processes
to copy as an example. Ex: why don’t you use a
simile word as…
 Example: the teacher may say “I like the way you used
action words in your story about the happiest day in
your life. It describes the good part of the work.

 Teacher’s feedback tells the student only
his/her overall judgment on the work,
without describing particular qualities about
the work. Evaluative feedback is involving
judgment and can affect how students feel
about themselves.
 Example: the teacher may say only “Good
job!”. But it does not communicate to the
student what he or she did on the work that
merits the teacher’s “good job” judgment.

 It is recommended descriptive feedback is
better to give students where it describe to the
student how the work relates to quality criteria
you have shared with students. This is because
the description of why something is good or
not so good gives students information on how
to improve their work.
 Examples of good and poor Feedback

What could this student do to increase their
effectiveness? What should they start doing?
What are this student’s strengths? What should they
continue to do?
What does this student do that can hinder or
block progress? What should they stop doing?

 “Thank you for that idea! How about…?”
“That’s a tricky one isn’t it?”
 “Thanks for that idea! How about…?”

 “Can anyone add to what __ said to help us
get to the right answer?”
 ” I love your suggestion!”

 “That’s a really great start, but perhaps you
could…”
 “You’re on the right track, but you’re not
quite there yet.”

 “Can you tell me more about how you figured
that out?” “How did you arrive at your
answer?”

 “Do you remember how we did this last
time?”
 “You’re on the right track, but you’re not
quite there yet.”
 “Did you think about…?”

 In order to strengthen successful performance and
assist in the remediation of weak performance
feedback should be
▪ immediate,
▪ detailed,
▪ emphasize strengths and weaknesses of performance,
▪ indicate remediation, and
▪ should be positive in nature.
 Students, teachers,, parents, school administrators, and
administrative authorities are the people who receive
the assessment information or results.

 Because the assessment is said to be
conducted with the students, they can make
full use of the assessment data or results.
 Therefore, Feedback to students should:
▪ support their future learning
▪ indicate areas of success in their work
▪ indicate areas for future improvement
▪ enable them to improve and plan their next steps
and scaffold.

 The main users of the assessment information are certainly
teachers themselves. They, therefore, evaluate student
progress or achievement to use the information for careful
planning to the next instructions.
 Feedback to teachers should:
▪ Help them to check the effectiveness of instruction
▪ Make decisions about students’ needs to carefully plan for the
next lesson
▪ Help them to know how well their students could reach the stated
competencies
▪ Provide them opportunities to be reflective about the academic
and social progress of their students
▪ Support them to gain a deeper understanding of each student’s
strengths and needs.

 Well written comments can give parents guidance
on how to help their children make
improvements in specific academic or social
areas.
 Reporting the assessment data to parents can
create a communication line between them and
teachers so that they can both monitor the
student learning more effectively through
exchanging views.
 This exchange may be made in letters, phone
calls, or through electronic devices.

 Feedback to parents should:
▪ Provide them with clear and concrete evidence of
their children progress.
▪ Provide adequate information to them to monitor,
supervise and support their children’s work and
assignments.
▪ Increase parents involvement in school activities.

 Because teaching and assessment occur within
the framework of educational systems, the
information obtained should be reported to
different administrative authorities for making
their own decisions.

 Though the student, the teacher, the parents
and others are all stakeholders in this
paradigm, it is the teacher who has to take the
initiative to use the analysis of information on
each learner to enhance learning.

1. Are all the learners involved in the activities of the class?
2. Are there learners who face problems in coping with the
pace and flow of the teaching/ learning process?
3. What are their problems and how should I help them?
4. Is there something in my teaching strategy that has to be
modified to make the class learn better? How should I go
about it?
5. Are there some learners who are not challenged by the
materials and methods and hence lose motivation quickly?
How should I respond to their special needs?
6. Are there some lessons/ chapters/ units that pose
difficulties to many learners?
7. How should I add value to these portions of the syllabus?

8. Have I identified certain common errors, mistakes and
instances of lack of conceptual clarity from the information
collected and analyzed? How should I go about an
effective program of remediation?
9. Is my classroom time management effective? What are the
changes that I could introduce to make it more learner and
learning oriented?
10. Am I getting adequate support from the school
management, colleagues, the parents and the community?
How can I involve all the stakeholders more actively in
what I am doing for the benefit of my learners?
11. What are my own needs of professional development?
How can I fulfill them in a continuous manner?

