Assignment: 01

Course: Educational Assessment and Evaluation (8602)

Submitted by: Umama Akram

Student ID: 0000666460

Level: B.Ed. (1.5 years)

Semester 1

(Spring 2024)

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

Question No.1 Explain the principles of classroom Assessment in detail.

Answer: Classroom Assessment:

Classroom assessment is an organized method of formative evaluation that teachers use to

determine how much and how properly their pupils are learning. Important information on

teaching and learning is provided by CATs and other informal methods of evaluation throughout

the semester, allowing for any changes that need to be made. The idea is that you may better

arrange learning activities to organize you’re teaching the more you understand about what and

how students are learning. Most of the methods are straightforward, anonymous, and non-graded.

Exercises conducted in class that provides you and your pupils with insightful feedback on the

process of teaching and learning.

Assessments and other evaluations for students are different from classroom assessments in
that the goal of the former is course progress, not grade assignment. The main objective is to
improve your teaching by gaining greater comprehension of your students’ learning.

Classroom Assessment Techniques ( CATs:

Simple anonymous, non-graded class activities known as Classroom Assessment Techniques

(CATs) are designed to give you and your students with insightful feedback on the teaching-
learning process while it is taking place.

Example:

 Questionnaire: A brief, clear questionnaire called the Background Knowledge Probe is

given to students at the beginning of a course or before to the beginning of a new unit,
lesson, or topic. Its purpose is to reveal students preconceptions.
 The Minutes Paper tests whether or not student are gaining new material. “What was
the most important thing you learned during this class?” is the final question the lecturer
asks the class to submit a quick response to and “What significant question is still
unresolved?

Objectives of class assessment techniques:

 CATs can be applied to enhance in-class teaching and learning. The use of CATs more
often can
 Give current input about the process of teaching and learning.
 Provide data on student learning that requires fewer efforts than typical assignments, such
as examinations and papers.
 Support the idea that education is a continuous process of research, experimenting, and
introspection.
 assist student in improving their self-monitoring of their own learning
 Assist students in being less alone, especially in big classes
 Give specific proof that the teacher is interested in helping students learn.
Strategies to use class assessment techniques:
1. Select the learning outcomes from a CAT that you wish to analyze for your
students.
2. Find a CAT that offers this kind of feedback, meshes well with your instruction,
and is simple to use in the classroom.
3. After giving your students an explanation of the activity’s goal, carry it out.
4. Analyze the results after class, consider what they indicate about your students’
learning, and make any necessary adjustments.
5. Inform students of the concepts you took away from the CAT and how you plan to
put into use them.

Types of assessment:

There are three types of learning:

 Assessment for learning

  Assessment of learning
 Assessment as learning

Assessment of learning
(Summative)

Learning

Assessment for Assessment as

learning learning
(Formative) (Formative)

 Assessment of learning:

When assessing student success in regard to objectives and standards, instructors might use
assessment data to support what they decide. Occasionally called “summative assessment,” it
frequently takes place at certain times during an activity or at the conclusion of a unit, term, or
semester. It can be utilized to provide grades to students or to rank them.
Based on their performance on specified achievement assessments, such as state exams, kids
can often move from one learning level or grade to another with assessment OF learning scores.
Assessment of learning efficacy for ranking or grading is contingent upon the reliability and
validity of the assessments.
 Assessment for learning:
The addition of evaluation practices into the teaching and learning process is known as
assessment for learning. Both quantitative and qualitative data are included. Teachers may
monitor student advancement and know where they are in their learning during assessment for
learning. The demands for their education and the characteristics of excellent work serve as a
guide for students. Together, teacher and the student evaluate the student’s understanding as the
unit goes along, as well as what the student still needs to learn in order to expand and build upon
it (formative examination). Every step of the learning system involves assessment for learning.
 Assessment as learning:
 When students monitor their own learning, submit questions, and employ a variety of ways to
determine what they know and can do it. When students examine themselves, assessment as
learning takes place. In order find out what they know and can accomplish as well as how to
apply assessment for new learning, students keep an eye on their own learning, submit questions,
and employ a variety of procedures.
PRINCIPLES OF CLASSROOM ASSESSMENT:
A vital component of the teaching and learning process, classroom evaluation informs
teachers and students about areas that need work as well as about progress made. These
assessments are made sure to be fair, efficient, and conducive to the learning of the students by
the principles classroom assessment. The following are the main principles:
1. Student involvement:
Involve students in the process of evaluation. Involve students in creating objectives
and success criteria, and use peer and self-assessments
2. Formative assessment:
Regular assessments in the classroom must be conducted to support ongoing
instruction and development. Because it examines the creation of a, it ought to be
formative.
idea or practice. An examination is considered formative if it considers how the learner
advances or forms. Thus, it ought to be for education. To put it another way, it plays a
critical role in “giving the teacher feedback on their instruction and guiding planning by
informing them about how much the learners as a group, and how much individuals
within that group, have understood about what has been learned or still needs to be
learned as well as the suitability of their classroom activities.”
3. Learning should be supported by assessment:
Assessment in the classroom is also a crucial component of the learning process.
Students’ learning and academic strategies are significantly impacted by the methods
used for evaluation and evaluation. It’s the procedure for determining the students’
identities, aptitudes, needs, and opinions on how learning would impact them. The
student just receives feedback on how well or poorly they fared within the assessment. It
may inspire students to make personal objectives. Due to their mutually-influencing
characteristics, assessment and learning are viewed as being intricately related processes
 rather than distinct ones. Without assessment, learning is meaningless on its own, and
vice versa.
4. Assessing needs to be inclusive:
When picking the material for evaluation, students had to take the initiative. It offers
learning a context, meaning, and purpose and gets students involved in social

