EDU203:

ASSESSMENTFORLEARNI
NG
Modul
e1:
AssessmentandEv
aluat
ion
1.
1Concept
ual
over
viewofAssessmentandEv
aluat
ion
Assessmenti
s def
ined as a pr
ocess of appr
aisi
ng somet
hing,
wher
easev
aluat
ionf
ocuses on maki
ng a j
udgment about v
alues,number
s or
per
for
mance ofsomeone orsomet
hing.Assessmenti
s a pr
ocess ofcol
l
ect
ing,
r
evi
ewi
ngandusi
ngdat
a,f
ort
hepur
poseofi
mpr
ovementi
nthecur
rentper
for
mance.
Assessmenti
sthepr
ocessofobj
ect
ivel
yunder
standi
ngt
hest
ateorcondi
ti
onof
at
hing,byobser
vat
ionandmeasur
ement
.Ev
aluat
ioni
sthepr
ocessofobser
vingand
measur
ingat
hingf
ort
hepur
poseofj
udgi
ngi
tandofdet
ermi
ningi
ts“
val
ue,
”ei
therby
compar
isont
osi
mil
art
hings,ort
oast
andar
d.Ev
aluat
ioni
sdescr
ibedasanactof
passi
ngj
udgementont
hebasi
sofsetofst
andar
ds.
Measur
ement
,AssessmentandEv
aluat
ion
Measur
ementr
efer
stoobser
vat
ionst
hatcanbeexpr
essedquant
it
ati
vel
y.I
t
answer
sthequest
ion“
HowMuch?
”Ev
aluat
ioni
sconcer
nedwi
th‘
WhatVal
ue”i
nst
ead
ofj
ustf
ocusi
ng on “
How Much”
? Whi
l
e ev
aluat
ion i
nvol
ves maki
ng j
udgment
s,
assessmenti
sconcer
nedwi
thcor
rect
ingt
hedef
ici
enci
esi
none’
sper
for
mance.Ont
he
ot
herhand,Assessmenti
sthepr
ocessofi
ntegr
ati
onofal
ltheabi
l
iti
es,i
nter
est
s,
at
ti
tudesorr
eact
ionsofal
ear
ner
.Assessmentr
esul
tsi
nknowi
ngt
hest
rengt
hsand
weaknessesofal
ear
ner
.Z
Thus,assessmentseemst
obeamor
ecompr
ehensi
vet
ermt
hanmeasur
ement
andev
aluat
ion.
Def
ini
ti
onofAssessment
Assessmenti
sdef
inedasamet
hodi
calwayofacqui
ri
ng,r
evi
ewi
ngandusi
ng
i
nfor
mat
ion aboutsomeone orsomet
hing,so as t
o make i
mpr
ovementwher
e
necessar
y.Thet
ermi
sint
erpr
etedi
nav
ari
etyofway
s,i
.e.educat
ional
,psy
chol
ogi
cal
,
f
inanci
al,
taxat
ion,
humanr
esour
ceandsoon.
I
ngener
al,assessmenti
sanongoi
ngi
nter
act
ivepr
ocess,i
nwhi
cht
wopar
ti
es
(
assessorandassessee)ar
einv
olv
ed.Theassessori
ssomeonewhoassessest
he
per
for
mancebasedont
hedef
inedst
andar
ds,
whi
l
eassesseei
ssomeonewhoi
sbei
ng
assessed.The pr
ocess ai
ms at det
ermi
ning t
he ef
fect
iveness of t
he ov
eral
l
per
for
manceoft
heassesseeandt
hear
easofi
mpr
ovement
.Thepr
ocessi
nvol
ves,
set
ti
ngupgoal
s,col
l
ect
ingi
nfor
mat
ion(
qual
i
tat
iveandquant
it
ati
ve)andusi
ngt
he
i
nfor
mat
ionf
ori
ncr
easi
ngqual
i
ty.
Def
ini
ti
onofEv
aluat
ion
Thet
erm‘
eval
uat
ion’
isder
ivedf
rom t
hewor
d‘v
alue’
whi
chr
efer
sto‘
usef
ulness
ofsomet
hing’
.Ther
efor
e,ev
aluat
ioni
sanexami
nat
ionofsomet
hingt
omeasur
eit
s
ut
il
it
y.
Ev
aluat
ioni
sasy
stemat
icandobj
ect
ivepr
ocessofmeasur
ingorobser
ving
someoneorsomet
hing,wi
thanai
m ofdr
awi
ngconcl
usi
ons,usi
ngcr
it
eri
a,usual
l
y
gov
ernedbysetst
andar
dsorbymaki
ngacompar
ison.I
tgaugest
heper
for
manceofa
per
son,
compl
etedpr
oject
,pr
ocessorpr
oduct
,todet
ermi
nei
tswor
thorsi
gni
fi
cance.
Char
act
eri
sti
csofEv
aluat
ion:
• Ev
aluat
ioni
sacompr
ehensi
vepr
ocess:Ev
aluat
ioni
sagl
obalpr
ocessi
tassess
al
laspect
sofchi
l
d'sdev
elopment
.Ther
ear
edi
ff
erentt
echni
queswhi
ch,ar
e
usedbyt
het
eacher
stoev
aluat
etheper
for
manceoft
hechi
l
d.
• Ev
aluat
ion i
s a cont
inuous pr
ocess:Ev
aluat
ion i
s a cont
inuous pr
ocess as
educat
ion.I
tisnotexami
nat
ionbutexami
nat
ioni
sapar
tofev
aluat
ionpr
ocess.
Ther
eisnof
ixedt
imel
i
mitf
ort
hecompl
eti
onofev
aluat
ionwor
k.Buti
tisa
cont
inuouspr
ocess.
• Ev
aluat
ionwi
l
lbehumanei
nnat
ure.I
twi
l
lhel
pst
udent
sgr
owa
ssoc
ialbe
ingsa
nd
t
huss
avet
hemf
romunne
ces
sar
ypai
n,anx
iet
y,har
ass
mentandhumi
l
iat
ion.
• Ev
aluat
ionwi
l
lbet
her
espons
ibi
l
it
yoft
het
eac
herwhot
eac
hest
hes
tude
ntsandi
s
r
espons
ibl
eforde
vel
opi
ngt
her
equi
si
teheal
thyat
tr
ibut
esi
nthem.
• Ev
alua
ti
onwi
l
lbec
ons
ist
entwi
t
hit
spur
pos
eandwi
l
lpr
ovi
de
ar
eli
abl
eandv
ali
dmeas
ureofs
tudent
s'per
for
manc
e.
•Eval
uat
ionwi
llr
efl
ectt
heout
comesofeachl
ear
ningi
nter
vent
ionandwoul
d
pr
ovi
deal
lt
hes
tudent
sthes
ameoppor
tuni
t
ytodi
spl
ayt
hei
ri
ndi
vi
dua
lpot
ent
i
al.
• Ev
alu
ati
onwi
l
lbebu
il
ti
nwi
t
hth
ete
ach
ing-
l
ear
ni
ngpr
oce
ssandt
huswi
l
lbec
arr
ie
dout
t
hrought
hee
nti
repe
ri
odofe
duc
ati
on.
Whati
sthedi
ff
erencebet
weenAssessmentandEv
aluat
ion?
Assessmentandev
aluat
ionar
ecompl
etel
ydi
ff
erent
.
• Assessmentf
ocusesonl
ear
ning,t
eachi
ngandout
comes.I
tpr
ovi
desi
nfor
mat
ionf
or
i
mpr
ovi
ng l
ear
ning and t
eachi
ng.Assessmenti
s an i
nter
act
ive pr
ocess bet
ween
st
udent
sandf
acul
tyt
hati
nfor
msf
acul
tyhowwel
lthei
rst
udent
sar
elear
ningwhatt
hey
ar
eteachi
ng.Thei
nfor
mat
ioni
susedbyf
acul
tyt
omakechangesi
nthel
ear
ning
env
ironment
,andi
sshar
edwi
thst
udent
stoassi
stt
hem i
nimpr
ovi
ngt
hei
rlear
ningand
st
udyhabi
ts.Thi
sinf
ormat
ioni
slear
ner
-cent
ered,
cour
sebased,andnotgr
aded.
• Ev
aluat
ionf
ocusesongr
adesand mayr
efl
ectcl
assr
oom component
sot
hert
han
cour
se cont
entand mast
eryl
evel
.These coul
dincl
ude di
scussi
on,cooper
ati
on,
at
tendance,
andv
erbal
abi
l
ity
.
• Thet
abl
ebel
owsummar
izeskeydi
ff
erencesbet
weenassessmentandev
aluat
ion
Basisfor
Assessment Ev
aluat
ion
compar i
son
Nature Diagnosti
c-i
denti
fy areas for Judgement al
-ar
ri
veatanover
all
i
mpr ovement grade/scor
e
Whati
tdoes? Provides f
eedback on Determinestheextenttowhi
ch
performance and ar eas of object
ivesareachi
eved
i
mpr ovement.

