UNIT # 02
OBJECTIVES AND ASSESSMENT
INTRODUCTION
Objectives are the desired outcomes of an effort. Guided by these
specific objectives instructional activities are designed and subsequently
assessment is carried out through different methods. The objective are key
components for developing a test and guiding principles for assessment. Bloom’s taxonomy provides a useful way of
describing the complexity of an objective by classifying into one of the
hierarchical categories from simplest to complex. Therefore, the process of
developing a test should begin with the identification of content domain at
first stage and development of table of specification at second stage.
What is a Test?
A test is a device which is used to measure behaviour of a person
for a specific purpose. A procedure used to establish quality, performance or
reliability of something (here the quality of teaching and learning). Moreover it is an instrument that typically
uses sets of items designed to measure a domain of learning tasks.Tests are
systematic method of collecting information that lead to make inferences about
the characteristics of people or objects. Test should assess content area in
accordance with relative importance a teacher has assigned to them.
The main categories of tests are:
Objective Type
Objective type tests are also called selective-response tests. In this types of tests responses of an item are provided and the students are required to choose correct response. The objective types of tests that are used at elementary level are:
· Multiple choice
· Fill in the blanks
· Matching items
Subjective Type
Subjective questions are questions that require answers in the form
of explanations.
Subjective questions include:
· essay questions
· short answer
· Definitions
· scenario questions, and
· opinion questions.
Purposes of test
Monitoring Student Progress
A useful purpose of classroom test is to know whether students are
satisfactorily moving towards the instructional goals.
Diagnosing Learning Problems
Identification of students strength and weaknesses.
It provides the teacher that
what is the level of previous knowledge the students possess at the beginning
of instruction.
Assigning Grades
The best way to assign grades is to collect objective information
related to student achievements and other academic accomplishments.
Classification and Selection of Students
On the bases of test scores students are classified in groups e.g
high ability, average ability and low ability groups
Evaluating Instruction
A teacher teaches a topic. After the completion of topic the
teacher gives a test.
The score obtained by students show that they learned the skills
and knowledge that was expected to learn.
Objectives and Educational Outcomes
Objectives:
A specific result that a person or system aims to achieve within a
time frame and with available resources. A learning objective refers to the
statement of what students will obtain through instruction of certain content. An
objective describes an intended result of instruction, rather than the process
of instruction itself.
Characteristics/ Attributes of the Objectives
Behaviour
Firstly, an objective must
explain the competency to be learned, the intended change in the behaviour of
the learners.
Criterion
Secondly, an objective must
clarify the intended degree of In other words objective should not only
indicate the change in the behaviour of the students but also the level or
degree of that change as well.
Conditions
Thirdly, an objective should describe the conditions under which
the learning will occur.
Taxonomy of Educational Objectives
Benjamin Bloom established a hierarchy of educational objectives
for categorizing level of abstraction of questions that commonly occur in
educational settings (Bloom, 1965). The
classification is generally referred to as “Bloom's Taxonomy”.
Taxonomy means 'a set of classification principles', or
'structure'. The followings are six levels in this taxonomy: Knowledge, Comprehension, Application,
Analysis, Synthesis, and Evaluation.
Levels of Domains
Cognitive domain: involves the
development of intellectual skills. This includes
Knowledge , Comprehension, Application, Analysis ,Synthesis and
evaluation
Affective domain: The affective
domain is related to the manner in which we deal with things emotionally such
as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
The five levels of this
domain include: receiving, responding, valuing, organization, and
characterizing by value
Psychomotor domain:
Focus is on physical and
kinesthetic skills. The psychomotor domain includes physical movement,
coordination, and use of the motor-skill areas.
Domain levels include: Perception, set, guided response, mechanism,
complex or overt response, adaptation.
Learning Outcomes
What a student is expected to be able to do as a result of a
learning activity.
A learning outcome is a written statement of what the successful
student/learner is
expected to be able to do at the end of the module/course unit, or
qualification.
SOLO Taxonomy
Content refers to the major matter that will be included in a
measuring device. Selection and preparation of content also depends on the type
of decisions a teacher has to make about the students. A teacher should know
that items selected for the test come from instructional material which a
teacher has covered during teaching.
PRINCIPLES FOR TEST CONTENT
· Purpose of the test (diagnostic test, classification, placement, or job employment)
· Representative sample of the knowledge, behaviour, or skill domain being measured.
· Relevancy of the topic with the content of the subject
· Language of the content should be according to the age and grade level of the students.
· Developing table of specification.
Preparation of Table of Specification
Table of specification specifies the content of a test. It is a two-way framework which ensures the
congruence between classroom instruction and test content. This is one of the
most popular procedures used by test developers for defining the
content-domain. One dimension of the test reflects the content
to be covered and other dimension describes the kinds of student cognitive
behaviour to be assessed.
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