Course Overview
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Course Synopsis
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Teaching requires assessment i.e. the evaluation of student understanding in light of the goals of a lesson or a course. This course is designed to equip the students with the understanding of test development and assessment. In this course students will learn how to design assessments that are carefully aligned with educational objectives. This course will also include hands on activities to guide the creation revision and use of quality assessment rubrics and coding schemes that work with the assessments design.
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Course Learning Outcomes
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The course introduces broad concepts theories and practices in test development and assessment in education
- Define discuss and critique the application and implications of various classroom assessment and evaluation procedures
- Describe and critique a variety of methods and means for reporting student achievement.
- Students will be able to develop table of specification
- Students will be able to perform Item Analysis
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Course Calendar
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Week 01
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1
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Measurement, Assessment and Evaluation
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4
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Use of Assessment in Classroom Instruction Placement and Diagnostic
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5
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Use of Assessment in Classroom Instruction – Formative and Summative Assessment
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6
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Types of Assessment Methods of Interpreting Results
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Week 02
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7
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Role of national curriculum in assessment
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8
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Connecting all four levels in curriculum
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9
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Curriculum Development at Higher Education Level
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Week 03
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10
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Taxonomies of Educational Objectives and Assessment
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11
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Bloom’s Taxonomy and SOLO Taxonomy
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15
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Bloom’s Taxonomy (Continued)
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16
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Revised version of Bloom’s Taxonomy
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17
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Instructional Objectives
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Assignment
Week 04
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18
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Educational Decisions making
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20
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Norm- Referenced Assessment (NRT)
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21
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Criterion Referenced Assessment
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22
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Characteristics of Criterion Referenced Assessment
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23
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Difference between NRT and CRT
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25
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Functions of Formative Assessment
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27
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Functions of Summative Assessment
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Week 05
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28
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Table of specification
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29
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Concept of table of specification
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30
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Elements and Appropriateness in Table of Specification
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31
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Balance among Learning Objectives and their Weight in table of specification
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32
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Balance among the Levels of Learning Objectives in Table of Specification
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Quiz 1
Week 06
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33
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Selecting Pre-designed test
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34
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Standards for selecting appropriate test
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35
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Standards for selecting appropriate test (Continue)
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36
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Fairness in selecting appropriate tests
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Week 07
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37
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Characteristics of Good Test
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39
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Evidences of validity: Content validity
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40
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Evidences of validity: Construct validity
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41
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Evidences of validity: Criterion validity
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42
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Evidences of validity: Consequence validity
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44
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Method of estimating reliability
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45
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Method of estimating reliability: Test-retest
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46
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Method of estimating reliability: Equivalent form Method
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47
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Method of estimating reliability: Split Half Method
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48
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Method of estimating reliability: Kuder-Richardson Method
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Quiz 2
Week 08
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50
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Effective use of Anecdotal Records
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51
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Advantages and limitations of Anecdotal Records
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Week 09
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55
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Selection of item in a test
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56
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Characteristics of MCQs
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58
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Uses of MCQs (Continue 1)
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59
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Uses of MCQs (Continue 2)
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60
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Advantages and Limitations of MCQs
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61
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Advantages and Limitations of MCQs (continue 1)
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62
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Advantages and Limitations of MCQs (continue 2)
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63
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Suggestions for constructing MCQs
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64
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Suggestions for constructing MCQs (continue 1)
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65
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Suggestions for constructing MCQs (continue 2)
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66
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Suggestions for constructing MCQs (continue 3)
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67
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Suggestions for constructing MCQs (continue 4)
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68
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Suggestions for constructing MCQs (continue 5)
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69
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Suggestions for constructing MCQs (continue 6)
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70
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Suggestions for constructing MCQs (continue 7)
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72
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Uses of True/ False items
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73
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Advantages and limitations of True-false
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74
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Suggestions for Constructing True-false (alternative form) items
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75
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Suggestions for Constructing True-false items (Continue 1)
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76
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Suggestions for Constructing True-false items (Continue 2)
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77
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Suggestions for Constructing True-false items (Continue 3)
