CLASSROOM TESTING AND EVALUATION

What is Classroom Assessment?

Systematic collection, review, and use of information about educational programs

undertaken for the purpose of improving student learning and development. (Palomba &
Banta, 1999)

Gathering and discussing information from multiple and diverse sources in order to
develop an understanding of what students know and understand; the process
culminates when assessment results are used to improve subsequent learning. (Huba
& Freed, 2000)
Assessment is a systematic process: certain circumstances, goals and planning must be kept in
mind while assessment. Nothing can take place haphazardly.

Information is gathered from different sources: There are many sources to get information
about the students like homework, exam papers, class test, projects.

Judgment: We gather all the information for judgment about what has yet achieved and what is
still missing. Making such judgments is the essential part of process of improvement.

About a process or product: Now this judgment is made for the assessment about a process or
product. All the classroom activities and learning are a process and the knowledge gained by the
students and a competent student is the product.

Improvement: These judgments are made for improvement in the process and the product.
Assessment is just like a bridge that is connecting behind as well as the future of the students.
 Classroom Assessment: Classroom Context

Information is gathered systematically: It is a systematic process, for example; a

teacher teaches in a classroom and then at the end gives an assignment to the students as quiz,
midterm exam and final term exam. Final term exam is never taken at the start of the academic
session. So, a sequence is followed that is systematic.

From different sources to make improvements in teaching and learning:

Assessment of students is done through a variety of ways like questioning in classroom,
assignments, quizzes, exams etc. The information gathered from all the sources make your
assessment.

To make improvements in teaching and learning: The results of assessment always

open grounds of improvement.
1. To make changes in syllabi, curriculum or policies: All the results of assessment
can be reviewed critically to make changes in the system for improving the teaching and
learning process at policy making level.
• Measurement
Measurement: refers to dimensions/quantity/weight.
Measurement is normally shown by using numbers. For
example, measuring a box, or weighing it. Measurement is
always with reference to some scale.
• Testing: Testing: refers to the process of judging some ability
or deciding about some ability. For example, testing your
ability for driving or in classroom; testing IQ.
• Assessment
Assessment: is a broader term and including measurement
and testing also; it is usually with reference to some goals.
For example, your assessments; like you have to learn
hundred words by this weekend. So, your assessment will
be related to those 100 words that how much and how
firmly you have learnt them. Assessment is also related to
organizations. All organizations assess their employees
such as audit teams and inspection teams visits the
organization.
• Evaluation
Evaluation: is a complex process and broader term including measurement, testing and
assessment. All these things give you the value of the product/process that you are going
to access. Evaluation also provides us with the ground for improvement.

• Modification or Improvements:
The basic purpose of every assessment is to make changes. There is no use of assessments if
improvements are not made. The teacher develops a lesson plan to be followed in classroom; the
lesson plan is then implemented in classroom. At the end there is evaluation of it. The purpose to
evaluate it is modification/improvement.
 TYPES OF
ASSESSMENT

Types of Assessment: Formative Assessment

There are different types of assessment; for Formative is a type of testing in which a
example, range of formal and informal assessment
You have midterm exams procedures employed by teachers during the
learning process in order to modify teaching
You have final term exams
and learning activities to improve student
House exams and board exams attainment.
Your classroom as a process Key points use for formative assessment:
Your result as a product
Range of formal and informal assessment
• Names of these assessments are: During the learning process
1. Formative To modify teaching and learning
• To improve
2. Summative
3. External and internal
4. Product
5. Process
Summative Assessment
• Summative assessment refers to the assessment of participants, and summarizes their
development at the particular time. In contrast to formative assessment, the focus is on the
outcome of the program.
• Key points use for summative assessment:
• Assessment of participants
• Development at a particular time
• The outcome of a program

External and Internal Assessment

Internal assessment is the process by which an organization assesses its policies and systems
internally. It is carried out by the departments within the organization and employees themselves
are skilled at managing internal assessment.
External assessment on the other hand involves an external organization or a consultancy firm to
judge and monitor the organizational procedures and give an unbiased opinion for betterment.
• Focus is on internal system vs external agencies. For instance, your house exam and board exam.
Process Assessment
Process assessment means the assessment of process taking place including the factors involved in it. ‘During any
process’ is the key word. For example, classroom proceedings.
Product Assessment
• Product assessment means the assessment of product at the end of some process. Achievement at the end with
reference to some goal is important here. For instance, your final grades.
• Diagnostic Assessment
• Diagnostic assessment helps to diagnose weak areas of learners. It has normally been
studied with reference to language learning.
• Diagnostic assessment looks for problem areas
for a student during the learning process.
It has been helpful especially in language
and mathematical field.
Norm Referenced Assessment
A norm referenced assessment makes judgments about people, on the basis of sources and distributions of
scores. For instance, the top 10 percent of the class are awarded first class and the next 15 percent are
awarded second class.
A norm referenced assessment has been the most common type of assessment used in education.
• Though norm referenced assessment is very common, but does not give accurate and exact assessment.
For example, a student who fails in one year may well have passed in others. Similarly getting higher
grades does not mean higher capabilities.
• Criterion Referenced Assessment
• Criterion referenced assessment makes judgments about performance, rather scores. It assesses the
extent to which a student has received the performance outcomes of a subject.
• For example, oral presentations may be judged on the following criteria: knowledge of subject material,
ability of responding to the questions, structure of presentation, use of audio/visual aids, pace and timing
and delivery style.
• Norm vs Criterion Referenced Assessment
• Norm referenced is more common and has been in practice for years where as criterion referenced is new
and less practiced as compared to norm referenced.
• Norm referenced focuses more on scores where as criterion referenced targets the performance of
students. Criterion is closer to real life situation as compared to norm referenced.
 RELIABILITY

