Module 6-L A & E, Weekend.pptx

Module 6: Learning Assessments
and Evaluation
Course code: TECS 623
Credit hours: 2
Prof.Omprakash H M
Department of Curriculum and Instructons
College of Education and Behavioral Sciences
Bule Hora University, Adola, Ethiopia

Unit One: Concepts, Purposes and
Principles of Assessment
1.1 Concept of Assessment and related
terms(Test,Mesurement,assessment
and Evaluation)
1.2 Function of Assessment and
Evaluation
1.3 Principles of Assessment (Validity,
Equity, reliability and explicitness)
1.4 Basic assumption in assessing
students’ performance.

1.1 Concept of Assessment and related terms (Test,
Mesurement, Assessment and Evaluation)
Concept of Assessment:
Assessment: Assessment is the process of gathering and
discussing information from multiple and diverse sources in
order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when
assessment results are used to improve subsequent learning.
Comprehensive definition of assessment that incorporates its
key elements: the planned process of gathering and synthesizing
information relevant to the purposes of (a) discovering and
documenting students' strengths and weaknesses, (b) planning
and enhancing instruction, or (c) evaluating progress and making
decisions about students.

What is basic concept of assessment?
Assessment refers to the full range of information
gathered and produced by teachers about their students
and their classrooms (Arends, 1994) Assessment is a
method for analyzing and evaluating student
achievement or program success.
Assessment involves the use of empirical data on
student learning to refine programs and improve
student learning.
It is the process of defining, selecting, designing,
collecting, analyzing, interpreting, and using
information to increase students' learning and
development.

All those activities undertaken by teachers,
and by their students in assessing themselves,
which provide information to be used as
feedback to modify the teaching and learning
activities in which they are engaged.
Basic Concepts in Testing and Assessment
Test Measurement Assessment Evaluation
What is a Test?
Perhaps test is a concept that we are more familiar with
than the other concepts. we have been taking tests ever
since we have started schooling to determine our
academic performance. Tests are also used in work
places to select individuals for a certain job vacancy.

Thus, test in educational context is meant to the presentation of
a standard set of questions to be answered by students. It is one
instrument that is used for collecting information about
students’ behaviors or performances. It can be noted that there
are many other ways of collecting information about students’
educational performances other than tests, such as observations,
assignments, project works, portfolios, etc.
 Most commonly used method of making
measurements in education.
 An instrument or systematic procedures for
measuring sample of behaviour by posing to
measure any quality, ability, skill or
knowledgea set of questions in a uniform
manner.

 Designed e.g. objective, subjective, descripitive, time
management, pretest-post, develop conditioning, enhance
observation ( in learning) with exp.
 There is always right/best and wrong answer.
What is Measurement?
Measurement: In our day to day life there are
different things that we measure.
We measure our height and put it in terms of
meters and centimeters.
We measure some of our daily consumptions like
sugar in kilograms and liquids in liters.
We measure temperature and express it in terms of
degree centigrade or degree Celsius. How do we
measure these things?

Well definitely we need to have appropriate instruments such as a
meter, a weighing scale, or a thermometer in order to have reliable
measurements.
Similarly, in education measurement is the process by which the
attributes of a person are measured and described in numbers. It is
a quantitative description of the behavior or performance of
students. As educators we frequently measure human attributes
such as attitudes, academic achievement, aptitudes, interests,
personality and so forth. Measurement permits more objective
description concerning traits and facilitates comparisons. Hence,
to measure we have to use certain instruments so that we can
conclude that a certain student is better in a certain subject than
another student. How do we measure performance in
mathematics?

We use a mathematics test which is an instrument containing
questions and problems to be solved by students. The number of
right responses obtained is an indication of performance of
individual students in mathematics. Thus, the purpose of
educational measurement is to represent how much of ‘something’
is possessed by a person using numbers. Note that we are only
collecting information. We are not evaluating! Evaluation is
therefore quite different from measurement. Measurement is not
also that same as testing. While a test is an instrument to collect
information about students’ behaviors, measurement is the
assignment of quantitative value to the results of a test or other
assessment techniques. Measurement can refer to both the score
obtained as well as the process itself.