interaction to improve social skills and written and spoken language. Effective
assessment is viewed as an interactive process including interaction between both parties.
It is not a procedure carried out by one person, such as a teacher, on another, a student.
However, assessment and learning are intimately linked and not distinct activities.
5. Learners’ autonomy ought to result from assessment:
Due to the notion of autonomy, language learners should be able to make their own
decisions. They take on the greatest level of obligation for what they as well as how they
pick it up. Students undergo autonomous learning when they have switched from
instructor evaluation to evaluation of oneself. To do this, teachers must push students to
assess their own learning, reflect on what they have learned, and choose what their own
educational goals are.
6. Non-judgmental assessment:
Everything in the classroom evaluation depends on learning, which is the outcome of
many factors such student necessities, motivation, teaching style, period of time spent on
work, and study. Intensity, previous experience, learning goals, etc. Therefore, there is no
credit or blame for a certain learning outcome. Considering who has performed poorly and
who has done better, teachers shouldn’t have an opinion. Teachers should not face
obstacles while demonstrating their skills through assessments that provide them fair
opportunity to do so.
7. Student-centered assessment is what’s needed:
Since learner needs are the primary objective of learner-centered methods of
schooling, learners are encouraged to assume greater responsibility for their own learning
and to select their own assignments and learning objectives. As a result, they participate
actively in the evaluation process in learner-centered assessment. Involving students in
 classroom evaluation reduces anxiety surrounding learning and increases student
motivation.
8. Ought to dictate the planning:
Teachers should use classroom assessment to assist them plan for upcoming
assignments. Teachers have to first define the goals of assessment, or the sorts of choices
they hope to make to decide upon after examination. Secondly, they ought to collect data
concerning the choices they have made. Following that, the gathered data is interpreted; in
other words, context is necessary before the data has any sense. Ultimately, it is the duty
to make the professional or final opinions.
9. Reflective teaching ought to be a part of assessment:
Using data and information gathered, teachers are supposed to increase their
understanding of teaching (quality) using the use of reflective teaching.
Obtained by thoughtful analysis of their instructional experiences
10. Curriculum should guide assessment:
The curriculum should be supported by classroom assessments rather than getting the
master of them. Professionals in assessment see it as a crucial component of the whole
educational system. As such, options regarding evaluation of students must be taken into
account from the outset of course planning or the design of the curriculum.
IMPORTANCE OF ASSESSMENT:
 It serves to encourage students.
 To offer chances for error correction.
 To signal when a student is ready to move on.
 Evaluation functions as a diagnostic tool, permits degree categorization and grading, acts
as a student performance indicator, and is utilized as a teacher performance indicator.
 Creating the right learning exercise for students.
 Giving students timely feedback that they take in.
 Assisting students in internalizing the norms and equity concepts of the discipline

Question no. 02:

