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.
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
Evaluation assessment & 2g curriculum a pril 26 2016Mr Bounab Samir
Salam,
The 3rd 2 g curriculum & evaluation meeting was about :
1- teachers and 1 G syllabus evaluation
2- 2 G and evaluation
3- changes occured in the new 2 G
4- Evaluation according to the 2G curirculum
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
-
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
Evaluation assessment & 2g curriculum a pril 26 2016Mr Bounab Samir
Salam,
The 3rd 2 g curriculum & evaluation meeting was about :
1- teachers and 1 G syllabus evaluation
2- 2 G and evaluation
3- changes occured in the new 2 G
4- Evaluation according to the 2G curirculum
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
-
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
طرائق التعـامل مع التلاميذ المشاغبين
السلام عليكم و رحمة الله تعالى و بركاته
تحية تربوية أخوية أزفها لكم - وبعد -
لقد شد انتباهي مايعاني منه أساتذتنا و معلمونا الأكارم المحترمين في تعاملهم مع الطلبة المشاغبين ،الشئ الذي جعلني أن أضع بين أيديهم خبرتي المتواضعة ،وما وجدته من بحوث ونتاج خبرات أهل الخبرة والإختصاص حول الطرائق التربوية الهادفة للتقليل من ظاهرة التشويش ،بغية جلب إنتباه التلاميذ في الطريق الإيجابي بدل السلبي وتثمين نشاطه الزائد فيما يفيده لا فيما يظره ويعرقل الحصة
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
طرائق التعـامل مع التلاميذ المشاغبين
السلام عليكم و رحمة الله تعالى و بركاته
تحية تربوية أخوية أزفها لكم - وبعد -
لقد شد انتباهي مايعاني منه أساتذتنا و معلمونا الأكارم المحترمين في تعاملهم مع الطلبة المشاغبين ،الشئ الذي جعلني أن أضع بين أيديهم خبرتي المتواضعة ،وما وجدته من بحوث ونتاج خبرات أهل الخبرة والإختصاص حول الطرائق التربوية الهادفة للتقليل من ظاهرة التشويش ،بغية جلب إنتباه التلاميذ في الطريق الإيجابي بدل السلبي وتثمين نشاطه الزائد فيما يفيده لا فيما يظره ويعرقل الحصة
Testing Is Only Part Of The Evaluation Of Learningnoblex1
Every time you ask a question in class, monitor a student discussion, or read a term paper, you are evaluating learning. Moreover, the evaluation process (whether it involves examinations or not) is a valuable part of the teaching process. The primary purpose of evaluation is to provide corrective feedback to the student, the secondary purpose is to satisfy the administrative requirement of ranking students on a grading scale.
Source: https://ebookschoice.com/testing-is-only-part-of-the-evaluation-of-learning/
Summary of testing language skills from theory to practice part one (hossein ...Sedigh (Sid) Mohammadi
Testing Language Skills from Theory to Practice part one (Hossein Farhady)
l
این کتاب برای دانشجویان رشته مترجمی و دبیری زبان انگلیسی در مقطع کارشناسی به عنوان منبع اصلی درس آزمون سازی زبان به ارزش 2 واحد تدوین شده است.
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Testing teacher's hand testing & examiner guide 2018
1. o
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Testing & Examiner Guide 8102
Mr.Samir Bounab
yellowdaffodil66@gmail.com
th
11-Do they require the learner to find answers in the text ort
deduce them from the context?
11- Do the vocabulary- related activities appear in a
meaningful context?
11- Do the grammar –related activities appear in a meaningful
Lycee Elbayrouni
Oued Esaemar – April 01th
8102- ALgiers
It is the “thing” or “product” that measures a particular
behavior or set of objectives. http://www.speechandlanguage.com
Testing Vs Assessment?
Teachers vs Testing:
Many teachers dislike preparing and grading exams, and most
students dread taking them. Yet tests are powerful
educational tools that serve at least four functions.
Why testing?
Yet tests are powerful educational tools that serve at least
four functions :
First, tests help you evaluate students and assesswhether
they are learning what you are expecting them to learn.
Second, well-designed tests serve to motivate students
Third, tests can help you understand how successfullyyou
are presenting the material.