 Basically assignment of numbers.
 Variety of i n s t r u m e n t s such as tests, rating scales, rubrics
are used.
 The process of obtaining numerical description of the degree
of individual processes.
 Quantifying how much learners learned.
What is Assessment?
Assessment: In educational literature the concepts
‘assessment’ and ‘evaluation’ have been used with
some confusion. Some educators have used them
interchangeably to mean the same thing. Others
have used them as two different concepts. Even
when they are used differently there is too much
overlap in the interpretations of the two concepts.

Cizek (in Phiye, 1997) provides us a comprehensive definition of
assessment that incorporates its key elements:
The planned process of gathering and synthesizing information
relevant to the purposes of:
(a) Discovering and documenting students' strengths and
weaknesses,
(b) Planning and enhancing instruction, or
(c) Evaluating progress and making decisions about students.
Process by which evidence of student achievement is obtained
and evaluated (marks obtained, how...checked).
 Including testing, interpreting and placing information in
context.

 Process of gathering and organizing data – the basis
for decision- making (evaluation).
 Methods of measuring and evaluating the nature of the
learner (what he learned/ how he learned) e.g objective
/descriptive.

Principles of Assessment
1. Assessment should be aimed at improving student performance.
2. Assessment should be based on an understanding of how students
learn.
3. Assessment should be an integral component of course design
and not something to addafterwards.
4. Good assessment provides useful information to report credibly to
parents on student achievement.
The Role of Assessment in Learning
Assessment plays a major role in how students learn, their
motivation to learn learn, and how teachers to teach.
Assessment is used for various purpose:
 Assessment for learning: Where assessment helps teachers gain
insight.
 Assessment as learning: Where students develop an awareness.

 Assessment of learning: where assessment informs students,
teachers and parents, as well as the broader educational
community, of achievement at a certain point in time.
Research and experience show that student learning is best
supported when:
 Instruction and assessment are based on clear learning goals.
 Instruction and assessment are differentiated according to
student learning needs.
 Assessment information is used to make decisions that
support further learning.
 Parents are well informed about their child’s learning, and
work with the school to help plan and provide support,
e.g.weekly/monthly meeting.

Advantages of Assessment
 Helps in knowing the position of a
student when they enter a course.
E.g. Adam student in Adola Teacher’s
College.
 It provides a large view of students’ need
and assessment.
 In accordance to the students’
achievement, the curriculum and teaching
methods can be adjusted
Disadvantages of Assessment
It limits the potential of a student to a mere ‘test’.
 Under supervision and pressure and supervision, creativity and
performance is affected.
 Though assessment aims at bringing out the latent/hidden
knowledge, it often conceals it by the pressure it creates.
 The parameter to judging knowledge is just a test score.

Evaluation
It is the process of obtaining, analyzing and interpreting
information to determine the extent to which students
achieve .e.g How many marks secure

1.2 Function of Assessment and Evaluation
1. Capturing student time and attention.
2. Generating appropriate student learning activity.
3. Providing timely feedback which students pay attention
to.
4.Helping students to internalize the discipline’s
standards and notions of equality.
5. Generating marks or grades which distinguish between
students or enable pass/fail decisions to be made.

 Monitoring the progress
 Decision making
 Screening
 Diagnostic process
 Placement of students in remedial courses
 Instructional planning
 Evaluation of instructional programed.
 Feedback
 Motivation

1.3 Principles of Assessment (Validity, Equity,
reliability and explicitness)
What are the basic principles of assessment?
1 Assessment should be valid.
2 Assessment should be reliable and consistent.
3 Information about assessment should be explicit, accessible
and transparent.
4 Assessment should be inclusive and equitable
 Validity
Validity refers to the evidence base that can be provided about
appropriateness of the inferences, uses, and consequences that
come from assessment.
Appropriateness has to do with the soundness, trustworthiness, or
legitimacy of the claims or inferences that testers would like to
make on the basis of obtained scores.

