EA&E 1.5 Blogs list
Educational Assessment & Evaluation 1.5 Blogs List 2019
University of Sindh
Faculty of Education
Project of Dr. Amjad Ali Arain
Course Content
Chapter 01 Introduction
1.1 Meaning and Concept of Test, Measurement, Assessment, Evaluation and Testing. Version A
1.1 Meaning and Concept of Test, Measurement, Assessment, Evaluation and Testing. Version B
1.2 Types of Assessment and Evaluation Version A
1.2 Types of Assessment and Evaluation Version B
1.3 Purpose of Assessment and Evaluation Version A
1.3 Purpose of Assessment and Evaluation Version B
1.4 Functions of Evaluation Version A
1.4 Functions of Evaluation Version B
1.4 Functions of Evaluation Version C
1.4 Functions of Evaluation Version D
1.4 Functions of Evaluation Version E
Chapter 02 LEARNING AND BEHAVIOURAL OBJECTIVES
2.1 Learning Objective/Learning Outcomes
2.2 Bloom’s Taxonomy and Learning Domains Version A
2.2 Bloom’s Taxonomy and Learning Domains Version B
2.3 Methods of stating learning objectives/ outcomes Version A
2.3 Methods of stating learning objectives/ outcomes Version B
2.4 Relation between learning objectives, Instructional strategies and assessment Version A
2.4 Relation between learning objectives, Instructional strategies and assessment Version B
Chapter 03 CHARACTERISTICS OF GOOD TEST.
3.1 Reliability and its Types Version A
3.1 Reliability and its Types Version B
3.5 Administrating/ Usability/ Practicability Version A
3.5 Administrating/ Usability/ Practicability Version B
Chapter 04 PLANNING CLASS ROOM TEST AND ASSESSMENT
4.1 The purpose of classroom Test and Assessment Version A
4.1 The purpose of classroom Test and Assessment Version B
4.1 The purpose of classroom Test and Assessment Version C
4.2 Developing Specifications for tests and Assessment
4.3 Selecting Appropriate Types of items and Assessment tasks Version A
4.3 Selecting Appropriate Types of items and Assessment tasks Version B
4.3 Selecting Appropriate Types of items and Assessment tasks Version C
4.4 Consideration in Preparing relevant test items and assessment Tasks
Chapter 05 TYPES OF ASSESSMENT TOOLS (OBJECTIVE AND SUBJECTIVE TYPES OF TESTS) FOCUS
5.6 Anecdotal Record Version A
5.6 Anecdotal Record Version B
Chapter 06 PERFORMANCE ASSESSMENT
6.1 Performance Assessment School and Classrooms
6.2 Teacher’s use of Performance Assessment
A teaching performance assessment (TPA) is a tool used to assess the practical skills and knowledge of pre-service teachers. Pre-service teachers collect evidence of practice to complete a TPA in the final year of their initial teacher education program. It is assessed by ITE providers and is a requirement for graduation.
Performance assessment is the “application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.” These tasks, occasionally marking gateways in learning, are “strategically placed in the lesson or unit to enhance learning as the student ‘pulls it all together’.” ASCD says performance tasks “are both an integral part of the learning and an opportunity to assess the quality of student performance.”
Performance tasks should be interesting to the student and well connected to the important content, process skills, and work habits of the curriculum. Sometimes students can help in constructing these tasks and assessment lists. The following are three performance tasks that call for graphs:
Examples of Performance Tasks
- (Upper Level) Middle or High School
(Provide the students with a copy of a speeding ticket that shows how the fine is determined.) Say to students: “How is the fine for speeding in our state determined? Make a graph that shows teenagers in our town how much it will cost them if they are caught speeding. Excellent graphs will be displayed in the Driver’s Education classroom.” - Elementary School
(At several specified times during the school day, students observe and count, for a set length of time, the number of cars and other vehicles going through an intersection near the school.) Say to students: “The police department is considering a traffic light or a crossing guard at the intersection near your school. Your help is needed to make graphs that show how many vehicles go through that intersection at certain times of the day. Excellent graphs will be sent to the Chief of Police.” - Primary School
(In view of the class, place 10 caterpillars in a box. Place a flashlight at one end, while darkening the other by folding over the box top.) Say to students: “Do caterpillars move more to the light or more to the dark? Make a graph that shows how many caterpillars move to the light and how many move to the dark part of the box. Your graphs will be displayed at Open House.”
2k19/B.eds/80
6.3 Benefits of formal Performance Assessment
6.4 Developing Performance and Assessment
6.5 Improving Performance Assessment
Chapter 07 STANDARDIZED AND TEACHER MADE TEST
7.2 Standardized and Teacher Made Test
7.3 Comparison of Standardized and Teacher Made Test
7.4 Criterion Referenced and Norm Referenced Test
7.5 Comparison of Criterion Reference and Norm Reference Test
Chapter 08 INTERPRETING THE TEST SCORE
Test Development and Evaluation 