Critically analyze the role of Bloom’s taxonomy of educational objectives in preparing
tests?
 Answer:
Tests:
A test is a procedure used to gauge the ability of a student to perform in a given field within a
set amount of time and achieve a specified objective. In most instances, it serves as a gateway
through which students can advance in their education. Therefore, a test is a tool, technique, or
conduct used to assess a student’s performance, knowledge, and ability. Stated in distinct ways,
it is a tool for assessing pupils’ capabilities or abilities.
A test is a tool used to gauge the actions of someone for a certain objective. Additionally, it is
a tool that usually employs collections of items intended to assess a range of learning activities.
 Need of taking tests:
1. Determine the strong and weak points of the students:
Students are able to identify areas in which they need to improve through testing. It
also provides teachers with an idea of the regions or things they should emphasize to
improve student comprehension.
2. Students become into adept test-takers:
It’s typical for certain students to feel anxious before exams. Therefore, encouraging
students to take more examinations is the greatest way to combat test anxiety.
3. Tests help measure effectiveness:
Students will feel more at ease and familiar with the testing process as it continues,
which will enhance their performance on tests. Furthermore, they’ll function well under
any test strain.
4. Testing aids in determining efficacy:
In some instances and places, the results of students’ performance on particular or
state exams dictated how much money schools received. Certain states also utilized
students’ or general
 Types of tests:
1. Test of achievement
“Tests that are limited to particular material covered in a curriculum within a
particular time frame”
 These tests are not meant to strengthen or motivate language learning; rather, their
primary purpose is to monitor the growth of individuals. Achievement assessments
should ideally not be put together by teachers especially for a class.
2. Diagnostic examination
This kind of exam is intended to determine the students’ prior knowledge of a certain
subject. Put another way, it serves as a pre-test to assist teachers in assessing pupils’ prior
knowledge, areas of strength, and areas for improvement. Put differently, they enable
teachers to assess pupils’ levels of competency prior to giving directions. This test, which
includes material that teachers will be teaching in the next several days, is typically
administered at the beginning of a course.
3. Objective tests:
These assessments compare test takers’ results to a predetermined set of acceptable
responses. For example, there are correct and incorrect responses.
4. Subjective tests:
These exams are without a set procedure for assessment. Rather, the examiner or
instructor’s opinion is used for deciding their grade. Examiners give students writing
prompts or questions to answer, and while doing so, they must show that they have
mastered certain learning objectives or aims.
Educational objectives:
Learning outcomes, also known as educational objectives, are concise declarations of what a
learner will learn or be able to complete after participating in a learning experience or program.
A learning objective is a declaration of what the students will learn after receiving specific
material training. To put it another way, a goal is a description of the performance that students
must demonstrate in order for you to deem them competent.

 Elements of educational objects:

 Behavior
 Criteria
 Conditions
 Criteria

Behavior Condition

Educational
objects

Taxonomy of educational objecties:

o Bloom’s Taxonomy:
A classification of the many goals and competencies that teachers establish for their pupils is
known as the Taxonomy of Educational Objectives, or Bloom’s Taxonomy (learning objectives).
Benjamin Bloom, a University of Chicago educational psychologist, first suggested the
taxonomy in 1956. Educational goals are separated into three “domains” by Bloom’s Taxonomy:
affective, psychomotor, and cognitive. Similar to other classifications, Bloom’s is hierarchical,
which means that acquiring the knowledge and skills that are needed at lower levels is a
precondition for learning at higher levels.
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  Cognitive domain: According to Bloom (1956), the development of intellectual abilities
falls within this area. This involves the ability to recollect or recognize certain facts,
patterns of behavior, and ideas that support the growth of cognitive capacities.
This area is divided into six stages, ranging from the most basic cognitive behavior to the
most sophisticated. You may think of the levels as varying degrees of difficulty.
 Affective domain: Affective skills explain people’s emotional reactions and their
capacity to experience the joy or anguish of another living creature. Generally speaking,
affective aims focus on attitudes, emotions, and feelings awareness and progress.
 Psychomotor domain: Psychomotor kills pertain to the capacity to physically use a tool
or instrument, such as a hammer or hand. Psychomotor aims often center on altering
behavior and/or skill improvement. Since then, other educators have produced their own
psychomotor taxonomies, but Bloom and his colleagues never built subdivisions for
abilities in the psychomotor domain.

In teaching method cognitive domain of blooms taxonomy is the main focused so we discuss
cognitive domain of this taxonomy.

o Cognitive domain :
 Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge


Originally, there were six domain levels that made up Bloom’s cognitive taxonomy:
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The knowledge
and cognitive processes were the core subject of all the Bloom domains. Following this, the
physiological domain—which deals with students’ interests, attitudes, and feelings—was the
focus of American educational psychologist David Krathwohl and a few of his peers as well.
Teachers were able to differentiate training based on both the type of subject and its complexity
by utilizing each of Bloom’s cognitive domains. These domains, involving questions varying in
complexity from lower-order forms of knowledge to higher-order inquiries that would demand
deeper comprehension and complete reasoning, are especially helpful for educators who are
looking into the questioning process inside the classroom.
 Knowledge:
The capacity to recollect or identify words, phrases, fundamental ideas, or
solutions without necessarily comprehending them. Listing, identifying, naming,
and characterizing are a few examples.
 Comprehension:
The capacity to comprehend and translate data in order to understand its
significance. Concept clarification, information summarization, and result
 prediction fall under this category. Summarizing, interpreting, and explaining are
a few examples.
 Application:
The capacity to apply knowledge gained in unusual and practical contexts.
This entails using knowledge to accomplish tasks or find solutions to issues.
Utilizing, implementing, and carrying out are some examples.
 Analysis:
The capacity to dissect something into its various components in order learns
about its organization. Finding links and patterns is part of this. Comparing,
contrasting, classifying, and analyzing are some examples.
 Synthesis:
The ability to combine components to create a fresh, useful or harmonious
whole. This implies coming up with imaginative ideas, creating plans, and
creating creative work. A few examples include developing, building, and
inventing.
 Evaluation:
The capacity to render decisions in accordance with norms and criteria. This
involves evaluating, criticizing, and defending choices or concepts. Evaluating,
judging, and criticizing are a few examples.
Revised bloom taxonomy:
The updated version of Bloom’s Taxonomy divides cognitive learning into six tiers. The
concepts at each level differ. Remembering, understanding applying, analyzing, evaluating, and
creating are the six stages.
 Remembering:
Remembering anything from long-term memory, like the steps of mitosis, is referred to as
remembering. For this level, the learning result verbs “cite,” “define,” and “label” are used.
 Understanding:
Demonstrating an understanding of an issue or fact, such illuminating the reason behind a
chemical process, is called understand. For this level, the learning result verbs “compare,”
“differentiate,” and “paraphrase” are used.
 Applying:
 Translating classroom principles to different academic or non-academic contexts are referred
to as apply. An example of this would be applying a math formula to calculate a suitable budget.
 Analyzing:
Analyze is the process of making relationships between concepts and exercising critical
thinking to identify patterns and interactions, such as distinguishing between civilizations that
are societal and those that are egotistical.
 Evaluate:
Evaluate involves responding to a fictitious court decision by using the criteria and
guidelines that have been provided to them.
 Creating:
The last level of the updated Bloom’s Taxonomy model, Create, involves gathering
dissimilar components to produce a comprehensive end result. A good instance of this would be
compiling a collection of short tales based on the ideas of literature covered in class.