Timing & Format i

ve-ongoing to i mpr ove Summat i
ve-fi
nal t o gauge
Purpose l
ear ning quali
ty
Focus of ProcessOr iented-
howl earni
ngi s Product Or i
ented- what
’s been
Measur ement goi ng l
earned
Feedback Based on obser vation and Basedont hel ev elofquali
tyas
positive&negat i
vepoints. persetstandar d.
Type Fl
exi ble:adjustasproblemsar e Fixed: t
or ewar dsuccess,
cl
arified punishfail
ur e
Relati
onshi
p Reflective- i nter
nall
y def i
ned Pr escri
pti
v e-ext ernal
lyi
mposed
between cri
teria/goals standards
parti
es
Crit
eri
a Setbybot ht hepart
iesjointl
y Setbytheev aluator
Measur ement Absol ute-str
ive for i
deal Compar ative-div
idebet terfrom
Standards outcomes worse

KeyDi
ff
erencesbet
weenAssessmentandEv
aluat
ion
Thesi
gni
fi
cantdi
ff
erencesbet
weenassessmentandev
aluat
ionar
edi
scussedi
nthe
poi
ntsgi
venbel
ow:

• The pr
ocess ofcol
l
ect
ing,r
evi
ewi
ng and usi
ng dat
a,f
ort
he pur
pose of
 i
mpr
ovementi
nthecur
rentper
for
mance,i
scal
l
edassessment
.A pr
ocessof
passi
ng j
udgment
,on t
he basi
s ofdef
ined cr
it
eri
a and ev
idence i
s cal
l
ed
ev
aluat
ion.
• Assessmenti
sdi
agnost
ici
nnat
ureasi
ttendst
oident
if
yar
easofi
mpr
ovement
.
Ont
heot
herhand,ev
aluat
ioni
sjudgement
al,becausei
tai
msatpr
ovi
dingan
ov
eral
lgr
ade.
• The assessmentpr
ovi
des f
eedback on per
for
mance and way
sto enhance
per
for
mance i
nfut
ure.As agai
nstt
his,ev
aluat
ion ascer
tai
ns whet
hert
he
st
andar
dsar
emetornot
.
• The pur
pose ofassessmenti
sfor
mat
ive,i
.e.t
oincr
ease qual
i
ty wher
eas
ev
aluat
ioni
sal
laboutj
udgi
ngqual
i
ty,
ther
efor
ethepur
posei
ssummat
ive.
• Assessmenti
sconcer
nedwi
thpr
ocess,
whi
l
eev
aluat
ionf
ocusesonpr
oduct
.
• I
nanassessment
,thef
eedbacki
sbasedonobser
vat
ionandposi
ti
ve&negat
ive
poi
nts.I
ncont
rastt
oev
aluat
ion,i
nwhi
cht
hef
eedbackr
eli
esont
hel
evelof
qual
i
tyaspersetst
andar
d.
• I
nanassessment
,ther
elat
ionshi
pbet
weenassessorandassesseei
sref
lect
ive,
i
.e.t
hecr
it
eri
aar
edef
inedi
nter
nal
l
y.Ont
hecont
rar
y,t
heev
aluat
orandev
aluat
ee
shar
eapr
escr
ipt
iver
elat
ionshi
p,wher
eint
hest
andar
dsar
eimposedext
ernal
l
y.
• Thecr
it
eri
aforassessmentar
esetbybot
hthepar
ti
esj
oint
ly.Asopposedt
o
ev
aluat
ion,
wher
eint
hecr
it
eri
aar
esetbyt
heev
aluat
or.
• The measur
ementst
andar
ds f
orassessmentar
e absol
ute,whi
ch seeks t
o
achi
evet
hequi
ntessent
ialout
come.Asagai
nstt
his,st
andar
dsofmeasur
ement
f
orev
aluat
ionar
ecompar
ati
ve,t
hatmakesadi
sti
nct
ionbet
weenbet
terand
wor
se.
Ty
pesofEv
aluat
ion
A.Or
al,
Wri
tt
enandPer
for
manceEv
aluat
ion
Ev
aluat
ionmaybecl
assi
fi
edont
hebasi
soft
hesequencei
nwhi
chdi
ff
erent
pr
ocedur
esar
eused.Di
ff
erentt
ypesofev
aluat
ionpr
ocedur
esi
nvol
vedi
ff
erentway
s
andt
echni
ques.
(
1)Wr
it
tenEv
aluat
ion
I
tisot
her
wiseknownaspaperpenci
ltest
s.Thesear
ecommonl
yusedi
nschool
.
Wher
e,answer
sar
etobewr
it
tenaspert
hei
nst
ruct
ionofquest
ion.
Ty
pesofWr
it
tenEv
aluat
ion
1. Wr
it
tenExami
nat
ions
Wr
it
ten mode ofexami
nat
ion conduct
ed i
n school
s wi
tht
he pur
pose of
measur
ingachi
evementoft
hest
udent
s
Ty
pesi
ncl
ude-Mul
ti
pleChoi
ce,Tr
ueorf
alse,Mat
chi
ng,Copl
eti
onofFi
l
lint
he
bl
anks,
Essay
s-Shor
tnot
esandLongEssay
s.
2. Rev
iews
Onet
ypeofwr
it
tenev
aluat
iont
hatmostpeopl
ear
efami
l
iarwi
thi
sther
evi
ew.
Rev
iewer
s wi
l
lat
tend per
for
mances,ev
ent
s,basi
ng t
hei
r ev
aluat
ions on t
hei
r
obser
vat
ions.Rev
iewer
sty
pical
l
yuseapar
ti
cul
arsetofcr
it
eri
atheyest
abl
i
shf
or
t
hemsel
ves.
3. Pr
oject
:
Pr
oject
sar
enow becomi
ngamaj
oraspect
sofev
aluat
ion.Repor
tof
pr
ojectsubmi
tt
edbyt
hest
udent
sar
eoneoft
hemaj
oraspect
sinschoolaswel
lasi
n
hi
ghereducat
ion
4. Por
tfol
i
owr
it
ing
Por
tfol
i
osar
ethecombi
nat
ionoft
heev
idances,
Repor
tsandr
efl
ect
ionsof
wor
kdonedur
inganacademi
cper
iod.I
thel
pst
hest
udent
stoev
aluat
ehi
msel
fandal
so
hel
pst
het
eachert
oev
aluat
etheper
for
manceoft
hest
udent
s.
5. Assi
gnment
sandSemi
narr
epor
t
Assi
gnmentgi
vent
ost
udent
sist
echni
queofwr
it
tenev
aluat
ion,t
eacher
canev
aluat
ethewr
it
ti
ngski
l
laswel
last
hecont
entknowl
edget
hrought
hispr
ocess.
Adv
ant
agesofwr
it
tenev
aluat
ion
St
udent
shav
eti
met
othi
nk
• Ev
aluat
ionbasedonawr
it
tendocuement
.
• Possi
blef
orr
eev
aluat
ion
• St
udentcanuset
hepr
oductf
orf
urt
herr
efer
ences
• I
mpr
ovet
hewr
it
ti
ngski
l
l
• Redusest
hef
earofev
alat
ionasi
tnotaf
acet
ofaceandspot
ani
ousmodeof
ev
aluat
ioni
nmostoft
hecases
 • St
udent
swi
l
lgetmor
eti
met
othi
nkandanswer
• Ref
erencei
spossi
blei
nmostoft
hewr
it
tenev
aluat
ion
• Li
mit
ati
onsofwr
it
tenev
aluat
ion
• Ev
aluat
ionr
equi
rest
ime
• I
tisdi
ff
icul
ttoconst
ructagoodwr
it
tent
est
• Answer
shav
etobeshor
t(i
nnumberofwor
ds)t
ofaci
l
itat
ecor
rect
ion
(
2)Or
alEv
aluat
ion:
Theset
ypesofexami
nat
ionort
est
sar
econduct
edf
orsuppl
ement
ingt
owr
it
ten
exami
nat
ion.E.
g.:Testofr
eadi
ngabi
l
ity
,pr
onunci
ati
on,i
nter
view et
c.wher
ether
eis
not
hingt
owr
it
e.
Oneoft
hemosti
mpor
tantchar
act
eri
sti
csofmostf
ormsofor
alassessmenti
s
t
hatf
oll
ow-
upquest
ionscanbeusedt
odet
ermi
net
hel
i
mit
sofwhatt
hest
udentknows.
Unl
i
keawr
it
tenexam,assessor
scanaskt
hest
udentt
oel
abor
ateonananswerand
canuseaser
iesofcar
eful
l
ypr
epar
edquest
ionsorpr
obesunt
ilt
heyhav
ereachedt
he
l
i
mitofwhatt
hest
udentknows.
Or
alassessmentcanpr
omot
elear
ningi
nsev
eral
way
s:
• I
tal
l
owspr
obi
ngoft
hest
udent
s’knowl
edge
• St
udent
smaypr
epar
epar
ti
cul
arl
ythor
oughl
yinor
dert