 Validity is “the extent to which inferences
made from assessment results are appropriate,
meaningful, and useful in terms of the purpose
of the assessment” (Gronlund, 1998).
 Validity refers to whether the test is actually
measuring what it claims to measure (Arshad,
2004).
Face Validity
It is pertinent that a test looks like a test even at first
impression.
If students taking a test do not feel that the questions given
to them are not a test or part of a test, then the test may
not be valid as the students may not take it seriously to
attempt the questions.

Construct Validity
Construct is a psychological concept used in measurement.
Construct validity is the most obvious reflection of whether a
test measures what it is supposed to measure as it directly
addresses the issue of what it is that is being measured.
In other words, construct validity refers to whether the
underlying theoretical constructs that the test measures are
themselves valid.
 Equity
Principle 1 - Assessment should be inclusive and equitable/fair. As
far as is possible without compromising academic standards,
inclusive and equitable assessment should ensure that tasks and
procedures do not disadvantage any group or individual.

Principle 2 - Information about assessment should be explicit,
accessible and transparent Clear, accurate, consistent and timely
information on assessment tasks and procedures should be made
available to students, staff and other external assessors or
examiners.
Principle 3 - Assessment should be inclusive and equitable As far
as is possible without compromising academic standards,
inclusive and equitable assessment should ensure that tasks and
procedures do not disadvantage any group or individual.
Principle 4 - Assessment should be an integral part of programme
design and should relate directly to the programme aims and
learning outcomes Assessment tasks should primarily reflect the
nature of the discipline or subject but should also ensure that
students have the opportunity to develop a range of generic skills
and capabilities.
Principle 5 - The amount of assessed work should be manageable
The scheduling of assignments and the amount of assessed work
required should provide a reliable and valid profile of achievement
without overloading staff or students, Principle.

Principle 6 - Formative and summative assessment should be
included in each programme Formative and summative assessment
should be incorporated into programmes to ensure that the
purposes of assessment are adequately addressed. Many
programmes may also wish to include diagnostic assessment.
Principle 7 - Timely feedback that promotes learning and facilitates
improvement should be an integral part of the assessment process
Students are entitled to feedback on submitted formative
assessment tasks, and on summative tasks, where appropriate. The
nature, extent and timing of feedback for each assessment task
should be made clear to students in advance.
Principle 8 - Staff development policy and strategy should include
assessment All those involved in the assessment of students must
be competent to undertake their roles and responsibilities.

 Reliability
According to Brown (2010), a reliable test can be described as
follows:
◦ Consistent in its conditions across two or more
administrations
◦ Gives clear directions for scoring / evaluation
◦ Has uniform rubrics for scoring / evaluation
◦ Lends itself to consistent application of those rubrics by
the scorer
◦ Contains item / tasks that are unambiguous to the
test-taker

Reliability means the degree to which an assessment tool
produces stable and consistent results.
Reliability essentially denotes ‘consistency, stability,
dependability, and accuracy of assessment results’
Since there is tremendous variability from either teacher or
tester to teacher/tester that affects student performance,
thus reliability in planning, implementing, and scoring
student performances gives rise to valid assessment.
Split Half Reliability
A test is administered once to a group, is divided into two
equal halves after the students have returned the test, and
the halves are then correlated.
Halves are often determined based on the number assigned to
each item with one half consisting of odd numbered items and
the other half even numbered items.