How do you understand feedback on Classroom Assessment?
1. What do you observe teachers practical experience on providing feedback for
classroom assessment in your Region/institution.
2. Concept of Feedback
A. What is feedback?
B. Purposes of Feedback
C. How to give and receive feedback
D. Strategies for effective feedback
3. Ways of Giving Feedback
A. Giving feedback by Comparing
B. Outcome and Process Ways of Giving Feedback
C. Descriptive and Evaluative Ways of Feedback
4. Feedback for Target Users and Stakeholders
A. Feedback to Students
B. Feedback to Teachers
C. Feedback to Parents
D. School Administrators and Authorities
5. Utilizing the Information for Improvement

 The end-of-term test serves the following
three major purposes:
▪ to assess the pupil’s learning over the objectives
taught in the term
▪ to evaluate individual and class strengths and
weaknesses in aspects of the syllabus taught in
the term
▪ to provide a report on pupils’ class work for the
term to parents and to the school
▪ The weight should be more of knowledge level

 It is also known as Test blue print
 It is critical document guides test developers
 It is a framework for the structure of the test
 An Engineering design plan to construct a test
 It is usually a two- way chart or grid
▪ Thinking levels along the horizontal axis
▪ contents along the vertical axis
Cab be designed across item types
11/27/2022 140
ARAFAT

▪ identify the learning outcomes of the subject taught
▪ determine level of thinking required by
competencies
▪ determine time spent on particular content area
▪ Align content areas and learning outcomes with
level of thinking
▪ Decide number of items with contents and thinking
levels
▪ Increase the quality of assessment items.
11/27/2022 ARAFAT 141

 It ensures content validity (i.e., the test
measures a representative sample of the
subject /course / domain and range of
cognitive levels.
 It serves as a guide for item writes.
 It helps in the preparation of item banks.
11/27/2022 142
ARAFAT

Major Competencies Major/pecific
Content Areas
Period
Cognitive Levels Total
No items
Rm Un Ap An Ev Cr
Students will be able
to:
• express Rational
numbers as
fractions.
• represent rational
numbers as a set
of fractions on a
number line.
• solve simple
equations
contains absolute
value.
1. Rational numbers 32
30
1.1 The concept of
Rational numbers
9 3 3 2 . 8
1.2 The order of
Rational numbers
7 2 3 2 - 7
1.3 Operation of
rational numbers
16 15
Sample of Table of specification
11/27/2022 143
ARAFAT

1. Multiple Choice
2. True or False
3. Matching Type
4. Fill-in the blanks (Sentence Completion)
5. Essay
5 Most Commonly used
Test Format
11/27/2022 145
ARAFAT

 preliminary draft test should be prepared as
early as possible.
 A test should include more than one item type
 All items of a particular type should be placed
together
 The content of the test should range from easy
to difficult
 Items in the test should be arranged in order of
difficulty
11/27/2022 ARAFAT 146

 The test should provide general information
(Date, subject, grade, time , weight etc)
 The directions should be clear and concise for
each test Items
Poor directions
▪ Say true or false
▪ Match
▪ Choose
▪ Fill in the blank
▪ Explain etc
11/27/2022 147
ARAFAT

 Number test questions continuously.
 Keep your test question in each test group
uniform.
 Make your layout presentable.
 Do not put too many test questions in one test
group.
▪ T or F: 10 – 15 questions
▪ Multiple Choice: max. of 30 questions
▪ Matching type: 5 questions per test group
▪ Others: 5 – 10 questions
11/27/2022 148
ARAFAT

 Multiple choice
 Question is related to the curriculum
objectives
 There is a question for each objective
 Choices should be brief
 Important objectives may have more than one
question
 List the choices in alphabetical order
 Only one correct choice
 Avoid “none of the above”
 Avoid “all of the above"
 Incorrect choices are reasonable

