This document discusses test design and different types of test items. It describes objective items like multiple choice, true/false, and matching as efficient for measuring factual knowledge. Essay questions allow for a more open-ended response but are less reliable and more difficult to score. The document provides guidance on writing high-quality test items, such as ensuring items are at appropriate difficulty levels, free from bias, and clearly communicate the task to be performed. The overall goal of test design should be to improve learning by measuring a variety of outcomes and having students view the test as a fair assessment of their achievement.
The document outlines guidelines for constructing subjective test items and essay test questions. It recommends starting with defined learning outcomes, limiting the subject matter, using verbs carefully to indicate what is being assessed, and situating learning objectives within a problem. It also suggests promoting feedback and training for students, keeping writing accessible, and being clear about grading criteria. The overall focus is on creating well-defined, clear, and focused assessment tools that effectively evaluate students' learning.
The document discusses test development and evaluation. It defines a test item as a specific task that test takers are asked to perform. It outlines the steps for preparing test items, which include writing items according to guidelines, selecting items based on a table of specifications, reviewing and editing items, arranging items, and deciding on scoring. The document also lists principles for preparing test items such as making sure items are appropriate for the learning outcomes and free from ambiguity, bias, and technical errors. Finally, it provides a sample table of specifications that outlines the test items to be included based on topics, objectives, and item types.
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
This document contains instructions and assignments for an English teaching course. It warns that plagiarism will result in zero marks and outlines the deadlines and requirements for two assignments. Assignment 1 involves discussing the position of English in Pakistan, problems of bilingualism and their solutions, language teaching methodologies with a focus on grammar translation, and listening and reading skills. Assignment 2 involves the essentials of good writing, importance of visual aids in teaching English with examples, understanding of assessment and differences between summative and formative assessment, steps of lesson planning, and important aspects of English vocabulary.
This document discusses different types of teacher-made assessment tools, including objective and essay tests. It provides details on various types of objective tests such as simple recall tests, completion tests, true-false tests, and constant alternative tests. Guidelines are provided for constructing different types of objective test items, with examples given for each type. The objective tests are designed to test factual knowledge through short answers that can be quickly scored.
The document discusses the purposes and types of tests. It explains that tests are used to assess student knowledge, provide feedback on teaching, and motivate learning. Some common types of test questions include multiple choice, true/false, matching, essay questions, and translations. When designing a test, the document recommends considering validity, clarity of instructions, difficulty level, and including a variety of question types. It also provides tips for administering tests such as announcing them in advance, maintaining a passive role during the test, and giving feedback after completion.
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
This document discusses test design and different types of test items. It describes objective items like multiple choice, true/false, and matching as efficient for measuring factual knowledge. Essay questions allow for a more open-ended response but are less reliable and more difficult to score. The document provides guidance on writing high-quality test items, such as ensuring items are at appropriate difficulty levels, free from bias, and clearly communicate the task to be performed. The overall goal of test design should be to improve learning by measuring a variety of outcomes and having students view the test as a fair assessment of their achievement.
The document outlines guidelines for constructing subjective test items and essay test questions. It recommends starting with defined learning outcomes, limiting the subject matter, using verbs carefully to indicate what is being assessed, and situating learning objectives within a problem. It also suggests promoting feedback and training for students, keeping writing accessible, and being clear about grading criteria. The overall focus is on creating well-defined, clear, and focused assessment tools that effectively evaluate students' learning.
The document discusses test development and evaluation. It defines a test item as a specific task that test takers are asked to perform. It outlines the steps for preparing test items, which include writing items according to guidelines, selecting items based on a table of specifications, reviewing and editing items, arranging items, and deciding on scoring. The document also lists principles for preparing test items such as making sure items are appropriate for the learning outcomes and free from ambiguity, bias, and technical errors. Finally, it provides a sample table of specifications that outlines the test items to be included based on topics, objectives, and item types.
Presentation regarding the definition of identification test; advantages & disadvantages; suggestions on how to make good tests.
Disclaimer: I do not claim ownership of the photos used in this slideshow.
This document contains instructions and assignments for an English teaching course. It warns that plagiarism will result in zero marks and outlines the deadlines and requirements for two assignments. Assignment 1 involves discussing the position of English in Pakistan, problems of bilingualism and their solutions, language teaching methodologies with a focus on grammar translation, and listening and reading skills. Assignment 2 involves the essentials of good writing, importance of visual aids in teaching English with examples, understanding of assessment and differences between summative and formative assessment, steps of lesson planning, and important aspects of English vocabulary.