Factors that affect reliability of the test
a.Test factor
b.Teacher and Student factor
c.Environment factor
d.Test administration factor
e.Making factor
a. Test Factor
In general, longer tests produce higher reliabilities.
Due to the dependency on coincidence and guessing, the
scores will be more accurate if the duration of the test is
longer.
An objective test has higher consistency because it
is not exposed to a variety of interpretations.

b. Teacher and Student factor
In most tests, it is normally for teachers to construct and
administer tests for students. Thus, any good teacher-student
relationship would help increase the consistency of the
results.
Other factors that contribute to positive effects to the
reliability of a test include teacher’s encouragement, positive
mental and physical condition, familiarity to the test formats,
and perseverance and motivation.
c. Environment Factor
An examination environment certainly influences test-
takers and their scores.
Any favourable environment with comfortable chairs and desks,
good ventilation, sufficient light and space will improve the
reliability of the test.
On the contrary, a non-conducive environment will
affect test-takers’ performance and test reliability.

d. Test Administration Factor
Because students' grades are dependent on the way tests are
being administered, test administrators should strive to
provide clear and accurate instructions, sufficient time and
careful monitoring of tests to improve the reliability of their
tests.
A test-retest technique can be used to determine test
reliability.

e. Marking Factor
Human judges have many opportunities to
introduce error in scoring essays.
It is also common that different markers award
different marks for the same answer even with a
prepared mark scheme.
A marker’s assessment may vary from time to
time and with different situations.
Conversely, it does not happen to the objective type of
tests since the responses are fixed. Thus, objectivity is
a condition for reliability.

 Explicitness
Principle - Information about assessment should be explicit,
accessible and transparent Clear, accurate, consistent and
timely information on assessment tasks and procedures
should be made available to students, staff and other external
assessors or examiners.

1.4 Basic assumption in assessing students’ performance.
1.Quality of student learning is directly related to quality of
teaching,
2.The first step in getting useful feedback about course goals is
to make these goals explicit,
3.Students need focused feedback early and often, and they
should be taught how to assess their own learning,
4.The most effective assessment addresses problem-directed
questions that faculty ask themselves,
5.Course assessment is an intellectual challenge and therefore
motivating for the faculty,
6.Assessment does not require special training,
7.Collaboration with colleagues and students improves learning
and is satisfying.

Reflection: When planning to assess students, what are the
assumptions that one held in mind?
What are the things that should be kept in mind when preparing
assessment tools for assessing students?
Angelo and Cross (1993) have listed seven basic assumptions of
classroom assessment which are described as follows:
The quality of student learning is directly, although not
exclusively related to the quality of teaching.
Therefore, one of the most promising ways to improve learning
is to improve teaching.
If assessment is to improve the quality of students learning, both
teachers and students must become personally invested and
actively involved in the process.
Reflection: What should be the roles of students and teachers in
classroom assessment so as it will help students’ learning?

To improve their effectiveness, teachers need first to make their
goals and objectives explicit and then to get specific,
comprehendible feedback on the extent to which they are
achieving those goals and objectives.
Effective assessment begins with clear goals.
Before teachers can assess how well their students are learning,
they must identify and clarify what they are trying to teach.
After teachers have identified specific teaching goals they wish
to assess, they can better determine what kind of feedback to
collect.
To improve their learning, students need to receive appropriate
and focused feedback early and often; they also need to learn how
to assess their own learning.
Reflection: How do you think feedback and self-assessment will
help to improve students’ learning?

The type of assessment most likely to improve teaching and
learning is that conducted by teachers to answer questions they
themselves have formulated in response to issues or problems in
their own teaching.
To best understand their students’ learning, teachers need
specific and timely information about the particular individuals in
their classes. As a result of the different students’ needs, there is
often a gap between assessment and student learning. One goal of
classroom assessment is to reduce this gap.
Reflection: How does classroom assessment help to reduce this
gap between assessment and student learning?

Systematic inquiry and intellectual challenge are powerful sources
of motivation, growth, and renewal for teachers, and classroom
assessment can provide such challenge.
Classroom assessment is an effort to encourage and assist those
teachers who wish to become more knowledgeable, involved, and
successful.
Classroom assessment does not require specialized training; it
can be carried out by dedicated teachers from all disciplines.
To succeed in classroom assessment, teachers need only a
detailed knowledge of the discipline, dedication to teaching, and
the motivation to improve.

