‭1‬

‭ASSESSMENT OF LEARNING 2‬ ‭●‬ I‭ t‬ ‭is‬ ‭primarily‬ ‭used‬ ‭to‬ ‭diagnose‬ ‭what‬

‭students‬ ‭already‬ ‭know‬ ‭and‬‭do‬‭not‬‭yet‬‭know‬
‭AL2‬ ‭in order to guide instruction.‬
‭●‬ ‭The‬ ‭results‬ ‭of‬ ‭diagnostic‬ ‭assessment‬ ‭also‬
‭PRELIMINARY‬ ‭provide‬‭a‬‭basis‬‭for‬‭comparison‬‭to‬‭determine‬
‭how‬‭much‬‭learning‬‭has‬‭taken‬‭place‬‭after‬‭the‬
‭learning activity is completed.‬
‭MODULE 1‬ ‭●‬ ‭Examples‬‭:‬
‭ASSESSMENT AS AN INTEGRAL‬ ‭○‬ ‭Mind Maps‬
‭PART OF LEARNING‬ ‭○‬ ‭Surveys‬
‭○‬ ‭Informal Debates‬
‭○‬ ‭KWL Chart‬
‭ASSESSMENT‬
‭2.‬ ‭Formative Assessment‬
‭●‬ ‭Assessment‬ ‭is‬ ‭the‬ ‭systematic‬ ‭basis‬ ‭for‬
‭●‬ ‭The‬ ‭goal‬ ‭of‬ ‭formative‬ ‭assessment‬ ‭is‬ ‭to‬
‭making‬ ‭inferences‬ ‭about‬ ‭the‬ ‭learning‬ ‭and‬
‭monitor‬‭student‬‭learning‬‭to‬‭provide‬‭ongoing‬
‭development‬‭of‬‭students.‬‭It‬‭is‬‭the‬‭process‬‭of‬
‭feedback‬ ‭that‬ ‭can‬ ‭be‬ ‭used‬ ‭by‬ ‭instructors‬ ‭to‬
‭defining,‬ ‭selecting,‬ ‭designing,‬ ‭collecting,‬
‭improve‬ ‭their‬ ‭teaching‬ ‭and‬ ‭by‬ ‭students‬ ‭to‬
‭analyzing,‬ ‭interpreting,‬ ‭and‬ ‭using‬
‭improve their learning.‬
‭information‬ ‭to‬ ‭increase‬ ‭students'‬ ‭learning‬
‭●‬ ‭Takes‬ ‭place‬ ‭during‬ ‭instruction‬ ‭(during‬ ‭the‬
‭and development.‬
‭formative‬ ‭process)‬ ‭to‬ ‭provide‬ ‭the‬ ‭teacher‬
‭INTEGRAL‬
‭with‬ ‭information‬ ‭regarding‬ ‭how‬ ‭well‬ ‭the‬
‭●‬ ‭very important or necessary.‬
‭learning‬ ‭objectives‬ ‭of‬ ‭a‬ ‭given‬ ‭learning‬
‭WHY‬‭IS‬‭ASSESSMENT‬‭AN‬‭INTEGRAL‬‭PART‬
‭activity are met.‬
‭OF LEARNING?‬
‭●‬ ‭Referred‬ ‭to‬ ‭as‬ ‭assessment‬ ‭for‬ ‭learning‬
‭●‬ ‭Assessment‬‭is‬‭an‬‭integral‬‭part‬‭of‬‭instruction,‬
‭because‬ ‭it‬ ‭is‬ ‭meant‬ ‭to‬ ‭ensure‬ ‭that‬ ‭learning‬
‭as‬ ‭it‬ ‭determines‬ ‭whether‬ ‭the‬ ‭goals‬ ‭of‬
‭takes place and ensures that learning occurs.‬
‭education‬‭are‬‭being‬‭met.‬‭Assessment‬‭affects‬
‭●‬ ‭Example‬‭:‬
‭decisions‬ ‭about‬ ‭grades,‬ ‭placement,‬
‭○‬ ‭Quizzes‬
‭advancement,‬ ‭instructional‬ ‭needs,‬
‭○‬ ‭Reflection‬
‭curriculum, and, in some cases, funding.‬
‭○‬ ‭Concept Map‬
‭●‬ ‭The‬ ‭purpose‬ ‭of‬ ‭assessment‬ ‭is‬ ‭to‬ ‭diagnose,‬
‭○‬ ‭Homework‬
‭monitor,‬ ‭and‬ ‭direct‬ ‭student‬ ‭learning,‬ ‭make‬
‭3.‬ ‭Summative Assessment‬