oav
oidseemi
ngf
ool
i
shi
n
f
rontoft
hei
rexami
nerort
hei
rpeer
s
• Somest
udent
sseem r
eluct
antt
ovoi
cei
deast
hatt
heydonot‘
own’
,thati
s,t
hey
wantt
oensur
ethatt
heyhav
eagenui
neunder
standi
ngofwhatt
heyar
esay
ing.
• Somest
udent
smaybebet
terabl
etoexpr
esst
hemsel
vesor
all
ythani
nwr
it
ing,
whi
l
e
• Somest
udent
smayhav
epar
ti
cul
ardi
ff
icul
ti
eswi
thwr
it
ingowi
ngt
ody
slexi
a,
i
mpai
redv
isi
onorot
herf
act
ors.
• Ot
herst
udent
smayhav
eapar
ti
cul
arwi
shorneedt
odev
elopt
hei
rabi
l
ityt
o
communi
cat
e
Wr
it
ten exami
nat
ionsar
e based on an assumpt
ion t
hatt
he wr
it
ten wor
dis
unambi
guousandr
eadi
l
yunder
stood,i
nthewayi
twasi
ntended,byal
lst
udent
s.Thi
s
mayof
tennotbet
hecase.Or
alassessmentpr
ovi
dest
heoppor
tuni
tyt
oensur
ethat
eachst
udentunder
standst
hequest
ionsbei
ngasked.
Di
sadv
ant
ages
• Undueanxi
ety
:Someanxi
etycanbebenef
ici
ali
nor
alassessment
,butanxi
ety
t
hati
nter
fer
eswi
thast
udent
’sper
for
mancewi
l
lnotgi
veat
ruei
ndi
cat
ionofhi
s
orherabi
l
ity
.
• Hear
ingorspeechdi
ff
icul
tes:St
i udent
swi
thhear
ingorspeechi
mpai
rment
smay
al
sor
equi
resomeadj
ust
mentt
otheassessmentpr
ocess.
• Ti
me:Or
alassessmentcan bet
ime-
consumi
ng,whi
ch becomespar
ti
cul
arl
y
pr
obl
emat
ic wi
thl
argercl
asses.On t
he ot
herhand,many f
orms ofor
al
assessmentcanbequi
teshor
t,andmar
kingcanoccurv
eryqui
ckl
yatt
heendof
t
heassessment
.
• Lackofanony
mit
y:Exami
ner
sinev
itabl
yknowwhom t
heyar
eexami
ning.
as:Concer
• Bi nsar
esomet
imesexpr
essedt
hatexami
ner
smaybei
nfl
uencedby
st
udent
s’dr
ess,
gender
,et
hni
cit
yoreducat
ional
backgr
ound.
(
3)Pr
act
ical
Exami
nat
ion/per
for
manceev
aluat
ion:
Theset
est
sar
enecessar
ytot
estexper
iment
alandmani
pul
ati
veski
l
lsofl
ear
ner
par
ti
cul
arl
yinsubj
ect
sli
keSci
ence,Technol
ogy
,Agr
icul
tur
e,Cr
aftandMusi
c.Exampl
e:
Bhat
ti
a’
sBat
ter
yofPer
for
manceTestofI
ntel
l
igence.
I
n per
for
manceev
aluat
ion,
lear
ner
smustper
for
mtasksasaut
hent
icaspossi
ble,
t
heout
comeofwhi
chmustber
atedbyqual
i
fiedj
udges.Per
for
manceassessment
s
shar
ethr
eecommonf
eat
ures:1)st
udent
sconst
ructr
athert
hansel
ectar
esponse,2)
st
udent
sar
eobser
vedcompl
eti
ngt
askst
hatr
esembl
ethosei
nther
ealwor
ld,and3)
st
udent
srev
ealt
hei
rlear
ningandt
hinki
ngpr
ocessesal
ongwi
tht
hei
ranswer
s.Akey
f
eat
ureofper
for
manceassessment
sist
hatst
udent
sar
eact
ivepar
ti
cipant
s.Rat
her
t
hanchoosi
ngf
rom pr
esent
edopt
ions,asi
ntr
adi
ti
onalmul
ti
ple-
choi
cet
est
s,st
udent
s
ar
eresponsi
blef
orcr
eat
ingorconst
ruct
ingt
hei
rresponses.
Feat
ures:
1.Lear
ner
smakeaconst
ruct
edr
esponse.2.Theyengagei
nhi
gher
-or
dert
hinki
ng,
wit
h
open-
endedt
asks.3.Tasksar
emeani
ngf
ul,engagi
ng,andaut
hent
ic.4.Taskscal
lfor
t
hei
ntegr
ati
onofl
anguageski
l
ls.5.Bot
hpr
ocessandpr
oductar
eassessed.
Adv
ant
ages
Per
for
manceassessmenthassev
eraladv
ant
ages.St
udent
sar
eassessedi
nreal
andcompl
exsi
tuat
ions,consi
der
ingbot
hpr
ocessandpr
oduct
.Inaddi
ti
on,t
hegap
bet
weent
est
ingandi
nst
ruct
ioni
sreduced.
Di
sadv
ant
ages
Theper
for
mance-
based assessmentr
eli
eson t
het
eacher
'sobser
vat
ionsor
j
udgment
s,i
ncr
easi
ngsubj
ect
ivi
tyov
erot
hermeasur
ementst
rat
egi
es.
B.For
mat
iveandSummat
iveEv
aluat
ion
For
mat
iveEv
aluat
ion
Thet
ermf
ormat
ivedenot
est
heon-
goi
ngorsy
stemat
icassessmentofst
udent
achi
evementwhi
l
ethecour
seori
nst
ruct
ionalpr
ogr
ammei
sinpr
ogr
ess. For
mat
ive
ev
aluat
ioni
sconcer
nedwi
thj
udgement
smadedur
ingt
hedesi
gnanddev
elopmentofa
pr
ogr
ammewhi
chi
sdi
rect
edt
owar
dsmodi
fyi
ng,f
ormi
ngori
mpr
ovi
ngt
hepr
ogr
amme
bef
orei
tiscompl
eted.
Whi
l
eteachi
ng,t
hecont
entt
o bet
aughti
spr
esent
edi
nthef
orm ofsmal
l
t
eachi
ngpoi
nts.Att
heendofeachofsuchi
tem st
udent
shav
etobeev
aluat
edwi
th
r
espectt
otheant
ici
pat
edobj
ect
ives.Thusdi
ff
icul
ti
esi
fanyshoul
dbeadi
agnosedand
r
emedi
ated.Thi
spr
ocedur
ewi
l
lensur
emast
eryoft
hesubj
ect
sint
ermsofr
eal
i
zat
ion
ofeducat
ional
obj
ect
ives.
Accor
dingt
oN.E.Gr
onl
und"
for
mat
iveev
aluat
ioni
susedt
omoni
torl
ear
ning
pr
ogr
essdur
ingi
nst
ruct
ionandt
o pr
ovi
decont
inuousf
eedbackt
o bot
hpupi
land
t
eacherconcer
ning l
ear
ning apr
ocessand f
ail
ures.Feedbackt
o pupi
l
srei
nfor
ces
successf
ull
ear
ningandi
dent
if
iest
hel
ear
ninger
ror
sthatneedcor
rect
ion.Feedbackt
o
t
het
eacherpr
ovi
desi
nfor
mat
ionf
ormodi
fyi
ngi
nst
ruct
ionandpr
escr
ibi
nggr
oupand
i
ndi
vi
dualr
emedi
alwor
k."The i
nst
ruct
ionalpr
ocess t
hus becomes dy
nami
c and
ef
fect
ivet
hroughcont
inuousf
ormat
iveev
aluat
ion.
I
nSummar
yAssessment
sFORl
ear
ninghappenswhi
l
elear
ningi
sst
il
lunder
way
.
Thesear
eassessment
sthat
:
• ar
econduct
edt
hroughoutt
eachi
ngand l
ear
ningt
odi
agnosest
udentneeds
• pl
ant
henextst
epsi
ninst
ruct
ion
• pr
ovi
dest
udent
swi
thf
eedbackt
heycanuset
oimpr
ovet
hequal
i
tyoft
hei
rwor
k
• hel
pst
udent
sseeandf
eel
howt
heyar
eincont
rol
oft
hei
rjour
neyt
osuccess
• Ref
erst
owhathappensonadai
l
ybasi
sint
hecl
assr
oom
• Pr
ovi
dest
eacher
swi
thi
nfor
mat
ionaboutspeci
fi
cnexti
nst
ruct
ional
stepsf
or
st
udent
s:For
mat
iveAssessmentSt
rat
egi
es
• Conf
erence
• Cooper
ati
veLear
ningAct
ivi
ti
es
• Demonst
rat
ions
• Exi
tCar
d
• Gr
aphi
cOr
gani
zer
s
• “
ILear
ned”St
atement
s
• I
nter
views
• Jour
nal
Ent
ry
• KWLs
•Lear
ningLogs
• Or
alAt
ti
tudeSur
vey
s
• Or
alPr
esent
ati
ons
• PeerEv
aluat
ions
• Pr
obl
em Sol
vi
ngAct
ivi
ti
es
• Pr
oduct
s
• Quest
ioni
ng
• Qui
z
• ResponseGr
oups
• Sel
f-
Eval
uat
ions