This document discusses different types of teacher-made assessment tools, including objective and essay tests. It provides details on various types of objective tests such as simple recall tests, completion tests, true-false tests, and constant alternative tests. Guidelines are provided for constructing different types of objective test items, with examples given for each type. The objective tests are designed to test factual knowledge through short answers that can be quickly scored.
The document discusses the purposes and types of tests. It explains that tests are used to assess student knowledge, provide feedback on teaching, and motivate learning. Some common types of test questions include multiple choice, true/false, matching, essay questions, and translations. When designing a test, the document recommends considering validity, clarity of instructions, difficulty level, and including a variety of question types. It also provides tips for administering tests such as announcing them in advance, maintaining a passive role during the test, and giving feedback after completion.
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
The document discusses matching type tests, which measure a learner's ability to identify relationships between sets of items. A matching type test presents two columns, with the first column (premises) numbered and the second column (responses) labeled with capital letters. It is effective for content with parallel concepts and can measure knowledge of terms and definitions, objects and labels, causes and effects, and other relationships. Advantages are objective measurement and comparing ideas, but it may overestimate learning due to guessing and be limited to lower understanding levels. The document provides rules for constructing matching type tests, such as putting more words in column A, arranging column B logically, using numbers for column A and letters for column B, and avoiding patterns in correct
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
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.
Topic: Objective Types Items
Student Name: Kaleemullah
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
A question paper tests how well a student can demonstrate that they have acquired the knowledge, understanding and skills set out in the specification.
This document discusses 14 different types of tests:
1. Objective and subjective tests which have clear or subjective answers.
2. Speed, progress, public, school, standardized, and normal tests which measure different aspects of performance and knowledge.
3. Written, oral, announced, drop, classroom, and home tests which are given and completed in various formats.
4. Closed-book and open-book tests which allow or disallow reference materials.
Revolutionary critical pedagogy in langauge educationMohamed Benhima
This document outlines a presentation on Revolutionary Critical Pedagogy in language teaching and learning. It provides background on critical theory, critical pedagogy, and revolutionary critical pedagogy. Revolutionary critical pedagogy views schools as sites of ideological struggle and aims to change the nature of schooling and wider society. It criticizes the "banking" concept of education and standardized testing. While revolutionary in nature, it has been criticized by some as more philosophical than practical. Overall, language teaching approaches have shifted from descriptive to more critical views, including critical pedagogy and revolutionary critical pedagogy.
This rubric provides criteria for assessing students' journal responses, including writing in complete sentences, answering questions with multiple sentences, and responding through self-questioning, retelling, predicting, or assuming a character's role. Students will also be evaluated on clearly expressing their experiences and opinions, as well as working with peers to develop combined responses. Scores range from excellent to poor based on error levels and understanding demonstrated.
This document discusses assessment of learning and different types of tests used to evaluate student learning. It describes formative and summative assessments, as well as standardized, criterion-referenced, and norm-referenced tests. The stages of test construction are outlined, including planning, trying out drafts, establishing validity and reliability, and interpreting scores. Guidelines are provided for constructing different types of tests such as objective, essay, and recognition tests. The advantages and disadvantages of objective and essay tests are also compared.
Language testing (Testing Vocabulary)-Adapted from MadsenMelva Simangunsong
The document discusses different types of vocabulary tests:
1. Limited response tests involve students giving simple physical or verbal responses to demonstrate understanding of vocabulary words. They are good for beginners and avoid skills like reading/writing.
2. Multiple choice completion tests present sentences with a missing word and students select the correct word from options. They provide context but can be difficult to construct and allow cheating.
3. Multiple choice paraphrase tests underline a word in a sentence and students choose its closest meaning from options. They are easier to score but hard to find good synonyms.
4. Simple completion tests require students to write missing words that appear in example sentences. They reflect teaching approaches but fewer words can be tested
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Explain how to connect the specific assessment to instruction.
Connect an assumption and principle from Ch. 8 of Bilingual and ESL Classrooms to an assessment in each article
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Test Assembling (writing and constructing)Tasneem Ahmad
The document provides guidelines for assembling and constructing different types of test items, including multiple choice, true/false, matching, fill-in-the-blank, and essay questions. It discusses arranging items in order of difficulty and by similar format. The guidelines recommend writing clear stems and response options that avoid tricks and irrelevant clues. The document also includes a checklist for assembling the final test to ensure a consistent and fair evaluation of students.
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.