By collaborating with colleagues and actively involving
students in classroom assessment efforts, teachers
(and students) enhance learning and personal
satisfaction. By working together, all parties achieve
results of greater value than those they can achieve by
working separately.
Reflection: Can you explain how teachers’
collaboration with colleagues can be more effective in
enhancing learning and personal satisfaction than
working alone?

Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading

Advantages of Formative Assessment
 Develops knowledge
 Continuous improvement
 Provides quick feedback
 Achieves successful outcomes
 Communicate with parent regular
Disadvantages of Formative Assessment
 Time consuming and requires resources
 Tiring process
 Trained and qualified professionals
 Develops challenges

Advantages of Summative Assessment
 To know if students have understood
 They determine achievement
 They make academic records
 Boosts individuals
 Weak areas can be identified
 Training success can be measured
Disadvantages of Summative Evaluation
 Demotivates individuals
 Rectification is late
 It is disruptive
 No remedy to identify challenges in advance
 Not accurate reflection of learning
 Negative effect for students

Assessment as Procedure
 This paradigm has elements of both measurement
paradigm and inquiry paradigm.
 The primary focus is on assessment procedures and
not on the underlying purposes of the assessment
program.
 Knowledge is believed to be existing separately from the
learners, and it can be transmitted to the students and
eventuallyobjectively measured.
Assessment as Inquiry
 Under this paradigm, assessment is based on
constructive theories of knowledge, student-centered
learning and the inquiry process.
 The teachers use various qualitative and quantitative
techniques to inquire about particular learners.
 It is a process of inquiry, and a process of
interpretation, used to promote reflection
concerning students' understandings, attitudes, and
literate abilities.
 Assessment, in this paradigm, is viewed as a social, contex
specific, interpretive activity.

Assessment as Measurement
 The primary instrument of this paradigm is the large-scale,
norm-referenced standardized test.
 Objectivity, standardization and reliability are the main concerns.
 Knowledge is considered to be existing separately from the
learners; and the learners work to acquire it and not construct
it.
 Decisions about the information to be collected and the
means of evaluation are made by authorities outside the
classroom.

Conclusion:
 Therefore, it may be concluded that though the leanings are
towards the formative evaluation system, it is not without
the want for modification.
 A balance is required not only in the formative but also in any
form of evaluation system.
 In the summative system too much leniency risks the
attention of the students. While, in formative evaluation too
much stress can endanger the clarity of concepts in the
students.
 A midway has to be found between the two extremes, and a
modified, flexible and accommodating system of evaluation, in
the lines of the formative system, should be adopted, so that
the faculty and the students can keep track of the latter’s
progress while at the same time also have the chance to
improve, develop and grow.

2.2. Assessment Method
Methods of Assessment. Methods will vary depending on the
learning outcome(s) to be measured. Direct methods are when
students demonstrate that they have achieved a learning
outcome or objective. Indirect methods are when students (or
others) report perceptions of how well students have achieved an
objective or outcome.
A. Direct Assessment Method:
Direct assessment involves looking at actual samples of student
work produced in our programs. Observations of field work,
internship performance, service learning, clinical experiences.
Grades based on explicit criteria related to clear learning goals,
tests of writing, critical thinking, or general knowledge,
Performance on achievement tests.

B. Indirect Assessment Method
Indirect methods are when students (or others) report perceptions
of how well students have achieved an objective or outcome.
Indirect assessment methods require that faculty infer actual
student abilities, knowledge, and values rather than observe direct
evidence. Among indirect methods are surveys, exit interviews, focus
groups, and the use of external reviewers.
 Surveys: Surveys usually are given to large numbers of possible
respondents, usually in writing, and often at a distance.
 Exit interviews and focus groups: Exit interviews and focus
groups allow faculty to ask specific questions face-to-face with
students.
 External reviewers: External reviewers are usually representatives
of the discipline and usually are guided by discipline-based
standards.