Topic 19: Reliability and Related Concepts

Reliability refers to the extent to which assessment results are consistent. The assessment that
maintains the consistency in results is known as reliable.
“Reliability is the extent to which a measurement instrument or procedure yields the same
results as on repeated trails (Carmines and Zeller, 1979)”
For example, a calculator cannot be reliable if it gives wrong calculations or results. The weight
of an object is not reliable if machine is not working properly. Same is the case of the results
obtained from assessments.
• What is meant by the term of unreliable results? The unreliable results of assessment mean
inconsistency. Keeping these views in mind, we can trust the results if these are consistent. It
is the evidence of an accurate system of assessment. Keeping in view the significance of
reliability, different methods are used to attain reliability. For example, test-retest procedure,
the alternative–test form procedure and the split halves procedure.
Test-retest Procedure
Same test, given two (or more) times. Example: One might develop a test and will be administered
twice with the same students. If the subject provides very small answers both times, it means
results will be similar. Then one can assume that the assessment results are reliable.
Advantages of using ‘Test-Retest Procedure’:
This procedure has strong logical appeal, one is measuring more than once with the identical test.
One avoids the problem of developing more than one test.
Disadvantages of using ‘Test-Retest Procedure’:
• Events taking place
• Persons might change
• Students become more practiced second time.
Alternative-test Form Procedure
Create two forms of the same test (vary the items slightly). Reliability is stated as correlation between
scores of Test1 and test 2. If students give similar answers, it means the results will be the same and it will
have reliability.
Advantages:
As tests differ though slightly, students cannot apply their guess work
• Disadvantages:One has to develop two tests
• Topic 22: Split Halves Procedure
• Same test, administer once, grade each half separately, compare grades from each half.
• Advantages:
• Need to develop just one test.
• No maturation , No cueing
• Disadvantages: What is the criterion of splitting halves?
Consistency Procedure
• Same test, administered once, score is based upon average similarity of responses to the items. It is a measure of
reliability used to evaluate the degree to which different test items that probe the same construct produce
similar results.
• Advantages
• Need to develop just one test.
• No maturation.
• No cueing.
• Disadvantages
• Scholars do not agree on the formula applied to calculate internal consistency.
• Topic 24: Coefficients Range
• The value of reliability coefficients range from 0 to 1.0.
• A coefficient of 0 means no reliability.
• 1.0 means perfect reliability but hard to claim.
• If it is above .80, it is said to have good reliability; if it is below .50, it would not be
considered a very reliable test.
 VALIDITY

Validity and Related Concepts

Validity means how well a test measures what it is supposed to measure.
A vocabulary test can not be valid if it measures your grammar ability. Similarly, a comprehension
test can not be valid if it measures vocabulary.
What is meant by the term of ‘invalid test’? It means a test fails to measure what it is supposed to
measure.
We can trust the results if these have been attained from a valid test. It is the evidence of an accurate
system of assessment.
There are different types of validity like face validity, content validity, construct validity, criterion
validity and predictive validity.
Face Validity
Does the test appear to test what it is supposed to be tested?
• A drawing test must be related to figures, so the question paper should appear with figures. A test
that asks for filling some blanks must have blanks on paper. A multiple choice question must have
options along with it.
Content Validity
Content validity refers to the contents a test is suppose to measure.
For instance, a book has ten chapters; these chapters are the contents of the book.
The topics of your course of assessment are the content of this course:
{ A,B,C,D,E.F.G,H…..}
Test: {B,C,F,H}
Construct Validity
Construct validity refers to the construction of a test.
• You have the contents; how do you make a test? How do you tackle the questions? The contents
of the course should be aptly covered in the question paper.
• For instance:
• Contents: {A,B.C,D,E,F,G,H}
• Test questions: a1, a2, a3. e1, e2, e3. Test questions: b1, d1, f1,h1,a1.
Criterion and Predictive Validity
How much a test can measure some performance with reference to some defined standards? It is
known as criterion related validity.
For instance, one is expected to be able to speak fluently after completing a course. So the test is
valid if it can measure spoken ability.
How much a test can predict future performance with reference to some defined standard? It is
known as predictive validity.
Link between Reliability and Validity
• Reliability and validity are related concepts. A test can not be reliable if not valid.
 BIASNESS

Free from Bias

What is Bias?
Inclination for or prejudice against one person or group, especially in a way that is
considered to be unfair; systematic unfair treatment of a particular group of individuals.
There are different types of it:
Unfairness
Offensiveness etc.
Unfairness
When some one’s right denied due to like or dislike. In assessment, normally it is associated with
teachers.
• It creates a mistrust among the stakeholders of assessment and hence affects the whole process.
Unfairness questions the standards of assessment.
Topic 33: Offensiveness
Using such language in question or such attitude that may offend some one. For instance
the conflict between the white and the black in America during the civil war.
Offensiveness not only deforms the image of the teacher, but also proves that assessment
system is not reliable.
Topic 34: Assessment and Physically Challenged People
Those who have some physical disability, must be facilitated in a balanced way.
Topic 35: Equality and Equity
Giving equal opportunities to all is an important step to avoid biasness. Equality in time, in
opportunities and equal standards for all in grading help to reduce biasness.
• Giving equal opportunities to all creates a harmony that leads towards equity.
Measures to Eliminate Bias
Striving for diversity in test-development staffing and training test developers and scorers to be
aware of the potential for cultural, linguistic and socioeconomic bias.
Having test material reviewed by experts and trained.
Screening for and eliminating items, references and terms that are more likely to be offensive to
certain groups.
• Using multiple assessment measures to determine academic achievement and progress.
 TOOLS OF ASSESSMENTS