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Question no. 03 What is standardized testing? Explain the conditions of standardized

testing with appropriate examples
Answer:
Standardized testing:
A test is deemed standardized if it satisfies two requirements:
 1. It asks participants to answer all questions in an identical way, or only a portion of
questions from a shared bank of questions.
2. It achieves questions in a manner that is sufficiently “standard” or consistent to enable
comparison of the relative performance of different students or groups of students.
There are many different educational uses for standardized assessments. They could be used,
for instance, to establish if a young child is ready for preschool, to identify pupils in need of
special education assistance or other educational resources, to assign students to different
educational opportunities or course levels, or to provide diplomas and other credentials.
Example: The students in third class in public schools are required to take a standardized
reading test designed by the State Department of Education. This provides that all third-graders
in the State continue to the fourth class at the same reading level. As an illustration, a reading
standardized test will guarantee that grade four textbooks supplied for incoming pupils are
suitable.

o History of standardized testing:

In the 7th century, Imperial China conducted the first known standardized examinations to
candidates pursuing government employment. Based on a strict “eight-legged essay” structure,
the exams assessed participants’ memorization of Confucian philosophy through rote memory
and were in use until 1898.

Standardized testing was introduced to Boston schools by school reformers Horace Mann and
Samuel Gridley Howe in the second half of the 1800s, basing their initiatives on the centralized
Prussian system of learning.

To produce a production replica of his prototype test scoring system, Reynolds B. Johnson,
an inventor and instructor best known for developing the first professional computer disk drive,
was tapped by International Business Machines Corporation (IBM) in 1934. The IBM 805 grade
answer sheets by detecting the electrical current that traveled through graphite pencil markings.
It was first introduced in 1938 and was sold until 1963.
Modern testing begins by:
 Elevating standards and promoting equity in education, President Lyndon Johnson’s 1965
Elementary and Secondary Education Act (ESEA) included testing and monitoring measures that
marked the beginning of the modern day testing movement.
Once A Nation at Risk was published, several administrations made an effort to enact
nationwide education reform. The goal of George H.W. Bush’s America 2000 plan was to have
the highest math and science exam results in the world by the year 2000, but it was stymied by
Congress. Few states followed the 1994 testing and accountability voluntary systems established
by Bill Clinton’s Goals 2000 Act and the Improving America’s Schools Act (IASA). After
spending more than two years and $15 million on planning, Clinton’s 1997 Voluntary National
Test project was shelved in Congress and eventually abandoned.
 Purpose of standardized testing:

In order to give teachers an impartial, objective evaluation of the efficiency of their lesson,
standardized tests are implemented in the classroom. It is possible to figure out each child’s
innate abilities thanks to standardized testing. They also make the ability to gauge improvement
of skills and advancement. Additionally, the evaluation outcomes may be utilized to evaluate the
overall performance of a school. Without standardized tests, teachers would not have a way to
assess the effectiveness of their instruction.