Multiple choice Items
 written in the form of a question or incomplete
statement known as a Stem.
 Has a list of suggested options named
Alternatives.
 The correct alternative in each is called the
Answer/KEY while the remaining are named
Distracters.
 The option is either Correct Answer or Best
Answer
 The list of suggested alternatives may include
words, numbers, symbols or phrases.etc,
11/27/2022 150
ARAFAT

 State the stem in question or completion form
(question form is favorable)
 In completion format, use the blank at the end
 Ensure that the directions in the stem are clear,
and wording lets students know exactly what
is being asked.
 Base each item to measure a specific learning
outcome.
11/27/2022 ARAFAT 152

 Ask for important or significant material;
avoid trivial material.
 Avoid window dressing (excessive verbiage)
in the stem.
 Ensure that the items are independent
 Don't ask a question that begins, "Which of
the following is true [or false]?" followed by a
collection of unrelated options
 Keep the vocabulary consistent with the
students’ level of understanding
11/27/2022 ARAFAT 153

 Avoid Negatively phrased Stems
 If the stem is negative underline or bold
the negative wording
 Include words in the stem that would be
repeated in each options
 Avoid clues between the stem and alternatives
 Ensure that stems do not contain language
which is ethnically, religiously, or gender
biased.
11/27/2022 ARAFAT 154

 Avoid direct copying from textbook, verbatim
phrasing when developing the stem.
 Use appropriate grammar, punctuation, and
spelling consistently.
 Avoid tricky items, those mislead students
into answering incorrectly.
 Avoid splitting an item over two pages
11/27/2022 ARAFAT 155

 Make one of the alternatives the most clearly
correct or best answer
 Alternatives are similar in length and written
in a similar style to the key answer
 Alternatives do not give a clue to the answer
of another item.
 Keep alternatives independent; they should
not be overlapping
11/27/2022 ARAFAT 156

 Keep all alternatives in an item
homogeneous in content
 Randomly distribute responses across the
alternative positions
 Format the options vertically, not horizontally
if possible.
 Place alternatives in logical order
 Avoid complex multiple-choice format /pairs or
triplets of options
11/27/2022 ARAFAT 157

Alternative Use Weakness
All of the
above
Answer Can be identified by noting that two of
the other alternatives are correct
Distractor Can be eliminated by noting that one of
the other alternatives is incorrect
None of the
above
Answer Measures the ability to recognize
incorrect answers rather than correct
answers
Distractor Does not appear plausible noting one
alternative is correct
11/27/2022 ARAFAT 158
Cont’d

 Avoid for specific determiners/absolutes such as all,
always, never etc
 Avoid also using vague terms such as usually,
frequently ,sometimes etc
 Avoid verbal association between the stem and the
correct answer.
 Avoid giving clues through the use of faulty
grammatical construction and inconsistencies
 Use plausible distractors
 use 3-5 possible alternatives.
11/27/2022 ARAFAT 159

Strength
 has a wide content coverage, easy and
objective to score, provide diagnostic
information /item analysis, used in all level of
teaching.
Limitation
 limited to verbal level of learning
 does not measure ability to organize and
present idea
 Difficulty to find plausible distracters
11/27/2022 ARAFAT 160

Hypothesis is
A. Tentative explanation of phenomena.
B. Proven explanation of phenomena.
C. Framework for interpretation of the findings.
D. Direction for the research.
Which one is odd?
A. Bean B. Cabbage C. Meat D. Milk
Which one of the following is the best source of heat for home
use?
A. Gas B. Electricity
C. Oil D. Geo-thermal
11/27/2022 ARAFAT 161

_____ 3. The mean, median, and mode are measures
of central tendency, whereas the standard
deviation and range are measures of
variability.
(Express a single idea in each statement.) e.g.“The
mean and standard deviation are
measures of central tendency.”
11/27/2022 162
ARAFAT

The correlation coefficient found by
correlating students’ scores on a classroom
math test with their scores on a standardized
math test is called a
A. validity coefficient.
B. index of reliability.
C. equivalence coefficient.
D. internal consistency coefficient.
11/27/2022 ARAFAT 163

Fig.1 Woman
A woman in figure 1 above is
A. Tall B. Short C. Fat D. Thin
11/27/2022 164
ARAFAT