Testing writing (for Language Teachers)Wenlie Jean
The document discusses the key considerations for properly testing writing ability. It identifies four main problems in testing: 1) using representative tasks, 2) eliciting valid writing samples, 3) ensuring scores are valid and reliable, and 4) providing feedback. For each, it outlines various factors that test designers should take into account such as specifying all content domains, including a representative task sample, restricting candidates, using appropriate scoring scales, and calibrating scorers. The goal is to develop writing tests that accurately measure students' abilities.
This document provides an overview of different types of objective test items including true/false, matching, multiple choice, and completion test items. It discusses the key characteristics of each type of item and provides suggestions for writing effective items. Some key points include:
- True/false items should avoid absolute terms and be clearly true or false without qualifications. Matching items should have homogeneous options and unambiguous questions.
- Multiple choice items should have a clear stem and plausible distractors. The correct answer should be the only logically correct choice.
- Completion items should require a single-word answer and omit only key terms.
- Advantages of objective items include ease of scoring and ability to test a wide range
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
There is no single best assessment method or one that is appropriate for all types of learning, as the best method depends on the lesson objectives. The document discusses various assessment methods and their appropriateness. Traditional methods like written responses and oral questioning assess familiar skills but authentic methods like performance tests better evaluate if students learned intended skills. While most used were written responses and oral questioning, incorporating different methods like performance tests can uniquely assess learning.
The document provides guidance on developing paper and pencil tests, including defining their purpose, outlining the steps to create them, and suggesting item formats and guidelines for writing effective questions. It discusses determining test coverage, preparing item specifications tables, and guidelines for developing different item formats like multiple choice, matching, and essay questions. The goal is to design assessments that accurately measure student learning based on the specifications in the K-12 curriculum.
This rubric provides criteria for assessing a student's speaking skills in five areas: pronunciation, delivery and attitude, content, fluency, and grammar. Points are awarded on a scale from 1 to 4 in each area based on the number of errors or level of confidence. Additional criteria in vocabulary assess a student's use of preferences, qualifiers, connectors, and redundancy. The total possible score is 24 points.
Certified Compliance Professional - August 2015 Nairobi (4)chemutai carol
The document advertises a Certified Compliance Professional (CCPTM) training course to be held from August 24-28, 2015 at the Hilton Hotel in Nairobi, Kenya. The 5-day course will provide an overview of compliance and is aimed at executives, compliance officers, managers, professionals, risk managers, legal advisers, auditors and audit managers. Attendees will learn about defining compliance, regulatory environments, money laundering, corporate governance, ethics, and developing compliance programs. The course is taught using case studies and role playing and will certify attendees as Compliance Professionals upon successful completion of an examination.
The document provides an overview of the history of information and communication technology (ICT) from ancient times to the present. It discusses early forms of communication like writing systems and libraries in ancient civilizations. It then covers the mechanical age with developments like the printing press and slide rules. The electro-mechanical age saw innovations in telecommunication like the telegraph and telephone. The electronic age discusses early computers using vacuum tubes and the development of stored-program computers. It outlines the four generations of digital computing from vacuum tubes to microprocessors on a single chip.
The document discusses matching type tests, which measure a learner's ability to identify relationships between sets of items. A matching type test presents two columns, with the first column (premises) numbered and the second column (responses) labeled with capital letters. It is effective for content with parallel concepts and can measure knowledge of terms and definitions, objects and labels, causes and effects, and other relationships. Advantages are objective measurement and comparing ideas, but it may overestimate learning due to guessing and be limited to lower understanding levels. The document provides rules for constructing matching type tests, such as putting more words in column A, arranging column B logically, using numbers for column A and letters for column B, and avoiding patterns in correct
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
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.
Topic: Objective Types Items
Student Name: Kaleemullah
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
A question paper tests how well a student can demonstrate that they have acquired the knowledge, understanding and skills set out in the specification.
This document discusses 14 different types of tests:
1. Objective and subjective tests which have clear or subjective answers.
2. Speed, progress, public, school, standardized, and normal tests which measure different aspects of performance and knowledge.
3. Written, oral, announced, drop, classroom, and home tests which are given and completed in various formats.
4. Closed-book and open-book tests which allow or disallow reference materials.
Revolutionary critical pedagogy in langauge educationMohamed Benhima
This document outlines a presentation on Revolutionary Critical Pedagogy in language teaching and learning. It provides background on critical theory, critical pedagogy, and revolutionary critical pedagogy. Revolutionary critical pedagogy views schools as sites of ideological struggle and aims to change the nature of schooling and wider society. It criticizes the "banking" concept of education and standardized testing. While revolutionary in nature, it has been criticized by some as more philosophical than practical. Overall, language teaching approaches have shifted from descriptive to more critical views, including critical pedagogy and revolutionary critical pedagogy.
