1 / 67

Questions in Question Scripts

Questions in Question Scripts. Ms. Huma Tariq Deputy Controller of Examinations GC University Lahore. Activity – Design a Question Paper (1 Hour). Learning objectives (Cognitive Domain) Max. Time Max. Marks One Essay type One MCQ One True/false One fill in the Blank

kfranklin
Download Presentation

Questions in Question Scripts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Questions in Question Scripts Ms. Huma Tariq Deputy Controller of Examinations GC University Lahore

  2. Activity – Design a Question Paper (1 Hour) Learning objectives (Cognitive Domain) Max. Time Max. Marks • One Essay type • One MCQ • One True/false • One fill in the Blank • One short answer one matching column

  3. EDUCATION CYCLE OBJECTIVES Specific learning outcome (Behaviours) Modes of Information Transfer (Teaching) ASSESSMENT

  4. Educational objectives • In learning good learning outcomes it is important that the objectives can be: • observed • measured • carried out by the learners

  5. Educational objectives • Useful educational objectives relate to: • The task the student is to perform • The conditions under which the performance is to be exhibited • The level of performance that would be considered acceptable

  6. When an assessment instrument is being considered, you must ask: • Is it Valid? • Is it Reliable? • Is it Feasible?

  7. VALIDITY • Are right things being tested? (content of the assessment) • Are they learning what we want them to learn? (effect of learning) • Are we using most suitable method? (assessment method )

  8. RELIABILITY • a measure of reproducibility or consistency of a test i.e., the score a student obtains must be reproducible. So, if the students were presented with a similar & equally difficult examination (parallel test), one would expect their results to be similar – the minimum expectation would be a high correlation. • is essentially concerned with restricting measurement errors within acceptable limits.

  9. FEASIBILITY An exam should not be a burden on financial and human resources of the institution: • Cost beneficial • Easy to score • Acceptable to assessor & person to be assessed

  10. Introduction to Bloom’s Taxonomy and Command Words

  11. Bloom’s Taxonomy There are Three domains of the Bloom’s Taxonomy • The Cognitive Domain knowledge based domain, consisting of six levels • The Affective Domain attitudinal based domain, consisting of five levels • The Psychomotor Domain skills based domain, consisting of six levels

  12. The Cognitive Domain The Cognitive Domain of Bloom’s Taxonomy identified six levels of cognitive complexity that have been used over the past four decades to make sure that instruction stimulates and develops students' higher-order thinking skills.

  13. Higher-Level Thinking Skills Evaluation Synthesis Analysis Application Comprehension Knowledge

  14. Evaluation Synthesis Analysis Application Comprehensionon Knowledge 14

  15. Knowledge define classify describe locate outline give examples distinguish opinion from fact list name identify show recognize recall match • Recall or recognition of information.

  16. Comprehension The ability to understand, translate, paraphrase, interpret or extrapolate material. (Predict outcome and effects). • paraphrase • differentiate • demonstrate • visualize • restate  • rewrite • give examples • summarize • explain • interpret • describe • compare • convert • distinguish • estimate

  17. Application The capacity to use information and transfer knowledge from one setting to another. (Use learned material in a new situation). • apply • classify • modify • put into practice • demonstrate • compute • operate • solve • illustrate • calculate • interpret • manipulate • predict • show

  18. Analysis Identifying detail and having the ability to discover and differentiate the component parts of a situation or information. • analyse • organize • deduce • choose • diagram • discriminate • contrast • compare • distinguish  • categorise • outline • relate

  19. Synthesis The ability to combine parts to create the big picture. • discuss • plan • compare • create • construct  • rearrange • compose • organize • design • hypothesize • support • write • report • combine • comply • develop

  20. Evaluation The ability to judge the value or use of information using appropriate criteria. (Support judgment with reason). • evaluate • choose • estimate • judge • defend • appraise • criticize • justify  • debate • support your reason • conclude • assess • rate

  21. Exploring Batteries with Bloom’s Taxonomy Knowledge • List as many uses for household batteries as you can think of. • Name as many different sized batteries as you can. • Write down all the places where you can buy batteries. • List the prices of different batteries by looking through store catalogues.

  22. Comprehension • Describe the composition of a battery. • Draw and label the parts of a battery. • Describe how a battery works. Applying • Demonstrate or draw a series of diagrams illustrating how to properly insert a battery into a torch, a tape recorder or alarm clock.

  23. Analysing • Determine ways the battery has changed the following markets: toys, small appliances, and health aids. Evaluating • What criteria would you set up to evaluate a particular brand of battery? • How would you use these criteria to select your next battery?

  24. Creating • Invent a new toy that operates on batteries. • Draw your design and indicate how and where the batteries are to be installed?