If the pressure of a certain amount of gas is held
constant, what will happen if its volume is
increased?
A. The temperature of the gas will decrease.
B. The temperature of the gas will increase.
C. The temperature of the gas will remain the
same
What is the value of π?
A.1 C. 3.14
B. 2.17 D. None of the above
11/27/2022 ARAFAT 165

which of the following is part of a plant?
A. soil B. stem C. water D. air
Which the following belongs to a system?
A. Heat B. Liver
C. Circulatory system D. Kidney
11/27/2022 ARAFAT 166

 What is the effect of releasing a ball in
positive gravity?
a) It will fall “down.” correct
b) It will retain its mass. true but unrelated
c) It will rise. false but related
d) Its shape will change. false and unrelated
11/27/2022 ARAFAT 170

 Sheldon developed a highly controversial theory of
personality based on body type and temperament of
the individual. Which of the following is a criticism
of Sheldon's work?
a. He was influenced too much by the Freudian
psychoanalysis.
b. His rating of physique and temperament were
not independent.
c. He failed to use empirical approach.
d. His research sample was improperly selected.
11/27/2022 171
ARAFAT

 Cells of one kind belong to a particular group
performing a specialized duty. We call this group
of cells a tissue. All of us have different kinds of
tissues in our bodies. Which of the following would
be classified as epithelial tissue? (Excessive verbiage
or irrelevant information in the stem)
 A. adenoids and tonsils
 B. cartilage
 * C. mucous membranes
 D. tendons
11/27/2022 172
ARAFAT

8032- 5743
=________(alternatives are
not plausible)
* A. 2289
B. 2288
C. 2378
D. 3378
8032- 5743 =________
* A. 2289
B. 2389 [failing to change 0 to
9]
C. 3399 [failing to decrease two
digits borrowed from]
D. 3711 [subtracting the big
number from the small one]
Options are not plausible because no consideration of
students’ common errors
11/27/2022 174
ARAFAT

POOR
 A word used to describe a
noun is called an____.
 *A. Adjective
 B. Conjunction
 C. Pronoun
 D. Verb
BETTER
 A word used to describe a
noun is called_____ .
 *A. an adjective
 B. a conjunction
 C. a pronoun
 D. a verb
It has a clue, the answer will begin with vowel letter
11/27/2022 175
ARAFAT

 The receptors for the vestibular sense are
located
a. in the fovea.
b. in the brain.
c. in the middle ear.
d. in the inner ear.
11/27/2022 176
ARAFAT

 The number of photoreceptors in the retina of
each human is about
a. 115 million
b. 5 million
c. 65 million
d. 35 billion
LOGICAL ORDER
11/27/2022 177
ARAFAT

 True or false
 Statements are stated positively
 Avoid double negatives
 The statement is completely true or
completely false
 The statement is based on a single idea

TRUE/FALSE
1. Water will boil at a higher temperature if the
atmospheric pressure on its surface is increased and
more heat is applied to the container
2. A body can not produce sound unless it is vibrating
3. ማንኛውም ዘር አየርና ሙቀት ብቻ ሲያገኝ ሊበቅል ይችላል
4. አንዳንድ ጊዜ ጥቃቅን አካላት/ማይክሮቦች/በምግብ ላይ ሲራቡ
ምግቡ ይበከላል፡፡
11/27/2022 ARAFAT 179

5. When sodium is put in water, it takes the
water molecules apart and joins with part of
the broken water molecules making a new
substance called sodium hydroxide. (Not
clear, sharp and simple)
6. Equivalent sets are equal sets. (Not
absolutely true/false) .
11/27/2022 ARAFAT 180

7. Force and power are scalar quantities.
8. All men are created equal. (natural fact)
9. Mulatu Teshome is the current president of
Ethiopia.
11/27/2022 181
ARAFAT

 Matching
 Keep lists short (4-7 items)
 Arrange lists in alphabetical order (or
numerical order if they are numbers)
 Write clear instructions
 Tell how many times a response may be
used
 Entire set of matches appears on same
page or on the next page

Column A Column B
1. Water
2. Discovered Radium
3. Salt
4. Ammonia
5. Year of the first Nuclear
Fission
A.NaCl
B.Fermi
C. NH3
D.1942
E.H20
F.Curie
G.1957
Poor direction, non homogeneous items
11/27/2022 183
ARAFAT

