Test Construction1
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Testing is used to measure what learners know or can do. Tests inform both learners and teachers of strengths and weaknesses, and motivate learners to review material. They also help guide teaching and determine if learning objectives were achieved. Effective tests have clear, unambiguous instructions and questions, a reasonable time limit, and avoid bias or overlap of assessed content. Scoring should be standardized between examiners and moderated to reduce subjectivity.
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Subjective test
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.
Types of test questions
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.
Topic 7 Scoring, Grading and Assessment Criteria
The document discusses different approaches to scoring student writing, including objective and holistic scoring. It provides examples of how objective scoring assigns a numerical score to student essays based on errors. Holistic scoring involves assigning a single overall score based on general quality rather than separate scores for individual elements. The document also includes sample rubrics for holistic scoring of language exams and student assignments.
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Common test techniques
This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
types of test items
This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
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Subjective test
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.
Types of test questions
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.
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The document discusses different approaches to scoring student writing, including objective and holistic scoring. It provides examples of how objective scoring assigns a numerical score to student essays based on errors. Holistic scoring involves assigning a single overall score based on general quality rather than separate scores for individual elements. The document also includes sample rubrics for holistic scoring of language exams and student assignments.
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This document provides guidelines for constructing paper-and-pencil tests. It discusses general principles of testing such as measuring instructional objectives and ensuring validity and reliability. It also describes attributes of a good test, including validity, reliability, objectivity, scorability and administrability. The steps in constructing classroom tests are identified as identifying objectives, listing topics, preparing a table of specifications, selecting item types, writing items, sequencing items and preparing materials. Specific guidelines are provided for preparing the table of specifications, writing test items, and constructing multiple choice items.
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The document discusses different types of tests, their purposes, and characteristics. It describes screening, placement, proficiency, aptitude, diagnostic, achievement, and progress tests. Direct and indirect tests as well as discrete point and integrative tests are also defined. Guidelines for developing effective tests are provided, including moderating tasks, determining an appropriate level of difficulty, ensuring discrimination among learners, using a representative sample, avoiding overlap, providing clear instructions, considering timing, and avoiding bias in the layout. Moderation of marking schemes, standardization of examiners, and follow-up reviews are also recommended to help ensure tests achieve their intended purposes.
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This document discusses different types of tests used to assess student learning. It describes single-subject tests that evaluate individual subjects like math or language. It also discusses multi-subject standardized tests that measure learning across subjects based on grade-level norms. Another section covers alternative assessments like projects and portfolios that are designed by teachers. The document provides details on achievement tests, norm-referenced tests, criterion-referenced tests, and other test formats, purposes, and categories. It outlines characteristics of written tests using various question types as well as non-written tests involving physical performance.
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This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
types of test items
This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
Test techniques
This document provides guidelines for teachers on developing different types of test items, including selected-response items, constructed-response items, and guidelines for avoiding common testing issues. It discusses the advantages and disadvantages of selected-response items versus constructed-response items. Guidelines are provided for creating clear stems, alternatives, statements for different item types while avoiding patterns, clues, or other issues. Common testing problems are also outlined such as tests being too easy or difficult, insufficient items, redundancy, lack of measures or piloting.
Test construction
A 45-year-old male presents with
progressive difficulty in walking for the past 6
months. On examination, he has weakness of
both lower limbs, increased tone and brisk
reflexes. The most likely diagnosis is:
a) Guillain-Barré syndrome
b) Amyotrophic lateral sclerosis
c) Multiple sclerosis
d) Spinal muscular atrophy
Key: b
Multiple completion type
Stem is an incomplete statement with more
than one blank
Examinee has to select the appropriate
choice to complete the statement
Directions: Each question has four alternatives.
Select the most appropriate answer to complete
the statement
Power point for the techniques for constructing exam items
The document discusses techniques for constructing examination questions and assessing student learning. It covers constructing objective test items like multiple choice and matching, as well as subjective items like short answer and essays. Tips are provided for writing different item types and ensuring item-objective congruence. A variety of assessment options for different learning domains and continuous assessment techniques are also outlined.