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78
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Suggestions for Constructing True-false items (Continue 4)
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79
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Suggestions for Constructing True-false items (Continue 5)
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80
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Suggestions for Constructing True-false items (Continue 6)
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82
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Uses of Matching Exercises
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83
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Advantages and limitations of Matching Exercises
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84
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Suggestions for constructing Matching Exercises
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85
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Suggestions for constructing Matching Exercises (Continue 1)
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86
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Suggestions for constructing Matching Exercises (Continue 2)
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87
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Suggestions for constructing Matching Exercises (Continue 3)
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88
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Developing short answer/completion questions
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89
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About developing short answer/completion questions
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90
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Uses of short answer/completion questions
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91
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Advantages of short answer/completion questions
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92
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Suggestions for constructing short answer/completion questions
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93
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Suggestions for constructing short answer/completion questions (Continue 1)
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94
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Suggestions for constructing short answer/completion questions (Continue 2)
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95
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Suggestions for constructing short answer/completion questions (Continue 3)
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96
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Suggestions for constructing short answer/completion questions (Continue 4)
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Mid term exam
Week 10
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97
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Creating Constructed Response Test Items
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98
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Guidelines for constructing Restricted response essay type items
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99
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Extended response essay type Items
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100
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Guidelines for writing essay type items
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101
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Scoring Rubrics for Essay Type Items
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102
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Types of Scoring Rubrics
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103
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Holistic Scoring Rubric
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GDB
Week 11
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104
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Theories of test development
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105
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Item Analysis: Information provided by item analysis
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106
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Appropriate time for Item Analysis
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107
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Test theories in item analysis
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108
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Item Difficulty in Classical Test Theory (CTT)
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109
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Item Discrimination in CTT
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110
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Item Characteristic Curve (ICC) in Item Response Theory
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111
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Item Difficulty in Item Response Theory
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112
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Item Discrimination in Item Response Theory (IRT)
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113
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Probability of Guessing in Item Response Theory (IRT)
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Week 12
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114
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Concept and importance of assembling and administration of tests
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115
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Assembling Test: Recording items
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116
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Assembling Test: Packing the test
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117
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Assembling Test: Packing the test (Continue 1)
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118
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Assembling Test: Packing the test (Continue 2)
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119
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Assembling Test: Packing the test (Continue 3)
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120
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Assembling Test: Reproducing the test
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121
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Assembling Test: Things to remember when administering test
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122
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Assembling Test: Things to remember when administering test (Continue 1)
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123
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Assembling Test: Things to remember when administering test (Continue 2)
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124
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Assembling Test: Things to remember when administering test (Continue 3)
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Week 13
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125
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Scoring Criteria: Scoring Rubric
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126
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Scoring Rubric for Essay Type Questions
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128
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Holistic Scoring Rubric.
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129
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Approaches to Apply Holistic Scoring Rubric
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130
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Analytic Scoring Rubric
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131
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Advantages and disadvantages of Analytic Rubric
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Quiz 3
Week 14
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132
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Standardized Achievement Test
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133
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Characteristics of Standardized Achievement Test
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134
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Standardized Test versus Informal Classroom Test
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135
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Standardized test batteries and guidelines for SAT batteries
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136
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SAT in specific area, separate content oriented test, reading test
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137
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Concept of Interpreting Test Scores
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138
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Method of Interpreting Test Scores
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139
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Criterion-referenced Interpretation
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140
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Guidelines for Criterion-referenced Interpretation
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141
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Norm-referenced Interpretation
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Week 15
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143
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High Stake Testing in Pakistan
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144
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Recommendations for Effective HST
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145
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Preparation for Effective HST
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146
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Institutions involve in assessment
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147
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Institutions involve in assessment.
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148
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National Education Assessment System
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Final term exam
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