This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TESTrkbioraj24
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Pre-service teacher training starts with microteaching skills. This presentation is about black board writing skill. Student teachers will get idea about how to use black board and why to use black board. By using effective blackboard writing skill teacher can reinforce her/his ideas easily.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
A question paper tests how well a student can demonstrate that they have acquired the knowledge, understanding and skills set out in the specification.
Often a recommendation of the external examiners and the accreditation board is the blueprinting of undergraduate examination questions. A blueprint of examination on individual assessment tool reports the students’ learning outcome. It produces a link between test items and students learning objective. It is one of the most important instruments on outcome assessment essentials that ensure the desired coverage of content and objectives at different level of training.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Pre-service teacher training starts with microteaching skills. This presentation is about black board writing skill. Student teachers will get idea about how to use black board and why to use black board. By using effective blackboard writing skill teacher can reinforce her/his ideas easily.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
A question paper tests how well a student can demonstrate that they have acquired the knowledge, understanding and skills set out in the specification.
Often a recommendation of the external examiners and the accreditation board is the blueprinting of undergraduate examination questions. A blueprint of examination on individual assessment tool reports the students’ learning outcome. It produces a link between test items and students learning objective. It is one of the most important instruments on outcome assessment essentials that ensure the desired coverage of content and objectives at different level of training.
Three Fundamental Principles For Crafting Assessment Tasks
Six Important Guidelines For Developing Multiple Choice Items
Five Guidelines For Developing Essay Items
MODULE III Parallel Processors and Memory Organization 15 Hours
Parallel Processors: Introduction to parallel processors, Concurrent access to memory and cache
coherency. Introduction to multicore architecture. Memory system design: semiconductor memory
technologies, memory organization. Memory interleaving, concept of hierarchical memory
organization, cache memory, cache size vs. block size, mapping functions, replacement
algorithms, write policies.
Case Study: Instruction sets of some common CPUs - Design of a simple hypothetical CPU- A
sequential Y86-64 design-Sun Ultra SPARC II pipeline structure
MODULE II Control unit, I/O systems and Pipelining 15 Hours
CPU control unit design: Hardwired and micro-programmed design approaches, Peripheral
devices and their characteristics: Input-output subsystems, I/O device interface, I/O transfersprogram controlled, interrupt driven and DMA, privileged and non-privileged instructions, software
interrupts and exceptions. Programs and processes-role of interrupts in process state transitions,
I/O device interfaces - SCII, USB. Basic concepts of pipelining, throughput and speedup, pipeline
hazards.
Functional Blocks of a Computer: Functional blocks and its operations. Instruction set architecture of a CPU - registers, instruction execution cycle, Data path, RTL interpretation of
instructions, instruction set. Performance metrics. Addressing modes. Data Representation:
Signed number representation, fixed and floating point representations, character representation.
Computer arithmetic - integer addition and subtraction, ripple carry adder, carry look-ahead
adder, etc. multiplication - shift-and add, Booth multiplier, carry save multiplier, etc. Division
restoring and non-restoring techniques, floating point arithmetic.
Module II - Distributed objects and file systems:
Introduction - Communication between distributed objects - Remote procedure call - Events and notifications - case study - Operating system support - introduction - operating system layer - protection - process and threads - communication and invocation - architecture - Introduction to DFS - File service architecture - Sun network file system - Andrew file system - Enhancements and future developments.
Module 2 - Distributed Objects and File Systems
Introduction - Communication between distributed objects - Remote procedure call - Events and notifications - case study - Operating system support - introduction - operating system layer - protection - process and threads - communication and invocation - architecture - Introduction to DFS - File service architecture - Sun network file system - Andrew file system - Enhancements and future developments.
Module I
Introduction to Distributed systems - Examples of distributed systems, resource sharing and the web, challenges - System model - introduction - architectural models - fundamental models - Introduction to inter-process communications - API for Internet protocol - external data.
Module I
Introduction to Distributed systems - Examples of distributed systems, resource sharing and the web, challenges - System model - introduction - architectural models - fundamental models - Introduction to inter-process communications - API for Internet protocol - external data.
Module 6: IP and System Security
IP security overview-IP security policy-Encapsulating Security payload-intruders-intrusion detectionvirus/worms-countermeasure-need for firewalls-firewall characteristics-types of fire
Module 4: Key Management and User Authentication
X.509 certificates- Public Key infrastructure-remote user authentication principles-remote user
authentication using symmetric and asymmetric encryption-Kerberos V5
Module 1: Introduction to Cryptography and Symmetric Key Ciphers
Computer Security Concepts - OSI Security Architecture -Security Attacks - Services, Mechanisms -
Symmetric Cipher Model - Traditional Block Cipher Structure - The Data Encryption Standard -The Strength of DES - Advanced Encryption Standard.