  25. TEST AND TYPES OF TEST

  26. WHAT IS A TEST? • A test or an examination is an assessment intended to measure the test-takers' or respondents' knowledge, skills, aptitudes or classification in many other topics. • Test commonly refers to a set of items or questions under specific conditions.

  27. TYPES OF TEST • ESASY TYPE • OBJECTIVE TYPE

  28. ESSAY TYPE TEST • It is an item format that requires the student to structure a rather long written response up to several paragraphs. (William and Stephan ) • Essay tests are to be answered in writing only.

  29. ESSAY TYPE TEST • RESTRICTED RESPONSE QUESTIONS The student has to answer the question within limits. i.e. within page limit, time limit or limits of the posed problem. • EXTENDED RESPONSE QUESTIONS The student has to decide about the length and complexity of the response.

  30. ADVANTAGES An essay type question: • Can measure complex learning outcomes. • Emphasize integration and application of thinking and problem solving. • Can be easily constructed. • Examinee free to respond. • Guessing is eliminated.

  31. CONT… • Require less time for typing, duplicating or printing, can be written on board. • Can be used as device for measuring and improving language and expression skills.

  32. LIMITATIONS • Difficult to score. • Lack of consistency in judgments even among competent examiners. • Scores are unreliable. • Time consuming. • Lengthy enumeration of memorized facts. • Bluffing.

  33. SUGGESTIONS FOR CONSRUCTION OF EASSY TESTS • Ask questions that require the examinee to show command of essential knowledge. • Make questions as explicit as possible. • Test constructor should prepare ideal answers to all questions. • Intimate the examinee about desired length of the answers.

  34. CONT… • Make each question relatively short but increase number of questions. • Test constructor should get his test reviewed by one or more colleagues. • Questions should be so worded that all examinees interpret them in the same way as the examiner wants.

  35. Example • The admission policies of ABCD University have come under criticism recently. Using what you have learned in this course, select a position of either for or against these policies, and defend your choice. Support your opinion with references to case law. This question is written at the evaluation level. The student is asked to assess a situation and make a choice based on reason. The student is also given the opportunity to present an original opinion about the material, giving an excellent indication of their level of understanding. This level of mastery could not be evaluated through closed-ended questions.    

  36. SHORT ANSWER TYPE TESTS • Short answer items requires the examinee to respond to the item with a word, short phrase, number or a symbol. (Anthony j. Nitko) • Short-answer items typically require responses of one word to a few sentences. “Fill in the blank” and “completion” questions are examples of short-answer question types.

  37. CHARACTERISTICS • The test has to supply response rather than select or identify. • In the form of question or incomplete statement. • The test can be answered by a word, a phrase, a number or symbol.

  38. ADVANTAGES • Very easy to construct. • Low probability of guessing the answer because it has to be supplied by the examinees rather than select identify from the given answers. • They are good to test the lowest level of cognitive taxonomy (knowledge, terminology, facts).

  39. LIMITATIONS • They are unsuitable for measuring complex learning outcomes.

  40. SUGGESTIONS FOR CONSTRUCTION OF SHORT ANSWER TESTS • The question should not be picked up exactly from the book. • The question should not provide any clue. • The scoring key should be prepared.

  41. Example • The thin membrane that separates the inner ear from the external ear is commonly called the _____________. This question is very clear in its desired response. In addition, it assesses recall of knowledge-level processing.

  42. OBJECTIVE TYPE TESTS • Any test having clear and unambiguous scoring criteria. (Gilbert sax) • Test that can be objectively scored. (William & Stephan)

  43. FORMS OF OBJECTIVE TYPE TESTS A) Two choice items 1. True/false items 2. Completion type (if two choices are given against each blank) B) more than two choice items 1. Matching items 2. MCQs

  44. TRUE/FALSE TESTS(SHOOTING QUESTIONS) A true false item consists of a statement or proposition which the examinee must judge and mark as either true or false

  45. ADVANTAGES • It takes less time to construct true false items. • High degree of objectivity . • Teacher can examine students on more material.

  46. LIMITATIONS • High degree of guessing. • Largely limited to learning outcomes in the knowledge area. • They may encourage students to study and accept only oversimplified statements of truth and factual learning.

  47. SUGGESTIONS • Balance between true and false items. • Each statement should be Truly true or false. It should not be partly true or partly false. • Double negatives should be avoided. • Long and complex statements should not be used as they measure reading comprehension.

  48. CONT… • Only one idea should be measured in one statement • Explain which judgment is to be used true/false, yes/no, correct/incorrect • Clues should be avoided • Statements should not be taken directly from the textbook

  49. MATCHING TYPE TESTS A test consisting of a two column format, premises and responses that requires the student to take a correspondence between the two.

  50. ADVANTAGES • Simple to construct and score • Well suited to measure association • Reduce the effect of guessing • They can be used to evaluate examinee’s understanding of concepts, principle, schemes for classifying objects, ideas or events

More Related