Summat
iveEv
aluat
ion
Ast
het
ermi
ndi
cat
essummat
iveev
aluat
ioni
sdoneatt
heendofsomet
hing
at
tempt
edori
tist
heov
eral
lassessmentordeci
sionwi
tht
hepr
ogr
amme.Accor
dingt
o
A.
J.Ni
kto"
summat
iveev
aluat
iondescr
ibesj
udgement
saboutt
hemer
it
sofanal
ready
compl
etedpr
ogr
amme,
procedur
eorpr
oduct
."I
tmaybeconduct
edatt
heendofauni
t,
af
teri
tissuccessf
ull
ycompl
etedasev
idencedbyf
ormat
iveev
aluat
ion.Ori
tmaybe
doneatt
heendofat
erm andcov
eranumberofl
ear
ninguni
ts.Annualexami
nat
ion
al
somaybesai
dtobesummat
ivei
nnat
ure.I
tisdesi
gnedt
odet
ermi
net
heext
entt
o
whi
ch t
he i
nst
ruct
ionalobj
ect
ives hav
e been achi
eved and i
s used pr
imar
il
yfor
assi
gni
ngcour
segr
adesorcer
ti
fyi
ngpupi
lmast
eryoft
hei
ntendedl
ear
ningout
comes.
Ther
esul
tofsummat
iveev
aluat
ionwi
l
lgi
veagener
alpi
ctur
eoft
hel
evelof
at
tai
nment
.Thi
s wi
l
lhel
ptor
einf
orce t
he t
eacher
s and st
udent
s and wi
l
lmake
i
nst
ruct
ionmor
eef
fect
iveandhel
pst
oor
gani
zet
het
otalsy
stem ofeducat
ionmor
e
ef
fect
ivel
y.I
naddi
ti
ont
othesef
unct
ionsi
tmayai
m atpl
acement
,pr
edi
cti
onet
c.oft
he
l
ear
ner
s.
Thoughf
ormat
iveandsummat
iveev
aluat
iondi
ff
ersi
nthei
rnat
ureandf
unct
ion
bot
hmaybeconsi
der
edascompl
ement
aryt
oeachot
her
.
Summat
iveAssessmentSt
rat
egi
es
• Uni
tTest
/Annual
exams
• Per
for
manceTask
• Pr
oject
/Pr
oduct
/Ex
hibi
t
• Demonst
rat
ion
• Por
tfol
i
oRev
iew
•
For mativ
eev aluati
on Summat iveev aluati
on
Processor iented Productor i
ent ed
Internali
nnat ure CanbeI nternal orext ernalinnatur
e
Aims at i mmedi ate f eedback, Aims at ov eral
l assessment , gr adi
ng,
diagnosisandr emediati
on classif
ication, placement ,select
ion,setti
ngup
ofnor mset c.
Met hodsusedar edai l
yassi
gnment s, Met hodsusedar etests,project
setc
obser vat
ionset c
Canbeconduct eddaily Weekl y,terml yet c
Cont entfocusi sdetail
edandnar row I tisgener al andbr oadscope
scope
Profilesandr ecordofachi evements Li mitst he use ofpr ofi
les and r ecord of
arer egul
arlyused achievement s
C.Obj ecti
vebasedandCompet encybasedEv al
uat i
on
Obj
ect
ivebasedev
aluat
ion
Her
etheev
aluat
ioni
sbasedonspeci
fi
cinst
ruct
ionalobj
ect
ives.Anobj
ect
ivei
s
t
hest
atementofar
esul
ttobeachi
eved.Eachgener
alobj
ect
ivecanbebr
okendown
i
ntomor
epr
eci
sest
atement
s,whi
cht
hendet
ermi
net
heact
ivi
ti
es,peopl
eandmeans
necessar
yfort
hesuccessoft
hepr
ogr
am.Obj
ect
ivesdi
ctat
ethel
i
net
obef
oll
owedand
ser
veasmar
ker
sbywhi
cht
her
esul
tsandt
hei
rimpactcanbeassessed.Onl
yif
obj
ect
ivesar
est
atedi
nast
ri
ctandunambi
guousmannercanav
aluej
udgementbe
madeaboutt
her
unni
ngofapr
ogr
amme.

