Construction of Achievement

Question paper Setting29-07-2015Student EvaluationLevel of QuestionsRecall / Knowledge Lower Order Abilities

Application / Analyze - Middle Order

Synthesis Higher Order29-07-2015Student EvaluationMatching Completion typeSingle AnswerSupply typeNumerical problem solvingShort Answer Long answer/Structured EssayTest itemsSelection typeTrue / FalseMultiple Choice29-07-2015Student EvaluationAspect ComparedShort Answer / Supply Type ItemsEssay QuestionsTaxonomy of outcomes measuredGood for measuring outcomes at the knowledge, comprehension, application and analysis levels of the Taxonomy; Best for synthesis and evaluation outcomesContd.DIFFERENCES BETWEEN OBJECTIVE TYPE ITEMS & ESSAY QUESTIONS 29-07-2015Student EvaluationAspect ComparedShort Answer / Supply Type ItemsEssay QuestionsSampling of Content Broad coverage, which makes representative sampling of content feasible The use of a relatively small number of questions results in limited coverage, which makes representative sampling of content unfeasible Contd.DIFFERENCES BETWEEN OBJECTIVE TYPE ITEMS & ESSAY QUESTIONS 29-07-2015Student EvaluationAspect ComparedShort Answer / Supply Type ItemsEssay QuestionsPreparation of items / questionsDifficult and time consumingEasy and not time consumingScoringObjective, simple and highly reliableSubjective, difficult and less reliableDIFFERENCES BETWEEN OBJECTIVE TYPE ITEMS & ESSAY QUESTIONS Contd.29-07-2015Student EvaluationAspect ComparedShort Answer / Supply Type ItemsEssay QuestionsFactors that distort students scoresReading ability and guessingWriting ability and bluffingProbable effect on learningEncourages the student to remember, interpret and analyze the ideasEncourages the student to organize, integrate and express his own ideas DIFFERENCES BETWEEN OBJECTIVE TYPE ITEMS & ESSAY QUESTIONS 29-07-2015Student EvaluationFree Response (1)The short answer items poses a question that can be answered with a word/ phrase /number/ symbol.

What is Electrical Current?Answer : Flow of ElectronsWhat is an atom?

29-07-2015Student EvaluationFree Response (2)In completion item, a student is required to complete agiven incomplete sentence or statement with a Word /phrase/ number/ symbol.

In WWW where an attacker impersonate as real authority to steal worth full information is called Phishing29-07-2015Student EvaluationRules to followed in constructing Completion items Item must be properly stated so that a single brief answer is possible.The question must be direct.The item with blank spaces must take enough sense so that the student knows what to do.Answer must be related to the main point in the statement.29-07-2015Student EvaluationFixed Response ItemsIn constant alternatives type, a statement is given and the student is asked to choose between true/false or yes/no or agree/disagree

int i=10; printf(%d,i++); o/p: 11 (true /false)

Density of an ice is greater than the Water (yes/No)

29-07-2015Student EvaluationRules for constructing True/ false ItemsOnly one central significant idea.Be precise that it can be judged as unequivocally true or false.Is atoms are divisible / indivisibleThe item should use sparingly negative statement and must avoid double negatives. dont disagree (certainly agree)29-07-2015Student EvaluationMultiple ChoiceMultiple choice items is the most versatile of all objective type test items. Multiple choice items is most suited to provide diagnostic information29-07-2015Student EvaluationComponents of Multiple Choice ItemsStem :The transfer of heat in a steel bar from one end to the other is byA) Conduction KeyB) ConvectionC) Radiation Options DistractorsD) Fusion 29-07-2015Student EvaluationSample QuestionsAn eclipse of the sun throws the shadow of theA. moon on the sunB. moon on the earthC. earth on the sunD. earth on the moonWhich of the following has the least resistance?A. woodB. IronC. rubberD. silver

29-07-2015Student EvaluationSPECIFIC RULES FOR WRITING MULTIPLE CHOICE ITEMSRule - 1 : Stem must be concise and unambiguous, avoiding negatives. If unavoidable, negatives must be emphasized.