Test construction edited
The document provides an overview of effective test construction and evaluation. It discusses principles of test construction, the steps to prepare test questions, and examples of different question formats including multiple choice, true/false, matching, and essay. The presentation emphasizes designing valid and reliable assessments that accurately measure student learning.
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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
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This document outlines various topics related to language testing, including types of tests, approaches to testing, validity and reliability, and achieving beneficial backwash effects. It discusses proficiency tests, achievement tests, and diagnostic tests. It also covers direct and indirect testing, norm-referenced and criterion-referenced testing, and objective and subjective testing. Validity is defined as accurately measuring the intended abilities, while reliability is consistency of results. Achieving beneficial backwash means testing abilities you want to foster and ensuring students and teachers understand the test.
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Module 4 slides
The document provides information on different types of assessment tools:
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2) Guidance is given on writing questions for each test type, including pointers on style, structure, and content.
3) References are provided on assessment and measuring student learning outcomes. The document aims to help in developing different assessment tools.
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Objective Types of test...
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The document discusses a placement test being administered to 500 newly admitted students at HCMC Industry and Trade College. It notes students come from different backgrounds and English proficiency levels vary greatly. The test aims to properly place students into appropriate English courses. A placement test is important for students, teachers and the school. It allows students to be challenged at their level, helps teachers design suitable lessons, and improves the school's educational quality overall. The document also provides details on test takers, their expected English knowledge, and common test task types.
Completion type of test
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
Objective test
Objective tests are tests where the scoring does not vary between examiners or over time. The answers are either correct or incorrect, with no partial credit. There are different types of objective test questions including recall, recognition, and context dependent. Objective tests have several merits such as allowing for extensive sampling of topics, objective scoring, saving time, and eliminating irrelevant factors from affecting scores. However, they also have limitations such as not being able to evaluate all objectives and the possibility of guessing answers correctly. The validity and reliability of objective tests can be improved by avoiding difficult words and clues to answers in questions.
Ppt on cognitive items, items types and computer based test items
This presentation covers cognitive items, types of test items, and computer-based test items. It discusses the cognitive domain of learning and different cognitive levels like knowledge, comprehension, application, analysis, synthesis, and evaluation. It describes direct and indirect test items, including multiple choice questions, cloze procedures, sentence transformation, reordering, and fill-ins. Computer-based testing allows for tests on computers, including items with audio, tables/graphs, math/science notation, response options, text, images, active objects, video/animation, and constructed responses involving text or math.
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Student Name: Jeejal Samo
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"Project Founder: Prof. Dr. Amjad Ali Arain
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Test items can be designed in various formats, with different formats having more validity and reliability than a single format like multiple choice. Common test formats include questions about reading or listening passages, true/false statements requiring evidence, multiple choice, fill-in-the-blank, matching, dictation, sentence rewriting, translation, and essay writing. Well-designed tests use a variety of formats to comprehensively assess different skills.
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The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
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Testing serves several purposes including informing learners and teachers of strengths and weaknesses, motivating learners, and determining if learning objectives have been achieved. Tests can be classified based on their purpose such as screening, placement, or achievement. They can also be classified based on their characteristics such as being direct or indirect, criterion-referenced or norm-referenced. Proper test design considers guidelines around moderating tasks, ensuring an appropriate level of difficulty, avoiding bias, and standardizing examiners.
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This document discusses testing and test construction. It begins by defining testing and tests, and outlines the main purposes of tests, including informing students of strengths and weaknesses, motivating review, and determining if learning objectives were achieved. It then describes different types of tests based on purpose (screening, proficiency, etc.) and characteristics (direct, indirect, objective, subjective). The document concludes by discussing guidelines for test construction, including moderating tasks, controlling difficulty levels, avoiding bias, and standardizing examiners to ensure a common criteria for scoring.