I
nobj
ect
ivebasedev
aluat
iont
het
eacherev
aluat
est
her
eal
i
zat
ionofaspeci
fi
c
obj
ect
ive.Hesel
ect
sonespeci
fi
cobj
ect
ivehewant
stot
est
.Thenhesel
ect
sthe
appr
opr
iat
e cont
entt
otestt
hose obj
ect
ives and t
hen wr
it
e quest
ions f
rom t
hat
par
ti
cul
arcont
ent
.
Obj
ect
iveBasedEv
aluat
ion
• I
naobj
ect
ivebasedi
nst
ruct
ion,
thei
nst
ruct
ioni
sbasedonpr
e-det
ermi
nedobj
ect
ives.
Anobj
ect
ivei
sthest
atementofar
esul
ttobeachi
eved.I
nthi
sinst
ruct
iont
het
eacher
ev
aluat
est
her
eal
i
zat
ionofaspeci
fi
cobj
ect
ive
• I
nobj
ect
ivebasedi
nst
ruct
iont
eachi
ngandl
ear
ningshoul
dbeobj
ect
ivecent
ered.
• Underobj
ect
ivebasedi
nst
ruct
iont
hepr
ocessofi
nst
ruct
ionhel
pst
oachi
evecer
tai
n
i
mmedi
ategoal
swhi
chl
eadst
hel
ear
nernear
ert
otheul
ti
mat
egoal
.
• Obj
ect
ivespr
ovi
det
hef
oundat
ionf
ormeani
ngf
ulandef
fect
ivet
eachi
ng.Obj
ect
ives
gui
det
hesel
ect
ionofwhatt
oteachandhowt
oteach.
• At
eacherwhohascl
ear
lydef
inedt
heobj
ect
ivei
ssur
eabouthi
sdest
inat
ion.He
know how t
ogui
dehi
sst
udent
stor
eacht
hedest
inat
ion.Thusobj
ect
ivesmakes
t
eachi
nggoal
-or
ient
edandpur
posef
ul.Thi
siscal
l
edobj
ect
ivebasedappr
oacht
o
i
nst
ruct
ion.
• Obj
ect
ivebasedi
nst
ruct
ioni
sat
ri
angul
ari
nterr
elat
ionbet
weenobj
ect
ives,l
ear
ning
exper
iencesandev
aluat
ion.
St
agesofobj
ect
ivebasedi
nst
ruct
ion
• 1,
Ident
if
icat
ionofobj
ect
ivest
obeachi
eved.
• 2,
Ident
if
icat
ionofspeci
fi
cat
ionsbasedonobj
ect
ivesandt
het
opi
c.
• 3,
sel
ect
ionofl
ear
ningexper
ience.
• 4,
Det
ail
edI
nst
ruct
ion.
• 5,
Eval
uat
ionBasedont
heobj
ect
ives
• 8,
Redef
ini
ngt
heobj
ect
ivesi
fneeded.

Compet
encybasedev
aluat
ion
Compet
enci
es consi
stofa descr
ipt
ion oft
he essent
ialski
l
ls,knowl
edge,
at
ti
tudesandbehav
iour
srequi
redf
oref
fect
iveper
for
manceofar
ealwor
ldt
askor
act
ivi
ty.
Compet
encybasedev
aluat
ionf
ocusesonout
comesofl
ear
ning.CBEaddr
esses
whatt
hel
ear
ner
sar
eexpect
edt
odor
athert
hanonwhatt
heyar
eexpect
edt
olear
n
about
.

