Prof. Md. Golam Samdani Fakir

1. Prof. Md. Golam Samdani Fakir

2. “Everyone agrees that students learn in college and University , but whether they learn to think is more controversial” (McKeachie)

6. New Bloom’s Taxonomy OLDNEW

8. There are five type of questions • Cognitive • Convergent • Divergent • Evaluative • Mixed

9. Cognitive Memory questions • These questions are for the recall of memory. • Usually there is only one correct answer for these of type of questions.

10. Convergent Type of Questions • These questions are thought provoking and have a single correct answer. • Answer remain unchanged under all circumstances. • For example: Why does ice float on water?

11. Divergent Type of Questions • These are open ended questions that cause the learners to think. • These questions do not have single answer. • These questions stimulate creative thinking and imagination. • What would have if all rickkshaws are withdrawn from Dhaka City?

12. Divergent Type of Questions • They require the learners to think in different directions. • To think of alternative actions or to arrive at own decision. • There are several possible answers. • What would happen if you remain under direct sunlight for a week?

13. Evaluative Type of Questions • In this question the learners pass judgment of some action by giving reasons. • These are to seek opinions of learners. • Example: “Only the motivated and value driven teachers can involve the learners in the learning process”? Explain.

14. Mixed Type of Questions • All of four types of questions are used for testing the learning level of learners. • These type are used to asses the higher and lower level of thinking and learning of learners.

15. Right answer!!!

16. Right answer!!!

17. Right answer!!!

18. Assessment of Teaching and learning Performance • Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. • Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding.

19. Assessment • Assessment refers to a test which is conducted to check the progress of the students against some predetermined learning objectives. • It can be defined as the process of documenting knowledge, skills, attitudes and beliefs of the students, usually in measurable terms.

20. Assessment of Teaching and learning Performance • Assessment inspire us to ask these hard questions: • "Are we teaching what we think we are teaching?" • "Are students learning what they are supposed to be learning?“ • "Is there a way to teach the subject better, thereby promoting better learning?"

21. Quality Assessment Helps Us: • Provides diagnostic feedback • What is the student's performance base? • What are the student's needs? • What has to be taught?

22. Quality Assessment Helps Us: • Helps educators set standards • What performance demonstrates understanding? • What performance demonstrates knowledge, skills, attitudes? • What performance demonstrates mastery?

23. Quality Assessment Helps Us: • Evaluates progress • How is the student doing? • What teaching methods or approaches are most effective? • What changes or modifications to a lesson are needed to help the student?

24. Quality Assessment Helps Us: • Relates to a student's progress • What has the student learned? • Can the student talk about the new knowledge? • Can the student demonstrate and use the new skills in other projects?

25. Quality Assessment Helps Us: • Motivates performanceFor student self-evaluation: • Now that I'm in charge of my learning, how am I doing? • Now that I know how I'm doing, how can I do better? • What else would I like to learn?

26. Quality Assessment Helps Us: • For teacher self-evaluation: • What is working for the students? • What can I do to help the students more? • In what direction should we go next? • What is the student's knowledge base?

27. Ciardiello’s Four Types of Questions

28. CIARDIELLO BLOOM

29. Characteristics of Good Questioning Q - quality U - understanding E - encourage multiple responses S - spark new questions T - thought-provoking I - individualized O - ownership shifted to students N - narrow and broad S - success building

30. Question Matrix Chuck Wiederhold designed the Question Matrix in 1991. As you proceed through the matrix, the questions become more complex and open-ended. II I III IV

31. LINKING CIARDIELLO / WIEDERHOLD II I IV III

32. WIEDERHOLD QUESTION MATRIX

33. Problems in conducting quality assessment and evaluation • Absence of required skills and attitude to carry out • Lack of time • Workloads of teacher • “We already know which an assessment will tell us” • Lack of curriculum guideline for internal assessment • Lack of uniform standards • Continuous assessment is cost effective

34. Types of Evaluation and Assessment • Formative assessment or evaluation • Summative assessment or evaluation

35. Formative assessment or evaluation • It is a process used by teachers and students to recognize and respond to student learning in order to enhance that during the teaching. • Bronwen, Cowie and Beverly Bell (1999)

36. Formative Assessments Produce • Non-threatening results • Immediate feedback • Structured information • Ways to improve

37. Summative Evaluation or Assessment • It refers to the evaluation or assessment of the students at the end of session or semester for the purpose of grading, certification or placement of the students. • When evaluation/assessment focus on the results or the outcomes of a program it is called summative evaluation.

38. Compare and Contrast: Assessment and Evaluation From Apple, D.K. & Krumsieg, K. (1998)

39. Types and Approaches to Assessment Formative Summative Informal Formal Continuous Final Process Product Divergent Convergent

40. Techniques for Successful Questioning • Phrasing • Adaptation • Sequencing • Balance • Participation • Probing • Wait time • Student questions

43. Question-writing tips Move away from simple quizzes Use questions that prompt discussion Use questions that emphasize reasoning or process Use clear wording Use tempting distracters Use questions at a mixture of cognitive depth Ask challenging questions – don’t just test memorized facts

44. FINAL TIPS • Prepare questions in advance. • Design questions that scaffold from easy to hard. • Create an environment that is student led. Have students work collaboratively, raise questions, and respond to their peers.