Rule 2 :Put as much of the wording as possible in the stem

29-07-2015Student EvaluationRule 3 : The options should be parallel in structure (i.e.) they should fit grammatically with the stem

Rule 4 : The item must not contain any clue such as mixtures of singulars and plurals in the options, precision of key option, length of the key option, etc.

29-07-2015Student EvaluationRule 5 : The key option must be always correct. This means that there is one and only one predetermined correct answer.

Rule - 6 : Avoid similarity of wording in both the stem and correct answer.

29-07-2015Student EvaluationRule 7 : Do not include two responses that have the same meaning. Multiple choice items should not involve lengthy calculations.

Rule 8 : The level of information required to reject wrong responses should not be higher than that required to select a correct response.

29-07-2015Student EvaluationMATCHING Two ColumnPremisesResponses

29-07-2015Student EvaluationExample :Match the type of transducers given under column A with appropriate application given in column B.

Column AColumn B( ) 1 couta Access Specifier( ) 2 newb ADT( ) 3 protectedc output function( ) 4 Class d structure e Object f allocation operator P r e m i s e s

R e s p o n s e s

29-07-2015Student EvaluationRules for constructing matching items The item should include only homogeneous material.

Number of responses should be sufficiently larger so that the last of the premises can have still many options to choose from.

Specify in the directions the basis for matching and indicate that each response may be used once or more than once or not at all.

29-07-2015Student EvaluationTYPES OF ESSAY QUESTIONS

Extended Response Type

Restricted Response Type

29-07-2015Student EvaluationRULES FOR CONSTRUCTING STRUCTURED ESSAY QUESTIONSChoose and decide on a structured essay type question only when it could not be tested by objective type tests.

Consider carefully the content and behavior before deciding on the wording of the question.

Before the item is considered complete, determine how it is to be scored.

29-07-2015Student EvaluationStructuring of a question is done by breaking the open ended aspect of an essay question by means of a series of tasks to be performed and making them clear, unambiguous and specific. The questions must be interpreted in the same way by the teachers and the students.

Relate the questions as directly as possible to the learning outcomes being measured and the question must be a valid testing situation for the ability considered.

29-07-2015Student EvaluationIn a set of structured questions, each part should be independent and complete in itself and the correct answer to one part should not rest too much on the correct answer to a former part. At the same time, each of the parts should refer to the same situation and contribute to the overall purposes of the test.

The subdivisions in a set of structured questions should be arranged in order of increasing difficulty.

29-07-2015Student EvaluationThe relative importance of each subdivision of the questions should be clearly indicated in terms of the marks allotted.

When the statement of the question itself does not impose fairly well-defined limits, some indication of the desired length of the answer should be given (Example : Explain within 200 words, write a paragraph, explain in about 5 sentences, not exceeding 1 page etc.) indicating the time expected for answering and the marks.29-07-2015Student EvaluationThe directions given in the question should be clear. (Example : Using a diagram, stating the assumptions, when temperature is constant etc).

Avoid phrases like Discuss briefly Explain briefly etc. as these terms do not specify the exact limit of the answer expected and may be understood differently by different students. Also avoid use of phrases like Write all that you know about. The length of the answer expected and the time to be spent on a question must be specified so that a well learnt student does not waste his time writing more than what is required.29-07-2015Student EvaluationEXAMPLES FOR STRUCTURED ESSAY QUESTIONS Describe the structure, working and applications of TCP / IP Model Unstructured Question:(20 marks) Structured Question:Draw the structure and name the layers of (4 marks) TCP / IP model

Describe the three main features of Internet Protocol (6 marks)

Explain how the four layers of TCP / IP model function (6 marks)

List any four applications of TCP / IP (4 marks) Back29-07-2015Student EvaluationWhat is a Table of Specification ?

Table of SpecificationsThe type of things the student should be able to do (i.e. ABILITIES)

The subject matter in which he should be able to do them (i.e CONTENT)

A Table of Specifications is a two way-chart, which relates CONTENT and ABILITIES by assigning suitable weightages for testing purpose.

29-07-2015Student EvaluationTest map that guides teacher in constructing a test.two-way chart which describes the topics to be covered by a test and the number of items or points which will be associated with each topic.Table of specification is a plan prepared by a classroom teacher as a basis for test construction especially a periodic test.

What is the importance of TOS ?

