Strategies for preparing question papers
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The document provides strategies for preparing effective question papers. It discusses that question papers are an important tool for evaluating students and meeting examination objectives. It highlights that paper setters should put themselves in the students' shoes and balance question type, level, duration and time allotment. The document also outlines that question papers should cover different competencies and cater to students of all abilities. It provides examples of different question types and stresses the importance of clear instructions, language and avoiding repetition or mistakes. Finally, it states that evaluation of question papers requires a marking scheme and honesty.
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Question paper setting
A question paper tests how well a student can demonstrate that they have acquired the knowledge, understanding and skills set out in the specification.
How to make question paper
This document provides guidelines for creating effective assessment tests for students. It outlines objectives such as understanding teaching effectiveness, assessing student understanding, and identifying weaknesses. It describes preparatory activities for students like completing the syllabus and revising. Test scheduling and formatting are also addressed, emphasizing clear organization, appropriate length and difficulty, and child-friendly language. Quality control measures include validation by parallel teachers and subject conveners. Post-test analysis provides feedback to improve instruction and help students.
Q paper
The document provides guidelines for constructing a valid, reliable, and usable test or exam. It discusses the importance of ensuring content validity by covering all important course areas and staying within the syllabus. Questions should be clear, specific, and have an unambiguous marking scheme. The document also recommends planning the test structure with the appropriate knowledge, understanding, application and skill weightings. The response should be 3 sentences or less.
Question Paper Setting
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.
Paper setting principles and practices
The correct answer is c) less wind velocity. Mumbai does not have consistently high wind speeds required for large scale wind energy production, despite having technology, space and humidity is not a limiting factor.
Constructing Objective and Subjective Test
Topic: Constructing Objective and Subjective Test
Student Name: Munazza 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
construction and administration of unit test in science subject
Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
Question paper
The document discusses the steps involved in preparing a question paper for nursing education. These include: 1) Designing the format and structure of the paper; 2) Creating a blueprint to map learning objectives, topics, and question types; 3) Developing model questions and a marking scheme; 4) Refining the questions for clarity, difficulty level, and grammar; 5) Editing and numbering the paper; and 6) Reviewing the paper for coverage, abilities tested, adherence to blueprint, precision, and errors. The goal is to create an objective and standardized exam that reliably evaluates students.
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Question paper setting
A question paper tests how well a student can demonstrate that they have acquired the knowledge, understanding and skills set out in the specification.
How to make question paper
This document provides guidelines for creating effective assessment tests for students. It outlines objectives such as understanding teaching effectiveness, assessing student understanding, and identifying weaknesses. It describes preparatory activities for students like completing the syllabus and revising. Test scheduling and formatting are also addressed, emphasizing clear organization, appropriate length and difficulty, and child-friendly language. Quality control measures include validation by parallel teachers and subject conveners. Post-test analysis provides feedback to improve instruction and help students.
Q paper
The document provides guidelines for constructing a valid, reliable, and usable test or exam. It discusses the importance of ensuring content validity by covering all important course areas and staying within the syllabus. Questions should be clear, specific, and have an unambiguous marking scheme. The document also recommends planning the test structure with the appropriate knowledge, understanding, application and skill weightings. The response should be 3 sentences or less.
Question Paper Setting
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.
Paper setting principles and practices
The correct answer is c) less wind velocity. Mumbai does not have consistently high wind speeds required for large scale wind energy production, despite having technology, space and humidity is not a limiting factor.
Constructing Objective and Subjective Test
Topic: Constructing Objective and Subjective Test
Student Name: Munazza Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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construction and administration of unit test in science subject
Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
Question paper
The document discusses the steps involved in preparing a question paper for nursing education. These include: 1) Designing the format and structure of the paper; 2) Creating a blueprint to map learning objectives, topics, and question types; 3) Developing model questions and a marking scheme; 4) Refining the questions for clarity, difficulty level, and grammar; 5) Editing and numbering the paper; and 6) Reviewing the paper for coverage, abilities tested, adherence to blueprint, precision, and errors. The goal is to create an objective and standardized exam that reliably evaluates students.
Essay Type Test
Topic: Essay Type Test
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Essay type tests
This document discusses the merits and demerits of essay tests. It defines an essay test as a written test requiring a student to write multiple paragraphs in response. Essay tests are characterized by responses of varying length depending on the question's time and point value. They require subjective judgment in scoring. Essay tests are widely used and familiar, assessing writing skills and higher-order thinking. However, they have limitations such as limited sampling of content, subjectivity in scoring, and potential bias based on factors other than the response's content.