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Test techniques
This document provides guidelines for teachers on developing different types of test items, including selected-response items, constructed-response items, and guidelines for avoiding common testing issues. It discusses the advantages and disadvantages of selected-response items versus constructed-response items. Guidelines are provided for creating clear stems, alternatives, statements for different item types while avoiding patterns, clues, or other issues. Common testing problems are also outlined such as tests being too easy or difficult, insufficient items, redundancy, lack of measures or piloting.
Test construction
A 45-year-old male presents with
progressive difficulty in walking for the past 6
months. On examination, he has weakness of
both lower limbs, increased tone and brisk
reflexes. The most likely diagnosis is:
a) Guillain-Barré syndrome
b) Amyotrophic lateral sclerosis
c) Multiple sclerosis
d) Spinal muscular atrophy
Key: b
Multiple completion type
Stem is an incomplete statement with more
than one blank
Examinee has to select the appropriate
choice to complete the statement
Directions: Each question has four alternatives.
Select the most appropriate answer to complete
the statement
Power point for the techniques for constructing exam items
The document discusses techniques for constructing examination questions and assessing student learning. It covers constructing objective test items like multiple choice and matching, as well as subjective items like short answer and essays. Tips are provided for writing different item types and ensuring item-objective congruence. A variety of assessment options for different learning domains and continuous assessment techniques are also outlined.
Test construction edited
The document provides an overview of effective test construction and evaluation. It discusses principles of test construction, the steps to prepare test questions, and examples of different question formats including multiple choice, true/false, matching, and essay. The presentation emphasizes designing valid and reliable assessments that accurately measure student learning.
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
Types of Tests,
This document outlines various topics related to language testing, including types of tests, approaches to testing, validity and reliability, and achieving beneficial backwash effects. It discusses proficiency tests, achievement tests, and diagnostic tests. It also covers direct and indirect testing, norm-referenced and criterion-referenced testing, and objective and subjective testing. Validity is defined as accurately measuring the intended abilities, while reliability is consistency of results. Achieving beneficial backwash means testing abilities you want to foster and ensuring students and teachers understand the test.
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.
Module 4 slides
The document provides information on different types of assessment tools:
1) Multiple choice tests, true/false tests, matching tests, completion tests, cloze tests, and essay tests. Advantages and disadvantages of each type are discussed.
2) Guidance is given on writing questions for each test type, including pointers on style, structure, and content.
3) References are provided on assessment and measuring student learning outcomes. The document aims to help in developing different assessment tools.
Assembling The Test
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
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The document discusses the development of objective assessment tools. It begins by outlining the intended learning outcomes, which are to define concepts related to objective tests, develop valid and reliable objective tests, and evaluate objective tests. It then discusses the rationale for assessment, including improving student learning and teaching. The types of objective tests are defined, including selection and supply types. The steps in planning an objective test are outlined, including identifying test objectives, deciding on the test type, and preparing a table of specifications. Characteristics of good tests like validity and reliability are also discussed.
Objective Types of test...
This document discusses different types of tests used to assess students. It describes objective tests which can be scored reliably, including multiple choice questions, true/false, matching, and short answer items. Objective tests are easy to construct and score but encourage memorization. Subjective tests like essays allow more flexible answers but are harder to score reliably. Other tests discussed include proficiency, placement, achievement, aptitude, admission, progress and language dominance tests, each with a specific purpose in assessing students.
Placement test
The document discusses a placement test being administered to 500 newly admitted students at HCMC Industry and Trade College. It notes students come from different backgrounds and English proficiency levels vary greatly. The test aims to properly place students into appropriate English courses. A placement test is important for students, teachers and the school. It allows students to be challenged at their level, helps teachers design suitable lessons, and improves the school's educational quality overall. The document also provides details on test takers, their expected English knowledge, and common test task types.