Help teachers frame the decision making process of test construction and improve the validity of teachers evaluations based on tests constructed.

Helping teachers to identify the types of items they need to include on their tests.Identify the achievement domains being measured and to ensure that a fair and representative sample of questions appear on the test.Provides the teacher with evidence that a test hascontent validity, that it covers whatshouldbe covered.

Consist of five columnsLevel objectiveStatement of objectiveItem numbernumber items andPercentageTable of SpecificationLevelObjectiveItem NumbersNumberPercentage1.Knowledge2.Comprehension3.Application4.Analysis5.SynthesisKnowledge remembering facts, terms, definitions, and concepts. Comprehension understanding the meaning of material. Application selecting a concept or skill and using it to solve a problem. Analysis breaking material down into its parts and explaining the hierarchical relationsEvaluation making a judgment based upon a pre-established set of criteria. Steps in Preparing Table of Specification

1. List down the topics covered for inclusion in the test.2. Determine the objectives to be assessed by the test. 3. Specify the number of days/hours spent for teaching a particular topic. 4. determine percentage allocation of the test items for each of the topics covered. The formula applied is as follows: % for a topic = Total Number Of Days/ Hours Spent

EXAMPLEMrs. Remy utilized 10 hours for teaching the unit on photosynthesis. She spent 2 hours in teaching the topic, Chemical Processes. What percentage of test items should she allocate for the topic? % for a topic .

210 = 0.20 (20%)

5. Determine the number of the items for each topic. This can be done by multiplying the percentage allocation for each topic by the total number of items to be constructed.

EXAMPLEMrs. Remy decided to prepare a 50- item test on the unit, Photosynthesis. How many items should she write for the Chemical Processes?

50 items x 0.20 = 10 items

TABLE OF SPECIFICATIONSProgramme: B. Tech Information Technology Semester: V SemesterSubject : Computer communication and Networks (Code Number 03BIT307) Abilities Content (No. and Name of the Unit) KnowledgeComprehensionApplication Higher order abilitiesTotalTotal10029-07-2015Student EvaluationPreparing a Table Of Specifications Assigning weightage to the various units of the content

Factors to be considered:

Number of periods allotted for teaching the unit

Usefulness of the content matter of the unit in the students job or every day life

Usefulness of the content matter of the unit in understanding other units of the same subject

Usefulness of the content matter of the unit in understanding other subjects prescribed for the programme

29-07-2015Student EvaluationSubject: Computer communication and Networks CATEGORY OF ABILITY WEIGHTAGEKnowledge (K)17%Comprehension (C)45%Application (App)27% Higher order abilities11%Total100%Weightage for Various Abilities to be tested29-07-2015Student EvaluationContent Achievement Unit NoUnit NameImparting Content in PercentageUnit -1 Network Design15Unit 2 LAN Access methods and Standards15Unit 3Packet Switching Networks20Unit 4TCP / IP Architecture25Unit 5Advanced NetworkArchitecture and Security Protocols2529-07-2015Student EvaluationTable of SpecificationAbilities Content (No. and Name of the Unit) KnowledgeComprehensionApplication Higher order abilitiesTotalNetwork Design15LAN Access methods and Standards15Packet Switching Networks20 TCP / IP Architecture25Advanced Network Architecture and Security Protocols25Total10029-07-2015Student EvaluationTable of SpecificationAbilities Content (No. and Name of the Unit) KnowledgeComprehensionApplication Higher order abilitiesTotalNetwork Design780015LAN Access methods and Standards3120015Packet Switching Networks310720 TCP / IP Architecture21010325Advanced Network Architecture and Security Protocols2510825Total1745271110029-07-2015Student EvaluationAdditional ParametersMaximum marks

Time allotted

Distribution of marks / questions between different sections / parts

Nature of choice of questions allowed, if any.

29-07-2015Student EvaluationNUMERICAL PROBLEM SOLVINGIn examining students pursuing technical courses, the higher order and complex learning outcomes could be tested by providing numerical problems. The problems may deal with the application of certain formulae, or laws to new situations, demanding the abilities of analysis, synthesis and evaluation (decision making). In setting such questions, one must avoid problems which seek answers by mere substitution of numbers directly into a formula. Such a situation demands just recall only.29-07-2015Student Evaluation