This rubric provides criteria for assessing students' journal responses, including writing in complete sentences, answering questions with multiple sentences, and responding through self-questioning, retelling, predicting, or assuming a character's role. Students will also be evaluated on clearly expressing their experiences and opinions, as well as working with peers to develop combined responses. Scores range from excellent to poor based on error levels and understanding demonstrated.
This document discusses assessment of learning and different types of tests used to evaluate student learning. It describes formative and summative assessments, as well as standardized, criterion-referenced, and norm-referenced tests. The stages of test construction are outlined, including planning, trying out drafts, establishing validity and reliability, and interpreting scores. Guidelines are provided for constructing different types of tests such as objective, essay, and recognition tests. The advantages and disadvantages of objective and essay tests are also compared.
Language testing (Testing Vocabulary)-Adapted from MadsenMelva Simangunsong
The document discusses different types of vocabulary tests:
1. Limited response tests involve students giving simple physical or verbal responses to demonstrate understanding of vocabulary words. They are good for beginners and avoid skills like reading/writing.
2. Multiple choice completion tests present sentences with a missing word and students select the correct word from options. They provide context but can be difficult to construct and allow cheating.
3. Multiple choice paraphrase tests underline a word in a sentence and students choose its closest meaning from options. They are easier to score but hard to find good synonyms.
4. Simple completion tests require students to write missing words that appear in example sentences. They reflect teaching approaches but fewer words can be tested
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Explain how to connect the specific assessment to instruction.
Connect an assumption and principle from Ch. 8 of Bilingual and ESL Classrooms to an assessment in each article
Locate three articles written within the last 5 years that discuss the assessment of English language learners. Find one article each for the local, state, and national levels.
State whether you agree or disagree with the articles’ evaluations and explain your reasoning.
Discuss the purpose of assessment at the three different levels.
Test Assembling (writing and constructing)Tasneem Ahmad
The document provides guidelines for assembling and constructing different types of test items, including multiple choice, true/false, matching, fill-in-the-blank, and essay questions. It discusses arranging items in order of difficulty and by similar format. The guidelines recommend writing clear stems and response options that avoid tricks and irrelevant clues. The document also includes a checklist for assembling the final test to ensure a consistent and fair evaluation of students.
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.
Testing writing (for Language Teachers)Wenlie Jean
The document discusses the key considerations for properly testing writing ability. It identifies four main problems in testing: 1) using representative tasks, 2) eliciting valid writing samples, 3) ensuring scores are valid and reliable, and 4) providing feedback. For each, it outlines various factors that test designers should take into account such as specifying all content domains, including a representative task sample, restricting candidates, using appropriate scoring scales, and calibrating scorers. The goal is to develop writing tests that accurately measure students' abilities.
This document provides an overview of different types of objective test items including true/false, matching, multiple choice, and completion test items. It discusses the key characteristics of each type of item and provides suggestions for writing effective items. Some key points include:
- True/false items should avoid absolute terms and be clearly true or false without qualifications. Matching items should have homogeneous options and unambiguous questions.
- Multiple choice items should have a clear stem and plausible distractors. The correct answer should be the only logically correct choice.
- Completion items should require a single-word answer and omit only key terms.
- Advantages of objective items include ease of scoring and ability to test a wide range
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
There is no single best assessment method or one that is appropriate for all types of learning, as the best method depends on the lesson objectives. The document discusses various assessment methods and their appropriateness. Traditional methods like written responses and oral questioning assess familiar skills but authentic methods like performance tests better evaluate if students learned intended skills. While most used were written responses and oral questioning, incorporating different methods like performance tests can uniquely assess learning.
The document provides guidance on developing paper and pencil tests, including defining their purpose, outlining the steps to create them, and suggesting item formats and guidelines for writing effective questions. It discusses determining test coverage, preparing item specifications tables, and guidelines for developing different item formats like multiple choice, matching, and essay questions. The goal is to design assessments that accurately measure student learning based on the specifications in the K-12 curriculum.
This rubric provides criteria for assessing a student's speaking skills in five areas: pronunciation, delivery and attitude, content, fluency, and grammar. Points are awarded on a scale from 1 to 4 in each area based on the number of errors or level of confidence. Additional criteria in vocabulary assess a student's use of preferences, qualifiers, connectors, and redundancy. The total possible score is 24 points.