Standardized exams serve as unbiased assessments of a student’s theoretical understanding of

specific courses. An algorithm or an anonymous reviewer rates the students after they complete
an identical set of questions given in almost identical circumstances that are controlled.
Their purpose is to generate an accurate and unbiased evaluation of a student’s knowledge.
 Characteristics of standardized testing:
There are some characteristics of standardized testing which are given below:
1. It is feasible for any individual to give and grade the examination, as long as they match
the exact instructions and give a specific time restriction.
2. All the information required to assess the test’s worth is given. The validity and
reliability of the test will be verified in advance of its release.
3. To help with the interpretation of the test results, standards based on comparable groups
of respondents are offered.
4. It consist of standard procedure and data
 5. It is constructed by tests specialists and experts
6. The procedure of administration of these tests is standardized.
o Types of standardized tests:
There are many types of standardized tests which are taken by the education systems
of different regions overall World. Some of them are explained below:
1. Achievement tests:

A license to practice nursing, physical therapy, social work, accounting, and law is one
of the many professions that employ achievement exams as one of its requirements. Their
usage in teacher education is very new, and it’s a result of public education being more
accountable. To become a teacher, most states need their teacher education students to pass
accomplishment exams. Achievement tests are evaluations whose results are frequently
utilized in determining the instructional level at which a students is ready. Elevated
fulfillment ratings often signify that a student has attained a proficiency level in the subject
matter and is ready for further advanced learning. Low accomplishment scores, on the other
hand, may suggest that a student has to retake the class or receive more remediation. The
teacher education students take these assessments, which consist of multiple-choice and
constructed-response items. Each state sets its own requirements for the minimum scores
required to pass each test.

2. Aptitude tests:

Test items for aptitude tests, like those for achievement tests, center on verbal, quantitative,
and problem-solving skills that are developed in school or in general culture, as opposed to
specific subjects learned in school, like math, science, English, or social studies. An aptitude test
can assist assess your distinctive aptitude in a particular field and evaluate your chances of
success. These materials can be used to analyze the advantages and disadvantages of a job
applicant or students. Tests of aptitude can be used to evaluate a person’s mental or physical
ability in a range of areas, and they are often employed to evaluate a person’s academic potential
or job fit. The basis for their existence lies on the notion that individuals possess inherent
capabilities and tendencies that make them more likely to thrive (or struggle) in certain regions.
Here are some examples of typical aptitude tests:
 o An aptitude test designed to evaluate an individual’s probability of succeeding as a
fighter pilot.
o An examination for career paths that determines a person’s suitability to become an air
traffic controller.
o An assessment of aptitude presented to high school pupils in order to identify potential
occupations.

Types of aptitude tests:

Numerical Cognitive

Logical Abstract

Mechanical Verbal

3. Norm-referenced standardized test:

Standardized examinations that rank and compare test takers to one another are called norm-
referenced exams. Whenever test results are compared to the performance outcomes of a
statistically selected group of test takers—typically students in the same age range or grade level
—who were previously taking the exam, norm-referenced tests suggest whether test takers
performed better or worse than a hypothetical average student. Standardized exams for the
purpose of ranking and comparing test takers to one another are referred to as norm-referenced.
Test respondents’ performance is compared to the results of a statistically selected group of test
takers who have previously taken the exam, usually of the same age or grade level, to determine
whether they performed better or worse than an assumed average student on norm-referenced
exams. Most IQ tests as well as the SAT and ACT are examples of norm-referenced exams.

A comparison group, also known as a norming group, has its results contrasted to the test’s
item scores after they were recently scored. The test-taker is compared to other people. Hence
the findings may be deemed personal.

Purpose: Assessments that use norms and standards are intended to compare a student’s
performance to that of a wider group, generally on a national scale. Standardized assessments
such as the SAT and ACT are examples of assessments that are helpful in determining a
student’s standing in comparison to their classmates.

Types:

 Scholastic assessment tests (SATs)

 Graduate record exams (GREs)
4. Criterion referenced:

Reliable knowledge of a particular type of content is measured through criterion referenced

testing. This kind of testing includes tests in fractions and multiple-choice that applicants must
pass to gain their license. A defined set of set requirements, or learning standards, are the
benchmarks against which student performance is measured in criterion-referenced examinations
and assessments. Education standards are short written descriptions of the knowledge and skills
that students should possess at a certain educational level. Criterion-referenced assessments are
used in elementary and secondary education to determine whether or not pupils have learnt a
certain body of knowledge or skill set.

5. Intelligence test:

A combination of performs called an intelligence test is used to assess a person’s ability to

learn, construct abstract terms, and handle unfamiliar circumstances. The test scores are
expressed in terms of intelligence quotient, or IQ, which was first put forward by Lewis Terman
in the Stanford-Benet Scale and then accepted by German psychologist William Stern.
Originally, the IQ was estimated as the mental age divided by the physical age of an individual,
then multiplied by 100. Tests of intelligence evaluate an individual’s cognitive abilities,
comprising verbal, mathematical, and visuospatial thinking, as well as memory, focus, and
language production and knowledge. These processes are critical for many facets of daily living,
including decision-making on a regular basis and performing well in school and the workplace.