Completion type of test
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
Objective test
Objective tests are tests where the scoring does not vary between examiners or over time. The answers are either correct or incorrect, with no partial credit. There are different types of objective test questions including recall, recognition, and context dependent. Objective tests have several merits such as allowing for extensive sampling of topics, objective scoring, saving time, and eliminating irrelevant factors from affecting scores. However, they also have limitations such as not being able to evaluate all objectives and the possibility of guessing answers correctly. The validity and reliability of objective tests can be improved by avoiding difficult words and clues to answers in questions.
Ppt on cognitive items, items types and computer based test items
This presentation covers cognitive items, types of test items, and computer-based test items. It discusses the cognitive domain of learning and different cognitive levels like knowledge, comprehension, application, analysis, synthesis, and evaluation. It describes direct and indirect test items, including multiple choice questions, cloze procedures, sentence transformation, reordering, and fill-ins. Computer-based testing allows for tests on computers, including items with audio, tables/graphs, math/science notation, response options, text, images, active objects, video/animation, and constructed responses involving text or math.
Subjective and Objective Test
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
authentic vs. traditional assessment
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
Evaluation, different types of test items
This document discusses different types of evaluation and test items used in education. It describes formative evaluation as used to provide feedback during instruction, while summative evaluation determines if instructional objectives were achieved and is used for grading. Objective test items include supply, selection, and matching questions, while short answer questions assess a few key points and essays measure higher-order thinking. Standardized tests have established norms and procedures, whereas teacher-made tests focus on class-specific content and objectives.
Test formats
Test items can be designed in various formats, with different formats having more validity and reliability than a single format like multiple choice. Common test formats include questions about reading or listening passages, true/false statements requiring evidence, multiple choice, fill-in-the-blank, matching, dictation, sentence rewriting, translation, and essay writing. Well-designed tests use a variety of formats to comprehensively assess different skills.
Developing Classroom-based Assessment Tools
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
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Power point for the techniques for constructing exam items
Power point for the techniques for constructing exam items
Ppt on cognitive items, items types and computer based test items
Ppt on cognitive items, items types and computer based test items
Similar to Test Construction1
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Testing serves several purposes including informing learners and teachers of strengths and weaknesses, motivating learners, and determining if learning objectives have been achieved. Tests can be classified based on their purpose such as screening, placement, or achievement. They can also be classified based on their characteristics such as being direct or indirect, criterion-referenced or norm-referenced. Proper test design considers guidelines around moderating tasks, ensuring an appropriate level of difficulty, avoiding bias, and standardizing examiners.
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PPT.Diagnostic Testing.pptx
Diagnosis means the careful and extensive observation
In Medicine : Diagnosis refers to careful and extensive observation of the patient under controlled conditions
In Education : Diagnosis refers to the process of determining the nature and causes of the educational difficulties.
Diagnostic Testing may be defined as testing or evaluation programme carried out by a teacher for diagnosing the nature and extent of the learning difficulties and behavioural problems of an individual student or group of students alongwith the inherent causes for chalking out suitable remedial programmes aimed to help them in getting rid of their difficulties and problems.
Three Phases:
Planning Phase
Construction Phase
Final try out (Administration and interpretation)
1. Planning Phase involves
Identifying the areas of weakness or learning difficulties,
Isolating a unit, sub-unit or concept for diagnosing in depth,
Content Analysis,
Determining the pre-requisite behaviour, Determining the expected behavior outcomes,
Deciding about the nature of the items of the test
2. Construction Phase involves
Planning and preparation of the test items (Preliminary Draft),
Writing and editing of the test items, Try out of the preliminary draft ,Item analysis, Formulation of the final form of the test (Final Draft)
3. Final Try Out (Administration and Interpretation) : The following points need to be kept in view:
The first task of the teacher is to win the confidence of the students and reassure them that test is to help them in the improvement of their learning rather than for declaring pass or fail.
It should be administered in a released environment.
