Educational Assessment Design
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Transcript of Educational Assessment Design
Assessment Design and DevelopmentWorkshop
what is Assessment?
Assessmenta process for obtaining information that is used for making
decisions about students; curricula, programs, schools; and
educational policy
Why assess?
Why assess?
• Take decisions about the curriculum
Why assess?
• Take decisions about the curriculum
• Take decisions about the students
Learning objectives
how to assess?
• Learning Objectives
• Assessment strategies
Learning Objectives
Type of learning objectives
MAIN GOAL
1 2 3 4 5 6 7 8
MAIN GOAL
1 2 3 4 5 6 7 8
Disciplines
1 2 3 4 5 6 7 8
Skills
1 2 3 4 5 6 7 8
Disciplines
1 2 3 4 5 6 7 8
Skills
1 2 3 4 5 6 7 8
MAIN GOAL
1 2 3 4 5 6 7 8
Module 1
1 2 3 4
Module 2
1 2 3 4
Module 3
1 2 3 4
Module 4
1 2 3 4
Module nth
1 2 3 4 5
how to construct proper
learning objectives ?
using Taxonomies of Learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s revised taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
lower order thinking
higher order thinking
Practice TimE
1. Develop at least 2 objective for each discipline or skill
2. Think about 4 modules and develop at least 3 specific objectives for each
3. Assign your newly formulated objectives to Bloom’s taxonomy
Remember
Memorize
Describe
Repeat
Define
State
List
Name
Recall
Recognize
Label
Underline
Select
Reproduce
MeasureQuote
Understand
Represent
Justify
Indicate
Classify
Identify
Summarize
Contrast
Translate
Select
Express
Compare
Describe
Explain
Discuss
Illustrate
Restate
Apply
Construct
Predict
Examine
Solve
Modify
Choose
Produce
Collect
Use
Demonstrate
Discover
Explain
Operate
Relate
Perform
Practice
Analyze
Separate
Analyze
Criticize
Connect
Deduce
Conclude
Resolve
Contrast
Differentiate
Break down
Question
Question
Appraise
Select
Compare
Evaluate
Decide
Criticize
Support
Derive
Argue
Order
Summarize
Assess
Persuade
Judge
Conclude
Debate
Recommend
Justify
Create
Compile
Compose
Formulate
Propose
Design
Plan
Adapt
Originate
Modify
Rearrange
Express
Produce
Underline
Collaborate
Invent
Prepare
Review your previously developed learning objectives …
would you change anything?did you misplace any of them?
Taxonomies of Learningis just one dimension
Taxonomies of Learningis just one dimension
Knowledge Dimension
Factual Knowledgethe basic element to know to be
acquainted with a discipline
Conceptual Knowledgethe interrelationships
among the basic elements
within a large structure
that enables them to
function together
Procedural Knowledgehow to do something,
methods of inquiry,
criteria for using skills,
techniques and methods
Metacognitive Knowledgeknowledge of cognition in
general as well as awareness
and knowledge of one’s own
cognition
Cognitive Process Dimension
Knowledge
dimensionRemember Understand Apply Analyze Evaluate Create
Factual Knowledge
Conceptual knowledge
Procedural knowledge
Metacognitive knowledge
Disciplines
1 2 3 4 5 6 7 8
Skills
1 2 3 4 5 6 7 8
Main Goal
1 2 3 4 5 6 7 8
Module 1
1 2 3 4
Module 2
1 2 3 4
Module 3
1 2 3 4
Module 4
1 2 3 4
Module nth
1 2 3 4 5
Disciplines
1 2 3 4 5 6 7 8
Skills
1 2 3 4 5 6 7 8
Main Goal
1 2 3 4 5 6 7 8
Module 1
1 2 3 4
Module 2
1 2 3 4
Module 3
1 2 3 4
Module 4
1 2 3 4
Module nth
1 2 3 4 5
mapping learning objectives
Bloom’s revised taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
lower order thinking
higher order thinking
but where is the
Assessment ?