‭informed‬ ‭decisions‬ ‭about‬ ‭your‬ ‭curriculum‬
‭●‬ ‭Any‬ ‭method‬ ‭of‬ ‭evaluation‬ ‭performed‬‭at‬‭the‬
‭and‬ ‭instructional‬ ‭methods‬ ‭and‬ ‭ultimately‬
‭end‬ ‭of‬ ‭a‬ ‭unit‬ ‭that‬ ‭allows‬ ‭a‬ ‭teacher‬ ‭to‬
‭evaluate students.‬
‭measure‬ ‭a‬‭student's‬‭understanding,‬‭typically‬
‭PURPOSE OF ASSESSMENT‬
‭against standardized criteria.‬
‭●‬ ‭Provides diagnostic feedback.‬
‭●‬ ‭Referred to as assessment of learning.‬
‭●‬ ‭Helps educators set standards.‬
‭●‬ ‭This‬ ‭is‬ ‭done‬ ‭through‬ ‭paper-and-pencil‬ ‭tests‬
‭●‬ ‭Evaluates progress.‬
‭and non-paper-and-pencil tests.‬
‭●‬ ‭Relates to a student's progress.‬
‭●‬ ‭Example‬‭:‬
‭●‬ ‭Motivates performance.‬
‭○‬ ‭Examination‬
‭CHALLENGES TO THINK ABOUT:‬
‭○‬ ‭Performance‬
‭●‬ ‭Making things fair.‬
‭○‬ ‭Portfolio‬
‭●‬ ‭Respecting differences.‬
‭TRADITIONAL ASSESSMENT AND‬
‭ASSESSMENT IN THE CONTEXT OF‬
‭AUTHENTIC ASSESSMENT‬
‭TEACHING-LEARNING‬
‭a.‬ ‭Traditional Assessment‬
‭1.‬ ‭Diagnostic Assessment‬
‭●‬ ‭It includes the paper-and-pecil tests which‬
‭●‬ ‭A‬‭form‬‭of‬‭pre-assessment‬‭or‬‭a‬‭pretest‬‭where‬
‭may be either the selected-response type or‬
‭teachers‬ ‭can‬ ‭evaluate‬ ‭students’‬ ‭strengths,‬
‭constructed-response.‬
‭weaknesses,‬ ‭knowledge,‬ ‭and‬ ‭skills‬ ‭before‬
‭their‬ ‭instruction.‬ ‭These‬ ‭assessments‬ ‭are‬
‭typically‬‭low-stakes‬‭and‬‭usually‬‭don’t‬‭count‬
‭for grades.‬
 ‭2‬
i‭n‬ ‭life‬ ‭in‬ ‭contrast‬ ‭to‬ ‭taking‬‭a‬‭written‬‭test‬‭or‬
‭writing an essay.‬
‭NORM AND CRITERION-REFERENCED‬
‭ASSESSMENT‬
‭a.‬ ‭CRITERION-REFERENCED‬
‭ASSESSMENT‬
‭●‬ ‭Each‬ ‭student’s‬ ‭performance‬ ‭is‬
‭compared‬ ‭directly‬ ‭to‬ ‭the‬ ‭standard,‬
‭without‬ ‭considering‬ ‭how‬ ‭other‬ ‭students‬
‭performed in the assessment‬
‭●‬ ‭It‬‭means‬‭that‬‭teacher‬‭judgments‬‭about‬‭how‬‭a‬
‭student‬‭does‬‭in‬‭an‬‭assessment‬‭task‬‭are‬‭based‬
‭on‬ ‭standards‬ ‭and‬ ‭criteria‬ ‭that‬ ‭are‬
‭pre-determined‬ ‭and‬ ‭made‬ ‭available‬ ‭to‬
‭students at the time the assignment is set.‬
‭●‬ ‭Often‬ ‭used‬ ‭“cut‬ ‭scores”‬ ‭to‬ ‭place‬‭students‬
‭into‬ ‭categories‬ ‭such‬ ‭as‬ ‭“basic”,‬
‭“proficient” and “advanced‬
‭●‬ ‭Standards‬‭are‬‭a‬‭specified‬‭and‬‭definite‬‭level‬
‭of achievement that may be attained.‬