Students should be seated comfortably.
Students should be asked not to consult each other while taking the test.
If any student is not able to follow something, he should be allowed to seek clarification from the teacher.
The teacher may ensure that the students taking the test attempt all questions.
Time schedule should not be enforced strictly, if any
If any student takes a little more time, he should be allowed to do so.
Error analysis
Error analysis stands for the analysis of the errors committed by the students with a purpose to
To diagnose their weaknesses and learning difficulties
To frame a suitable remedial programme
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This workshop covered assessment and evaluation in teaching. The goals were to raise awareness of their roles, analyze the interdependence of teaching and assessment, and practice different assessment techniques. Assessment involves collecting qualitative and quantitative information to increase quality, while evaluation makes a final judgment on performance or achievement measured by various tools. Formative assessment monitors learning for feedback, while summative assessment evaluates learning against standards and assigns grades. The document discussed differences between tests and assessments, reasons for testing, alternatives to testing like portfolios and self-assessment, grading, and types of feedback.
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The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
Assessment
This document discusses assessment in education. It defines assessment as a systematic process of gathering and interpreting data related to student learning and experience. The purposes of assessment include developing understanding of what students know and can do, designing programs to promote learning, providing feedback to students, and reporting to parents. The document outlines different types of assessments, strengths and weaknesses of various assessment methods, and the roles of teachers, students and others in assessment.
Students' Assessment for learning classroom activities.ppt
Students' Assessment for learning classroom activities
Assessment of-student-learning
This document discusses student assessment and the assessment process. It defines assessment as a systematic process of gathering data related to student learning to understand what students know and can do. The key points are that assessment is ongoing, uses multiple methods, criteria and standards, and provides evidence of student understanding. The assessment process involves setting aims, taking action through assessment, and making adjustments. Assessment is important to understand student knowledge, skills, processes, and motivation. It should involve teachers, students, peers, administrators and parents. The results of assessment should be used to improve instruction, provide feedback, and report on student progress.
Evaluation / Performance Measurement and Assessment
The document discusses assessment procedures including diagnostic, formative, and summative assessments. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work to see if students are progressing. Summative assessment makes judgments about student competence and provides feedback for parents in reports. The school's assessment policy for young students includes regular informal assessment of various skills and areas without formal tests.
Evaluation Performance Measurement and Assessment 1
The document discusses assessment procedures including diagnostic, formative, and summative assessment. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work to see if students are progressing. Summative assessment makes judgments about student competence and provides feedback for parents in reports. The school's assessment policy for young students includes regular informal assessment of various skills and areas without formal tests. Teachers use both formative and summative evaluation techniques including observation, questioning, tests, and student work. Evaluation plays an important role in planning by informing teachers on learning objectives, diagnosing errors, and allowing progress feedback.
Evaluation performance Measurement and Assessment
The document discusses assessment procedures including diagnostic, formative, and summative assessments. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work. Summative assessment makes judgments about student competence and provides feedback for parents. The school's assessment policy for young students includes regular informal assessment of various skills and areas of development without formal tests.
Testing teacher's hand testing & examiner guide 2018
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
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Informal Assessment
This document discusses informal assessment in language learning. It begins by defining informal assessment as a way of collecting student performance information in normal classroom conditions, without test conditions. It is done systematically over time through observation. The document notes that clear criteria are needed for assessment and feedback should be provided. It discusses assessing both linguistic and non-linguistic factors informally. Specific guidance is provided on informally assessing speaking, writing, and listening skills.
Testing Productive Skills
1. There are challenges in testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining reliable scores.
2. These problems can be addressed by setting appropriate tasks, restricting responses, selecting test formats, and developing reliable scoring criteria like analytic scales that separate different aspects of ability.
3. When developing tests, it is important to consider the purpose of the test and whether a holistic or analytic approach would be most appropriate and useful.