Learning objectives
Assessment strategies
types of assessment
Diagnostic Assessment
Diagnose learning
difficulties
Formative Assessment
Monitor progress
Feedback on how to improve
Summative Assessment
Report progress
Assign points
format of tasks
• Choice formats• Short answers and completion formats• Essay formats
Paper and Pencil format
• Checklists• Rating scales
Performance formats
• Projects• Extended written assignments• Laboratory exercises• Portfolios
Long term activity formats
• In-depth interviews and observations• Oral questioning
Personal communication
Short Answer Questions
Short-answer items include
Question variety
Completion variety
Associations variety
Question variety
How many neurons are there in the brain? __________
What is the capital city of Egypt? __________
What is the symbol for a hash-tag? __________
Completion variety
• The capital of Egypt is _________
• 4 + 6 = _________
• Learning is change in _________, __________
and _________.
Association variety
• What is the most favourablefeature of textbooks according to students?
_______________
• What is the least favourablefeature of textbooks according to students?
_______________
Checklistfor quality assurance
Practice TimE
Choose a module that you did not developUsing the checklist; assess the quality of the short-answer items
Multiple Choice Questions
Types of MCQ include
The correct-answer variety
The best-answer variety
The incomplete-statement variety
The negative variety
The substitution variety
The combined response variety
The correct answer variety
Who was the first Egyptian President?
a. Mohamed Naguib
b. Gamal Abdel Nasser
c. Anwar El-Sadat
d. Mohamed Hosni Mubarak
The best-answer variety
What is the main purpose of a candle?
a. to produce scents
b. to illuminate
c. to decorate a room
Incomplete statement variety
Wisdom is ___________
a. data
b. information
c. knowledge and experience
The negative variety
Which of the following is NOT a classical type of
Management Information System?
a. TPS
b. DSS
c. SCM
d. ESS
The substitution variety
In their last marketing campaign, Chipsy depended on
advertising, by using Ahmed Helmy as their spokesperson.
a. sales promotion
b. celebrity endorsement
c. sponsorship
d. social media
Combined response variety
In what order should these sentences be written in order to make a coherent paragraph.A. Put them in the oven, till the surface is golden brown.
B. To make a cake you need the following.
C. Beat them all together till you have a smooth mix
D. Flour, sugar, eggs, butter, vanilla extract and baking powder
a. ABCD
b. BDCA
c. CDBA
d. DACB
Anatomy of MCQ
When was the 2011 Egyptian Revolution?
a. October 6th
b. April 25th
c. July 21st
d. January 25th
When was the 2011 Egyptian Revolution?
a. October 6th
b. April 25th
c. July 21st
d. January 25th
Dos and Donts of
STEM crafting
• Direct and concise when possible
• Put alternatives at the end
• Control vocabulary and sentence structure
• Create independent items (unless it’s a passage and
various questions are related to it)
• Definitions should be part of the alternatives never
the stem
• Avoid negatively worded stems (not undesirable)
• Avoid personal opinions (state whose opinion is
it)
• Avoid textbook wording
Dos and Donts of
ALTERNATIVEcrafting
• Plausible and functional alternatives
• Homogenous alternatives
• Put repeated words in stem
• Grammatically correct relation to stem
• Arrangement of alternatives should be logical
• Avoid over-lapping alternatives
• Avoid “none of the above” and “all of the above”
unless necessary
• Avoid verbal cues
• Avoid technical and unfamiliar words
Checklistfor quality assurance
Practice TimE
Choose a module that you did not developUsing the checklist assess; the quality of the MCQ
Matching
Matching exercises variety
Basic
Key-list
Matrix
Anatomy of Matching Exercises
The left column describes the function of various organs in the human body. Choose from the right column the name of the organ that corresponds with the organ function. Note that each name in the right column may be used once, , more than once, or not at all
ORGAN FUNCTION
1.. It is used to hear sounds
2. It is used to see colours
3. It is used to breathe
4. It is used to pump blood
in your veins
NAME OF ORGAN
a. Brain