6. Performance testing:

A non-functional software testing method called performance testing assesses an

application’s responsiveness, speed, scalability, and stability under a certain workload. It is an
essential stage in guaranteeing the quality of software, but regrettably, it is frequently neglected,
done in isolation, and started after functional testing is finished—that is, usually after the code is
ready for public release. A subset of software testing known as performance testing is concerned
with assessing a system or application’s scalability and performance. The objectives of
performance testing are to locate bottlenecks, assess system performance under varying loads
and circumstances, and confirm that the system can manage the anticipated volume of users or
transactions.

Types:

 Load testing
 Stress testing
 Spike testing
 Soak testing
 Volume testing
 Scalability testing.

Question no. 04: Compare the characteristics of essay type test and objective type test with

appropriate examples?

Answer:

ESSAY TYPE TESTS:

  Introduction:

Even with the growing relevance of objective and short response questions, essay testing is
still often utilized as assessment instruments. Objective tests are not a suitable means of
measuring some learning goals, such as organizing, presenting, integrating concepts, and
expressing oneself creatively. The measuring of these accomplishments in education is where
essay tests come into play. Exams that are essay-based aim to assess students’ overall knowledge
and emphasize certain qualities like imagination, imaginative thinking, originality, and
association of ideas, among other things.

Definition:

This exam consists of written responses to questions that the student must answer. Place a
higher value on memories than on identifying the right options.

The following skills are tested on these exams:

(i) Build answers rather than just find implementations and interpretations.
(ii) To choose ideas, arrange them, and integrate them (not just from pre-given replies).
Articulate the material in unique ways.
(iii) Provide students the opportunity to create their own answers, fostering creativity and
adaptability.
 Categories: Essay type tests are mainly categorized into two forms these are
Restricted response questions
Extended response question

Restric Extend
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respon respon
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 1. Restricted response questions:

Students must provide clear, to-the-point responses on restricted response tests, which
concentrate on certain topics. Extended Response exams require more detailed responses, giving
students the chance to prove their analytical and creative abilities.
As an illustration, the limited response “State the main differences between John Adams’ and
Thomas Jefferson’s beliefs about federalism”
2. Extended response questions:
These let students choose the information they want to include in their response to the inquiry.
For instance, “In Of Mice and Men, was Leonie’s death by George justified? Give an
explanation for your response.” Although the student is provided with the general topic, they are
allowed to use independent judgment and incorporate other data to bolster their opinions.

o Difference between restricted response questions and extended response questions:

Length and Depth: Restricted response questions require brief, specific answers, while
extended response questions demand comprehensive, detailed explanations.

Structure and Guidance: Restricted response questions are more structured and
directive, whereas extended response questions provide more freedom for the respondent
to organize and present their thoughts.

Evaluation Criteria: Restricted response questions are evaluated based on the presence
of specific information, whereas extended response questions are assessed on a wider
range of criteria, including depth of analysis, coherence, and writing quality.

o Characteristics:

1. Conciseness: Responses are short and to the point, often limited to a few words, a
sentence, or a short paragraph.
2. Specificity: Questions are narrowly focused on a particular aspect or detail.
3. Guided Responses: Questions often include precise instructions on what information is
required.
 4. Ease of Scoring: Because of their specific nature, these questions are relatively easy to
score consistently and objectively.

 Constructing an essay type question test:

Here are some tips for writing good essay questions:

1. Start with your lesson goals. Know what you want the student to show in their answer.
2. Decide if you want a short or long response. If you want to see how well the student can
put together and organize information, go for a short response. If you want them to judge
or evaluate something based on what they learned, choose a long response.
3. If you have more than one essay question, keep an eye on the time. Make sure students
have enough time to finish without feeling rushed.
4. Write the question in an interesting way to keep students motivated.
5. Tell students how many points the essay is worth and give them a time guideline to help
manage their time.
6. If the essay is part of a larger test, make it the last question on the exam.

OBJECTIVE TYPE TESTS:

Objective tests are questions with clear right or wrong answers. They are good for checking basic
skills like remembering facts, understanding simple concepts, and sometimes applying basic
methods, like solving math problems. These tests are often used to diagnose what students know
and where they might need help. Objective tests check how well you remember facts and
understand the material. These tests are designed to make you think on your own, so you can't
just rely on spotting the right answer. Instead, get ready to use critical thinking and make careful
choices to pick the best answer. The most common types of questions in these tests are multiple
choices, true-false, and matching.
Objective type tests consist of following types:
 Multiple choice questions
 True and false
 Matching items
  Completion items
1. Multiple choice questions:
Basic survey questions with answer choices that provide respondents alternatives on how to
react. Answer options for multiple choice questions can principally be single or multi-select.
These are the most basic survey or survey inquiries, where respondents are requested to choose
one or more alternatives from the multiple choice list.
Example: Which is the capital city of Pakistan?
I. Lahore
II. Islamabad
III. Peshawar
IV. Faisalabad
2. True/False:
Students must decide whether a statement is true or untrue while answering a True-untrue
test item. The possibility of making an accurate prediction is this type's main drawback. .The
validity of the argument has been chosen by the students. Known as a "binary-choice" item as
well because there are just two choices available. When evaluating knowledge, these kinds of
questioning work better. According to Blooms' Taxonomy of Educational Objectives cognitive
domain, understanding and application goals.