Module 6
Advanced Networking
Security problems with internet architecture, Introduction to Software defined networking, Working of SDN, SDN in data centre, SDN applications, Data centre networking, IoT.
Module 6: Standards for Information Security Management
Information Security Management Systems (ISMS) - ISO 27001 - Framing Security Policy of
Organization- Committees- Security Forum, Core Committee, Custodian and Users, Business
Continuity Process Team & Procedure- Information Security Auditing Process. IT Security Incidents
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Introduction
• Framing effective question papers is very
important for assessing the learning outcome of
learners in terms of achievements with reference
to the objectives.
• Suitable assessments during teaching learning
process stimulate and motivate learners and
enhance learning.
• The summative evaluation of achievements and
competencies developed in learners can be
assessed through suitable question papers.
3. Introduction
• This also helps the teacher in evaluating
effectiveness of instructional media.
• Good question papers help in diagnosing
special aptitude and competence of the
learners.
4. Purpose of Evaluation
• Three important purposes are to
• Provide formative evaluation during
learning process to assess the outcome of
learning.
• Help and motivate the students to make
learning more effective.
• Certify at the end of the programme.
5. Important Factors of the
Question Papers
• Question papers should be valid and reliable and
consistent with the purpose and facilities. For
framing question papers, important factors to be
considered are as follows:
• purpose of question paper.
• Objective and specifications of the course.
• What to assess (abilities/skills/competencies)?
• How to assess (methodology – oral, written tests, laboratory tests etc.)
• When to assess (formative/summative)?
• Type of questions (objective/short essay)
• Availability of standardized test papers.
• Facilities and conditions for testing etc.
6. Types of Questions
• Objective Questions: these are selection type and
consist of multiple choice, matching and alternate
response (True/False). These are highly reliable,
easy to score and can provide a wide coverage.
• Short answer Questions: these are supply type
items requiring the student to provide the answer
in terms of a word, complete/ incomplete
statement or short paragraph.
7. Types of Questions
• Essay Questions: these can be restricted
response type where the essay questions are
structured in terms of context and limits of
response or extended response type where
the questions are open-ended with extended
response. These are easy to prepare and can
be used for measuring higher learning
outcomes, since they require the student to
organize, integrate and express by himself.
8. Framing effective Questions
• The questions can be of essay type or objective
type depending on the purpose and facilities
available.
• Objective test items if framed properly, can be
used to assess specific competencies in depth.
• Essay type questions if not framed properly may
result in very poor and inconsistent evaluation.
9. Framing effective Questions
• Essay/Short type questions are used to evaluate
certain organizational and other competencies. For
framing effective questions following guidelines
will help:
• Carefully relate the test and / or the instructional objectives to achieve
maximum content validity. A content outline and statement of
objectives should be specified.
• Phrase the item to achieve maximum clarity and understanding for the
target group using simplest possible words to convey the desired
meaning.
• Phrase questions so that it is clear to learner as to what response is
expected to the question? Begin the question with words such as:
‘Compare’, ‘Explain’, or ‘Demonstrate’ to indicate how to respond
using the learned knowledge and skills. (Refer List of phrases)
10. Framing effective Questions
• Take care, that question paper does not include too many items that the
examinee does not find time to think, formulate, review and revise his
response if necessary. Question paper should be consistent with time
and contents.
• Analyses the questions considering accuracy and objectivity in
scoring, difficulty level and time etc.
• ‘Describe the theodolite’ is an example of poor and ambiguous essay
type questions.
• ‘Explain the working of theodolite with sketch, to measure horizontal
angles’, is an example of a good essay type question.
11. Framing effective Questions
• Questions can be objective type, which are
true/false, multiple choices and matching type.
The objective items can cover much larger content
and are highly objective in scoring. These can be
used easily for testing comprehension and specific
competencies. For making effective objective test
item, following guidelines will help:
• Try to ensure that items are clear and unambiguous.
• Try to keep the reading difficulty of test items consistent with ability
of the target group to whom the test is to be administered.
• Unless it is required to measure language skills, reading ability should
not influence the student’s response.
12. Evaluating the Answer scripts.
• Objective Type Questions
• All types of objectives items have only one correct response.
• A scoring key can be prepared in advance and number of correct
responses in each category of objective items can be corrected by
comparing with the key.
• Since equal weightage is assigned to all items in a category, the sub-
total marks obtained by the students can be easily arrived at.
• A master sheet or stencil with correct responses punched can be used
for counting the number of correct responses quickly.