Topic 37: Tools of Assessment

An assessment tool is a method of collecting information about a learner’s
performance and understanding about a certain topic. There are different types of
these tools like observation, questionnaires, interviews, tests, projects etc.
Topic 38: Observation
Classroom observation is a process by which a teacher observes one or more class sessions,
records the practices and student actions.
Topic 39: Interview
A formal face to face meeting normally designed with the purpose of assessment.
Topic 40: Projects
• An individual or collaborative enterprise that is carefully planned to achieve a particular
aim and with the purpose of assessment.
Topic 41: Diaries and Portfolios
A daily record, usually private, especially of the writer’s own experience, observations, feelings,
attitudes etc. here with the purpose of assessment.
Portfolio assessment is an assessment form that learners do together with their teachers
and is an alternative to the classic classroom test. The portfolio contains samples of the learner’s
work and shows growth over time.
Topic 42: Tests
• A series of questions, problems or physical responses designed to determine knowledge,
intelligence or ability.
 LECTURE 07
OBSERVATION
Topic 43: Observation
Observation is the active acquisition of information from a primary source. In living beings,
observation employs the senses. In science, observation can also involve the recording of data
via the use of instruments. The term may also refer to any data collected during the scientific
activity.
Topic 44: Overt and Covert Observation
Observation can be overt when everyone knows that they are being observed.
Observation can be covert when nobody knows that they are being observed.
The benefit of covert observation is that people behave naturally if they do not know they are
being observed.
However overt observations are preferred due to ethical problems.
Topic 45: Participation of the Observer
Participating role: when the observer takes part in activity and observes it as well.
• Non-participating role: when the observer does not take part in activity and only observe it.
Topic 46: Conducting Observation
Observations of others offer many possibilities for learning. Through observations, it is possible to discover
causes of behavior, to increase acceptance of individual variations in growth and development, and interact
with others on a more meaningful level.
• There are several observation techniques, such as a running record, factual record time sampling,
checklists, hypothetical statement supported by facts, and others
• Topic 47: Merits of Observation
• Direct
• Independent
• Natural
• Topic 48: Demerits of Observation
• Observer’s bias.
• Effect of observer.
• Time consuming.
• Less understanding.
 LECTURE 08
QUESTIONNAIRE

• Topic 49: Questionnaire

• What is a Questionnaire?
• A set of printed or written questions with a choice of answers, devised for the purpose of a survey or
statistical study.
• It serves four basic purposes:
• Collect the appropriate data.
• Make data comparable to analysis
• Minimize bias in formulating and asking the question
• Make questions engaging
• Topic 50: Types of Questionnaire
• Open ended: an opportunity to express the opinions in a free-flowing manner.
• Closed format: respondents are restricted to choose among any of the given multiple
choice answers.
Topic 51: Some More Types of Questionnaires
Likert questions: how strongly respondents agree to a particular statement.
Bi polar questions: two extreme answers written at the opposite ends of a scale. Leading questions:
that lead to a particular type of answer.
Topic 52: Interpreting Questionnaire
• Calculation like percentages and make inferences.
Topic 53: Merits of Questionnaire
Practical
Large amount of information
Easy to manage
Easy to analyze
More reliable
More valid
Comparable
Topic 54: Demerits of Questionnaire
Inadequate for certain information like thinking process, behavior.
Questions are the reflection of the person who asks them.
No way to tell how true the information is.
• No way to tell how thoughtful the respondent is. Respondents may understand differently.
 LECTURE 09
INTERVIEW
Topic 55: Interview
A formal face to face meeting normally designed with the purpose of assessment.
• It serves the purpose to get some specific information and also some assessment about the
interviewee.
• Topic 56: Structured and Semi Structured Interviews
• A structured interview, or a standardized interview is a method used in the
survey research. The aim of this approach is to confirm that each interview is
offered with exactly the same questions in the same order.
• The structured ones emphasis the Reliability- how accurately different
respondents answers can be compared.
• A semi structured is open, allowing new ideas to be brought up during the
interview as a
• result of what the interviewee says.
Topic 57: Transcribing an Interview
• Interview transcription Is a word-to-word written documentation of a taped or live interview.
• Topic 58: Interpreting an Interview
• We interpret the interview through the transcription.
• Topic 59: Merits of Interview
• Practical
• Face to face
• Human side direct
• Body language
• Not influenced by others
• Higher response rate
• Participation from both sides
• Topic 60: Demerits of Interview
• Time consuming (setting up, interviewing, transcribing, analyzing, feedback, reporting)
• Cost
• Inferences from transcription
 LECTURE 10
PORTFOLIO AND PROJECTS

Topic 61: Portfolio What is a Portfolio?