Certified Compliance Professional - August 2015 Nairobi (4)chemutai carol
The document advertises a Certified Compliance Professional (CCPTM) training course to be held from August 24-28, 2015 at the Hilton Hotel in Nairobi, Kenya. The 5-day course will provide an overview of compliance and is aimed at executives, compliance officers, managers, professionals, risk managers, legal advisers, auditors and audit managers. Attendees will learn about defining compliance, regulatory environments, money laundering, corporate governance, ethics, and developing compliance programs. The course is taught using case studies and role playing and will certify attendees as Compliance Professionals upon successful completion of an examination.
The document provides an overview of the history of information and communication technology (ICT) from ancient times to the present. It discusses early forms of communication like writing systems and libraries in ancient civilizations. It then covers the mechanical age with developments like the printing press and slide rules. The electro-mechanical age saw innovations in telecommunication like the telegraph and telephone. The electronic age discusses early computers using vacuum tubes and the development of stored-program computers. It outlines the four generations of digital computing from vacuum tubes to microprocessors on a single chip.
The document outlines 3 skills tests to measure speed, velocity, and acceleration. The first test is a 5-minute jog around a basketball court to test stamina. The second test is a 30-meter dash to measure how fast a person can run that distance. The third test is a 3-minute lateral drill around a half basketball court to test side-to-side movement speed. Each test includes an illustration of the activity layout and descriptions of what will be measured.
An introduction to the EduSports Assessment executed in over 350 schools in India. More than 2,25,000 children are now getting a report card on physical fitness and sports skills. Let's build a healthier and fitter generation of kids!!
This document provides an overview of the structure and content of an elementary education certification exam. It describes the five sections of the exam which cover language arts and reading, social science, physical education and arts, science and technology, and mathematics. For each section, it lists the competencies and skills that will be assessed, provides sample questions testing those skills, and gives the answers. The document is intended to help examinees prepare for the test by familiarizing them with what will be covered.
The document describes a proposed "Skill Evaluation and Testing System" project. It would allow freelancers to take online skills tests through a web application, administered by a Dubai-based software development firm called Gteamz, to help evaluate candidates for potential job assignments. The project would use Java-related technologies like Java, JSP, Servlets, MySQL and follow best practices like an MVC architecture. It outlines the workflow, which includes candidate registration, login, automated test administration and evaluation, and admin review of candidate profiles. Diagrams include use cases, sequence diagrams, activity diagrams, ER diagrams and class diagrams to visually depict the system design and relationships between entities.
Test & evaluation = the knowledge factorySergey Tozik
Test & Evaluation (T&E) is presented in the prespective of knowledge creation, distribution, absorbtion and management. Possible "soft tools" are derived from the insight of the sciences of learning and knowledge management.
This document contains instructions for an activity to test knowledge about business concepts. It lists 10 multiple choice questions about topics like the definition of a business, the purposes of business activity, the factors of production, specialization, functional areas of a business, business sectors, and how the structure of business sectors has changed over time. The activity directs participants to answer the questions within 5 minutes each without copying them down, as the questions are in the same order as in their textbook on page 16.
This document discusses achievement tests and provides information on three specific achievement tests: the PIAT-R/NU, WRAT4, and WIAT-III. It summarizes key features of each test including subtests, scores, norms, reliability, and validity. The PIAT-R/NU provides norm-referenced scores across academic areas but has outdated norms and validity data. The WRAT4 is a brief, individually administered test with adequate reliability for screening but could benefit from additional validity evidence. The WIAT-III is a diagnostic, norm-referenced test with strong reliability and validity evidence across multiple academic domains.
This document discusses the 4 Quadrants training design approach, which divides training into four sections: Open, Explain, Practice, and Reflect. The Open section involves introductory activities like icebreakers. Explain focuses on teaching methods like demonstration and examples. Practice provides opportunities for hands-on activities and role playing. Reflect allows for evaluating learning application and personal reflection. The document recommends tailoring activities in each quadrant to audience needs and providing different durations based on the training objectives of skill or knowledge building.
Skill tests for basketball. measurement and assessment in Physical EducationUsman Khan
This slide includes a few simple field test for assessing basketball skills. theses tests includes Johnson basketball test and Stroup basketball test. it will help the teachers of PE and coaches of the game to find the talent. I hope it will help some. your feedback would be appreicaited.
