TRAINING ONOUTCOME-BASED EDUCATION       Year 2011
INTRODUCTION TOOUTCOME-BASED ASSESSMENT       Year 2011
LEARNING OUTCOMEAt the end of this session, participants are should beable to:• describe the basic concept of outcome base...
ASSESSMENT IS…                 4
OUTCOME BASED ASSESSMENTFocuses on providing students with multipleopportunities to practice what they need to do, andthe ...
6
PURPOSE OF ASSESSMENT                        7
PRINCIPLES OF ASSESSMENT             PRINCIPLE                 OF            ASSESSMENT                           8
ASSESSMENT LEVELS                                    Few years after     Program AIMS (PAI)             Graduation – 3 to ...
REFLECTION 1• What do you do when your class performs  poorly on quiz/test/practical etc?   Adjust the scores upward   G...
Assessment Task     Assessment task refers to summative andformative assessment or criterion referredassessment. Examples ...
ASSESSMENT TERMSAssessment Criteria•   A list of requirements that describe how well a student has to be able to    achiev...
ASSESSMENT TERMSEvaluationA process that enables us to measure, compare, andjudge the quality of student work, schools, or...
DOMAINS OF EDUCATIONAL GOALSCognitive   The Head                               Affective                                  ...
BLOOM’S TAXONOMY                               Learning outcomesDOMAINS         Cognitive           Affective         Psyc...
LEARNING DOMAINSDOMAIN OF LEARNING OUTCOMES (MQF)                     GENERIC STUDENT ATTRIBUTES (MOHE)                   ...
RELATIONSHIPS BETWEEN CLO’S, PLO’S, PAI’S and                               COMPLIANCE TO THE STAKEHOLDERS                ...
FORMATIVE ASSESSMENT   Formative assessment is generally carried outthroughout a course or project, in which thefeedback f...
SUMMATIVE ASSESSMENT  Summative assessment is generally carried out at the  end of a learning programme. Summative  assess...
DIAGNOSTIC ASSESSMENTDiagnostic Assessment occurs at the beginning of theteaching/learning cycle. It involves makingjudgem...
DIRECT ASSESSMENT                    21
DIRECT VS INDIRECT ASSESSMENT                                22
TYPES OF ASSESSMENT                      23
NORM REFERENCED ASSESSMENT• Norm-referenced assessment compares students to  that or those of a larger group. or "norm gro...
CRITERION-REFERENCED ASSESSMENTIn criterion-referenced assessment, students performances are compared to a specific learni...
REFLECTION 2     The folllowing are some of the issues in assessment.     Discuss in pair about some of these issues.1.   ...
FEEDBACK              FEEDBACKLearning                            Assessment   Feedback is the bridge between learning and...
FEEDBACK           28
RUBRICS          29
RUBRICA rubric is a set of criteria and standards for assessingstudent work or performance. . For each criteria andstandar...
TYPES OF RUBRIC                  31
HOLISTIC RUBRICDescription                                                   ScoreDemonstrates complete understanding of t...
ANALYTIC RUBRIC                            Needs                                                   Developing            S...
ANALYTIC RUBRIC• Determine your peformance levels.  Examples of performance levels. iptor-• Excellent/ Good/Moderate/Poor/...
STEPS TO CREATE A RUBRIC                           35
ASSESSMENT TASK                  36
SELECT ASSESSMENT METHODSNo.   Category of Learning Outcome   Sample of Assessment Methods1         Thinking critically an...
SELECT ASSESSMENT METHODSNo.   Category of Learning Outcome   Sample of Assessment Methods5         Accessing and managing...
ASSESSMENT TASKSObjective Tests measure the learners’ ability toremember facts and figures as well as theircomprehension o...
ASSESSMENT TASKSCase Studies describes typical issues orproblems. It gives students the opportunity toplace themselves in ...
ASSESSMENT TASKS Essay Questions are the most commonly-usedassessment method in polytechnics. There aretwo main varieties:...
ASSESSMENT TASKS• Capstone Assessment are often final courses or  internships in a program. They provide an excellent  opp...
ASSESSMENT TASKS• End-of-chapter problems are used to  reinforce and apply some concepts and skills  learned in the classr...
ASSESSMENT TASKS• Reflective journal is a piece of writing which  allows students to record thoughts and  insights about t...
