This document discusses alternatives to continuous assessment tests (CATs) for evaluating student progress, including portfolios, debates, presentations, oral exams, student projects, and posters. It notes some potential drawbacks of CATs, such as causing stress and not assessing a complete understanding of the material. Portfolio assessment is proposed as an alternative that more closely resembles instructional activities. Presentations, debates, and oral exams provide experience for future situations while projects help students link theories to practice. Overall, the document analyzes different assessment methods and their ability to fully and accurately evaluate student learning.

1. MUHAMMAD WAHEED
GBSN-SEM III
FACULTY: MR.SOHAIL AHMED
There should Be No Continue
Assessment Test, Instead Of it.

2. Continuous Assessment Test
Continuous Assessment
 The evaluation of a pupil's progress
throughout a course of study, as distinct from
by examination.
 It is often proposed or used as an alternative
to a final examination system.

3. Methodology
 CAT consisted of a set of test questions,
multiple choice, short answers, and true or
false questions, with feedback on each
question and at the end of the test

4. Effects of CAT
 Indeed, to quote Derek Rowntree of the
Open University,
 "Continuous assessment ensures that
students now have ulcers as well as nervous
breakdowns".
 Tests memory sometimes more than
understanding


5. Effects of CAT
 Students may suffer from unequal availability
of resources, something that is becoming
increasingly important now that they are
carrying out much of their work on personal
computers or 'at a distance'.
 Not assessing the right material,
 Not a complete picture of a student's
performance

7. Portfolio
 A Portfolio is a purposeful
collection of student work
that exhibits the students
efforts, progress and
achievement in one or more
areas.

8. Portfolio Assessment
 Assessment should measure what is really
important in the curriculum.
 Assessment should look more like
instructional activities than like tests.
 Educational assessment should approximate
the learning tasks of interest, so that, when
students practice for the assessment, some
useful learning takes place.

9. Debates
 An argument about a
particular subject,
especially one in which
many Students are
involved.

10. Debates
Teachers also play an important role in
running debates.
 They may have to be the hosts of the debate,
and ensure the debate is running at an
appropriate pace.
 They also need to assess the performance of
the students during the debate, and provide
feedback to enhance their learning
afterwards

11. Presentation
 Presentation is the
process of showing and
explaining the content of
a topic to an audience or
a group of audiences

12. Presentation
 It is often used to assess student learning in
individual or group research projects.
 Presentation assessment usually consists of
a topic for the student to research, discuss
and present.

13. Vivas/ Oral exams
 An oral examination.You'll
sit there and get asked
questions about the topic,
which you have to answer
verbally and get assessed on

14. Vivas/ Oral exams
 Good practical experience towards later
interview situations

15. Student Projects
Very good for
students in their
aiming towards a
research post grad
programmed

16. Student Projects
 Develop a key transferable skill
 Reports can involve a wide range of skills that
are otherwise hard to directly assess
 they help students link theories, as well as
linking theory and practice
 They can identify the best students

17. Posters
Add visual dimension to
assessment tools
which may benefit for
students

18. Posters
They add visual dimension to assessment
tools which may benefit students
They allow for peer to peer interaction
students can learn from each other's posters
they develop a wide range of key transferable
skills

20. References
 Hartog, P, Rhodes, EC. The marks of
examiners. Macmillan, London; 1936.
 Rowntree, D. Assessing students: how shall
we know them?. in: Harper & Row,
 Sheehan, J. Educating teachers of nursing: a
survey of the opinions of students. Journal
of Advanced Nursing. 1980;5:71–81.