Instructor
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Dr. Nasir Mahmood
PhD
Tokyo Gakugei University, Tokyo, Japan
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1.Measurement, assessment and evaluation
2.Classroom assessment
3.Types of assessment
4.Use of Assessment in Classroom Instruction
5.Use of Assessment in Classroom Instruction – Formative and Summative Assessment
6.Types of Assessment: Methods of Interpreting Results
7.Role of national curriculum in assessment
8.Connecting all four levels in curriculum
9.Modes of Assessment in Curriculum
10.Taxonomies of Educational Objectives and Assessment
11.Bloom’s Taxonomy and SOLO Taxonomy
12.SOLO Taxonomy
13.Depth of Knowledge
14.Bloom’s Taxonomy
15.Bloom’s Taxonomy (Continued)
16.Revised version of Bloom’s Taxonomy
17.Instructional Objectives
18.Educational Decisions making
19.Types of test
20.Norm- Referenced Assessment (NRT)
21.Criterion Referenced Assessment
22.Characteristics of Criterion Referenced Assessment
23.Difference between NRT and CRT
24.Formative Assessment
25.Functions of Formative Assessment
26.Summative Assessment
27.Functions of Summative Assessment
28.Table of specification
29.Concept of table of specification
30.Elements and Appropriateness in Table of Specification
31.Balance among Learning Objectives and their Weight in table of specification
32.Balance among Learning Objectives and their Weight in table of specification: Example
33.Selecting pre-design test
34.Standards for selecting appropriate test
35.Standards for selecting appropriate test (continued)
36.Fairness in selecting appropriate test
37.Characteristics of good test: Validity, reliability and usability
38.Nature of validity
39.Evidences of validity: Content validity
40.Evidences of validity: Construct validity
41.Evidences of validity: Criterion validity
42.Evidences of validity: Consequence validity
43.Nature of reliability
44.Method of estimating reliability
45.Test-retest method
46.Equivalent forms method
47.Split half method
48.Kuder-Richardson methods, coefficient Alpha and inter-rater method
49.Types of assessment tools: Anecdotal records
50.Effective use of Anecdotal Record
51.Advantages and limitations of Anecdotal record
52.Peer Appraisal
53.Portfolio: Strengths and Weaknesses
54.Purpose of portfolio
55.Selection of items in a test
56.Characteristics of Multiple choice items
57.Use of Multiple choice items
58.Use of Multiple choice items (Continued 1)
59.Use of Multiple choice items (Continued 2)
60.Advantages and limitations of MCQs
61.Advantages and limitations of MCQs (Continued 1)
62.Advantages and limitations of MCQs (Continued 2)
63.Suggestions for constructing MCQs
64.Suggestions for constructing MCQs (Continued 1)
65.Suggestions for constructing MCQs (Continued 2)
66.Suggestions for constructing MCQs (Continued 3)
67.Suggestions for constructing MCQs (Continued 4)
68.Suggestions for constructing MCQs (Continued 5)
69.Suggestions for constructing MCQs (Continued 6)
70.Suggestions for constructing MCQs (Continued 7)
71.True/ False and its uses
72.Uses of True/False items
73.Advantages and limitations of true/false questions
74.Suggestions for constructing true/false items
75.Suggestion for constructing true/false items (Continued 1)
76.Suggestion for constructing true/false items (Continued 2)
77.Suggestion for constructing true/false items (Continued 3)
78.Suggestion for constructing true/false items (Continued 4)
79.Suggestion for constructing true/false items (Continued 5)
80.Suggestion for constructing true/false items (Continued 6)
81.Matching exercises
82.Uses of Matching exercises
83.Advantages and limitations of Matching exercises
84.Suggestions for constructing Matching exercises
85.Suggestions for constructing Matching exercises (Continued 1)
86.Suggestions for constructing Matching exercises (Continued 2)
87.Suggestions for constructing Matching exercises(Continued 3)
88.Developing short answers with examples
89.Developing short answers: Advantages and disadvantages
90.Uses of Short answers/ completion questions
91.Advantages and limitations of Short answers
92.Suggestions for constructing Short answers
93.Suggestions for constructing Short answers (Continued 1)
94.Suggestions for constructing Short answers (Continued 2)
95.Suggestions for constructing Short answers (Continued 3)
96.Suggestions for constructing Short answers (Continued 4)
97.Subjective items: Restricted response essay type items
98.Guidelines for constructing restricted response essay type items
99.Extended response essay type items: advantages and limitations
100.Guidelines for constructing extended response essay type items
101.Scoring rubrics for essay type items
102.Types of scoring rubric: Analytical scoring rubric
103.Holistic scoring rubric
104.Theories of test development
105.Item Analysis: information provided by item analysis
106.Appropriate time for item analysis
107.Test theories in item analysis
108.Item difficulty in CTT
109.Item discrimination in CTT
110.Item characteristics curve (ICC) in IRT
111.Item difficulty in IRT
112.Item discrimination in IRT
113.Probability of guessing in IRT
114.Concept and importance of assembling and administration of tests
115.Assembling test: Recording items
116.Assembling test: Packaging the test
117.Assembling test: Packaging the test (Continue 1)
118.Assembling test: Packaging the test (Continue 2)
119.Assembling test: Packaging the test (Continue 3)
120.Assembling test: Reproducing the test (Continue 4)
121.Things to remember when administering the test
122.Things to remember when administering the test (Continue 1)
123.Things to remember when administering the test (Continue 2)
124.Things to remember when administering the test (Continue 3)
125.Scoring criteria: Scoring rubric
126.Scoring rubric for essay type questions
127.Elements of rubric
128.Holistic scoring rubric
129.Approaches to apply holistic scoring rubric
130.Analytical scoring rubric
131.Advantages and disadvantages of analytical rubrics and suggestions
132.Standardized achievement test (SAT)
133.Characteristics of SAT
134.Comparison of SAT and informal test
135.Standardized test batteries and guidelines for SAT batteries
136.SAT in specific area, separate content-oriented test, reading test
137.Concept of interpreting tests scores
138.Methods for interpreting tests scores
139.Criterion referenced interpretation
140.Guidelines for criterion referenced interpretation
141.Norm-referenced interpretation
142.High Stake testing
143.What is high stake testing in Pakistan
144.Recommendations for effective high-stake testing
145.Preparation for high stake testing
146.Institutional involved in assessment
147.Institutional involved in assessment (Continued)
148.National Education Assessment System (NEAS)
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