A
1. Even number
2. Odd number
3. Prime number
4. Composite number
5. Multiple of 5
B
A. 2
B. 3
C. 7
D. 8
E. 10
Poor direction, equal number of premises and responses
11/27/2022 184
ARAFAT

 Brief constructed response answers are often used on tests and
exams. They include fill-in-the-blank, short answer and labeling a
drawing.
 Fill in the blanks
 statement is related to the curriculum objectives
 statement is clear
 statements are stated positively
 one and only one brief answer exists
 blanks are long enough for written answers
 blanks are equal in length
 blanks are arranged for easy scoring
 Label drawing
 drawing is clear
 lines point clearly to intended part being asked to label
 drawing varies from original ones studied by learners (should be a
new example)

 Columbus ------------------ America in 1492. (Has no
one concise answer)
 Ethiopia defeated Italy in _____
 (Has no one concise answer)
 Every atom has a central _________ called a nucleus.
(Omitted word is not significant)
 A piece of land that is completely surrounded by
water is known as an ________
 A room measures 7 meters by 4 meters, the perimeter
is _____ (no unit at the end)
11/27/2022 ARAFAT 186

• In the year _____ , Prime Minister _________ signed
the __________ , which led to a ___________ which
was __________ . (multiple concepts)
 Poor: ________ = y , if 4y+8=3y-10 (blank
space is not at the end of the statement)
 Better: If 4y+8=3y-10, Then y = __________
.
11/27/2022 187
ARAFAT

 Use precise statement or question wording to avoid
ambiguous items
 A complete question is recommended over an
incomplete statement
 Omit only significant words from the statement, but do
not omit so many words
 In incomplete statement avoid using broken lines for
blank space
 Do not use too many blanks in completion items.
11/27/2022 188
ARAFAT

 Use blanks of the same length throughout so
that the length is not a clue
 Place the blank at the end of the statement or
question.
 For incomplete statements, select a key word
or words as the missing element(s)
 Ensure extraneous clues are avoided due to
grammatical structure
 When an answer is to be expressed in
numerical units, the unit should be stated.
11/27/2022 ARAFAT 189

Strength
Easy to construct
 Reduce guessing response
 Convenient to ask information
Strength
 Relatively scoring is time consuming
 Not completely free from subjectivity in scoring
 Does not measure complex learning outcomes
 Content coverage is limited
11/27/2022 190
ARAFAT

 There are two types of constructed response
assessment activities, product assessments and
performance assessments. The product
assessments tasks ask learners to use their
knowledge from what they have learned

 Two types (restricted & extended)
 Content of the subject should be adequately
sampled and expected responses are specific as
precisely as possible.
 Ensure items are relevant and appropriate for the
subject matter
 Make the items precise so students clearly
understand what is expected of them.
 Have all students respond to the same essay
items
11/27/2022 192
ARAFAT

 Write more essay items that allow for restricted
responses rather than one or two essay items
require long responses
 When planning the number of essay items be sure
that the time give is sufficient
 Have a colleague review the items for
ambiguities.
 Write items that measure the higher order
thinking skill
 Indicate for each question the number of points to
be earned for a correct response
11/27/2022 ARAFAT 193

Scoring Essay Items
 Review teaching notes and learning materials
before scoring
 Write the ideal answer you think correct for each
essay item
 Choose a scoring model (analytic, Holistic
method), Details see Chapter 6
 Have students sign their names on the backs of
the papers so the examinees are anonymous.
11/27/2022 194
ARAFAT

 Specify the content to be covered.
 Determine the weight to be given to each
element expected.
 Read each individual’s response to a single item
one time before scoring, to allow for unexpected,
but valid, responses..
 If achievement of the content is the sole
emphasis, ensure that it is the achievement, but
not the writing ability, to be evaluated.
11/27/2022 195
ARAFAT

Strength
Measuring complex learning out comes
 Easy to construct
 Eliminate guessing answer and cheating
 Encourage learners to express their ideas
Limitation
 Difficult to score
 Subjectivity in scoring
 Content coverage is limited
11/27/2022 196
ARAFAT