A portfolio is a purposeful collection of student’s work that exhibits the student’s efforts,
progress and achievements in one or more areas of the curriculum.
It helps to get some specific information and also record of the progress made by the
students in specific area.
Topic 62: Project and Growth Portfolios
Project portfolios organizes a series of projects into a single portfolio of reports that capture project
objectives and other critical factors.
Growth portfolio organizes a record of the progress made in some specific area. For instance, about
reading certain books or covering a certain syllabus.
• Record from starting point to the final stage is maintained.
Topic 63: Achievement and Competence Portfolios
Achievement portfolio maintains the record of one’s achievement in certain area against specific
targets.
Whereas competence portfolio maintains the record of competition.
Topic 64: Process and Showcase Portfolios
• Process portfolio records all phases of the learning process. They are particularly useful in
documenting students’ overall learning.
• Topic 65: Merits of Portfolios
• Individualized instruction
• Self learning and competence
• Confidence
• Self trust
• Healthy competition with others
• Helping each other
• Topic 66: Demerits of portfolios
• Measures relatively superficial knowledge
• Sometimes do not match the specific goals of program.
• Norm- referenced data may be less useful than criterion-referenced.
• More summative user and difficult to receive the results in a formative manner.
 LECTURE 11
DIARY WRITING AND PROJECTS
Topic 67: Diaries and Projects Writing a Diary
• To write a good diary entry you need to include
• Date
• Dear diary….to start
• First line summary
• Chatty style
• Written in the first person
• Written in the past tense
• Questions hope for the day
• When someone maintains a date wise record of some routine by writing in diary.
• Topic 68: Diary Writing as Reflective Writing
• It is interpreted as reflective writing: looking back, analyzing the event or idea; thinking
carefully about what the event or idea means. Reflective writing is considered more personal.
Topic 69: Assessment of Diary Writing
A diary records behavior over a period of time. Often the information recorded shows changes in
behavior, trends in performance, results of participation, progress or the regularity of physical
activity. Students can be assessed on the basis of these standards.
Topic 70: Projects as a Part of Class Work
Projects assess student’s understanding of a subject or a particular topic. Projects typically require
students to apply their knowledge and skills while completing the prescribe task.
• Individual projects assigned to a student require student’s knowledge, critical thinking,
application of knowledge, time and work plan.
• Topic 71: Assessment of Project
Topic 72: Merits and Demerits of Projects
Merits
Individualized instruction
Self learning and freedom
Confidence
Self trust
Critical thinking
Healthy competition with others
Helping each other
Social interaction
Demerits
Time consuming
Financial resources
Control
Just focus on the project
• Clarity about assessment
 LECTURE 12
TYPES OF TESTS
Topic 73: What is a Test?
A procedure used to establish quality, performance or reliability of something (here the quality of
teaching and learning). There are different types of tests.
• Topic 74: Diagnostic Test
• Diagnostic tests measure students’ weaknesses in subject area or skills. Teachers typically
administer diagnostic test for reading and math skills, using the results to provide remedial
instruction.
Topic 75 Standardized tests
• A standardized test is any form of test that:
• Requires all test takers to answer the same question or a selection of questions from common bank
of questions, and that
• Is scored in a “standard” or consistent manner, which makes it possible to compare the
performance.
• Topic 76 Achievement test
• An achievement test is a test of skill and knowledge gained in a grade or level, usually through
planned instruction, such as training or classroom instruction. Achievement is tested against certain
objectives.
• Topic 77 Proficiency test
• A proficiency test measures a learner’s level of language. It can be compared with an achievement
test, which evaluates a learner’s proficiency of specific skills.
• Topic 78 Psychometric test
• A psychometric test is an objective and standardized measure of a sample
behavior.
 LECTURE 13
OBJECTIVE TYPE QUESTIONS
Topic 79: Types of Questions
• Objective: Yes/No Questions
• Yes/No questions are simple questions with two possible responses. Such questions allow the rapid assessment of large amounts of
material.
• There is very little educational benefit in using these questions.
• Topic 80: True/False/Not Given
• Analyses a statement
• Assess whether the information is true or false or not given.
• Effective
• Simple logic
• More reliable than yes/no questions
• Topic 81: Filling the Blanks
• Simple logic
• Particular/common information
• Information and vocabulary
Topic 82: Multiple Choice Questions
One statement with choices given to be filled
Correct answers with distractors
Students analyze the statement and mark the correct answer
Topic 83: Matching Sentences/Columns
Two lists of words/phrases/sentences
Multiple choice
Used for recognition of relationships and making associations
Used for a wide range of subject matter
Topic 84: Assessment of Objective Questions
Easy to make and mark
Standardized responses
Should be written with clarity
• Clearly communicated
 LECTURE 14
OTHER TYPE OF QUESTIONS