ASSESSMENT TASKS• Seminar Presentation. Students work  individually, or in teams, to investigate a topic  relevant to the ...
ASSESSMENT TASKS• A portfolio is a collection of course-related  work performed by the student. It also a  written reflect...
ASSESSMENT TASKS• Projects are popular methods of assessment  in Polytechnics today. Projects can be based  on literature ...
ASSESSMENT TASKS• Examination are used primarily for grading or  selection purpose. We call this activity, in  educational...
CONCLUSION• The OBE implementation required a lot of  coordination in planning which involved a lot of  assessment. A well...
ACTIVITIES             50
ACTIVITY 1• Designing Test Items.  This exercise offer you some experience in  constructing test items.  By referring the ...
EXAM MAPPING TABLEExam         Type        CLO   PLO   BloomContent      (Essay/Calc             Taxonomy             /Ske...
ACTIVITY 2Think of your favourite assessment when you were anundergraduate. In groups of three or four, discuss:What made ...
ACTIVITY 3Please refer to the handout given to you.                                            54
ACTIVITY 4The first step when creating a rubric is todetermine what you want students to learnfrom the assignment.In a gro...
56
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  • TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • JA 815 TRAINING ON OUTCOME BASED EDUCATION (OBE) Mar 26, 2013
  • Unit 5 oba lo1

    1. 1. TRAINING ONOUTCOME-BASED EDUCATION Year 2011
    2. 2. INTRODUCTION TOOUTCOME-BASED ASSESSMENT Year 2011
    3. 3. LEARNING OUTCOMEAt the end of this session, participants are should beable to:• describe the basic concept of outcome based assessment and its application (C3,A4)• explain assessment terms used in outcome based education. (C3,A3)• describe various methods of assessment in accordance with the course and learning outcome.(C3, A3)• design rubric for assessing learning outcomes (C3,P2) 3
    4. 4. ASSESSMENT IS… 4
    5. 5. OUTCOME BASED ASSESSMENTFocuses on providing students with multipleopportunities to practice what they need to do, andthe provision of feedback on that practice(formative). Eventually, students must demonstrateachievement (summative). 5
    6. 6. 6
    7. 7. PURPOSE OF ASSESSMENT 7
    8. 8. PRINCIPLES OF ASSESSMENT PRINCIPLE OF ASSESSMENT 8
    9. 9. ASSESSMENT LEVELS Few years after Program AIMS (PAI) Graduation – 3 to 5 years UponProgramme Learning Outcomes (PLO) graduation Upon subject Course Learning Outcomes (CLO) completion Upon Topic Learning Outcomes topic completion 9
    10. 10. REFLECTION 1• What do you do when your class performs poorly on quiz/test/practical etc? Adjust the scores upward Grade on a curve Adjust the difficulty of the next assessment Give advice on study strategies Provide more practice problems, review Spend more time on the materials in the future Change your teaching materials or approach 10
    11. 11. Assessment Task Assessment task refers to summative andformative assessment or criterion referredassessment. Examples are case study, critique,debate, demonstration, drawing, sketch, essay,exhibition, interview, journal, laboratory/practical,literature review, logbook, model, oralexamination, peer review, presentation, portfolio,practicum, problem solving, projects, reflection,reports, self assessment, research paper, thesisand workshop 11
    12. 12. ASSESSMENT TERMSAssessment Criteria• A list of requirements that describe how well a student has to be able to achieve the learning outcome in order to be awarded a particular grade. Read more: http://www.answers.com/topic/assessment-criteria#ixzz1DjoBm8oFContinuous Assessment Continuous Assessment is assessments that takes place over a period of time. In other words you will be assessed right through your learning process and not only after the learning process. By doing continuous assessment you can track the improvement (if any) of the learner, you will be able to give more support and guidance, and the learner will have more opportunities to improve. http://wiki.answers.com/Q/What_is_continuous_Assessment#ixzz1DjnPB HWy 12
    13. 13. ASSESSMENT TERMSEvaluationA process that enables us to measure, compare, andjudge the quality of student work, schools, or specificeducational programs.MeasurementThe process by which attributes or dimensions ofsome physical object, process or opinion aredetermined, conducted using questionnaires,standardized test etc. 13
    14. 14. DOMAINS OF EDUCATIONAL GOALSCognitive The Head Affective The HeartPsychomotor The Hand 3H 14 Adapted from DrJJ. UiTM.
