Course Overview
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Course Synopsis
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This course is organized around two central classroom assessment activities. The first involves incorporating assessment activities into lessons. This means including assessment targets and criteria that represent success in achieving the targets—in addition to the lesson’s learning objectives—in lesson plans. The second assessment activity is constructing an achievement test.
The goal of the first activity is to illustrate how assessment can improve learning and instruction. You have studied about learning goals, outcomes, and/or objectives in other courses and you know how to use them in lesson plans. You’ll use that knowledge now to distinguish between learning objectives and assessment targets. You will see how to write assessment targets and where they belong in a lesson plan. You will learn how to set the criteria that a student must meet in order to show that she or he has met the target and, therefore, achieved the lesson’s learning objectives. You will see that you have to choose, from among several options, assessment tools that will give you the information you need to determine if students have achieved the lesson’s objective.
The goal of the second activity is to show you that creating an appropriate achievement test for your students is more than just writing questions (though that is a central part of the process). You will see that good tests require a blueprint (usually called a Table of Specifications). The blueprint helps you decide the topics and learning objectives your test should include and how many questions you should write for each. You will learn what it means when a test is called standardized and also how to improve a test after you have given it once.
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Course Learning Outcomes
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At the end of the course, you should be able to:
- write a lesson plan that includes assessment targets, criteria for demonstrating success achieving the targets, and appropriate assessment tools
- distinguish between good and weak short-answer, multiple-choice, true-false, and matching questions from an actual test and explain why each question is good or weak
- identify the characteristics of effective feedback and provide an example
- defend, with conviction, the claim that reliable information from assessments about students’ learning status increases the effectiveness of instructional decisions
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Course Calendar
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Week 01
1
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Purpose and Basic terms of Concept of Assessment
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2
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What is Classroom Assessment?
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3
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Emerging Points from Definition
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5
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Why Assessment is Important
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6
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Challenges in Assessment
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7
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Basic Assunptions about Classroom Assessment
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8
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The Concept of Assessment
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13
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Modification or Improvement
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17
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Internal and External Assessment
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Week 02
21
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Link between Instruction and Assessment
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22
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Stakeholders of Assessment
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26
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Reliability and Related Concepts
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27
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Test and Re-test Procedure
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29
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Split Halves Procedure
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30
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Internal Consistency Procedure
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32
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Some Other Types of Assessment
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33
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Authentic vs Traditional Assessment
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35
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Norm Referenced Assessment
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36
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Criterion Referenced Assessment
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37
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Norm vs Criterion Referenced Assessment
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Week 03
38
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Validity and Related Concepts
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42
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Criterion and Predictive Validity
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43
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Link between Reliability and Validity
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Assignment
47
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Assesmment and Physically Challenged
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49
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Measures to Eliminate bias
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50
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Assessment in Classroom
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52
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When you give some Performance
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53
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Observation and Perception
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54
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Individual Communication
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56
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Washback effect and Feedback
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Quiz 1
Week 04
59
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Characteristics of Effective Feedback
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60
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Some More Types of Effective Feedback
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61
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Guidelines for Giving Effective Feedback
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66
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Oral and written Feedback
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67
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Negative and Positive Feedback
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68
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Feedback and Motivation
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70
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Motivation in Classroom
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71
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Feedback affecting Motivation
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72
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Feedback as Intrinsic & Extrinsic Motivation
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73
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Negative Feedback and Motivation
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Week 05
76
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How to use the Evidence for feedback?
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77
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Keeping Record of Feedback
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78
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Some Images of Feedback
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79
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How can Feedback be Improved
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84
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Diaries and Portfolios
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86
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Observation Definition
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87
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Overt and Covert Observation
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88
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Participation of the Observer
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89
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Conducting Observations
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90
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Merits of Observations
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91
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Demerits of Observation
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Week 06
93
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Types of Questionnaires
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94
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Some More Types of Questionnaires
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95
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Interpreting Questionnaires
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96
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Merits of Questionnaires
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97
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Demerits of Questionnaires
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99
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Structured and Semi Structured Interview
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100
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Transcribing Interview
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101
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Interpreting Interview
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103
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Demerits of Interview
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105
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Projects and Growth Portfolios
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106
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Achievement and Competency Portfolios
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107
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Process and Showcase Portfolio
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109
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Demerits of Portfolios
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Quiz 2
Week 07
111
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Diary writting and Reflecting writting
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112
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Assessment of Diary Writting
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113
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Project as a Part of Class Work
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114
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Assessment of Projects
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115
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Merits and Demerits of Projects
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125
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Multiple Choice Questions
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126
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Matching Sentences/Columns
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127
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Assessment of Objective Questions
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Week 08
128
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Other Types of Question
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129
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Labeling a Figure/Diagram
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131
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Assessing Short Answers
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133
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Assessing Essay Type Answers
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Mid Term Exam
134
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What is an Objective?