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Norm Referenced and Criterion Referenced
Describes student’s performance or progress in relation to others of the same peer group, age Or ability.
▪ Assessment to determine how a person performed in comparison with that of a group.
criterion referenced
Compares An Individual's Performance To The Acceptable Standard Of Performance
For Those Tasks.
▪ Designed To Measure Student Performance Against A Fix Set Of Predetermined Criteria
For A Specific Grade Level.
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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.
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subjective test
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Open book system
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Blueprint of exam questions
This document provides guidelines for developing a blueprint for the 1st Professional Examination of the MD Program at Universiti Putra Malaysia. It defines what a blueprint is and its purposes, which include providing an overview of the exam format and content areas. The document outlines the structural components of a blueprint, which include tables showing exam question types and weightings, topics and learning objectives, and the number and distribution of questions. It emphasizes ensuring content validity and coverage of learning objectives. Developing a blueprint can guide students' learning approaches and influence how assessment defines the curriculum.
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This document discusses the merits and demerits of essay tests. It defines an essay test as a written test requiring a student to write multiple paragraphs in response. Essay tests are characterized by responses of varying length depending on the question's time and point value. They require subjective judgment in scoring. Essay tests are widely used and familiar, assessing writing skills and higher-order thinking. However, they have limitations such as limited sampling of content, subjectivity in scoring, and potential bias based on factors other than the response's content.
Examination Reform Reports
This document summarizes several reports and recommendations for reforming India's examination system. It discusses existing problems like a lack of reliability, transparency, and emphasis on rote memorization. The Mudaliar Report of 1954 recommended reducing external exams, adding more objective questions, using grades instead of marks, and maintaining cumulative student records. The Kothari Commission of 1964 suggested improving written exams, developing alternative assessment tools, and introducing internal assessment and rating scales. Subsequent reports called for continuous and comprehensive evaluation, de-emphasizing memorization, implementing semester patterns, and reforming exams as part of a comprehensive package.
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Teacher made test vs standardized test
Teacher-made tests are used by teachers to evaluate student progress and understand strengths and weaknesses, while standardized tests are more carefully constructed and scientifically validated to allow student comparison. Some key differences are that teacher-made tests provide immediate feedback but are less reliable, while standardized tests are more valid for comparisons but involve more rigorous development and analysis. Both types of tests have purposes in placement, evaluation, and diagnosing student needs.
Textbook Analysis of Class VI
This document provides an analysis of a textbook for Class 6. It outlines several basic premises on which the textbook is developed, including treating pictures as texts, including authentic children's literature, providing interaction questions, including theatre games, providing language activities and projects, developing vocabulary in a need-based manner, integrating ICT, and providing continuous assessment. It also summarizes the content of several units in the textbook, including stories, poems, and passages about life with grandparents, childhood and old age, siblings' bond, courage and kindness, and the importance of nature.
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Describes student’s performance or progress in relation to others of the same peer group, age Or ability.
▪ Assessment to determine how a person performed in comparison with that of a group.
criterion referenced
Compares An Individual's Performance To The Acceptable Standard Of Performance
For Those Tasks.
▪ Designed To Measure Student Performance Against A Fix Set Of Predetermined Criteria
For A Specific Grade Level.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
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
subjective test
Subjective tests assess students' ability to produce, integrate, and express ideas through open-ended questions. They include short answer questions, which require a word or brief response, and essays, which require longer written answers. While easy to construct and score, short answer questions may only measure lower-level thinking and allow for memorized responses. Essays can measure complex thinking but are more difficult to score reliably. When constructing subjective tests, questions should not be taken directly from materials, provide clues, have clear scoring rubrics, and cover a range of cognitive levels and content.
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its a primary level presentation need to add many points before use and it requires narration of speaker.
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This presentation discusses the characteristics of a good measuring tool, e.g., reliability, validity, practicability etc.
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This document provides an overview of subjective tests, which require students to write out original answers in response to questions. It focuses on short answer questions and essay tests. Short answer questions are open-ended questions that require brief responses to assess basic knowledge. Essay tests allow for longer written responses to assess higher-level thinking. Both have advantages like measuring complex learning, but also disadvantages like subjectivity and difficulty in scoring responses. The document provides guidance on constructing effective short answer questions and essay prompts to reduce subjectivity.