    15. 15. BLOOM’S TAXONOMY Learning outcomesDOMAINS Cognitive Affective Psychomotor / skills Evaluation (C6) Internalizing (A5) Naturalisation Higher (P5) Synthesis (C5) Organisation order (A4) Articulation (P4) Analysis (C4) Application (C3) Valuing (A3) Precision (P3) Comprehension Responding (A2) ManipulationLower order (C2) (P2) Receiving (A1) Knowledge (C1) Imitation (P1) 15
    16. 16. LEARNING DOMAINSDOMAIN OF LEARNING OUTCOMES (MQF) GENERIC STUDENT ATTRIBUTES (MOHE) CRITICAL THINKING & Practical PROBLEM SOLVING Knowledge SKILLS of Skills Social Skills & Discipline Responsibilities ENTREPRENEURSHIP Areas SKILLS Information COMMUNICATION Management Values, SKILLS & Lifelong Attitudes & Learning Skills Professionalism INFORMATION MANAGEMENT SKILLS Communication & CONTINUOUS SKILLS Managerial & Leadership & Entrepreneu MORAL & Problem Team Skills rial Skills PROFESSIONAL SKILLS Solving & Scientific Skills TEAMWORK SKILLS LEADERSHIP SKILLS 16
    17. 17. RELATIONSHIPS BETWEEN CLO’S, PLO’S, PAI’S and COMPLIANCE TO THE STAKEHOLDERS Regulatory IHL STAKEHOLDERS KPT/MQA Industrires /Professional requirements Bodies students… ….. etcPRORGRAME AIMS PAI-1 PAI-2 PAI-3 PAI-4 PAI-5 ….. etc PROGRAMME OUTCOMES LEARNING PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 ….. etc OUTCOMES LEARNING Subject Subject Subject Subject Subject COURSE CLO-1 CLO-2 CLO-3 CLO-4 CLO-5 Management support and commitment 17
    18. 18. FORMATIVE ASSESSMENT Formative assessment is generally carried outthroughout a course or project, in which thefeedback from the learning activities are used toimprove the process of learning. Formativeassessment is also referred to as "educativeassessment,“ to aid learning. In an educationalsetting, formative assessment might be a lecturer (orpeer) or the learner, providing feedback on astudents work, and would not necessarily be usedfor grading purposes. Formative assessments arediagnostic. 18
    19. 19. SUMMATIVE ASSESSMENT Summative assessment is generally carried out at the end of a learning programme. Summative assessments are typically used to assign students a course grade. Summative assessments are evaluative and often in the form of a report for a third party e.g. the Head of Department or parent.“when the cook tastes the soup, that’s formative, when the guests taste the soup, that’s summative.” Albert Stake 19
    20. 20. DIAGNOSTIC ASSESSMENTDiagnostic Assessment occurs at the beginning of theteaching/learning cycle. It involves makingjudgements as to how a student is performingagainst a predetermined set of criteria. Diagnosticassessment is also one strategy to prepare studentsfor the course requirements. It can be used as a formof orientation or induction. 20
    21. 21. DIRECT ASSESSMENT 21
    22. 22. DIRECT VS INDIRECT ASSESSMENT 22
    23. 23. TYPES OF ASSESSMENT 23
    24. 24. NORM REFERENCED ASSESSMENT• Norm-referenced assessment compares students to that or those of a larger group. or "norm group" which is a national sample representing a wide and diverse cross-section of students. Students are assigned grades according to their standing relative to other students and normally follow the normal curve (grading on the curve). NRA is usually used to sort students and not to measure achievement towards some criterion of performance For this reason, there are strong moves internationally to move towards CRA. 24
    25. 25. CRITERION-REFERENCED ASSESSMENTIn criterion-referenced assessment, students performances are compared to a specific learning objective or performance standard and not to the performance of other students For CRA to be beneficial to learning, explicit criteria are essential which provide clear learning goals for students. 25
    26. 26. REFLECTION 2 The folllowing are some of the issues in assessment. Discuss in pair about some of these issues.1. Overload of students and staff2. Too many assignments with the same deadline3. Insufficient time for students to do the assignments4. Insufficient time for staff to mark the assignments5. Inadequate or superficial feedback provided to students.6. Overuse of one mode of assessment such as written examinations, essays, or closed problems 26
    27. 27. FEEDBACK FEEDBACKLearning Assessment Feedback is the bridge between learning and 27 assessment
    28. 28. FEEDBACK 28
    29. 29. RUBRICS 29
    30. 30. RUBRICA rubric is a set of criteria and standards for assessingstudent work or performance. . For each criteria andstandards, a rubric defines the specific attributes thatwill be used to score or judge the student’s performanceand to differentiate between different levels ofperformance. Scoring rubrics include one or moredimensions on which performance is rated, definitionsand examples that illustrate the attribute(s) beingmeasured and a rating scale for each dimension. Dimensions are generally referred to as criteria, therating scale as levels, and definitions as descriptors. 30