This document describes the Friedel Field Hockey Test, a skills test proposed in 1956 consisting of receiving and dribbling a ball to designated lines within a marked test area. The test involves 10 trials from both the right and left sides, with the subject receiving a rolled ball in a target area, dribbling it to the end line, returning it by driving it back to the starting line, and having their time recorded. Scores are determined by taking the mean time of all trials.
Checklists rating scales Rubrics for PreschoolCleo Leuterio
This document discusses checklists, their purposes, uses, and design. Checklists are made up of learning objectives or developmental indicators. They are used to understand development, provide a framework for curriculum, and assess learning. Checklists for infants/toddlers track physical, cognitive, and social development, while those for older children focus more on academics. Checklists can also assess children with delays. Well-designed checklists clearly identify skills, list behaviors separately, organize items by difficulty, and provide a method for recording results.
Se guardiamo oltre la meccanica, il TDD è una tecnica complessa perché richiede molteplici skill. Da principiante dopo l’implementazione di poche storie ti imbatti nel problema dei test che si rompono ad ogni refactoring, è arrivato il momento di migliorare i propri skill di scrittura dei test. Nel talk analizzeremo la struttura dei test, quali sono le bad smell più comuni e come porvi rimedio.
This document provides evaluation criteria for selecting automated test tools. It recommends evaluating criteria like object recognition abilities, platform support, recording and playback of browser and Java objects, scripting languages, debugging support, and more. The goals are to reduce the effort of evaluating tools and ensure they meet an organization's specific testing needs, environments, and skill levels. Over 80 hours may be needed to fully evaluate each tool against the outlined criteria.
Dynamic assessment of academic writing: macro-Theme and hyper-ThemePrithvi Shrestha
This document discusses a study that explored using dynamic assessment to enhance students' academic writing development. Dynamic assessment is based on Vygotsky's sociocultural theory and involves assessing students within mediated learning interactions. The study analyzed students' writing assignments using systemic functional linguistics to examine macro-themes and hyper-themes. The findings showed that the dynamic assessment approach helped both students improve these elements of their writing and perceive the process more positively compared to traditional assessment.
Prof. Dr. Abdul Waheed Mughal presented on training methods and theories as well as training planning. He discussed various approaches to employee development and how organizations can structure training initiatives. The presentation provided high-level information to help attendees understand effective workforce learning strategies.
The document discusses evaluating student performance in training programs. It describes both external evaluation, where instructors evaluate students' knowledge, skills, and attitudes through tests and other assessments, and student self-evaluation, where students assess their own learning and progress. For self-evaluation, the document explains that students self-assess, self-correct, reflect on, and direct their own learning. It provides suggestions for course design elements that can support student self-evaluation, such as pre- and post-course assessments, practice problems with feedback, and opportunities for student reflection and feedback.
This document discusses observation and rating scales in education. It begins by defining observation as employing listening and seeing a situation or individual behavior. The advantages of observation include understanding non-verbal behavior and making diagnoses to improve teaching. Some limitations are subjective judgments and not observing unconscious behaviors. Rating scales are devices to judge traits not detectable by tests. Types include qualitative, descriptive, and percentage scales. Advantages include supplementing other methods and providing progress updates, but difficulties include subjectivity and central tendency errors. In conclusion, observation and rating scales can be useful evaluation tools for teachers when used properly.
introduction to curriculum and foundations of curriculum updated.Usman Khan
The document discusses various foundations and concepts of curriculum. The traditional concept viewed curriculum as a static course of study focused on memorization, while the modern concept sees it as a dynamic set of planned learning activities. An Islamic concept defines curriculum as a body of knowledge to prepare individuals for worship and worldly affairs, based on the Quran. Curriculum needs to be developed based on philosophical, psychological, sociological, and historical foundations to achieve educational goals and meet the needs of both students and society.
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
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.
Assessment is used to determine if educational objectives have been achieved. It can be formative or summative and is related to course learning objectives. Assessment measures how a student's knowledge, skills, and attitudes have changed due to academic experiences. Methods of assessment have strengths and flaws according to reliability, validity, impact on learning, acceptability, and costs. Assessment can have intended and unintended consequences like encouraging cramming over reflective learning. Characteristics of good assessment include relevance, validity, reliability, and objectivity. This document provides guidelines for creating effective essay questions, including using action verbs, structuring questions, and developing rubrics for grading.