Topic 85: Some Other Types of Questions Arranging information

Sequencing events in a story.
Analysis and reasoning is used and the information is arranged in a correct sequence. Re-
writing or the use of vocabulary is not required from the student’s side.
Such questions can be assessed like objective questions, so there is no difficulty in
marking them. Reasoning can be tested, but these type of questions cannot be used in all
of the subjects.
Topic 86: Labeling a Figure/Diagram
Exact knowledge about specific parts is required to attempt the question which means the
students must be having the complete understanding of the object being asked about.
• Such questions are normally used in science or geographical subjects. These might used
not to be in every subject. These are assessed as objective questions.
Topic 87: Short answers
The student needs to give:
Precise information
Specific information
Complete understanding
Topic 88: Some Other Types of Questions Assessing Short Answers
• These can also be covered under the heading of objective questions. Students may often
memorize short answer questions with rote learning. If assessors wish to use short answer
questions to assess deeper learni9ng, careful attention (and many practices) on appropriate
• Questions are required. It is very important that the assessor is very clear on the type of answers
expected when setting the questions, because these are open-ended questions, students are free
to answer any way they choose; short answer questions can lead to difficulties in grading if the
question is not worded carefully.
Topic 89: Essay Type Answers
Very common
Explain in detail, based on the information
Critical analysis
Cause/effect
Compare/contrast
Answers are written according to the general rules of academic writing. Use indications; being each
paragraph with a topic sentence; support the topic sentence(s) with reasons and/or examples; use
translation words to show logical organization; write a conclusion. Use correct punctuation throughout.
Topic 90: Assessing Essay Type Answers
Introduction
Explanation
Critical analysis
Cause/effect
Compare/contrast
Academic writing
Coherence
• Sunning up and conclusion
 LECTURE 15
OBJECTIVES
• Topic 91: Objectives and Assessment
• What is an objective?
• A specific result that a person or system aims to achieve within a time frame and with available
resources.
• Something that one’s efforts or actions are intended to attain or accomplish; purpose; goal;
target; the objective of this lesson; the objective of a seminar; the objective of a fund raising etc.
• Topic 92: Difference between an Aim and Objective
• The aims of a course are broad statements of its purpose or
intent. The aim encompasses the purpose and philosophy of
the course, specifying its overall direction and content. - -
They let students know what you will be teaching them over a
study period and what they may learn by taking the course.
Topic 93: Teaching Process Reflective Objectives
Objectives articulate the knowledge and skills you want students to acquire by the
end of the course.
Instructional strategies are chosen to foster students learning towards meeting the
objectives.
Methods, techniques, strategies and materials all are decided in the light of
objectives.
Topic 94: Linking Objectives with Assessment
Objectives articulate the knowledge and skills you want students to acquire by the end of
the course,
Assessment allows the instructor to check the degree to which the students are meeting
the learning objectives.
• Assessment must align with the instructional techniques; otherwise objectives will not be
attained.
Topic 95: Objectives and Assessment: Examples
Example # 1 Teaching of definitions Assessment: Define so and so ….
Example 3 2 Teaching explanations Assessment: Define, explain …..
• Example # 3 Teaching diagrams Assessment: Draw a picture of …..
• Topic 96: Mismatch b/w Teaching and Assessment
• Example#1 Teaching: definitions
• Assessment:
• Explain…….
• Example#2 Teaching:
• Explanations Assessment:
• Compare, contrast ……
• Example#3
• Teaching:
• Comparisons
• Assessment: draw a picture…
 LECTURE 16
BLOOM’S TAXONOMY

Topic 97: What is Taxonomy?

Taxonomy is the science of classification according to a predetermined system, whose resulting
catalogue is used to provide a conceptual framework for discussion or analysis.

Topic 98: Bloom’s Taxonomy

Bloom’s Taxonomy was created in 1956 under the leadership of educational psychologist
Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as
analyzing and evaluation concepts, processes, procedures and principles rather than just
remembering facts (rote learning).
• It is most often used when designing instruction or learning processes. One gets clear
about the level and depth of learning process. It is helpful in writing objectives and then
in forming questions.
Topic 99: Bloom’s Taxonomy
Three Domains
Cognitive: Mental skills (knowledge)
Affective: Growth in feelings or emotional areas
Psychomotor: Manual or physical skills (skills)
Topic 100: Explanation and Significance
Words tend to convey wide range of meanings.
Domains can be thought of as categories.
Three categories are referred as KSA (Knowledge, Skills, Attitudes or Abilities)
Taxonomy of learning behaviors may be thought of as “ the goal of the learning process”.
• After a learning activity, learner should have acquired a new skill, knowledge and
attitude.
Topic 101: Cognitive Domain
The most-used of the domains refers to knowledge structures (although sheer “knowing
the facts” is its bottom level). It can be viewed as a sequence of progressive
contextualization of the material.
Changes in Bloom’s Taxonomy
There is an interchange of two top levels: Evaluation and Synthesis.
The names of six major categories were changes from noun to verb forms.
Comprehension and synthesis were retitles to understanding and creating respectively.
Topic 102: Explanation of Cognitive domain
Knowledge: Familiarity
Comprehension: Understanding Application: Use of knowledge Analysis: Differentiation into parts
Synthesis: Creation
• Evaluation: Judgements
 LECTURE 17
KNOWLEDGE LEVEL OF BLOOM’S TAXONOMY
Topic 103: Knowledge Level
What is Knowledge level?
• Exhibits previously learned materials by recalling the facts, terms, basic concepts and answers.
• Topic 104: Knowledge Level
• At Knowledge Level of Learning a student can define terms.
• Related Verbs and Words
• Arrange
• Define
• Describe
• Duplicate
• Identify
• Label
Topic 105: Knowledge Level Objectives
Knowledge refers to rote memorization of facts and information.
Students will be able to define nouns.
Students will be able to name the items given in the pictures.
Topic 106: Knowledge Level Questions
These questions test rote memorization of facts or information. For example:
What is…..? Where is…? When did….?
What is a noun?
Define the concept of action words?
• Topic 107: Same level Objectives and Questions
• Example 1:
• Objective: Students should be able to define noun. Question: What is a noun?
Example 2:
Objective: Students should be able to name the places shown in the map. Question: where is this
place located?