Theset
ypesofev
aluat
iont
ypi
cal
l
yconst
ruct
edt
ocheckt
hepr
ofi
ciencyofan
i
ndi
vi
duali
nper
for
mingaski
l
lindi
ff
erentsi
tuat
ions.Fore.
g.t
est
ingf
orcompet
encyi
n
basi
cski
l
lsofcommuni
cat
ionandcomput
ati
on.Compet
encyt
est
sar
eal
sousedasa
basi
sforpr
omot
ionatt
hel
owergr
adel
evel
s.Compet
ency
-basedassessmenti
snota
setofexami
nat
ions;i
tist
hebasi
sforcer
ti
fi
cat
ionofcompet
encyandi
tiscar
ri
edout
asapr
ocessi
nor
dert
ocol
l
ectev
idenceaboutt
heper
for
manceandknowl
edgeofa
per
sonwi
thr
espectt
oacompet
encyst
andar
d.
• I
ncompet
encybasedi
nst
ruct
iont
hei
nst
ruct
ionalobj
ect
ivesar
eseti
nter
msof
cer
tai
n
• compet
enci
eswhi
cht
hel
ear
nershoul
dreal
i
ze.
• I
ncompet
encybasedi
nst
ruct
ion,t
hei
nst
ruct
ioni
sbasedoncompet
enci
esoft
he
chi
l
d.Compet
encyi
san el
ementofpowert
o begener
ated t
hrough educat
ion.
Compet
encyi
stheabi
l
ityt
ocop-
uppr
obl
emsassoci
atedwi
tht
hepar
ti
cul
arar
ea.
• Compet
encyBasedEducat
ionandTr
aini
ngi
sanappr
oacht
oteachi
ngandl
ear
ning
mor
eof
tenusedi
nlear
ningconcr
eteski
l
lst
hanabst
ractl
ear
ning
• I
ncompet
encybasedi
nst
ruct
ionev
eryi
ndi
vi
dualski
l
l/l
ear
ningout
come,knownasa
compet
ency
• Lear
ner
swor
kononecompet
encyatat
ime,whi
chi
sli
kel
yasmal
lcomponentofa
l
argerl
ear
ninggoal
.Thest
udenti
sev
aluat
edont
hei
ndi
vi
dualcompet
ency
,andonl
y
oncet
heyhav
emast
eredi
tdot
heymov
eont
oot
her
s.Af
tert
hat
,hi
gherormor
e
compl
excompet
enci
esar
elear
nedt
oadegr
eeofmast
eryandi
sol
atedf
rom ot
her
t
opi
cs.
St
agesofcompet
encybasedi
nst
ruct
ion
• 1,
Ident
if
icat
ionofcompet
enci
est
obeachi
eved.
• 2,
Pri
ori
tyt
osel
ectt
heessent
ial
compet
enci
es.
• 3,
Ski
l
lsassoci
atedwi
tht
her
elat
edcompet
enci
es.
• 4,
Demonst
rat
etheski
l
lofcompet
ency
.
• 5,
Trai
ningorpr
act
ici
ngt
heski
l
l.
• 6,
Det
ail
ednot
esar
epr
ovi
ded.
• 7,
Eval
uat
ioni
ntheski
l
ls.
• 8,
Eval
uat
ionoft
hecompet
ency
.

D.Cr
it
eri
on-
ref
erencedandNor
m-r
efer
encedEv
aluat
ion
TheCr
it
eri
on-
ref
erencedev
aluat
ion
Cr
it
eri
on-
ref
erenced t
est
sandassessment
sar
e desi
gned t
o measur
e st
udent
per
for
manceagai
nstaf
ixedsetofpr
edet
ermi
nedcr
it
eri
aorl
ear
ningst
andar
ds—i
.e.
,
conci
se,wr
it
tendescr
ipt
ionsofwhatst
udent
sar
eexpect
edt
oknowandbeabl
etodo
ataspeci
fi
cst
ageoft
hei
reducat
ion.
At
esti
scr
it
eri
on-r
efer
encedwhenpr
ovi
sioni
smadef
ort
ransl
ati
ngt
het
est
scor
eint
oast
atementaboutt
hebehav
iort
obeexpect
edofaper
sonwi
tht
hatscor
e.
Thesamet
estcanbeusedi
nbot
hway
s.Ev
aluat
iondoneont
hebasi
sofsel
ect
ed
cr
it
eri
a,i
ndi
cat
ingspeci
fi
cchangesbr
oughtabouti
nthel
ear
neri
ssai
dtobecr
it
eri
on-
r
efer
enced ev
aluat
ion.Pr
edet
ermi
ned and wel
l
-def
ined speci
fi
c goal
s orspeci
fi
c
obj
ect
ivesactast
hef
rameofr
efer
enceorcr
it
eri
on.I
tai
msatqual
i
tat
iveassessment
andassoci
atedwi
tht
hepr
ocessofdev
elopmentf
orwhi
cheducat
ioni
spr
ovi
ded.Her
e
t
hei
ndi
vi
duali
scompar
edwi
thsomeest
abl
i
shedcr
it
eri
on,r
athert
hant
hei
ndi
vi
dual
s.
Themai
nfunct
ionofcr
it
eri
on-
ref
erencedev
aluat
ionwi
l
lbedi
agnosi
soft
hel
oophol
es
i
nthedev
elopment
alpr
ocess;l
eadi
ngt
oremedi
ati
onandper
fect
ionoft
heant
ici
pat
ed
dev
elopment
.Iti
scl
osel
yrel
atedt
ofor
mat
iveev
aluat
ionwhi
chat
tempt
satmast
eryof
t
hecompet
enci
est
othemaxi
mum possi
ble.I
tdoesn'
tmeant
hatsummat
iveev
aluat
ion
cannotbe cr
it
eri
on r
efer
enced.Whenev
ert
he ev
aluat
ion i
s based on wel
l
-def
ined
obj
ect
ivesandi
sdonebysear
chi
ngf
orcr
it
eri
aiti
scr
it
eri
onr
efer
enced.
Cr
it
eri
on-
ref
erenced,i
.e.
,wi
thr
efer
ence t
othe cr
it
eri
a setby t
he
t
eacher
• Assessmentbasedonpr
e-det
ermi
nedcr
it
eri
a.
• Compar
esani
ndi
vi
dual
'
sper
for
mancet
otheaccept
abl
est
andar
dofper
for
mance
f
ort
hoset
asks.
• Requi
rescompl
etel
yspeci
fi
edobj
ect
ives.
Asks:
Cant
hisper
sondot
hatwhi
chhasbeenspeci
fi
edi
ntheobj
ect
ives?
• Resul
tsi
nyes-
nodeci
sionsaboutcompet
ence.
I
tser
vest
oident
if
yonwhatext
entt
hei
ndi
vi
dual
’
sper
for
mancehasmeti
na
gi
vencr
it
eri
on. (
ex.Al
evelof75%scor
einal
lthet
esti
temscoul
dbeconsi
der
eda
sat
isf
act
oryper
for
mance) I
tpoi
nts outwhata l
ear
nercan do,nothow he
compar
eswi
thot
her
s
I
tident
if
iesweakandst
rongpoi
ntsi
nani
ndi
vi
dual
’
sper
for
manceI
ttendst
ofocus
onsubski
l
ls,
shor
ter
,mast
eryl
ear
ningI
tcoul
dbebot
hdi
agnost
icandpr
ognost
ic
i
nnat
ure.
• Basedonapr
edet
ermi
nedsetofcr
it
eri
a.
• Fori
nst
ance,
• 90%andup=A
• 80%t
o89.
99%=B
• 70%t
o79.
99%=C
• 60%t
o69.
99%=D
• 59.
99%andbel
ow=F
Mer
it
s
• Set
smi
nimum per
for
manceexpect
ati
ons.
 • Demonst
rat
ewhatst
udent
scanandcannotdoi
nrel
ati
ont
oimpor
tantcont
ent
-
areast
andar
ds(
e.g,
ILS)
.