‭●‬ ‭Criteria‬‭means‬‭the‬‭characteristics‬‭by‬‭which‬
‭the quality of something may be judged.‬
‭b.‬ ‭NORM-REFERENCED ASSESSMENT‬
‭ .‬ A
b ‭ UTHENTIC ASSESSMENT‬ ‭●‬ ‭It‬ ‭is‬ ‭a‬ ‭type‬ ‭of‬ ‭standardized‬ ‭test‬ ‭that‬
‭●‬ ‭The‬ ‭term‬ ‭authentic‬ ‭assessment‬ ‭was‬ ‭coined‬ ‭compares‬ ‭students’‬ ‭performances‬ ‭to‬ ‭one‬
‭by‬ ‭Grant‬ ‭Wiggins‬ ‭(1993)‬ ‭a‬ ‭leading‬ ‭another.‬ ‭Norm-referenced‬ ‭assessments‬
‭proponent of reform in testing.‬ ‭compare‬ ‭a‬ ‭student’s‬ ‭performance‬ ‭to‬ ‭the‬
‭course median.‬
‭●‬ ‭Assessment‬ ‭is‬ ‭termed‬ ‭authentic‬ ‭because‬
‭students’‬ ‭knowledge‬ ‭and‬ ‭skill‬ ‭are‬ ‭assessed‬ ‭●‬ ‭Here,‬ ‭we‬ ‭compare‬ ‭a‬ ‭student’s‬ ‭performance‬
‭in‬‭a‬‭context‬‭that‬‭approximates‬‭the‬‭real‬‭world‬ ‭with‬ ‭the‬ ‭performance‬ ‭of‬ ‭other‬ ‭students,‬ ‭the‬
‭or real life as closely as possible.‬ ‭norm‬ ‭group,‬ ‭not‬ ‭against‬ ‭a‬ ‭predetermined‬
‭standard.‬
‭●‬ ‭The‬ ‭assessment‬ ‭requires‬ ‭student‬
‭performance‬ ‭that‬ ‭models‬ ‭realistic‬ ‭●‬ ‭The‬ ‭composition‬ ‭of‬ ‭this‬ ‭depends‬ ‭on‬ ‭the‬
‭encounters‬ ‭in‬ ‭life‬ ‭in‬ ‭contrast‬ ‭to‬ ‭taking‬ ‭a‬ ‭assessment.‬
‭written test or writing an essay.‬ ‭●‬ ‭The‬ ‭scores‬ ‭are‬ ‭generally‬ ‭reported‬ ‭as‬ ‭a‬
‭●‬ ‭It‬ ‭is‬ ‭also‬ ‭known‬ ‭as‬ ‭non-traditional‬ ‭percentile ranking.‬
‭assessment or alternative assessment.‬ ‭●‬ ‭The‬ ‭meaning‬‭of‬‭a‬‭norm-referenced‬ ‭score‬ ‭is‬
‭●‬ ‭The‬ ‭goal‬ ‭of‬ ‭authentic‬ ‭assessments‬ ‭is‬ ‭to‬ ‭derived‬ ‭from‬ ‭a‬ ‭comparison‬ ‭of‬ ‭students’‬
‭evaluate‬‭a‬‭student’s‬‭ability‬‭to‬‭demonstrate‬‭an‬ ‭scores against other students’ score‬
‭understanding‬ ‭of‬‭core‬‭learning‬‭objectives‬‭in‬ ‭CONTEXTUALIZED AND‬
‭a‬ ‭real-world‬ ‭context.‬ ‭Unlike‬ ‭traditional‬ ‭DECONTEXTUALIZED ASSESSMENT‬
‭assessments,‬ ‭authentic‬ ‭assessments‬ ‭do‬ ‭not‬ ‭a.‬ ‭CONTEXTUALIZED ASSESSMENT‬
‭seek‬ ‭to‬ ‭measure‬ ‭rote‬ ‭learning‬ ‭and‬ ‭then‬ ‭●‬ ‭Focuses on student’s application of‬
‭require‬ ‭students‬ ‭to‬ ‭recall‬ ‭and‬ ‭restate‬ ‭the‬ ‭knowledge, skills, and values in a context of‬
‭information.‬ ‭work related to specialization. It is the‬
‭●‬ ‭Likewise called performance assessment.‬ ‭student's performance in their application of‬
‭knowledge and skills in the real work‬