Grading in Education
The document discusses different aspects of grading systems in education. It defines grading as a process of evaluating student performance on exams using scales with letters or numbers. There are different types of grading systems such as percentage grading from 0-100, letter grading from A-F, norm-referenced grading comparing students, and mastery grading based on attaining a specified level. Direct grading involves directly awarding letter grades without scores while indirect grading uses marks that are then converted to grades. Relative grading compares student performance within a group/class using statistical methods to determine grade ranges, while absolute grading is based on pre-specified standards for performance levels.
Open book examination
This document discusses open book examinations. It begins by defining open book exams as exams where students are allowed to bring and consult course materials like textbooks, notes, and other resources. The document then discusses advantages like emphasizing higher-order thinking over memorization and disadvantages like increased workload. It provides details on the types of open book exams, why they are used, misconceptions about them, and the kinds of questions they may involve like application questions. Overall, the document provides an overview of open book exams, their purpose, and considerations around their use.
Question bank
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
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Open book system
The document discusses the open book examination system. It has several key advantages: it tests higher-order thinking skills like problem solving rather than memorization; reduces exam anxiety; and allows students freedom and flexibility in exams. There are two types - restricted allows limited materials, while unrestricted allows any materials. Implementing open book exams changes teaching strategies, shifting focus from information giving to facilitating understanding. It improves students' learning by discouraging copying and developing skills in knowledge application and self-learning. Potential disadvantages include students relying too heavily on materials or including irrelevant information in exams.
Objective and Essay Test
How to construct objective & essay test?
The strengths of objective & essay test.
The weaknesses of objective & essay test.
How to assess essay test?
Blueprint of exam questions
This document provides guidelines for developing a blueprint for the 1st Professional Examination of the MD Program at Universiti Putra Malaysia. It defines what a blueprint is and its purposes, which include providing an overview of the exam format and content areas. The document outlines the structural components of a blueprint, which include tables showing exam question types and weightings, topics and learning objectives, and the number and distribution of questions. It emphasizes ensuring content validity and coverage of learning objectives. Developing a blueprint can guide students' learning approaches and influence how assessment defines the curriculum.
Nature of Interpretation: Norm referenced, Criterion referenced
The document discusses criterion-referenced assessment and norm-referenced assessment. Criterion-referenced assessment measures student learning against a predetermined standard or level of achievement, regardless of other students' performance. Norm-referenced assessment compares a student's performance to others in the same testing group. It is used to rank students but does not indicate if they achieved a set standard. The document outlines the key differences between the two types of assessment and their respective purposes.
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Alternative assessment, portfolios, journals, interviews
Alternative assessment, portfolios, journals, interviews
evaluationinthemultigradeclassroom-180215051805.pdf
evaluationinthemultigradeclassroom-180215051805.pdf
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Lesson-3-Different-Classifications-of-Assessment (1).pptx
SocSci 203_Preparation for Effective Instruction_M.BUO.pptx
SocSci 203_Preparation for Effective Instruction_M.BUO.pptx
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Should wizard hit mommy
The story deals with a child's view of the world and the difficult moral questions she raises during her story sessions with her father. It also raises the issue whether parents should decide for their children or children should decide for themselves.
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A POSTER conveys a social message in an eye-catching way. A poster should be visually attractive and readable from a distance. Posters are extensively used by NGOs, political parties, government departments, etc.
Reading section & note making
The passage discusses the key differences between classical Chinese landscapes and Western landscapes in paintings. In classical Chinese landscapes, there is no single viewpoint and the landscape is meant to be entered from any point rather than reproducing an actual view. It allows the viewer to travel through the painting at their own pace through a horizontal scroll. The landscape represents an inner spiritual space rather than a real one. Shan shui, meaning mountain water, represents the landscape and the interaction between the Yin and Yang forces of nature. The empty space between the mountains and water is an important third element, similar to the suspension of breath in yoga, where meditation occurs. In this empty space, man acts as the connector between heaven and earth, playing a fundamental role in
English core class xi syllabus and deleted lessons with question paper pattern
This document outlines the syllabus and question paper pattern for Class XI English Core for the 2020-2021 school year. It provides details on the prescribed textbooks, chapters to be covered, and sections that will be assessed on the exam. The exam will consist of three sections - Reading Comprehension, Writing Skills, and Literature Textbooks. Reading Comprehension will include multiple choice questions on passages, note-making, and summarization. Writing Skills will assess short writing tasks, letter/speech writing, and grammar. Questions will be asked on prose, poetry and drama extracts from the textbooks Hornbill and Snapshots.