Li
mit
ati
ons
• Somet
imesi
t’
shar
dtoknowj
ustwher
etosetboundar
ycondi
ti
ons.
• Lackofcompar
isondat
awi
thot
herst
udent
sand/
orschool
s

Nor
m-r
efer
encedev
aluat
ion
Anor
m-r
efer
encedt
est(
NRT)i
sat
ypeoft
est
,assessment
,orev
aluat
ionwhi
ch
y
iel
dsanest
imat
eoft
heposi
ti
onoft
het
est
edi
ndi
vi
duali
napr
edef
inedpopul
ati
on,
wi
thr
espectt
othet
rai
tbei
ngmeasur
ed.Thi
sest
imat
eisder
ivedf
rom t
heanal
ysi
sof
t
estscor
esandpossi
blyot
herr
elev
antdat
afr
om asampl
edr
awnf
rom t
hepopul
ati
on.
Thet
erm nor
mat
iveassessmentr
efer
stot
hepr
ocessofcompar
ingonet
est
-t
akert
o
hi
sorherpeer
s.
Nor
m-r
efer
encedr
efer
stost
andar
dizedt
est
sthatar
edesi
gnedt
ocompar
eand
r
ankt
estt
aker
sinr
elat
iont
ooneanot
her
.Nor
m-r
efer
encedt
est
srepor
twhet
hert
est
t
aker
s per
for
med bet
terorwor
se t
han a hy
pot
het
icalav
erage st
udent
,whi
ch i
s
det
ermi
nedbycompar
ingscor
esagai
nstt
heper
for
mancer
esul
tsofast
ati
sti
cal
l
y
sel
ect
edgr
oupoft
estt
aker
s,t
ypi
cal
l
yoft
hesameageorgr
adel
evel
,whohav
eal
ready
t
akent
heexam.
Whent
heat
tai
nmentofani
ndi
vi
dualhast
obecompar
edwi
tht
hatofagr
oupor
compar
isonbet
weendi
ff
erentsubgr
oupsi
nagi
vengr
oupi
srequi
red,wel
ookf
or
expect
ed st
andar
ds ornor
ms and t
he ev
aluat
ion i
s sai
dto be nor
m-r
efer
enced
ev
aluat
ion.E.
g.psy
chol
ogi
calv
ari
abl
es l
i
ke i
ntel
l
igence,apt
it
ude,at
ti
tude et
c.ar
e
measur
edbycompar
ingt
hescor
eswi
thpr
edet
ermi
nedgr
oupnor
ms.
Gr
onl
undst
atest
hatnor
m-r
efer
encedt
est
sar
edesi
gnedt
orankt
hest
udent
sin
t
heor
derofachi
evement
,so t
hatdeci
sionsbased onr
elat
iveachi
evement
s(e.
g.,
sel
ect
ion,gr
oupi
ng,gr
adi
ng) can be made wi
th gr
eat
er conf
idence.Her
ethe
achi
evementofanexami
neei
scompar
edt
othatofal
argegr
oupofexami
neesatt
he
samegr
adel
evel
.Thi
srepr
esent
ati
vegr
oupi
sknownasnor
m gr
oup.Nor
m-r
efer
enced
i
nter
pret
ati
onsmi
ghtbebasedonal
ocal
,st
ate,
ornat
ionalgr
oup,
dependi
ngont
heuse
t
obemadeoft
her
esul
ts.Nor
mscanbegi
veni
nthef
orm ofgr
ades,scor
eset
c.Nor
m
r
efer
encedev
aluat
ioni
smor
econnect
edwi
thsummat
iveev
aluat
ion,whi
chl
ooksf
or
t
hef
inal
product
sofdev
elopmentr
athert
hant
hepr
ocess.
Manycol
l
ege ent
rance exams and nat
ional
l
yused schoolt
est
s use nor
m-
r
efer
enced t
est
s.The SAT,Gr
aduat
e Recor
d Exami
nat
ion (
GRE)
,and Wechsl
er
I
ntel
l
igenceScal
eforChi
l
dren(
WISC)compar
eindi
vi
dualst
udentper
for
mancet
othe
per
for
manceofanor
mat
ivesampl
e.Test
-t
aker
scannotf
ailanor
m-r
efer
encedt
est
,as
eacht
est
-t
akerr
ecei
vesascor
ethatcompar
est
hei
ndi
vi
dualt
oot
her
sthathav
etaken
t
het
est
,usual
l
ygi
venbyaper
cent
il
e.
I
tcompar
esast
udent
’sper
for
mancewi
tht
heper
for
manceofot
herst
udent
sint
he
cl
ass
I
tusest
henor
mal
cur
vei
ndi
str
ibut
inggr
adesofst
udent
sbypl
aci
ngt
hem ei
therabov
e
orbel
owt
hemean.
Thet
eacher
’smai
nconcer
nist
hev
ari
abi
l
ityoft
hescor
e.
Themor
evar
iabl
ethescor
eist
hebet
terbecausei
tcandet
ermi
nehowi
ndi
vi
dual
di
ff
ersf
rom t
heot
her
.
Usesper
cent
il
esandst
andar
dscor
es.
I
ttendst
obeofav
eragedi
ff
icul
ty.
• Nor
m-r
efer
encedassessmenti
sthepr
ocessofev
aluat
ing(
andgr
adi
ng)t
he
l
ear
ningofst
udent
sbyj
udgi
ng(
andr
anki
ng)t
hem agai
nstt
heper
for
manceoft
hei
r
peer
s.
• Nor
m-r
efer
encedassessmenti
scont
rast
edwi
thcr
it
eri
a-r
efer
encedassessment
.
Thef
ormert
endst
ober
elat
ivet
oper
for
manceofot
her
swhi
l
ethel
att
eri
sbasedon
per
for
manceagai
nstpr
e-setcr
it
eri
a.
• Accor
dingt
othet
heNat
ional
Cent
erf
orResear
chonEv
aluat
ion,
Standar
ds,
and
St
udentTest
ing(
1996)def
inesnor
m-r
efer
encedassessmentas:
• Anassessmentwher
est
udentper
for
manceorper
for
mancesar
ecompar
edt
oa
l
argergr
oup.Usual
l
ythel
argergr
oupor'
nor
m gr
oup'
isanat
ional
sampl
e
r
epr
esent
ingawi
deanddi
ver
secr
oss-
sect
ionofst
udent
s.St
udent
s,school
s,
di
str
ict
s,orev
enst
atesar
ethencompar
edorr
ank-
order
edi
nrel
ati
ont
othenor
m
gr
oup.Thepur
poseofanor
m-r
efer
encedassessmenti
susual
l
ytosor
tst
udent
s
 andnott
omeasur
eachi
evementt
owar
dsomecr
it
eri
onofper
for
mance.
• Basedupont
heassumpt
ionofast
andar
dnor
mal
(Gaussi
an)di
str
ibut
ionwi
thn>
30.