    31. 31. TYPES OF RUBRIC 31
    32. 32. HOLISTIC RUBRICDescription ScoreDemonstrates complete understanding of the problem. All 5requirements of task are included in response.Demonstrates considerable understanding of the problem. All 4requirements of task are includedDemonstrates partial understanding of the problem. Most 3requirements of task are included.Demonstrates little understanding of the problem. Many 2requirements of task are missingDemonstrates no understanding of the problem 1No response/task not attempted 0 32
    33. 33. ANALYTIC RUBRIC Needs Developing Sufficient Above Average Improvement (2) (3) (4) (1)Clarity (Thesis The purpose of the The central purposeThe central purpose The central purposesupported by student work is not of the student work is of the student work is of the student work isrelevant information well-defined. Central identified. Ideas are clear and ideas are clear and supportingand ideas.) ideas are not focused generally focused in a almost always ideas always are to support the thesis. way that supports the focused in a way that always well-focused. Thoughts appear thesis. supports the thesis. Details are relevant, disconnected. Relevant details enrich the work. illustrate the author’s ideas.Organization Information and ideas Information and ideas Information and ideas Information and ideas(Sequencing of are poorly sequenced are presented in an are presented in a are presented in aelements/ideas) (the author jumps order that the logical sequence logical sequence around). The audience audience can follow which is followed by which flows naturally has difficulty with minimum the reader with little and is engaging to the following the thread difficulty. or no difficulty. audience. of thought. 33
    34. 34. ANALYTIC RUBRIC• Determine your peformance levels. Examples of performance levels. iptor-• Excellent/ Good/Moderate/Poor/ Very Poor or Excellent/Good/ Satisfactory/Needs Improvement• Numbers/numerical scores – 4/3/2/1 34
    35. 35. STEPS TO CREATE A RUBRIC 35
    36. 36. ASSESSMENT TASK 36
    37. 37. SELECT ASSESSMENT METHODSNo. Category of Learning Outcome Sample of Assessment Methods1 Thinking critically and essay, report, journal , present a case for an making judgements interest group ,Book review (or article) for a particular journal and write a newspaper article2. Solving problems and group work, work-based problem, analyse a developing plans case and conference paper (or notes for a conference paper plus annotated bibliography)3. Performing procedures Demonstration, Role Play, Make a video and demonstrating (write script and produce/make a video), techniques Produce a Poster, Lab report4. Managing and developing Journal , Portfolio, Learning Contract and oneself Group work 37
    38. 38. SELECT ASSESSMENT METHODSNo. Category of Learning Outcome Sample of Assessment Methods5 Accessing and managing Annotated bibliography , Project, Applied information task ,Applied problem6. Demonstrating knowledge Written examination, Oral examination, and understanding Essay , Report Short answer questions: True/False/ Multiple Choice Questions (paper-based or computer-aided- assessment)7. Designing, creating, Portfolio, Performance , Presentation, performing Projects8. Communicating Written presentation (essay, report, reflective paper etc.), Oral presentation. Group work, discussion/debate/role play, observation of real or simulated professional practice 38
    39. 39. ASSESSMENT TASKSObjective Tests measure the learners’ ability toremember facts and figures as well as theircomprehension of course materials. Commonvariations include multiple-choice (MCQ), true-false,and matching items. 39
    40. 40. ASSESSMENT TASKSCase Studies describes typical issues orproblems. It gives students the opportunity toplace themselves in the position of thedecision maker in a specific simulatedsituation. The scenarios are usually taken fromreal life and presented from the standpoint ofthe decision maker. A successful case is onewhich offers debate on alternative courses ofaction, rather than offering a single settledoutcome or solution 40
    41. 41. ASSESSMENT TASKS Essay Questions are the most commonly-usedassessment method in polytechnics. There aretwo main varieties: • Unstructured questions, also known as free-response questions. Students have maximum freedom for discussion. • Structured or restricted-response questions. The student is given far less freedom to determine the nature and scope of the response. Often, the questions guide both the structure and the content of the expected response. 41