Topic 108: Mismatch b/w Objectives and Questions

• The objectives and assessment of some course do not show the same level of cognition.
• Example:
• Objective: students should be able to define noun.
• Question: Explain the function of noun in a paragraph?
• Example:
• Objective: students should be able to name the places in the map. Question: Discuss the
importance of the places shown in the map?
 LECTURE 18
COMPREHENSION LEVEL OF BLOOM’S TAXONOMY
Topic 109: Comprehension Level What is Comprehension level?
Demonstrating understanding of facts and ideas by organizing, comparing,
translating, interpreting, giving descriptions and stating main ideas.
Topic 110: Related Verbs and Words
Demonstrate
Interpret
Explain
Extend
Illustrate
Translate
Summarize
Show
Classify
• Grasping the meaning of information is comprehension.
Topic 111: Comprehension Level Objectives
At this level learner can restate in his own words that he has stored in memory.
Students will be able to explain the theory.
Students will be able to discuss the global warming.
Topic 112: Comprehension Level Questions
These questions test the understanding about of facts or information. How is…? Why is….?
How does global warming affect us?
• Explain the role of action words?
Topic 113: Same Level Objectives and Questions
Example 1:
Objective: students should be able to explain global warming. Question: Discuss the
concept of global warming?
Example 2:
Objective: Students should be able to paraphrase the poem. Question:
Explain the following stanza with reference to the context?
Topic 114: Mismatch b/w Objectives and Questions
The objectives and assessment of some course do not show the same level of cognition.
Example:
Objective: Students should be able to summarize the poem. Question: Evaluate the poem?
Example:
• Objective: students should be able to interpret the story. Question: Review the story?
 LECTURE 19
APPLICATION LEVEL OF BLOOM’S TAXONOMY
Topic 115: Application Level
This level refers to applying gained knowledge to actual situations
Topic 116: Related Verbs and Words
Apply, build, construct, develop, Interview, make use of, organize, solve, utilize, model etc.
Solving problems by applying acquired knowledge, facts, techniques and rules.
Topic 117: Application Level Objectives
Knowledge and understanding are applied to solve some problem or build further knowledge.
Students will be able to solve the mathematical problem.
Students will be able to suggest some reforms.
Topic 118: Application Level Questions
These questions test the ability to apply your knowledge. How will you…?
Solve the following problem?
• How will you arrange the following words into a meaningful sentence?
Topic 119: Same Level Objectives and Questions
Example:
Objective: Students should be able to apply this formula for mathematical problem. Question:
Are these mathematical answers correct?
Example:
Objective: Students should be able to modify the given passages. Question:
• How will you change this paragraph into interrogative?
• Topic 120: Mismatch b/w Objectives and Questions
• The objectives and assessment of some course do not show the same level of cognition. Example:
• Objective: Students should be able to find the moral of the story. Question: Compare the story with a
plot of a novel?
• Example:
• Objective: Students should be able to apply their understanding to make correction. Question: what
are the positive points in the given paragraph?
 LECTURE 20
ANALYSIS LEVEL OF BLOOM’S TAXONOMY

Topic 121: Analysis Level What is analysis level?

