Course Overview
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Course Synopsis
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This course introduces key concepts and methods of educational assessment including tools like portfolios rubrics and standardized tests. It focuses on applying developing and analyzing assessment instruments to improve teaching and learning. Students learn to design valid and reliable assessments aligned with national standards and diverse learner needs. The course also emphasizes ethical practices data use for instructional improvement and integration of modern assessment technologies.
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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
- Explain key concepts frameworks and assessment methods anecdotal records peer appraisal portfolios etc. by describing their theoretical foundations advantages and limitations in educational settings.
- Apply assessment tools test development theories and standardized testing by interpreting item analysis scoring rubrics and test results in alignment with assessment standards.
- Develop valid and reliable assessment tools by designing diverse question formats with clarity fairness and effectiveness.
- Utilize assessment results by analysing data to refine teaching strategies and student learning for accurate and secure test administration.
- Design assessment strategies by aligning with national policies selecting appropriate test items methods to diverse learning needs and different assessment formats for effective student evaluation.
- Integrate ethical considerations regulatory guidelines advanced methodologies and technology by applying best practices in test administration assessments for validity and continuous professional development.
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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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GDB
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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Mid term
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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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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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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Quiz 3
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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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
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