‭●‬ ‭Assessment‬ ‭is‬ ‭termed‬ ‭authentic‬ ‭because‬
‭context of the discipline area.‬
‭students’‬ ‭knowledge‬ ‭and‬ ‭skills‬ ‭are‬‭assessed‬
‭in‬‭a‬‭context‬‭that‬‭approximates‬‭the‬‭real‬‭world‬ ‭●‬ ‭It makes use of performance -based tasks‬
‭or real life as closely as possible.‬ ‭which are authentic in nature.They‬
‭reflect”real-life” tasks and require students‬
‭●‬ ‭The‬ ‭assessment‬ ‭requires‬ ‭student‬
‭to utilize higher order thinking skills to‬
‭performance‬‭that‬‭models‬‭realistic‬‭encounters‬
‭fulfill on demand duties and tasks.‬

‭ .‬ D
b ‭ ECONTEXTUALIZED ASSESSMENT‬
‭●‬ ‭Focuses‬ ‭on‬ ‭students’‬ ‭knowledge‬ ‭and‬ ‭skills‬
‭which‬‭are‬‭not‬‭necessarily‬‭connected‬‭to‬‭work‬
‭context.‬
‭●‬ ‭Includes‬ ‭written‬ ‭exams‬ ‭that‬ ‭are‬ ‭suitable‬‭for‬
‭assessing‬‭declarative‬‭knowledge,‬‭and‬‭do‬‭not‬
‭necessarily‬ ‭have‬ ‭a‬ ‭direct‬ ‭connection‬ ‭to‬
‭real life context.‬
‭ESTABLISHING HIGH-QUALITY‬
‭ASSESSMENT‬
‭1.‬ ‭Quality‬‭assessments‬‭are‬‭by‬‭contemporary‬
‭view of active learning and motivation.‬
‭●‬ ‭This‬ ‭means‬ ‭that‬ ‭learners‬ ‭discover‬ ‭and‬
‭construct meaning.‬
‭●‬ ‭High‬‭quality‬‭assessments‬‭involve‬‭learners‬‭in‬
‭the‬ ‭assessment‬ ‭process‬ ‭beginning‬ ‭with‬ ‭the‬
‭setting‬ ‭of‬ ‭goals,‬ ‭monitoring‬ ‭of‬ ‭their‬ ‭own‬
‭learning‬ ‭and‬ ‭in‬ ‭building‬ ‭self-confidence‬
‭because‬ ‭learners‬ ‭are‬ ‭intrinsically‬ ‭motivated‬
‭to learn.‬
‭●‬ ‭High‬ ‭quality‬ ‭assessments‬ ‭are‬ ‭not‬ ‭just‬ ‭a‬
‭meaningless‬ ‭reproduction‬ ‭of‬ ‭knowledge‬
‭learned‬ ‭but‬‭linking‬‭information‬‭to‬‭other‬‭bits‬
‭of‬ ‭information‬ ‭meaningfully‬ ‭while‬ ‭thinking‬
‭critically‬ ‭and‬ ‭creatively‬ ‭to‬ ‭apply‬ ‭what‬ ‭they‬
‭learn to real-world situations.‬
‭●‬ ‭High‬‭quality‬‭assessments‬‭are‬‭contextualized,‬
‭not decontextualized‬
‭2.‬ ‭Assessment of high quality is valid.‬
‭●‬ ‭Assessment‬‭is‬‭valid‬‭if‬‭it‬‭measures‬‭what‬‭it‬‭is‬
‭supposed to measure.‬
‭●‬ ‭A‬ ‭teacher‬ ‭must‬ ‭be‬ ‭true‬ ‭to‬ ‭his/her‬ ‭intended‬
‭learning outcomes.‬
‭●‬ ‭The‬ ‭idea‬ ‭of‬ ‭the‬ ‭alignment‬ ‭of‬ ‭intended‬
‭learning‬ ‭outcomes,‬ ‭teaching-learning‬
‭activities‬‭and‬‭assessment‬‭is‬‭what‬‭John‬‭Biggs‬
‭(2003)‬ ‭called‬ ‭constructive‬ ‭alignment,‬ ‭the‬