    42. 42. ASSESSMENT TASKS• Capstone Assessment are often final courses or internships in a program. They provide an excellent opportunity to identify whether students have acquired the central knowledge and skills that are the carefully selected outcomes expected of the program. Capstone assessment may also want to assess broader skills important to our graduates such as problem solving, computer literacy, team work, communication skills, and even the reading of professional material. (www.indstate.edu/ academicaffairs /assessment/capstone_assessment- intro.pp/) 42
    43. 43. ASSESSMENT TASKS• End-of-chapter problems are used to reinforce and apply some concepts and skills learned in the classroom. As an example when a mathematical procedure is presented in the classroom, students are given numerical practice problems to solve, in order, after class. These numerical problems are usually over-simplified real-life problems calling for direct substitution of values into formulae. 43
    44. 44. ASSESSMENT TASKS• Reflective journal is a piece of writing which allows students to record thoughts and insights about their own learning experience. This can be writing about what and how they have learned and understood a topic. It can also be a review of their learning process, self- evaluation of their performance and planning for future learning based on past learning experience, etc 44
    45. 45. ASSESSMENT TASKS• Seminar Presentation. Students work individually, or in teams, to investigate a topic relevant to the course and present their findings in the form of a seminar. There are other variations of the seminar presentation. 45
    46. 46. ASSESSMENT TASKS• A portfolio is a collection of course-related work performed by the student. It also a written reflections in which students evaluate their own learning.. Traditionally, portfolios are used to assess learning in the arts and humanities. However, they can be equally useful in just about any discipline. 46
    47. 47. ASSESSMENT TASKS• Projects are popular methods of assessment in Polytechnics today. Projects can be based on literature and/or empirical research on a relevant problem. They can also be applied projects – solving real-life or simulated problems, producing technical prototypes, or preparing a business plan. 47
    48. 48. ASSESSMENT TASKS• Examination are used primarily for grading or selection purpose. We call this activity, in educational terms, summative assessment. It can use many of the methods we discussed above. Since examinations can take on many variations, it is important to understand the range of possibilities in order to design examinations that are compatible both with outcome-based and student-centred education.Adapted from http://www.polyu.edu.hk/obe/Check also Enhanced Learning and Teaching, Hong Kong University of Science and Technology at http://celt.ust.hk/ideas/afl/MExam/index.html#see 48
    49. 49. CONCLUSION• The OBE implementation required a lot of coordination in planning which involved a lot of assessment. A well designed quality management system is needed to ensure that our academic programme , delivery system, assessing methods and our graduates are at high quality. A framework of continuous improvement with the involvement of the academic staff, external examiner, students participation and other stakeholders will probably contribute to the successful implementation of outcome-based assessment in polytechnics. 49
    50. 50. ACTIVITIES 50
    51. 51. ACTIVITY 1• Designing Test Items. This exercise offer you some experience in constructing test items. By referring the JSP and JSI, outline the CLO to be covered by the test. Use the Exam Mapping Table as a guide to construct the test items. 51
    52. 52. EXAM MAPPING TABLEExam Type CLO PLO BloomContent (Essay/Calc Taxonomy /Sketch)Question 1a.b.c.Question 2a.b.c. 52
    53. 53. ACTIVITY 2Think of your favourite assessment when you were anundergraduate. In groups of three or four, discuss:What made it a good assessment from your point ofview?What does it reveal about the tasks that you likedoing? Solving problems? Learning, discovering,finding out, researching? Reading? Writing? 53
    54. 54. ACTIVITY 3Please refer to the handout given to you. 54
    55. 55. ACTIVITY 4The first step when creating a rubric is todetermine what you want students to learnfrom the assignment.In a group of 4 , create A Task Specific Rubricfor student assessment. 55
    56. 56. 56

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