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135
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Difference between an Aim and Objective
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136
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Teaching Process Reflective objectives
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137
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Linking Objectives with Assessment
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138
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Objectives and Assessment: Examples
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139
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Mismatch b/w Teaching and Assessment
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143
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Explanation and Significance (Bloom’s Taxonomy)
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145
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Explanation of Cognitive Domain
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Week 09
146
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What is Knowledge Level?
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147
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Knowledge Level (Related Verbs and Words)
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148
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Knowledge Level Objectives
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149
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Knowledge Level Questions
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150
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Same level Objectives and Questions (Knowledge Level)
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151
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Mismatch b/w Objectives and Questions
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153
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Comprehension Level (Related Verbs and Words)
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154
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Comprehension Level Objectives
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155
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Comprehension Level Questions
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156
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Same level objectives and questions (Comprehension Level)
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157
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Mismatch b/w Objectives and Questions (Comprehension level)
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159
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Related verbs and words (Application Level)
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160
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Application level objectives
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161
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Application level questions
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162
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Same level objectives and questions (Application Level)
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163
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Mismatch b/w objectives and questions (Application Level)
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Week 10
165
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Related verbs and words (Analysis Level)
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166
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Analysis level objectives
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167
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Analysis level questions
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168
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Same level objectives and questions (Analysis Level)
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169
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Mismatch b/w objectives and questions (Analysis Level)
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171
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Related Verbs and words (Synthesis Level)
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172
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Synthesis level objectives
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173
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Synthesis level questions
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174
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Same level objectives and questions (Synthesis Level)
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175
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Mismatch b/w Objectives and Questions (Synthesis Level)
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177
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Related Verbs and Words (Evaluation Level)
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178
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Evaluation level objectives
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179
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Evaluation level Questions
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180
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Same level objectives and questions (Evaluation Level)
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181
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Mismatch b/w Objectives and Questions (Evaluation Level)
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Graded Discussion Board
Week 11
183
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Filling blanks with and without options
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186
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Arranging Information and Bloom’s Taxonomy
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189
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What is Item Difficulty?
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190
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Calculating Item Difficulty
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191
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High and Low Performers
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192
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What is Discrimination Index?
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193
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Calculating Discrimination Index
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194
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More about Item Analysis Distractors
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195
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What is Distractor Analysis?
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197
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Interpretation of the Analysis
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198
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Putting Responses on a Sheet
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199
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Signicance of Distractor Analysis
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Week 12
202
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Clarity in Marking Scheme
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203
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Level of Question and Marks
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205
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Sharing with Students
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209
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Example from Speaking Task
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Quiz 3
211
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Significance of Rubrics
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217
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Objectives and Assessment
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Week 13
221
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Significance of Frequency
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223
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Significance of Range
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225
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Median (Number of Scores is Odd)
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226
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Median (Number of Scores is Even)
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227
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Significance of Median
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228
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Central Tendency of Data
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229
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Mode, Median, Central Tendency
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232
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Calculating Mean from Frequency
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Week 14
237
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Calculating Standard Deviation
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238
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Difference between Each Score and Mean
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240
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Square root of Variance
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241
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Significance of Standard Deviation
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242
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Interpretation of Statistical Values (Mode)
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243
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Interpretation (Median)
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244
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Interpretation (Frequency)
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245
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Interpretation (range)
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246
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Interpretation (Mean)
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247
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Interpretation (Standard Deviation)
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253
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Sorting and re-grouping data
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Week 15
266
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Outcomes of Assessment
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270
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Involving Many Parties
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Final Term Exam
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