The document discusses two types of paper-and-pencil assessments: essays and selected responses. Essays are used to assess students' ability to communicate ideas in writing and demonstrate understanding through analyzing and synthesizing information. Selected responses, such as multiple choice, are used to test students' recall and comprehension of subject knowledge through identifying a single correct answer. Both have benefits such as being able to test certain skills or be administered to large groups, but also limitations in only assessing certain abilities or not showing how students arrived at answers.

1. Tools to Assess
Curriculum
(Group 1)

2. PAPER-AND-PENCIL-STRATEGY

3. THE ESSAY

4. A. Definition:
 - a writing sample used to assess student
understanding and or how well students can analyze
and synthesis information;
Type of paper-pencil assessment where a student
constructs a response to a question, topic, or brief
statement.
Can provide the student with opportunity to
communicate his/her reasoning in a written
response.

5. B. Purpose
Essay is used to:
- assess students ability to
communicate ideas in writing
- measure understanding and
mastery of complex information

6. C. Characteristics
 - measures a students ability in (e.g., making
comparisons, applying principles to new
situations, organizing information, drawing
inferences, being persuasive, integrating
knowledge and applications, summarizing
information);
- assess knowledge, reasoning, organization
and communication skills;

7. -directly measures the performance
specified by the expectations;
- includes a scoring plan which specify
attributes for a quality answer (e.g.,
conciseness, factual knowledge,
connection between arguments and
supporting facts) and indicates the value
associated with each of the attributes;
- affords the student a chance to
construct his/her own answers,
demonstrating creativity and/or
originality.

8. D. Teacher’s Role
 - uses professional judgement
to develop the problem,
question, or statement and the
scoring of the final product

10. E. Considerations
- it is issued to assess separately the student ability
to communicate ideas, write proficiently and
comprehend context;
- is less-time consuming construct compared to
objective type of testing, but can require
considerable time to evaluate;
- it is not an effective way of assessing a student’s
entire domain of content knowledge, or assessing
more than one or two reasoning skills at any one
time.

11. THE SELECT RESPONSE

12. A. Definition
 - a paper-and-pencil assessment in which
the students is to identify the one correct
answer;
- is commonly used procedure for
gathering formal evidence about student
learning, specifically in memory, recall
and comprehension.

13. B. Purpose
 - to test students learning of subject/content
knowledge ( facts, concepts, principles or
generalization, procedures);
-assess prerequisite knowledge (e.g., when
communicating in a second language,
students can be assess on vocabulary prior to
a conversation in that language.)

14. C. Characteristics
 - can be administered to large
number of students at the same
time;
-can be scored very quickly;
- is stated in clear, simple language.

15. D. Teacher’s Role
 - identifies the format (e.g.,
multiple choice, true/false);
-select the content to be
covered;
-designs the questions.

17. E. Considerations
 - always influence by the student’s ability to read and
understand the items;
- can utilize computer and optical scanning technology to
save time and effort with item development for item
storage and retrieval, test printing and optical scan
scoring;
- can make more difficult to determine how the student
arrive at an answer with true/false and multiple choice.