Examining and breaking information into parts by identifying motives or causes;
Making inferences and finding evidence to support generalizations. Blooms taxonomy
Topic 122: Related Verbs and Words
Analyze, categorize, classify, compare, contrast, discover, divide, examine, inspect, simplify, test
for distinguish, distinction, theme, relationships, function, motive, inference, assumption.
Breaking down objects or ideas into simpler parts and seeing how the parts relate and are
organized.
Topic 123: Analysis Level Objectives
One should be able to analyze a system and divide into its constituent parts.
Student should be able to understand the parts of a microscope.
• Students will be able to recognize the parts of speech.
Topic 124: Analysis Level Questions
These questions test the ability to analyze an item or system on the basis of learning. What are
the parts or features of …?
Distinguish between hard disc and removable disc?
How will you analyze the role of light in photosynthesis?
Topic 125: Same Level Objectives and Questions Example:
Objective:
• Students should be able to divide the system into its parts.
• Question:
• Recognize the parts of the system and place them correctly?
• Example:
• Objective: Student should be able to differentiate between antonyms and synonyms.
Question:
• Replace the given words by synonyms.
Topic 126: Mismatch b/w Objectives and Questions
The objectives and assessment of some course do not show the same level of cognition. Example:
Objective:
Students should be able to infer the message carried by each paragraph. Question:
Evaluate this paragraph?
Example:
• Objective: Students should be able to contrast these two devices. Question: Synthesize the
function of two devices?
 LECTURE 21
SYNTHESIS LEVEL OF BLOOM’S TAXONOMY
Topic 127: Synthesis Level What is Synthesis Level?
The level refers to compiling information together by combining elements in a new pattern or
proposing alternative solutions.
Blooms Taxonomy.
Topic 128: Related Verbs and Words
Combine, Compile, Compose, Construct, Create, design, develop, estimate, formulate, invent,
originate,
plan,Propose,Solution,suppose,modify,improve,adapt,minimize,maximize,delete,theorize,elab
ora te, improve.
Rearranging component ideas into a complete presentation.
Topic 129: Synthesis Level Objectives
Knowledge and understanding are applied to compile information to build or pattern.
Student will be able to complete the story with the help of hints.
• Students will be able to rearrange the jumbled words to make a sentence
Topic 130: Synthesis Level Questions
These questions test the ability to construct/ synthesize something on the basis of your learning.
What changes would you make…?
How will you design your classroom for language learning activities?
How will you assemble the following words into a meaningful sentence?
Topic 131: Same Level Objectives and Questions
Objective:
• Student should be able to give their judgment about inactive teaching. Question: Do you
recommend interactive teaching?
• Topic 132: Mismatch b/w Objectives and Questions
• The objectives and assessment of some course do not show the same level of cognition.
• Student should be able to compare a story from the pictures. Question: Evaluate the
story shown in picture?
• Students should be able to construct a model for teaching. Question:
• Evaluate teaching material?
 LECTURE 22
EVALUATION LEVEL OF BLOOM’S TAXONOMY
Topic 133: Evaluation Level What is evaluation level?
This level refers to making judgments about information validity of ideas or quality of work
based on a set of criteria.
Blooms Taxonomy
Topic 134: Related Verbs and Words
Awards, Criticize, decide, defend, evaluate, judge, justify, compare, mark, rate, recommend,
appraise, support, prove, disprove, assess, value, estimate, etc.
• Making judgments based on evidence or criteria.
• Topic 135: Evaluation Level Objectives
• Blooms Taxonomy
• Knowledge and understanding are applied to judge and evaluate something.
• Students will be able to assess the system of taxation.
• Students will be able to give their opinion about educational reforms.
Topic 136: Evaluation Level Questions
These questions test the ability to judge something on the basis of your learning. Can you access
the value…?
How will you justify the educational reforms?
Do you value the changing methodologies of teaching?
Topic 137: Same Level Objectives and Questions
• Students should be able to compile the information into a report. Question:
• Students should be able to improve the given plan. Question:
• Formulate a new plan by mentioning the flaws of the previous one?
• Topic 138: Mismatch b/w Objectives and Questions
• The objectives and assessment of some course do not show the same level of cognition..
Example:
• Objective:
• Students should be able to give their opinion about abstract art. Question: Define abstract art?
• Example:
• Objective: Students should be able to give their judgment about economic conditions prevailing
today
 LECTURE 23
ITEM ANALYSIS-1
• Topic 139: Item Analysis What is Item Analysis?
• Item and distracter analysis
• Item analysis is a process which examines student responses to individual test items (questions) in order
to assess the quality of those items and of the test as a whole.
• Item Analysis deals with:
• Item Difficulty, Item Discrimination
• Effectiveness of Distractors
• Topic 140: What is Item Difficulty?
• Item difficulty is simply the percentage of students taking the test who answered the item
correctly.
• The larger the percentage getting an item right, the easier the item.
• For instance, if the percentage of correct answer is 85%, it means the item is very easy.
• If the percentage is 15%, it means the item is very difficult.
• The proportion for the item is usually denoted as p and is called item difficulty (Crocker &
Algina,1986)
• Topic 141: Calculating Item Difficulty
• P: Correct Responses/ Total Responses P=H+L/N
• H is high scorers with correct responses
• L is low scorers with correct responses N is total number of students.
• For instance:
• Total Responses::42 Correct
• Topic 142: High and Low Performers
• When the test result is divided and arranged into two groups on the basis of total scores.
• Topic 143: What is Discrimination Index?
• The ability of the test to differentiate between good (High Scoring) and poor (Low Scoring)
students
• Topic 144: Calculating Discrimination Index
• D= H-L/ N
• H is high scorers with correct responses. L is low scorers with correct responses. N is total
number of students.
• For instance: H=12
• L=3
 LECTURE 24
ITEM ANALYSIS -2
Topic 145: More About Item Analysis More about Item Analysis Distractors Item Analysis deals
with:
Item Difficulty, Item Discrimination
Effectiveness of Distractors
Distractors are various alternatives chosen to be as close as possible to the right answer. In good test construction,
all distractors should be feasible and reasonable and should apply directly to the steam.
Topic 146: What is Distractor Analysis?
The best distractor is one that contains the common mistakes that students will make.
In distractor analysis, however, we are no long: interested in how test takers select the correct
answer, but how the distracters were able to function effectively by drawing the test takers
away from the correct answer.
Topic 147: Analyzing Distractor
D= H-L/ N
H is high scorers with correct responses L is low scorers with correct responses N is total number of
students
• Each column is showing a different value as it has been calculated for each distractor separately.
Topic 148: Interpretation of the Analysis
• The value .33 is acceptable because it discriminates between high and low. The value for
distractor B is 0 so no discrimination between high and low groups. C has been chosen
more by the weak students.
• Topic 149: Putting Responses on a Sheet
• By looking at the sheet, you can know about the responses to distractors.
• Topic 150: Significance of Distractor Analysis
• Distractor analysis can be a useful tool in evaluating the effectiveness of distractors.
When distractors are not effective, they are virtually useless.
• Good quality distractors ensure that the outcome of the tests provides more credible and
objective picture of the knowledge of the test takers.
 LECTURE 25
MARKING
Topic 151: Marking and Assessment What is Marking?
Marking is when you set a certain standard numerically about certain task. Here we are
discussing the work oral or written.
To identify what is required for achievement of each of the grades being awarded .Student
work is then judged to fall at a given point within the range of descriptors.
Marks
Grades
Percentage
Topic 152: Clarity in Questions
• Questions should be written very clearly. There should be no confusion what to be
answered. Students cannot answer correctly if they are confused about the
statements of questions.
Topic 153: Clarity in Marking Scheme
Marking scheme should be clearly conveyed to students that will help them to arrange their
answers as is required
For instance:
Q. What is Bloom’s taxonomy? (10)
Name three domains of Bloom’s taxonomy. (1.S)
How does this taxonomy help in context of teaching and learning? (8.5)
Topic 154: Level of Question and Marks
For instance:
• Q. What is Bloom’s taxonomy? ( 10)
• Name three Domains of Bloom’s taxonomy.(1.5)
• How does this taxonomy help in context of teaching and learning? (8.5) w
• Distribution of marks should be decided according to the levels of cognition. The lower the level, the
lesser the marks. Similarly more marks will be allocated to higher level questions.
Topic 155: Co-ordinations
A coordination must be maintained starting from objective to teaching and then to questions
of assessment.
This co-ordination must be perceived in the allocation of marks also. For instance:
Objective: Knowledge level
Teaching and assessment: Knowledge level
Marks: 2-3
Topic156: Sharing with Students
This co-ordination must be shared with the student. For instance:
Objective: Knowledge level
Teaching and assessment: Knowledge level
• Marks: 2-3
 LECTURE 26
RUBRICS-1
Topic 157: Rubrics
What are Rubrics?
A rubric is a scoring tool that teachers use to assess student learning after a lesson.
A rubric usually in the form of a matrix or grid; is a tool used to interpret and grade
students’ work against criteria and standards. Rubrics are sometimes called “criteria
sheets”, “grading schemes”, or “scoring guides”.
Topic 158: Elements in Rubrics
A set of criteria that provides an interpretation of the stated objectives (performance,
behavior, quality).
A range of different levels of performance between highest and lowest.
• Descriptors that specify the performance corresponding to each level, to allow assessors
to interpret which level has been met.
Topic 159: Example from IT
This should be noted that starting from the highest point, the standards set over here, gradually
move towards lower standards.
Topic 160 Example from Speaking Task
Certain standards have been set and then levels of performance have been defines against these
standards.
Topic 161 Objectives & Rubrics
Learning objectives --------Institutional activities-------Assessment Objectives of a lesson or topics
help in setting rubrics.
• Whatever is needed as objectives, must be reflected in the grid of rubrics.
 LECTURE 27
RUBRICS-2
Topic 162: Significance of Rubrics
Using a set of criteria and standards (directly tied to the stated learning objectives), educators can assess
each student’s performance on a wide variety of work, ranging from written essays to class projects.
A rubric makes explicit a range of assessment criteria and expected performance standards. Assessors
evaluate a student’s performance against all of these, rather than assigning single subjective score. :
Using a set of criteria and standards (directly tied to the stated learning objectives), Educators can assess
each student.
Topic 163: More about Rubrics
Assessment rubrics can be used for assessing learning at all levels, from assignments, a
course projects, larger research or design projects and learning portfolios.
Topic 164: Challenges
When learning outcomes relate to higher levels of cognition (for example, evaluating or
creating).
It can be difficult to include different dimensions.
• When changing these detailed standards to grades.
Topic 165: Some Requirements
Prepared and available for students well before they begin work on tasks Discuss assessment
rubrics with students in class
Students should be familiar with these standards.
Practice using rubrics in class Frame your assessment
• Feedback to students in the terms laid out in the rubric.
• Topic 166: Developing Rubrics
• Develop the goals.
• Select the assessment tasks. Develop performance standards. Differentiate performances.
• Assign marks to these categories.
• Topic 167: Scoring Rubrics
• Exemplary
• Good quality
• Average
• Below average
• 1st at the top is related to the best performance. The last shows the least level. Two in the middle is related to average. According to the
subject and objectives, the remaining grid is filled.
 LECTURE 28
DISPLAYING THE DATA

