Topic: Assembling The Test
Student Name: Latif Qureshi
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Factors in Test Administration
Student Name: Afsheen Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Assembling The Test
Student Name: Latif Qureshi
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Factors in Test Administration
Student Name: Afsheen Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Constructing Objective and Essay Type Test
Student Name: Pardeep Kumar
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Comparison Between Objective Type Tests and Subjective Type tests.Bint-e- Hawa
Th e purpose of this presentation is to help in understanding the similarities and differences between objective tests and subjective test, to acknowledge their advantages and disadvantages/limitations, to know how to form these types of tests.
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
Topic: Constructing Objective and Essay Type Test
Student Name: Pardeep Kumar
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Comparison Between Objective Type Tests and Subjective Type tests.Bint-e- Hawa
Th e purpose of this presentation is to help in understanding the similarities and differences between objective tests and subjective test, to acknowledge their advantages and disadvantages/limitations, to know how to form these types of tests.
Topic: Essay Type Test
Student Name: Shakti Lal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
This type of test differs from the completion test in degree rather than in kind. Essays usually allow greater freedom response to questions and require more writing.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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2. PURPOSES
There three purposes of this paper.
The first, it was aimed to know the
definition of subjective test. The
second, it was aimed to know
strengths and limitations of Subjective
test. The last, it was aimed to find out
the way to score Subjective test in the
school.
3. THEORY
Assessment
Assessment is the process of
obtaining or collecting data that is
used for making decision about
students.
It can include the test or non-test
4. SUBJECTIVE TEST
Arikunto (2007) states that Subjective test is
generally a test which needs answers in form
of essay, explanation or description.
Usually in doing this test, students will be
given about 90-120 minutes for 5-10
questions
When a teacher uses subjective test
questions, that means students need to use
their mind and feelings to make logical
claims.
5. Classification of Essay
Test
According to Osuji.,et.al (2006)
mention that Essay tests are divided in
to two variations. These are
Extended – response type and
Restricted response type .
The classification is based on the
degree of freedom of response
associated with the question.
6. Extended Response
Essays
– Allows student to:
Select
any information they think is
important
Organize the answer in accordance
with their best judgment
Integrate and evaluate ideas as they
deem appropriate
7. Example :
Imagine that you and a friend found a
magic wand. Write a story about an
adventure that you and your friend had
with the magic wand.
(taken from
http://ed400fall09.wikispaces.com/Essay
+-+Extended+Response)
8. Restricted Response
The nature of Restricted response
type are:
–
–
–
–
Limits both content and response.
Content is limited by scope of topic.
Response is limited in the directions.
Most appropriate for learning objectives
that require the interpretation or
application of data in a specific area.
9. Example :
Why is the barometer one of the most
useful instruments for forecasting
weather? Answer in a brief paragraph
(taken from
http://ed400fall09.wikispaces.com/Ess
ay+-+Restricted+Response)
10. The Strengths
It is easy to be prepared and organized
It does not give any opportunities to speculate
or cheat
It encourages students to dare in expressing
opinions and arranging good sentences.
It provides opportunities for students to
express their opinion by using their own style.
It can identify the students’ understanding
about the problem that being tested.
11. The limitations
It’s validity and reliability are low due to it’s difficult to be
known in which aspects the students have understood the
material.
Limited material can be tested. This means less
representative in terms of representing the entire material.
The ways to score and evaluate are often influenced by
subjective aspect.
It requires more individualized consideration of the teacher
(assessor).
It takes much times to evaluate it and the assessor can not
be replaced by other.
12. REDUCING SUBJECTIVE
ASPECTS
Avoid open-ended questions.
Let the students’ answer the same questions. Avoid
options/choices.
Use students’ numbers instead of their names, to conceal their
identity.
Score all the answers to each question for all students at a time.
Do not allow score on one question to influence you while
marking the next. Always rearrange the papers before you mark.
Do not allow your feelings or emotions to influence your marking
Avoid distractions when marking
13. Instructions
Compare or match
Contrast or distinguish
Discuss or describe
Enumerate, name, list, outline
Meaning
Identify similarities
Identify differences
Provide details or features
Identify major points
Sequence, arrange, trace, or
List information in order
rank
Demonstrate, or show
Relate or associate
Summarize, paraphrase, or
Provide examples
Show associations
Provide a short synopsis
compile
Explain, defend, or document
Give reasons for support
Criticize or analyze
Review or evaluate features or
components
14. Scoring
Arikuto (2007) notes that there are two types of
scoring standard in subjective test, those are
giving scores based on Norm referenced test
and Criterion referenced test.
Budhyani,et.al (2010) and Osuji.,et.al (2006)
mention that there are two methods of scoring
for subjective test (essay), those are analytic
and holistic method.
15. Norm referenced test
a student’s achievement is compared
with the other student in his/her group.
The quality of a student’s achievement
is influenced by the quality of the
group.
16. Criterion referenced test
In using criterion referenced, a student
is compared with particular standard
score. This means that each individual
is compared with a preset standard for
acceptable achievement. A student's
score is usually expressed as a
percentage.
17. The Point or Analytic Method
In this method each answer is
compared with already prepared
ideal marking scheme (scoring
key) and marks are assigned
according to the adequacy of the
answer
18. The Global/Holistic of Rating
Method
According to Osuji.,et.al (2006)
sate that students first sort the
response into categories of
varying quality based on their
general or global impression on
reading the response.
19.
Analytic rubric:
– Focus attention on one characteristic at a
time, i.e. purpose, organization, details,
voice, grammar.
Holistic rubric:
– Yields a single overall score taking into
account the entire response.
20. Procedures f or Scoring Essay
Questions
Prepare the ideal answer or outline of expected
answer immediately after constructing the test .
Use the scoring method that is most appropriate
for the test item. That is, use either the analytic
or global method
Decide how to handle factors that are irrelevant
to the learning outcomes being measured.
These factors may include of handwriting,
spelling, sentence structure, punctuation.
21.
Evaluate the answers without consider
whose work you are scoring. This
helps in controlling bias in scoring the
essay questions.
Make comments during the scoring of
each essay item. These comments act
as feedback to students
22. Finding : example
questions
1. Explain the meaning and function of
the following punctuation!
–
–
–
–
–
(.)
(,)
(!)
(?)
(:)
23. 2. Please find a story and make a short
paragraph by using your own
language individually!
3. Make a dialogue about
agreement/disagreement based on the
following situation.
“You’re involved in discussion with a
friend. Your friend explains his/her
opinion, and you have your own. You
disagree with your friend’s opinion”
24. Example of rubric
Scoring Rubrics:
1. The content is good and grammar is correct
2. The content is good and some occasional errors
3. Limited content and grammar is correct
4. Limited content and frequent errors
5. Content and grammar are errors
score 5
score 4
score 3
score 2
score 1
25. Discussion
In scoring the tests, consideration of a teacher is need.
When the test is restricted response questions, it will be
better if teacher uses analytic method in scoring the
students’ work. When the test is extended response
questions, teacher is suggested to use holistic method in
scoring students’ work.
The way to score also tend to be used a rubric. The
rubric itself is standard performance of assignment by
listing the criteria, or what counts, and describing levels
of quality from excellent to poor. Rubric is almost similar
with method of scoring by analytic or holistic method.