‭essence of outcome-based education.‬
‭3.‬ ‭Assessment of high quality is reliable.‬
‭●‬ ‭Assessment‬ ‭is‬ ‭reliable‬ ‭when‬ ‭the‬ ‭test‬
‭produces consistent scores.‬
‭●‬ ‭If‬‭you‬‭give‬‭a‬‭test-retest‬‭in‬‭Math‬‭and‬‭find‬‭out‬
‭that‬‭those‬‭who‬‭got‬‭high‬‭scores‬‭in‬‭the‬‭second‬
‭take‬‭of‬‭the‬‭same‬‭test‬‭and‬‭those‬‭who‬‭got‬‭low‬
‭scores‬ ‭in‬ ‭the‬ ‭first‬ ‭take‬ ‭also‬ ‭got‬ ‭low‬ ‭in‬ ‭the‬
‭retest‬‭of‬‭the‬‭same‬‭test,‬‭then‬‭the‬‭assessment‬‭is‬
‭reliable.‬
‭4.‬ ‭Assessment of high quality is fair.‬
‭●‬ ‭It‬ ‭is‬‭fair‬‭if‬‭it‬‭assesses‬‭what‬‭it‬‭is‬‭supposed‬‭to‬
‭be‬‭assessed‬‭as‬‭stated‬‭in‬‭the‬‭learning‬‭outcome‬
‭which‬ ‭is‬ ‭expected‬ ‭to‬ ‭have‬ ‭been‬ ‭taught.‬
‭Assessment‬ ‭is‬ ‭also‬ ‭unfair‬ ‭if‬ ‭it‬ ‭is‬ ‭biased‬
‭against subgroups of students.‬
‭3‬
‭●‬ T ‭ his‬ ‭is‬ ‭the‬ ‭principle‬ ‭of‬ ‭constructive‬
‭alignment in action‬
‭●‬ ‭Obviously,‬ ‭assessing‬ ‭learners‬ ‭on‬ ‭something‬
‭they‬ ‭have‬ ‭not‬ ‭been‬ ‭taught‬ ‭is‬ ‭unfair.‬ ‭•‬
‭Assessment‬ ‭is‬ ‭unfair‬ ‭if‬ ‭it‬ ‭is‬ ‭biased‬ ‭against‬
‭subgroups‬ ‭of‬ ‭students.‬ ‭(When‬ ‭negative‬
‭stereotypes‬ ‭of‬ ‭particular‬ ‭subgroups‬ ‭are‬
‭included‬‭in‬‭the‬‭test.‬‭Example:‬‭When‬‭the‬‭test‬
‭items‬ ‭portrays‬ ‭males‬ ‭in‬ ‭high‬ ‭paying‬ ‭and‬
‭prestigious‬ ‭jobs‬ ‭and‬ ‭females‬ ‭in‬ ‭low-paying‬
‭and less prestigious jobs)‬
‭CURRENT TRENDS IN ASSESSMENT‬
‭Here are current trends in assessment cited by‬
‭Santrock (2009):‬
‭1.‬ ‭Using‬ ‭at‬ ‭least‬ ‭some‬ ‭performance-based‬
‭assessment‬
‭●‬ ‭This‬ ‭means‬ ‭that‬ ‭the‬ ‭use‬ ‭of‬ ‭objective‬ ‭tests‬
‭such‬ ‭as‬ ‭alternate‬ ‭response,‬ ‭multiple‬ ‭choice‬
‭and matching type is no longer adequate.‬
‭●‬ ‭This‬‭does‬‭not‬‭mean‬‭that‬‭we‬‭have‬‭to‬‭set‬‭aside‬
‭the‬ ‭use‬ ‭of‬ ‭objective‬ ‭tests‬ ‭in‬ ‭assessment.‬
‭Objective‬ ‭tests‬ ‭(traditional‬ ‭assessment)‬
‭complement‬ ‭performance-based‬‭assessment.‬
‭But‬ ‭the‬ ‭use‬ ‭of‬ ‭objectives‬ ‭alone‬ ‭won’t‬
‭suffice‬‭.‬
‭2.‬ ‭Examining‬ ‭higher-level‬ ‭cognitive‬ ‭skills‬
‭and‬ ‭emphasizing‬ ‭integrated‬ ‭rather‬ ‭than‬
‭isolated skills‬
‭●‬ ‭These‬ ‭higher-level‬ ‭cognitive‬ ‭skills‬ ‭include‬
‭problem-solving,‬ ‭critical‬ ‭thinking,‬
‭decision-making,‬ ‭drawing‬ ‭of‬ ‭inferences,‬