Advantages:
•Indirect methods are easy to administer;
•Indirect methods may be designed to facilitate
statistical analyses;
•Indirect methods may provide clues about what
could be assessed directly;
•Indirect methods can flesh out areas that direct
assessments cannot capture;
•Indirect methods are particularly useful for
ascertaining values and beliefs;

•Surveys can be given to many respondents at a time;
•Surveys are useful for gathering information from alumni,
employers, and graduate program representatives;
•Exit interviews and focus groups allow faculty to question
students face to face;
•External reviewers can bring a degree of objectivity to the
assessment;
•External reviewers can be guided either by questions that
the Department wants answered or by discipline-based
national standards.

DISADVANTAGES:
•Indirect methods provide only impressions and
opinions, not hard evidence;
•Impressions and opinions may change over time
and with additional experience;
•Respondents may tell you what they think you
want to hear;
•The number of surveys returned are usually low,
with 33 percent considered a good number;

•You cannot assume those who do not
respond would have responded in the
same way as those who did respond;
•Exit interviews take time to carry out;
•Focus groups usually involve a limited
number of respondents;
•Unless the faculty agree upon the
questions that are asked in exit
interviews and focus groups, there may
not be consistency in the responses.

2.3 Assumption in selecting assessment methods
Choosing appropriate assessments:
1. Vary assessments.
2. Consider intervals for assessment.
3. Match learning goals to assessments.
4. Direct and indirect assessment.
5. Collect data on student performance.
6. Revise assessment choices.
7. Assessment Primer.
8. Creating Assignments and Exams.
Assessment methods are selected based on the level and
content of your learning objectives. Certain assessment
methods are better suited for different types of knowledge,
skills, or attitude aspects.

1.Varyassessments
Student learning styles vary widely, and their strengths and
challenges with respect to assessment vary as well. Instructors need
to consider that variation as they choose assessments for their
courses. By varying the way we assess student understanding, we are
more likely to offer opportunities for every student to demonstrate
their knowledge. This can be accomplished by creating courses with
three or more forms of assessment, for example papers, class projects
and exams. This can also be accomplished by offering choices of how
to be assessed, for example giving students the option of writing a
paper or taking an exam for a unit of instruction, as long as by the
end of a course they have done both forms of assessment. This
might also be accomplished by offering multiple questions, and
having students choose which to answer. New faculty members
should think creatively how to best elicit quality student responses.

2.Considerintervalsforassessment
The frequency of assessment varies widely from course to
course. Some classes assess only twice, on a midterm and a
final. Others have weekly assignments, presentations and
homework. Think about the frequency with which your
students should be assessed, based on the knowledge that
assessment drives learning by focusing student attention,
energy, and motivation to learn. New faculty members need
to try various intervals and choose those that best support
their students’ learning.

3.Matchlearninggoalstoassessments
What we assess is what our students study, engage with, and
explore in more depth. By beginning with what we want
students to know and be able to do, we can design and choose
assessments to demonstrate the appropriate knowledge and
skills we are aiming for them to learn. After choosing student
learning outcomes, make a grid that places learning outcomes
across one axis, and the assessment that demonstrates their
achievement of those outcomes on the other axis. In this way
new faculty members can double check to be certain that each of
the student learning outcomes have been assessed. If we make
clear to students how each assessment furthers the goals of the
course, they are able to make informed choices about how to
spend their limited study time to achieve the course goals.

4.Directandindirectassessment
Assessment strategies are typically classified as direct, where
actual student behavior is measured or assessed, or indirect,
including things like surveys, focus groups, and similar
activities that gather impressions or opinions about a
program or its learning goals. If student assessment is
embedded in a course, meaning it impacts a course grade, it
is typically taken more seriously.