This document discusses assessment in learning and various types of tests used to evaluate student learning. It describes different ways to classify tests, such as oral versus written tests, and objective versus subjective tests. The document outlines the key characteristics of formative, summative, diagnostic, and standardized tests. It also discusses important criteria for developing good tests, such as validity, reliability, and objectivity. Different scoring methods and statistical measures used to analyze test results are presented, such as frequency distributions and measures of central tendency like the mean.
This presentation discusses different types of essay tests, including restricted response and extended response questions. Restricted response questions limit the scope and content of the response, while extended response questions give students more freedom in their answers. The presentation provides examples of each type and discusses their advantages and limitations. Guidelines are provided for constructing essay questions, scoring responses, and dealing with issues like bluffing. Suggestions are also given for writing multiple choice questions.
This document discusses strategies for constructing effective multiple choice and essay exam questions. For multiple choice questions, key points include writing clear stems that present definite problems, using plausible distractors, and maintaining parallel structure in the alternatives. For essay questions, the document recommends designing questions to assess higher-order thinking, providing grading criteria, and using both extended and restricted response questions. The advantages of essay questions include allowing for complex reasoning, but they are more time-consuming to score and can disadvantage poor writers.
This document discusses different types of assessment tools and techniques. It describes subjective and objective assessment types. Subjective types include extended response/essay questions which give students freedom in their responses but can be time consuming to score. Objective types include supply questions, selection questions, and multiple choice questions. Supply questions require students to write or supply an answer and include short answer and completion questions. Selection questions require students to select an answer from options given, including true/false questions, matching questions, and multiple choice questions which present a problem and potential solutions. The document provides examples and benefits and limitations of each type of assessment tool.
Essay type questions permit the pupil to respond by selecting, organizing, and presenting the facts he considers appropriate.
Essay type questions are a test containing questions requiring the students to respond in writing, it emphasizes recall rather than recognition of the correct alternative.
This document discusses various topics related to assessment of learning, including the key differences between measurement, evaluation, and testing. It also covers different types of tests such as subjective/essay tests, objective tests, teacher-made tests, diagnostic tests, formative tests, and summative tests. The document provides information on standardized tests, norms, criterion-referenced measures, and norm-referenced measures. It discusses important criteria for good examinations like validity, reliability, and objectivity. It also outlines the stages of test construction and major considerations when preparing a test.
This document discusses essay tests as an assessment method. It defines essay tests as those requiring extended written responses. It describes the key features and types of essay questions, including extended and restricted response questions. The document outlines the advantages and disadvantages of essay tests, and provides suggestions for developing, administering, scoring and evaluating essay tests effectively.
This document discusses assessment of learning and provides information on different types of tests used to evaluate student learning. It defines key terms related to assessment such as measurement, evaluation, formative and summative tests. The document also outlines classifications of tests, criteria for developing good exams, considerations in test construction, and pointers for constructing and scoring different types of tests such as recall, recognition, true-false and essay questions.
This document provides guidelines for writing effective essay questions to assess student learning. It defines essay questions and outlines the main types: restricted response and extended response. Guidelines are given for constructing clear questions that assess higher-order thinking and provide criteria for grading. Both advantages and disadvantages of essay questions are discussed. Overall, the document advocates that essay questions can effectively evaluate students' reasoning and analytical abilities when guidelines are followed to create valid, reliable and fair assessment.
Considerations in preparing relevant test itemsMohammad Yunas
The document discusses considerations for constructing relevant test items. It notes that tests should be designed based on clear objectives and specifications. Care must be taken to eliminate ambiguous, complex, or biased language in test items. Correct responses should not be unintentionally signaled through inconsistencies, associations, response length or location. Well-constructed tests focus on improving learning by measuring a variety of outcomes and being viewed by pupils as fair assessments of their achievement.
The document discusses various types of placement and achievement tests used to assess students and improve instruction. It describes the purposes and processes for developing different test formats, including essay, short answer, multiple choice, matching, rating scales, and checklists. The goal of placement tests is to accurately identify students' current learning levels and needs, while achievement tests measure progress and help evaluate curriculum and instruction.
This document discusses various concepts related to educational measurement and testing. It defines key terms like measurement, evaluation, tests, validity, reliability, and different types of tests. It provides details on constructing objective tests, including writing test items, establishing test validity and reliability, and interpreting test scores. It also discusses advantages and disadvantages of objective and essay tests. Additionally, it covers topics like measures of central tendency, frequency distributions, and calculating the mean, median and mode.