b. Digestive system
c. Eyes
d. Heart
e. Liver
f. Mouth
g. Nose
h. Respiratory system
The left column describes the function of various organs in the human body. Choose from the right column the name of the organ that corresponds with the organ function. Note that each name in the right column may be used once, , more than once, or not at all
ORGAN FUNCTION
1.. It is used to hear sounds
2. It is used to see colours
3. It is used to breathe
4. It is used to pump blood
in your veins
NAME OF ORGAN
a. Brain
b. Digestive system
c. Eyes
d. Heart
e. Liver
f. Mouth
g. Nose
h. Respiratory system
The left column describes the function of various organs in the human body. Choose from the right column the name of the organ that corresponds with the organ function. Note that each name in the right column may be used once, , more than once, or not at all
ORGAN FUNCTION
1.. It is used to hear sounds
2. It is used to see colours
3. It is used to breathe
4. It is used to pump blood
in your veins
NAME OF ORGAN
a. Brain
b. Digestive system
c. Eyes
d. Heart
e. Liver
f. Mouth
g. Nose
h. Respiratory system
avoid Perfect Matching
THIS WAS A BASIC EXAMPLE
KEY LIST EXAMPLE
Key-list example
10:00 11:00 12:00 1:00 2:00 3:00 4:00
Read each numbered statement and decide whether the statement is consistent with the information presented in the graph or not. A. If the information in the graph is consistent with
the statement
B. If the information in the graph contradicts the
statement
C. If the information in the graph neither
contradicts nor is consistent with the statement
__1. G arrived at work at 11:00am
__2. G arrived late at the university due to traffic
__3. G stopped by a café to drink some coffee
__4. G stayed at work for 4 hours
Home
work
Coffee House
University
The graph shows that G left home at 10:00 and arrived at the University at 4:00. The graph shows
where G was at different times.
MATRIX EXAMPLES
Match the names, political party and important event in the columns with the dates in the table
below. You may use an answer once, more than once or not at all in any of the cells
Name Political Party Important Event
A. Ayman Noor G. Al-Adl M.
B. Anwar Al-Sadat H. AL Horeya wa AlAdala N.
C. Gamal Abdel Nasser I. Al-Noor
D. Hazem Abo Ismail J. Masreen A7rar
E. Hosni Mubarak K. NDP
F. Mohamed El-Baradie L.
Year Name Political Party Important Event
1 1960
2 1970
3 1980
4 1990
5 2000
6 2010
SCORE
1.
2.
3.
4.
5.
6.
For each planet description, place an X in the box below the name of the planet
that first the description
ME
RC
UR
Y
VE
NUS
EA
RTH
MA
RS
JUPI
TER
SA
TUR
N
UR
AN
US
NE
PTU
NE
PLU
TO
PLANET DESCRIPTION: 1. Has only one moon
2. Has no moons
3. Larger than
4. Has no atmosphere
5. Compound mostly of gas
6.Can support life
7. Has moon with atmosphere
8.Named after Roman or Greek god
matching is NOT for every
occasion
Checklistfor quality assurance
Practice TimE
Choose a module that you did not developUsing the checklist assess the quality of the matching items
True or False
There are various types of statements that could be used with True-False items
Generalization
• All …………………….
• Most …………………….
• Many …………………….
Comparative
• The difference between ……………………. is …………………….
• Both ……………………. and ……………………. require/contain
……………………
Conditional
• If ……………………. (then) …………………….
• When …………………….
Relational
• The larger …………………….
• The higher …………………….
• How much ……………………. depends on …………………….
Explanatory
• The main reason for …………………….
• The purpose of …………………….
• Since …………………….
• Although …………………….
Exemplary
• An example of …………………….
Evidential
• Studies of ……………………. reveal …………………….
Procedural
• To find ……………………. you must …………………….
• One method of ……………………. is to …………………….
• The first step towards ……………………. is …………………….
Computational
• ……………………. includes N number of …………………….
Examples:
4+4 =10
Water molecule consists of 2 hydrogen atoms and 1 oxygen
atom.
Evaluative
• A good …………………….
• The best ……………………. is …………………….
• It is difficult to …………………….
• It is necessary to ……………………. in order to …………………….
Checklistfor quality assurance
Practice TimE
Choose a module that you did not developUsing the checklist assess the quality of the True-False items
These are not the only tools
Design by:
Ghaidaa H. Naguib
@ghido86
@ghido86