No Item Types Time/an Item
1 True-False items 15-30 seconds
2 Multiple choice (recall items that are brief) 30-60 seconds
3 More complex multiple choice items 60-90 seconds
4 Multiple choice problems with calculations 2-5 minutes
5 Short answer (one word) 30-60 seconds
6 Short answer (longer than one word) 1-4 minutes
7 Matching (5 premises, 6 responses) 2-4 minutes
8 Short essays 15-20 minutes
9 Data analyses/graphing 15-25 minutes
10 Drawing models/labeling 20-30 minutes
11 Extended essays 35-50 minutes
Item Types vs Time needed per Item
11/27/2022 197
ARAFAT

 With a group of colleagues develop a sample
of CA record sheet

 Validity – the extent to which the
test measures what it intends to
measure
 Reliability – the consistency with
which a test measures what it is
supposed to measure
 Usability – the test can be
administered with ease, clarity and
uniformity
11/27/2022 200
ARAFAT

 Scorability – easy to score
 Interpretability – test results can be
properly interpreted and is a major
basis in making sound educational
decisions
 Economical – the test can be reused
without compromising the validity
and reliability
11/27/2022 201
ARAFAT

“To be able to prepare a good
test, one has to have a
mastery of the subject matter,
knowledge of the pupils to be
tested, skill in verbal
expression and the use of the
different test format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
11/27/2022 ARAFAT 202

 Validity in assessment refers to measuring what it is
supposed to measure (fitness for purpose)
 In order to achieve validity in the assessment,
assessors should:
▪ state clearly what outcome(s) is/are being assessed,
▪ use an appropriate type or source of evidence,
▪ use an appropriate method of assessment,
▪ select an appropriate instrument of assessment,
11/27/2022 ARAFAT 203

Factors affecting Validity
 Content Representativeness and Relevance
 Inadequate /absence of test planning
 Factors in the test itself
 Factors in test administration and scoring
 Factors in the students response
11/27/2022 ARAFAT 204

 Produce results which are accurate and consistent
 Degree to which scores are free of “measurement
error” (higher reliabilities = less measurement error)
 Reliability coefficients range from .00 to 1.00.
 Reliability is good if >0.80 and at least not < 0.70
11/27/2022 ARAFAT 205

 Factors affecting reliability
▪ Length of test
▪ Difficulty of test
▪ Objectivity of a test
▪ Inadequate time for testing
▪ Cheating/examination malpractices
▪ Subjectivity in scoring
11/27/2022 ARAFAT 206

If a test is
▪ unreliable or less reliable, then validity is
undermined.
 reliable, but not valid, then the test is not
useful
 unreliable and invalid, then the test is definitely
NOT useful
 reliable and valid, the test can be very useful.
11/27/2022 207
ARAFAT

“Right-pull shooting”
Reliable but Invalid
Shooting
“Scatter Shoot”
Valid but Not
Reliable Shooting
“Scatter Shoot”
Unreliable and
Invalid Shooting
“Sharp shooter”
Both Valid and
Reliable Shooting
11/27/2022 208
ARAFAT

 Attributes of Good Test
The four most commonly used quality indicators
of tests are validity, reliability, fairness and
practicality.
11/27/2022 209
ARAFAT

▪ Evaluates the quality of each item ( the quality of
items determines the quality of test)
▪ Suggest ways of improving the measurement of a
test
11/27/2022 210
ARAFAT

Major Types of Item Analysis
5.Test Reliability
1. Item Difficulty
2. Item Discrimination
3. Distracter information
6.Test Validity
4. Point Biseral Coefficient (large scale
level)
211
11/27/2022 ARAFAT

 Item Difficulty level
 Item Discrimination
 Distractor information
 Test Reliability
11/27/2022 212
ARAFAT

 The percentage of students who answered the
item
correctly
 Calculation:
 The range is b/n 0% and 100%(0.0&1.00)
 The higher the value, the easier the item.
 An item with a p value of .0 or 1.0 does not contribute to
measure individual differences
11/27/2022 ARAFAT 213
P = # correctly answered the item x 100
# taking the item