Condicionamiento Clásico
El documento explica los diferentes tipos de condicionamiento clásico, incluyendo condicionamiento incondicionado, condicionamiento condicionado y sus respuestas asociadas. También describe los procesos básicos del condicionamiento como la adquisición, extinción, recuperación espontánea, generalización y discriminación.
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The document discusses testing vocabulary and different formats for doing so. It describes what vocabulary is and how words are learned and organized in the mind. Various test formats are described such as multiple choice, matching, gap filling, and cloze tests. The most common recognition and production formats are outlined. Considerations for when to use each type are provided.
Testing Pronunciation
The document discusses various methods for testing pronunciation in English, including dictation, sound discrimination, sound comparison, sound definition, word stress identification, and identifying intonation patterns. It notes that while listening to students speak is ideal, alternatives are needed since direct testing is not always possible. A variety of testing techniques are proposed to evaluate students' pronunciation of segments, words, and sentences.
Testing Grammar
The document discusses various formats for testing grammar, including recognition (e.g. multiple choice, true/false) and production (e.g. sentence building, transformation). It notes advantages and disadvantages of different formats, and suggests they should provide context, require communicative responses to demonstrate meaning, and test production abilities, not just recognition. Picture-based and story-based activities are proposed to integrate testing grammar with communicative skills.
Testing Grammar
The document discusses various formats for testing grammar, including recognition (e.g. multiple choice, true/false) and production (e.g. sentence building, transformation). It notes advantages and disadvantages of different formats, and suggests they should provide context, require communicative responses to demonstrate meaning, and test production abilities, not just recognition. Picture-based and story-based activities are proposed to integrate testing of grammar knowledge and skills.
Test Construction
This document provides guidelines for constructing effective tests. It discusses what tests are used for, including motivating learners and guiding instruction. It also outlines specific guidelines for designing tests, such as using an appropriate sample of content, ensuring clarity of tasks, and allowing adequate timing. Tests should be designed to determine if learning objectives have been achieved and encourage improvement.
Item Analysis
The document defines key terms related to test item design such as stem, key, distracter, and normal item format. It discusses ideal characteristics of test items such as using a clear context and avoiding negative stems. Common problems in item design are outlined like non-homogeneous response options or difficulty stemming from instructions rather than the task. Guidance is provided on ensuring items have a single correct answer and assessing the intended language aspects. The importance of validity, reliability, practicality and backwash is covered.
Evaluacion ILE Introduction to the Course
This document discusses evaluation and assessment in the teaching of English as a foreign language. It covers:
1) The main concepts of evaluation, including four generations of evaluation and the differences between evaluation and assessment.
2) Characteristics of effective tests, including validity, reliability, and practicality. Tests should accurately measure what they intend to and produce consistent results while being practical.
3) Principles of test design, including guidelines for creating test items and different test formats. Communicative tests should be relevant, contextualized, meaningful, and authentic.
Evaluacón ILE Introduction to the Course
The document discusses evaluation and assessment in teaching English as a foreign language. It defines evaluation as making systematic value judgments using defined criteria, while assessment refers to collecting data to understand and improve education programs. It outlines different types of evaluation and assessment, including formal testing, informal assessment, and self and peer assessment. The purposes, importance, and characteristics of evaluation and assessment are described. Finally, it discusses principles of test design, communicative testing, and analyzing existing tests to design new assessments.
Presentation Validity & Reliability
The document discusses key qualities of measurement devices: validity, reliability, practicality, and backwash effect. It defines each quality and provides examples. Validity refers to what a test measures, and includes content, construct, criterion-related, concurrent, and predictive validity. Reliability is how consistent measurements are, including equivalency, stability, internal, and inter-rater reliability. Practicality means a test is easy to construct, administer, score and interpret. Backwash effect is a test's influence on teaching and learning.
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- 3. What is testing? It’s an activity whose purpose is to determine what learners can do or know about something. What is a test? It’s a formal instrument to measure what learners can do or know about something.