Topic 168: Displaying Data

Tally marks also called hash marks show numeral system. They are a form of numerical used
for counting. They are most useful in counting. These are used in different areas including
assessment and research. We should have a set of data which can be stored in tallies. It is
represented by a small line.
Topic 169: Representation
We use these lines to store data. You can see that tallies do not carry numbers, but serve as
numbers for counting etc.
Topic 170: Tables
• The simplest style for displaying data is tables. There are different types of tables. This way
tables help us a lot, from simple of difficult areas.
Topic 171: Graphs
A diagram showing the relation between variable quantities, typically of two variables. Each measured
along one of a pair of axes at right angles.
Topic 172: Some Principles
There are certain principles of displaying data. For instance, we must keep in mind:
A relationship tries to show a connection or correlation.
A comparison tries to set one set of variables a part from another.
A composition tries to collect different types of information.
A distribution tries to lay out a collection of related or unrelated.
• Topic 173: Some Recommendations
• Sorting and re-grouping data.
• Transforming raw data into indicators such as percentages, rates and ratios.
• Presenting the data and indicators in tables, charts and texts which enable easy analysis, interpretation and
use.
 LECTURE 29
ITEM DEVELOPMENT
Topic 174: Item Development
The term item is used as a shorthand for questions on the test. Item development can proceed
only when a clearly agreed upon set of objectives is available.
It is advised that an item should measure only a single objective.
Each objective, however, should be measured by one or several items, depending on the test
specifications.
Topic 175: Item Format
The format of the item necessarily proceeds from the test blueprint. The blueprint indicates the kinds of
skills and the balance of test content to be measured. The selection of item types and test format should be
based on the kinds of skills to be measured and not on some personal like or dislike for a particular item
format.
Topic 176: Objective Questions
Write with clear terminology.
Clear statement.
Avoid confusions.
• Keep each item separate.
Topic 177: Essay Test Items
Essay items are useful when examinees have to show how they arrived at an answer.
A test of writing ability is a good example of the kind of test that should be given in an
essay response format.
• This type of item, however, is difficult to score reliably and can require a significant
amount of time to be graded.
• Grading is often affected by the verbal fluency in the answer, handwriting, presence or
lack of spelling errors, grammar used and the subjective judgments of the grader.
• Topic 178: Marking Scheme
• Marking scheme should be clear and relevant. For instance:
• Q. What is assessment? (10) And compare this question:
• Q. a. Define assessment. (2)
• b. Discuss the role of assessment in a classroom. (8)
 LECTURE 30
OUTCOMES OF ASSESSMENT

Topic 179: Outcomes of Assessment

Assessment is related to the targets of learners and tests them about these targets. This way, it helps to
mark the position of some learner.
Assessment approaches promote learner engagement and encourage learners to become more
independent in their learning.
Topic 180: Learner’s Skills
Assessment promotes learner engagement and encourages learners to improve their skills.
Speaking, writing, listening, thinking all refer to different skills. Assessment helps learners to improve their
skills.
Topic 181: Learner’s Knowledge
• We enhance our knowledge with the help of assessment. Different materials and techniques polish our
capabilities.
• It helps those also to improve their knowledge who considers assessment as a pressure
Topic 182: Guiding Teaching
Assessment guides teachers as well about their teaching materials and techniques.
If learners have a picture about learning quality, teachers can also have an idea how they have
performed as teachers.
Topic 183: Involving Many Parties
Assessment involves many parties directly and indirectly. For instance your teacher is a direct party.
Your principal also might be taken as a direct party.
• But those sitting in the finance office or publishing your question papers are the example of
indirect parties.