5.Collectdataonstudentperformance
In spite of our best efforts at choosing the appropriate forms of
assessment, and the intervals that best support student learning,
there will be some topics, or units of instruction where students
come up short. If we collect data on these issues, which test
questions are commonly missed, which paper topics are
commonly derailed, what misconceptions some students are
taking away, we can identify weaknesses in instruction and
assessment choices and make adjustments as needed.

6.Reviseassessmentchoices
After analyzing student achievement systematically, we should
begin to see gaps in our teaching or the effectiveness of our
assessments to measure student understanding. This is the time to
modify our assessments and the instruction leading up to them to
better support student learning. Accomplished faculty members
continually revise the ways they assess student knowledge and
skills to close the learning gap. The more students we can move
toward deep understanding of the course topics, the more effective
we are as instructors. The best time to make these revisions is
right after an assessment is evaluated and the results analyzed to
be certain to make changes when the understanding of weaknesses
is fresh in our minds. Throughout this revision process it is
important to maintain high expectations about what students
should know and be able to do.

7. Assessment Primer
Assessment Primer: Describing Your Community, Collecting
Data, Analyzing the Issues and Establishing a Road Map for
Change
8. Creating Assignments and Exams
Set the grading categories, but the students to help write the
descriptions. Draft the complete grading scale, then give it to
students for review and suggestions. Determining goals for
the assignment and its essential logistics is a good start
to creating an effective assignment.

2.4. Table of specification and construction of item
What is a table of specifications in test construction?
The table of specifications (TOS) is a tool used to ensure that
a test or assessment measures the content and thinking skills that
the test intends to measure. ... That is,
a TOS helps test constructors to focus on issue of response content,
ensuring that the test or assessment measures what it intends to
measure.
Table of specification as an activity which enumerates the
information and cognitive tasks on which examinees are to be
assessed. It is clearly defined as possible scope which laid emphasis
of the test and relates other objectives to the content in order to
ensure a balanced test items. Table of specification, sometimes
referred to as test blue print, is a table that helps teachers align
objectives, instruction and assessment.

A sample table of specification is shown in Table 1 below.
Table1: Table of specification for a (30) items Economics
test for SS2.
Objectives Objectives
Remembering
Under -
standing
Thinking Total
Consumers behavior
&price determination
2 4 3 9
Population 2 2 2 6
Money Inflation 1 3 2 6
Economics Systems 1 2 2 5
Principle of Economics 1 2 1 4
Total 7 13 10 30

General format of table of specification Table II
Content Knowledge
No and or
percentage
Understand
ing No and
or
percentage
Application
No and or
percentage
Total
Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Total

At the end of the lesson students should be able to:
1. Define the term consumer’s behavior i.e. demand and supply.
2. State the law of demand and supply.
3. Identify the forces of demand and supply as determinant of
price of goods and services.
Table III Table of specification for an objective test
Sl No Content Recall
Knowledge
Under
standing
Application Total
1 Consumer
behavior
17 ½% 7items 201/2%
8items
71/2% 3items 45%(18)
2 Price
determination
12 ½% 5items 171/2% 7item 51/2% 2items 35%(14)1
3 Public finance 0%
No items
121/2%
5items
71/2% 3items 20%(8)
4 Total 30% 12items 50 1/2%
20items
20% 8items 100%
40items

In an essay test the weighting can be achieved by assigning the
amount of time to be spent on each test item to show the
relative importance of the topics. For instance, if five essay
items are to be designed to test three subject topics, the
weighting can assigned in the same proportions of time divisions
as can be seen in table 4.
Topic Importance Item Time
Black smiting 35% Question 1 9 minutes
Missionary journey 25% Question 2 11 minutes
Photographer 40% Question 3 16 minutes
Question 4 14 minutes
Question 5 10 minutes

Module 6-L A & E, Weekend.pptx

Module 6-L A & E, Weekend.pptx

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Module 6-L A & E, Weekend.pptx