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The central theme deals with poverty, education and childhood.
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Debate is not a lecture or speech. One debater presents the view in favour of the motion (topic) and the other debater presents the views against the motion.
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Writing section English CBSE Class XI & XII
Here is a draft formal invitation from Faiz/Falak Mazumdar for the golden wedding anniversary dinner of his/her grandparents:
Faiz/Falak Mazumdar
39, Udampur Colony
Shimla
18 March, 20XX
Dear family member,
Faiz/Falak Mazumdar requests the pleasure of your company at the grand dinner to celebrate the golden wedding anniversary of his/her grandparents Mr. and Mrs. Mazumdar.
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Your gracious presence will honour the occasion. Please confirm your attendance at your
SAME BUT DIFFERENT
This document discusses homonyms and homophones, which are words that are pronounced the same but differ in meaning. Homonyms are words that share the same spelling and pronunciation but have different meanings, due to having different origins. All homonyms are homophones, but not all homophones are homonyms, as some homophones are spelled differently. The document proposes teaching students about homonyms and homophones through group activities like using flashcards with homonyms and making a list of homophones and homonyms. It also asks the reader to find out about homographs.
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Strategies for preparing question papers
- 1. STRATEGIES FOR PREPARING QUESTION PAPERS B Y : A S H W I N I K U M A R
- 2. Q.P. IS VERY IMPORTANT BASIC TOOL FOR EVALUATION • A question paper measures the change in the level of students’ knowledge. • It meets the objectives of the examination. • It helps teachers to analyze students’ performance. • It provides support to improvise teaching techniques. • It helps in taking suitable help from the parents of the students. • Students analyze their strong and weak areas.
- 3. 1 . W h o i s s e t t i n g t h e Q u e s t i o n P a p e r … . . 2 . W h a t i s r e q u i r e d i n t h e q u e s t i o n p a p e r 3 . H o w m u c h c o n t e n t t o c o v e r 4 . L a y o u t o f q u e s t i o n p a p e r 5 . T i m e 6 . M a x i m u m m a r k s 7 . S p l i t u p o f m a r k s a n d s y l l a b u s 8 . B l u e p r i n t o f q u e s t i o n p a p e r 9 . E v a l u a t i o n s c a l e s / M a r k i n g S c h e m e POINTS TO PONDER
- 4. PAPER SETTER Plays very IMPORTANT role in preparing question paper. Must put himself/herself in the SHOES OFTHE STUDENTS. Must justify the TYPE, LEVEL & DURATION of questions. Must have FULL KNOWLEDGE of the Question Paper content area. Must ensure that the Question Paper helps and motivates the students to express with comfort. Must balance the TIME ALLOTMENT with CONTENT EXPECTED from the students.
- 5. COMPETENCIES: •COMPREHENSION BASED •APPLICATION BASED •KNOWLEDGE /MEMORY BASED •VALUE BASED IT IS REQUIREDTO PLANTHE QUANTUM OF CONTENT AND MARKS FORTHE FOLLOWING:
- 6. QUESTION PAPER MUST MEETTHE REQUIREMENTS OF ALL STUDENTS: •Slow Bloomers •Average •High Achievers
- 7. TYPES OF QUESTIONS: •One Word type questions. •Multiple ChoiceType questions. •Very short answer type questions. •Short answer type questions. •Long answer type questions. •Very long answer type questions.
- 8. INSTRUCTIONS FOR QUESTION PAPER ➢GENERAL INSTRUCTIONS ➢MAXIMUM TIME ➢MAXIMUM MARKS ➢NUMBER OF SECTIONS FOR SPECIFIC QUESTIONS ➢LANGUAGE SHOULD BE CLEAR AND EASYTO UNDERSTAND ➢WORD LIMIT ➢MARKS
- 9. PRECAUTIONS: • Length of the Question Paper • Pattern of the Question Paper • Language of the questions / instructions • Time management • Students’ comfort and level • No repetition of questions • No spelling mistakes
- 10. BLUE PRINT
- 11. EVALUATION PROMPTS • Marking Scheme should be prepared for the evaluators. • Question wise evaluation criteria / value points should be provided. • Marks for each question and sub-question must be properly split. EVALUATION MUST BE DONEWITH GREAT HONESTY, DEDICATION, INTIGRITY AND SERIOUSNESS
- 12. THANK YOU