Finally, tests can reinforce learning by providingstudents
with indicators of what topics or skills they have not yet
mastered and should concentrate on
Recommendations to examination designers
-When developing tests/ examinations, designers mustconsider
the following questions:
1- Are the exams in accordance with the exit profile of middle
school education?
1- Do they contain the three competencies (interact,interpret,
produce)?
1- Do they contain the values set out in the curriculum
(identity, national consciousness, citizenship, openness to the
world)?
4- Do they reflect the crosscurricular competencies
(intellectual, methodological, communicative, personaland
social)?
5- Are the activities in accordance with the concept matrixof
the curriculum in terms of global competencies, content ,
resources and descriptors?
6- Are there more grammar exercises than communicative
activities?
7- Are the themes and the vocabulary of the official
curriculum represented?
8- Do the assessment objectives match the learning
objectives? 9-Do the reading comprehension activities
measure the learner’s understanding of the text and/or his
general knowledge?
01- Are these activities repetitive ?creative?-
context?
14-Do the pronunciation activities appear in a meaningful
context?
15-Do the activities allow for the use of critical thinking or are
they merely referential ?
16-Are the activities assessing the writing skill in accordance
with the exit profile? Are they meaningful for the student?
71- Does the task at hand correspond to his level of
proficiency or is it beyond his cognitive abilities?
18-Are the tasks communication- oriented ?
11-Do the BEM questions cover an important part of the
curriculum?
12-Are the targeted competencies assessed objectively?
17- Are the assessors aware of the rubrics used by the
designers of exams?
11-Do they use assessment criteria (relevance, correct use of
language, coherence and
development) and indicators to measure students ‘
production?
11-Are they aware of the four levels of mastery of
competencies (maximum, minimum, partial or lack ofmastery
12 -Do they use these criteria when they assess the work of
learners?
Curriculum of English for Middle School Education May 1172
In conclusion:
when designing national examinations for the middle school,
it is important to:
a) target the learner’s exact level of performance.
b) Examinations must reflect the difficulty levels describedby
the descriptors in the curriculum.
c) Inspectors should supervise and assist teachers while
designing assessment tools which are conform to theBEM
examination materials.
d) It is evident that the assessment of learning should focuso
what was taught in class and based on explicit descriptors.
e) In addition, the situations should be close to what was don
in class in order not to confuse the learner, and must be
varied; they should test listening and reading comprehension,
speaking and written expression as well as the language skills
(grammar, vocabulary, pronunciation )
Source: Curriculum of English for Middle School Education May 1172
Many teachers have found it difficult to apply this six-level
taxonomy, and some educators have simplified and collapsed
the taxonomy into three general levels
The first category knowledge (recall or recognition of specific
information).
The second category combines comprehension and
application.
The third category is described as "problem solving,“
transferring existing knowledge and skills to new situations.
To measure knowledge (common terms, facts,
principles,procedures), ask these kinds of questions: Define,
Describe,Identify, Label, List, Match, Name, Outline,
Reproduce,Select, State. Example: "List the steps involved in
titration.“
by Mr Samir Bounab Yellowdaffodil66@gmail.com
2. e
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To measure comprehension (understanding of facts
andprinciples, interpretation of material), ask these kinds of
questions: Convert, Defend, Distinguish, Estimate, Explain,
Extend, Generalize, Give examples, Infer, Predict, Summarize.
Example: "Summarize the passage."
To measure application (solving problems, applying concepts
and principles to new situations), ask these kinds of questions:
Demonstrate, Modify, Operate, Prepare, Produce, Relate,
Show, Solve.
To measure analysis (recognition of unstated assumptions or
logical fallacies, ability to distinguish between facts and
inferences), ask these kinds of questions: Diagram,
Differentiate, Distinguish, Illustrate, Infer, Point out, Relate,
Select, Separate, Subdivide.
To measure synthesis (integrate learning from different areas
or solve problems by creative thinking), ask these kinds of
questions: Categorize, Combine, Compile, Devise, Design,
Explain, Generate, Organize, Plan, Rearrange, Reconstruct,
Revise, Tell.