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
There are several types of objective items that can be used to test students' knowledge: matching tests, multiple choice tests, true/false tests, correct/incorrect tests, simple recall tests, best answer tests, completion tests, and classification tests. When constructing a test, teachers should identify the test objectives, decide which item types to use, prepare a table of specifications to ensure a balance of item difficulties, construct draft items, and perform an item analysis after a try-out with students. Essay items can also be used to test higher-order thinking and come in long response or limited response formats.
There are several types of objective items that can be used to test students' knowledge: matching tests, multiple choice tests, true/false tests, correct/incorrect tests, simple recall tests, best answer tests, completion tests, and classification tests. When constructing a test, teachers should identify test objectives, decide on the test type, prepare a table of specifications to ensure a balance of question types, construct draft test items, and perform item analysis after a try-out with students. Both matching and supply type items can be used, as well as essays requiring either long or limited responses from students.
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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land.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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2. TEST
A test is a means of measuring the knowledge, skills,
feelings, intelligence or aptitude of an individual or
group.
2
3. Test are divided into two categories:
Objective items
It is highly structured and requires the pupils to supply a word or two or to select the
correct answer from a number of alternatives.
Essay
questions
It permits the pupils to select, organize and present the answer in essay form.
3
4. The objective test items classified
into:
Supply types
that require the pupil to supply the answer.
Selection types
that require the pupil to select the answer from the nunmber of
alternatives.
4
5. Essay questions classified into:
Extended response type
In which people are given complete freedom in making their
responses.
Restricted response type
In which the nature, length or organization of the response is
limited.
5
6. Comparative advantages of objectives
and essay tests:
Objective test
Essay Test
Learning outcomes
measured
Efficient for measuring
knowledge of facts
Inefficient for measuring
knowledge of facts
Preparation of
questions
Large number of
questions is needed
A few questions are
needed
Sampling of course
content
Provides an extensive
Sampling of course
sampling of course
content is usually limited
content
Complete structuring of
Freedom to respond
task limits pupil to type of
response called for.
Control of pupil’s
response
6
7. Objective Test
Scoring
Influence on learning
Reliability
Objective scoring is
quick, easy and
consistent
Encourages pupil to
develop a
comprehensive
knowledge of specific
facts
High reliability is
possible
Eassy Test
Subjective scoring is
slow, difficult and
inconsistent
Encourages pupils to
concentrate on larger
units of subject matter
with special emphasis
Reliability is typically
low
7
8. Selecting the most appropriate item
types
Supply the answer
Selection type
•
Multiple-choice item
•
True-false item
•
Matching items
8
9. Consideration in preparing
relevant test items
STEP 1:
The purpose of the step should be determined.
STEP 2:
A set of specifications should be developed.
STEP 3:
The most appropriate item types should be selected.
STEP 4:
The test item should be constructed in accordance
with the specification developed during the preceding
steps.
9
10. Selecting Proper Item Difficulty
Item Difficulty
Item difficulty is expressed as the percentage of pupils
answering the item correctly.
Criterion-Referenced:
The difficulty of the items to be included in a classroom test
depends largely on whether the test is being designed to
describe the specific learning tasks pupils can perform.
Norm-Referenced:
To rank the pupils in order of their achievements.
10
11. Some Possible Barriers in Test Items:
>Ambiguous statements
>Excessive wordiness
>Difficult vocabulary
>Complex sentence structure
>Unclear instructions
>Unclear illustrative material
>Race, ethnic and sex bias
11
12. Some Common Clues in Test
Item:
Grammatical inconsistencies
Verbal associations
Specific determiners
Length of correct responses
Location of correct responses
12
13. General Suggestions for Writing Test
Items:
1.Use your test specifications as aguide to item writing.
2. Write more test items than needed.
3. Write the test items well in advance of the testing
date.
4. Write each test item so that it calls forth the
performance described in the intended learning
outcome.
13
14. 5. Write each test item so that the task to be performed
is clearly defined.
6. Write each test item at an appropriate reading level.
7. Write each item so that it does not provode help in
answering other items in the test.
8. Write each test item so that the answer is one that
would be agreed upon by experts
14
15. 9. Write each item so that it is at the proper level of
difficulty
10. Whenever a test item is revised, recheck its relevance
15
16. Focusing on improving learning and
instruction:
1.
Tests can have a desirable influence on pupil learning if attention
is paid to the breadth of content and learning outcomes
measured by the tests.
1.
Constructing tests that measure a variety of learning outcomes should
also lead to improved teaching procedures and thus indirectly to
improved pupil learning.
1.
Finally a test will contribute to improved teacher-pupil relations if pupils
view the test as a fair and useful measure of their achievement.
16