13. Evaluating the Answer scripts.
• Short Answer Questions
• These are supply type questions where the student has to
provide the answer in the form of set of words or
statements or response in the form of a paragraph.
• In the case of word or statement, it is better that the
examiner prepares a set of acceptable answers before
marking. He has also to decide how mark is to be awarded
in the case of partially correct answers.
• In the case of answers in the form of paragraph, it may be
desirable to note the important points and the marks to be
awarded to each point.
14. Evaluating the Answer scripts.
• Essay Type Questions
• These are generally of two types, restricted response for structured
essay questions and extended response for open-ended questions.
• Essay type questions, especially the extended response type, pose the
maximum difficulty if marking is to be made as objective as possible,
reducing bias to the minimum.
• In the case of structured essay type questions, since the sequence and
the type of response expected from the students is structured, it is
often possible to prepare a scheme of marking with the points to be
provided for each segment along with the marks to be awarded.
• Also since the framework and limits for response length is often
provided, not much problem is encountered in terms of variability and
coverage of content.
15. Evaluating the Answer scripts.
• Maximum variability and bias are encountered in marking of extended
response essay questions where the response is open-ended. Even
though careful and unambiguous framing of questions can reduce this
to some extent, the following guidelines will go to a large extent in
making the marking more objective:
• Outline major points to be considered while marking each question
• Relate length of response and complexity to maturity level of students.
• Develop a numerical scale for use with all questions.
• Don’t allow factors other than required / expected knowledge
content /area, to influence the score considerably. Ex. Composition
spelling, andwriting etc.
• Mark papers over a period of time and not all at once in a hurried
Manner.
• Review a few answers marked in the beginning after finishing the
whole set.
• Adopt realistic standards in terms of coverage, length of response and
expected outcomes.
16. Evaluating the Answer scripts.
• In addition to the above, for any purposeful evaluation,
especially of a large number of students over a variety of
subjects, it is necessary to adopt scientific procedure to
convert raw scores to standard scores and scores into
grades according to widely accepted systems of grading,
such as percentiles and letter grades.
17. Conclusion
• Teachers have to play multifaceted roles as
part of their job requirements. They can
contribute significantly in setting a question
paper, evaluating the answer script and
awarding the mark /grade of healthy
environment and social order.
18. List of phrases to be used during
question paper setting
• Knowledge (Recall and Recognition)
• 1. DEFINE
• 2. IDENTIFY
• 3. LABEL
• 4. MATCH
• 5. NAME
• 6. OUTLINE
• 7. SELECT
• 8. STATE
• 9. REORGANISE
• 10. LIST
19. List of phrases to be used during
question paper setting
• Application (Problem solving)
• 1. COMPUTE
• 2. DEMONSTRATE
• 3. MODIFY
• 4. CHANGE
• 5. FIND
• 6. CALCULATE
• 7. PREPARE
• 8. PRODUCE
• 9. SOLVE
• 10. USE
• 11. SHOW
• 12. ESTABLISH
• 13. APPLY
20. List of phrases to be used during
question paper setting
• Understanding (Translate, Interpret,
Extrapolate, Etc)
• 1. DEFINE IN OWN WORDS 2. CONVERT
• 3. DISTINGUISH 4. COMPARE
• 5. ESTIMATE 6. EXPLAIN IN OWN WORDS
• 7. GIVE EXAMPLES 8. INFER
• 9. PREDICT 10. MANIPULATE
• 11. VERIFY 12. DISCRIMINATE
• 13. CLASSIFY 14. CONSTRUCT
• 15. REPRESENT 16. RECORDER
• 17. REARRANGE
21. List of phrases to be used during
question paper setting
• Skill (Sketching, Drawing, Computing,
Reading, Table/Diagram)
• 1. SKETCH
• 2. DRAW PICTURE/GRAPH
• 3. COMPARE
• 4. FIND
• 5. CALCULATE
• 6. READ CHART
• 7. USE CHART/GRAPH
22. List of phrases to be used during
question paper setting
• Thinking (Analysis, Produce, Synthesise,
Judge, Evaluate, Solve, Etc)
•
• 1. DIFFERENTIATE
• 2. DISTINGUISH
• 3. ILLUSTATE
• 4. OUTLINE
• 5. FIND RELATIONSHIP
• 6. DERIVE
• 7. CATEGORISE
• 8. DESIGN
• 9. ORGANISE
• 10. FORMULATE
• 11. RECONSTUCT
• 12. WRITE A THEME
• 13. APPRIASE
• 14. CRITICISE
• 15. JUSTIFY
• 16. INFER
• 17. PREDICT