To measure evaluation (judging and assessing), ask these
kinds of questions: Appraise, Compare, Conclude, Contrast,
Criticize, Describe, Discriminate, Explain, Justify, Interpret,
Support.
How to plan tests and exams?
Construction of Effective Exams
Prepare new exams each time you teach a course. Though it
is time-consuming to develop tests, a past exam may not
reflect changes in how you have presented the material or
which topics you have emphasized in the course. If you do
write a new exam, you can make copies of the old exam
available to students.
Make up test items throughout the term. Don't wait until a
week or so before the exam. One way to make sure the exam
reflects the topics emphasized in the course is to write test
questions at the end of each class session and place them on
index cards or computer files for later sorting. Software that
allows you to create test banks of items and generate exams
from the pool is now available
Cull items from colleagues' exams. Ask colleagues at other
institutions for copies of their exams. Be careful, though,
about using items from tests given by colleagues on your own
campus. Some of your students may have previously seen
those tests.
Consider making your tests cumulative. Cumulative tests
require students to review material they have already studied,
thus reinforcing what they have learned. Cumulative tests also
give students a chance to integrate and synthesize course
content
Prepare clear instructions. Test your instructions by asking a
colleague (or one of your graduate student instructors) to read
them.
Include a few words of advice and encouragement on the
exam. For example, give students advice on how much time to
spend on each section or offer a hint at the beginning of an
essay question or wish students good luck
Put some easy items first. Place several questions all your
students can answer near the beginning of the exam.
Answering easier questions helps students overcome their
nervousness and may help them feel confident that they can
succeed on the exam. You can also use the first few
questions to identify students in serious academic difficulty.
Challenge your best students. Some instructors like to
include at least one very difficult question–though not a trick
question or a trivial one–to challenge the interest of the best
students. They place that question at or near the end of the
exam.
Try out the timing. No purpose is served by creating a test too
long for even well-prepared students to finish and review
before turning it in. As a rule of thumb, allow about one-half
minute per item for true-false tests, one minute per item for
multiple-choice tests, two minutes per short-answer requiring
a few sentences, ten or fifteen minutes for a limited essay
question, and about thirty minutes for a broader essay
question. Allow another five or ten minutes for students to
review their work, and factor in time to distribute and collect
the tests. Another rule of thumb is to allow students about
four times as long as it takes you (or a graduate student
instructor) to complete the test.
Types of Tests:
Multiple-choice tests. Multiple-choice items can be used to
measure both simple knowledge and complex concepts. Since
multiple-choice questions can be answered quickly, you can
assess students' mastery of many topics on an hour exam. In
addition, the items can be easily and reliably scored. Good
multiple-choice questions are difficult to write-see "Multiple-
Choice and Matching Tests" for guidance on how to develop
and administer this type of test.
True-false tests. Because random guessing will produce the
correct answer half the time, true-false tests are less reliable
than other types of exams. However, these items are
appropriate for occasional use. Some faculty who use true-false
questions add an "explain" column in which students write one
or two sentences justifying their response
Matching tests. The matching format is an effective way to test
students' recognition of the relationships between words and
definitions, events and dates, categories and examples, and so
on. See "Multiple-Choice and Matching Tests" for suggestions
about developing this type of test.
Essay tests. Essay tests enable you to judge students' abilities to
organize, integrate, interpret material, and express themselves
in their own words. Research indicates that students study mor
efficiently for essay-type examinations than for selection
(multiple-choice) tests: students preparing for essay tests focus
on broad issues, general concepts, and interrelationships rather
than on specific details
Short-answer tests. Depending on your objectives, short-
answer questions can call for one or two sentences or a long
paragraph. Short-answer tests are easier to write, though they
take longer to score, than multiple-choice tests. They also give
you some opportunity to see how well students can express
their thoughts, though they are not as useful as longer essay
responses for this purpose. See "Short-Answer and Essay
Tests" for detailed guidelines
Problem sets. In courses in mathematics and the sciences,
your tests can include problem sets. As a rule of thumb, allow
students ten minutes to solve a problem you can do in two
minutes. See "Homework: Problem Sets" for advice on creating
and grading problem sets.
Oral exams. Though common at the graduate level, oral
exams are rarely used for undergraduates except in foreign
language classes. In other classes they are usually time
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