• Ideal value of an item difficulty is 0.50
• Items with P value between 0.30 and 0.80 are
acceptable
• Retain small number of easy and difficult items to
motivate or differentiate the test takers
11/27/2022 ARAFAT 214
High
(Difficult)
Medium
(Moderate)
Low
(Easy)
< 40% 40% - 60% > 60%

 Refers to the ability of items to elicit different
responses from students with different abilities or
skills.
 The computed difference between the percentage
of high achievers and the percentage of low
achievers who got the item right.
 The maximum range of the Discrimination Index
is from -1.0 to +1.0
11/27/2022 ARAFAT 215
D = (Results Upper) - (Results Lower)
(1/2 T)

 The higher the value of D, the more
adequately the item discriminates (The highest
value is 1.0)
 The suitable test items should have an index of
discrimination of at least 0.2 but better if >
0.3
 Values near 0 mean that most students
performed the same on an item.
 The index should never be negative.
11/27/2022 ARAFAT 216

Discrimination Index Interpretation
> 0.40 Very good items
0.30 – 0.39 Good items
0.20-0.29 Marginal and need revision
< 0.20 poor items and need major revision or
should be eliminated
217
11/27/2022 ARAFAT

50% 100%
30% 80%
0.2
-1.0
0.0
+1.0
Discrimination
power
Difficulty Level
Acceptable Area
0.6
218
11/27/2022 ARAFAT

 An item may be easy because
· Wrong choices are not plausible
· Most students know the concepts
 An item may be difficult because
· The existence of the wrong ‘correct’ answer
· More than one answer is correct
· The content is trivial /not well stated/
· Students did not reach the item (other items may have been
too complex, too lengthy, or too numerous etc)
219
11/27/2022 ARAFAT

 An item may not discriminate because
·The presence of the wrong ‘correct’ answer
· More than one answer is correct
· The idea is ambiguous
· The ‘correct’ choice has mistake
· The ‘correct’ choice is too obvious
· The item is too difficult and students are guessing
· The better students were taught the wrong information etc
220
11/27/2022 ARAFAT

 Distractors of an item may be not good because
· No proportion of students choose the distractors
· Discrimination index for distractors have no
negative value.
11/27/2022 221
ARAFAT

Reliability Interpretation
> 0.90 Excellent
0.80 – 0.90 very Good
0.70-0.79 Good , minor improvement
< 0.60-0.69 Requires major improvement
222
11/27/2022 ARAFAT

▪ Objectively Scored Tests
▪ Write “better” items
▪ Preparing adequate number of items
▪ Manage item difficulty
▪ Manage item discrimination
▪ Subjectively Scored Tests
▪ Training of scorers
▪ Reasonable rating scale
11/27/2022 ARAFAT 223

 absences bias
 Providing equal chances for all learners to
demonstrate their learning
Potential barriers affecting fairness
 Barriers that can occur within the student
▪ language barriers
▪ emotional upset
▪ poor health
▪ lack of motivation at time of assessment
▪ lack of test wiseness (understanding how to take tests)
▪ lack of personal confidence leading to evaluation anxiety
11/27/2022 ARAFAT 224

 Barriers that can occur within the assessment
context
▪ Noise /distractions
▪ Poor lighting
▪ Discomfort
▪ Lack of rapport with assessor
▪ Cultural insensitivity in assessor or assessment
▪ Lack of proper equipment
11/27/2022 225
ARAFAT

Grade 9
Subject English
Unit Language Focus
Content Tense
Competency
Recall the present perfect tense to express an
indefinite time in the past
Cognitive Level Understanding/Comprehension
Level of Difficulty Medium
Level of discrimination 0.35
Key D
Question
My brother ____________ at Agena for 10 years. He is now planning to go Wolkite.
A. lived C. had lived
B. lives D. has worked
Item Bank at school Level
11/27/2022 226
ARAFAT

1. What is the current trend of teachers in describing,
summarizing, and reporting test results to the
concerned stakeholders?
2. Discuss on the concepts and relationships of reliability
and validity and how they are related to students’
achievement results.
3. Discuss the current status of cheating in examinations
in schools and its impact on the quality of education?
How to minimize cheating in examinations?
4. Discuss the importance of creating and organizing
item banks at regional, zonal and school levels.
11/27/2022 ARAFAT 227

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