Example: Quaid Azam is the first governor General of Pakistan? True/False

3. Matching items:

In matching things, students must match a set of principles or stems to an answer or

principle. A set of directions, a column of assertions, and a column of answers make up these.
A modified form of the multiple choice format is what matching questions truly are. Matching
items can be used to evaluate more complicated applications as well as basic memory, much like
multiple choice questions items. Terms and expressions must be matched with definitions,
occasions, locations, guidelines, or ideas by the learner. The scoring is impartial. Though it can
be challenging to create well-matched exam questions, this format makes it possible to test a lot
of topics in a quick and easy way.
 Example: Match the colors of following fruits

Apple Yellow
Banana Orange
Guava Red
Orange Green

4. Completion items:
Students are required to complete incomplete statements or brief questions by providing the
appropriate word, number, symbol, or sentence in the completion items format. The following
benefits come with these items: broad covering of the material, decrease guessing may be
objectively graded and is less subjective than multiple choice or true-false questions. For
example:

First telephone is invented by…………..?

These things have the significant benefit of being simple to assemble. Except for their
application in mathematics, they are, however, inappropriate for assessing intricate learning
objectives and are frequently challenging to grade.

 Comparison between essay type and objective type tests:

Essay type Objective type

 Student writes answer in his/her own  Student selects the correct option from
words according to his knowledge. given options.
 In essay type scoring is not so easy.  In objective type scoring is easy for the
examiner.
 Less validity  Higher validity
 It has no objectivity  High degree of objectivity
 Less reliable  More reliable.
 Student answers the question by writing  Student doesn’t need to write. He only
few or more lines o respective question. chooses the correct option.
Question no 05: Write a detailed note on types of reliability?
 Answer: Definition: Reliability may be termed the likelihood that a system, product, or
service will function as meant for a given amount of time or will function excellently in a given
environment.

How well the findings hold up when the study is conducted again under the same
circumstances. How consistently a method assesses something is called reliability. A
measurement is deemed trustworthy if it regularly yields the same result when the same
procedures are followed under the same conditions. A liquid sample is measured many times
under the same exact conditions. The thermometer consistently shows the same temperature;
therefore the findings may be trusted. The consistency of your measurement, or the extent to
which an instrument measures consistently each time it is used with the same individuals and
conditions, is known as reliability. It is, in essence, measurement repeatability. A gauge
is seen as trustworthy if a person receives similar results on two separate administrations of the
same test. Reliability is estimated rather than measured, so keep that in mind. Because
In the event where an assessment is designed to gauge a certain characteristic, such as
neuroticism, then the outcomes should be the same each time it is given. An examination is taken
into consideration trustworthy if the outcome is the same every time.

 Types of reliability:

In education there are different types of reliability. These are following:

 Test retest reliability

Parrallel form reliability

Split half relaibility

Internal conistency reliability

Kuder-Richardson reliability

Inter rater or Inter observer relaibility

 Test Retest reliability:

Test-retest reliability is a particular way used to evaluate a test's consistency; it measures how
consistently the test yields equivalent results across time. Test-retest reliability quantifies the
degree of agreement between two or more responses obtained from the same test by the same
individuals. The test appears to produce consistent results if its test-retest reliability is good.
When the same participants take the same test at different dates, the test-retest reliability
definition takes into account how consistent the results are over time. Another name for test-
retest reliability is stability reliability. Test scores from the same individual are correlated in
pairs to see whether there is a pattern in the degree of result similarity.

o Purpose of test retest reliability:

Test-retest reliability's primary goal is to ascertain whether an individual would perform

similarly on the exam if they took it again in the same conditions. A fundamental comprehension
of this kind of dependability and the variables that can impact it will have a significant impact on
the outcomes. It is necessary to comprehend reliability before to, during, and following the
procedure. Understanding the test's objectives and methodology is necessary before conducting
it.

o Factors affecting test retest reliability:

1. The two assessments ought to be conducted under identical circumstances and guidelines.
Though difficult at times, this is not insurmountable.
2. The interval between the two tests is known as the environment. Participants may recall
their answers from the first test if the second exam is administered too rapidly. However,
if too much time elapses, then more significant changes may transpire throughout that
duration, which may have an impact on the construct under examination.
o How test retest reliability measured:
A measure of reliability called test-retest reliability is achieved by giving a group of people the
same test repeatedly over a period of time. The test's stability as time passes can then be assessed
by correlating the scores from Time 1 and Time 2.
o Importance of test retest reliability:
Because it enables educators to determine how consistently an assessment measures a particular
skill over time, test-retest reliability is crucial in the educational setting. Educators can use the
reliability results to support decisions about curriculum creation and instructional methods, such
as aligning assessments to meet school-wide reading needs, in addition to evaluating children in
the present.
 Parallel form reliability:
The degree of correlation between two identical versions of an exam is measured by parallel
forms reliability. Use it when you have two distinct evaluation instruments or sets of questions
intended to gauge the same item. The same sample of people is given both sets of questions in a
brief amount of time, and an estimate of dependability is derived from the two sets of data. To
ascertain the level of correlation between the versions, it entails giving a group of people one or
more versions of the same test and comparing the outcomes. In order to guarantee that many test
versions provide outcomes that are comparable and offer consistent and trustworthy information,
this technique is frequently utilized in educational and psychological evaluations. The estimate
of dependability is the correlation between the two parallel forms. This strategy has a significant
flaw in that it requires you to compose numerous items with identical contents. Doing this work
is frequently not simple. Moreover, this technique assumes that the two randomly divided halves
are parallel or similar. This won't always be the case, even by accident. The equivalent
configurations method has a striking resemblance to the split-half reliability previously
discussed. The main distinction is that two forms are created in parallel so that they can be used
separately from each other and took into account comparable actions.

 Split half reliability:

A single knowledge area test is divided into two parts, which are then administered

simultaneously to the same set of students in order to achieve split-half dependability.

Correlation exists between the test results from the two sections. A test that is deemed

trustworthy will exhibit a high degree of correlation, meaning that students will score similarly

well or poorly on both sections of the test. A particular kind of reliability measure called split-

half reliability is used in statistics and research to evaluate a test's or measuring tool's internal

consistency. It gauges how well the test's various components—referred to as its "halves"—

measure the same item. The focus of split-half dependability is on whether an exam's many

sections consistently measure the same underlying concept or ability. A good split-half reliability

means that each component of the test adds equally to the measurement of the targeted idea.

o Process of split half reliability:

o The exam is split into two sections.

1. This can be achieved in a number of ways, such as dividing it into odd and even
items, first and second halves of questions, or other arrangements that guarantee
similar degrees of difficulty in each half.
2. The same set of people receives both halves at the same time.
3. The scores from each half are then compared.
  Internal consistency reliability:
Examining test questions and comparing the outcomes provides an indication of internal

consistency. The goal of this procedure is to confirm that the test items actually test the same

material. There's a math exam. Geometry is the subject under discussion. All of the test's

questions have to do with geometry.

o Purpose:
Consistency reliability is used by researchers to verify tests and their findings. Researchers
anticipate that a test will yield dependable results. A test's consistency reliability guarantees its
dependability.
It is measured by its internal consistency dependability. Using the test-retest procedure, the
identical test is given again after a certain amount of time, and the outcomes are compared.
On the other hand, two distinct copies of the same item are tested within the same test in order to
determine the internal consistency dependability. The test's dependability is estimated by giving
it to a set of students once. We actually assess the instrument's dependability by calculating the
degree to which the items that represent the comparable outcomes with the same content.

 Kuder Richardson Reliability:

Kuder-Richardson methods are often used to calculate the test's estimates of internal consistency.

These indicators show how similar test items are to one another when taken as a whole, or how

much they share with one another similar things in a same format.

 Kuder Richardson formula:

For a test consisting of K test items with numbers i = 1 to K, the KR-20 formula is
 We can infer that the sampled population is heterogeneous if the variance of their raw

scores is more than zero, as "pq" gives the test score error variance for a "average" person. KR21

is the name of the second formula, which is marginally less precise but simpler to compute.

All that is needed is the number of items; the tests mean score, and the standard deviation. The

following is the formula KR21.

 Inter rater or inter observer reliability:

The degree of agreement between two or more people is referred to as inter rater reliability.
Let’s say two people were dispatched to a clinic to record waiting times, the layout of the exam
and waiting areas, and the overall vibe. Inter rater reliability would be flawless if all of the
observers agreed on every point. Put differently, inter-rater dependability is the extent to which
assessments of the same object are made by several raters or observers and how comparable or
consistent their findings are. Statistical techniques like Cohen's kappa coefficient, interclass
correlation coefficient (ICC), or Fleiss' kappa, which account for the number of raters, the
number of categories or variables being assessed, and the degree of agreement among the raters,
can be used to measure this.

Even in the absence of estimation, there exist alternative approaches to promote inter observer
reliability. For example, a nurse in a mental health facility had to complete a ten-item assessment
every morning. Evaluation for every patient on the unit. Naturally, you can't always rely on the
same nurse. Finding a means to guarantee that any of the nurses will be there each day would
provide ratings that are similar. Our method was to have weekly "calibration" sessions. Sessions
when we would discuss and review the ratings of several patients from all of the nurses reasons
for selecting the particular values they did.