‭strategic‬ ‭thinking.‬ ‭That‬ ‭is‬ ‭why‬ ‭it‬ ‭is‬ ‭not‬
‭enough‬ ‭to‬ ‭make‬ ‭use‬ ‭of‬ ‭objective‬ ‭tests‬ ‭that‬
‭assess simple recall.‬
‭3.‬ ‭Using multiple assessment methods‬
‭●‬ ‭To‬ ‭assess‬ ‭students,‬ ‭a‬ ‭current‬ ‭trend‬ ‭is‬‭to‬‭use‬
‭multiple‬ ‭methods-from‬ ‭multiple‬ ‭choice‬ ‭test‬
‭to‬ ‭essay,‬ ‭an‬ ‭interview,‬ ‭a‬ ‭project,‬‭a‬‭portfolio‬
‭to self-evaluation.‬
‭4.‬ ‭Having‬ ‭high‬ ‭performance‬ ‭standards‬
‭including‬ ‭world-class‬ ‭standards‬ ‭for‬
‭interpreting assessments results.‬
‭●‬ ‭Let‬ ‭us‬ ‭set‬ ‭standards‬ ‭high.‬ ‭Research‬ ‭says‬
‭“one’s‬ ‭level‬ ‭of‬ ‭performance‬ ‭is‬ ‭lower‬ ‭than‬
‭one’s‬ ‭level‬ ‭of‬ ‭aspiration”.‬ ‭It‬ ‭is‬ ‭therefore‬
‭sound‬ ‭to‬ ‭challenge‬ ‭students‬ ‭to‬ ‭meet‬ ‭high‬
‭performance standards.‬
‭5.‬ ‭Involving‬ ‭students‬ ‭in‬ ‭all‬ ‭aspects‬ ‭of‬
‭assessment.‬
‭●‬ ‭It‬ ‭works‬ ‭if‬ ‭the‬ ‭students‬ ‭are‬ ‭involved‬ ‭from‬
‭the‬ ‭setting‬ ‭of‬ ‭expected‬ ‭targets‬ ‭to‬ ‭be‬
‭demonstrated‬ ‭after‬ ‭instruction‬ ‭to‬ ‭checking‬
‭on‬ ‭their‬ ‭progress‬ ‭in‬ ‭the‬ ‭course‬ ‭of‬ ‭the‬
 ‭4‬
t‭eaching-learning‬ ‭process‬ ‭and‬ ‭to‬ ‭finally‬
‭determine‬ ‭the‬ ‭extent‬ ‭to‬ ‭which‬ ‭they‬ ‭realize‬
‭expected targets.‬
‭6.‬ ‭Making‬ ‭standards‬ ‭and‬ ‭criteria‬ ‭public‬
‭rather than private and secretive.‬
‭●‬ ‭Santrock,‬ ‭2009‬ ‭and‬ ‭Mc‬ ‭Tighe,‬ ‭2013‬ ‭says‬
‭“the‬ ‭evaluative‬ ‭criteria‬ ‭(such‬‭as‬‭rubrics)‬‭are‬
‭presented an explained at the beginning.‬
‭●‬ ‭Models‬‭of‬‭excellence,‬‭aligned‬‭to‬‭the‬‭criteria,‬
‭are‬ ‭shown‬ ‭to‬ ‭provide‬ ‭a‬ ‭clear‬ ‭picture‬ ‭of‬
‭desired‬ ‭performance.‬ ‭This‬ ‭may‬ ‭eliminate‬
‭students’‬ ‭fear‬ ‭or‬ ‭unwelcoming‬ ‭attitude‬
‭toward assessment.‬
7‭ .‬ ‭Using computers as part of assessment‬
‭●‬ ‭With‬ ‭computers,‬‭a‬‭bank‬‭of‬‭questions‬‭can‬‭be‬
‭created‬ ‭which‬ ‭makes‬ ‭it‬ ‭possible‬ ‭for‬ ‭each‬
‭student‬ ‭to‬ ‭be‬ ‭presented‬ ‭with‬ ‭different‬
‭questions but are of equivalent standard.‬
‭●‬ ‭With‬ ‭computerized‬ ‭marking,‬ ‭immediate‬
‭feedback‬ ‭may‬ ‭be‬ ‭given‬ ‭to‬ ‭students.‬
‭Recording‬ ‭of‬ ‭assessment‬ ‭results‬ ‭and‬ ‭their‬
‭statistical‬ ‭analysis‬ ‭are‬ ‭likewise‬ ‭facilitated‬
‭with computers.‬
 ‭5‬

‭MODULE 2‬
‭TITLE‬