• Empl
oy hezscor
st e:
• A=t z>+1.
op10%( 28)
• B=next20%( 53<z<+1.
+0. 28)
• C=cent
ral
40%(
- 53<z<+0.
0. 53)
• D=next20%(
- 28<z<-
1. 0.53)
• F=bot
t z<-
om 10%( 1.28)
Mer
it
s
• Ensur
esa“
spr
ead”bet
weent
opandbot
tom oft
hecl
assf
orcl
eargr
adeset
ti
ng.
• Showsst
udentper
for
mancer
elat
ivet
ogr
oup.
Li
mit
ati
ons
• I
nagr
oupwi
thgr
eatper
for
mance,
somewi
l
lbeensur
edan“
F.”
• Topandbot
tom per
for
mancescansomet
imesbev
erycl
ose.
• Di
spenseswi
thabsol
utecr
it
eri
aforper
for
mance.
• Bei
ngabov
eav
eragedoesnotnecessar
il
yimpl
y“A”per
for
mance.

Cr
it
eri
onVsNor
m-r
efer
encedTest
ing
Cr
it
eri
on-
ref
erenc
ed and nor
m-r
efer
enc
ed ev
aluat
ion r
efer
s onl
ytot
he met
hod of
i
nter
pret
ingr
esul
ts.Theyc
anands
houl
dmut
ual
l
ycompl
eme
nt.Whi
choft
hes
eismor
e
i
mpor
tanti
sde
cide
dbyt
heant
ici
pat
edpur
pose.
Bot
hte
rmsc
ri
te
ri
on-
ref
ere
nce
dandnor
m-r
efe
renc
edwe
reor
i
gin
all
ycoi
nedb
yRob
ertGl
ase
r.
Un
li
keac
ri
te
ri
on-
r
efe
ren
cet
est
,an
orm-
r
efe
ren
cedt
esti
ndi
cat
eswh
eth
ert
het
est
-
tak
erd
id
 b
ett
ero
rwo
rset
hano
the
rpe
opl
ewh
oto
okt
het
est
.Fo
rex
amp
le,
ift
hec
rit
eri
oni
s"St
udent
s
s
houl
d be abl
etoc
orr
ect
lyadd t
wo s
ingl
e-
digi
tnumber
s,
"then r
eas
onabl
etes
t
ques
tionsmi
ghtl
ookl
ike"
2+3=?
"or"
9+5=?
"Acr
it
eri
on-
ref
erencedt
estwoul
d
r
epor
tthest
udent
'
sper
for
mancest
ri
ctl
yaccor
dingt
owhet
herornott
hei
ndi
vi
dual
s
tudentc
orr
ect
lyans
wer
ed t
hes
eques
tions
.A nor
m-r
efer
enc
ed t
estwoul
drepor
t
pr
imar
il
ywhet
hert
hiss
tude
ntc
orr
ect
l
yans
wer
edmor
eque
sti
onsc
ompar
edt
oot
her
st
udent
sint
hegr
oup.
Nor
m -r
efer
encedEv
aluat
ioni
saki
ndofev
aluat
ionpr
ocedur
e,i
nwhi
cht
het
estr
esul
t
i
stobei
nter
pret
edi
nter
msofani
ndi
vi
dual
’
srel
ati
veposi
ti
oni
nagr
oup(
pur
pose
oft
het
est
)ie,wecancl
assi
fyt
heper
sonswhopasst
het
esti
ntodi
ff
erentgr
oup
accor
dingt
otheper
for
manceoft
het
est
.
Te
stst
hats
etgoa
lsf
ors
tude
ntsba
sedont
hea
ver
ages
tude
nt'
spe
rfor
manc
ear
enor
m-
r
efe
renc
edt
est
s.Te
stst
hats
ets
tan
dar
dsf
ors
tud
ent
sba
sedonas
ets
tan
dar
d(e
.g.
,80
wor
dss
pel
l
edc
orr
ect
l
y)a
rec
ri
te
ri
on-
ref
ere
nce
dte
sts
.

• Nor
m -r
efer
enced;
i.e.
,wi
thr
efer
encet
othepeergr
oup
Cr
it
er i
on-Ref erencedTest Nor
m -Ref
erencedTest
• Allowsf oracooper ativ
e • Ensur esacompet iti
veclassr oom
classr oom at mospher e atmospher e
• Noassumpt ionsaboutf orm of • Assumesast andar dnormal
distribution dist
ribution
• Smal l
-groupst atisti
csnota • Smal l
-groupst atisticsapr obl em
probl em • Assumes“ this”cl asslikeall
• Difficulttoknowj ustwher etoset others
criteria • Providei nformat iononhowt he
• Prov ideinf ormationonhowt he performanceofani ndivi
dual
individual preformedonsome compar eswi tht hatofot her s.
standar dofobj ective. • Indi
v i
dual ’
sst andi ngi scompar ed
• Allowuser stointerpretwhatan withthatofaknowgr oup.
individual candowi t
hout • Percentiler anki sobt ainedt o
consi deringt heper formanceof determinet her elativestandi ngin
other s. anor m gr oup.
• Desi gnedt omeasur etheresul
ts • Emphasi zet hedi scr i
mination
ofinst ruction. amongi ndiv i
dual s.
• Ani ndi vi
dual sper f
or manceona • To r ank each st udent
speci fi
cbehav ioralor
with r espect t o t he
instructional objective
• Emphasi zesdescr ipti
onof achievementofot hers
 performance.
• Todet ermi newhet hereach
studenthasachi ev edspeci f
ic
skil
lsorconcept s.
• Tof i
ndouthowmuchst udents
knowbef oreinstructionbegi ns
andaf terithasfinished.
• Foc usonde li
mi t
eddomai nsof • Cov
erl
argerdomai
nsofl
ear
ning
l
e arni
ngt askusingrel at
iv ely tas
ks usi
ng a f
ew i
tems f
or
l
ar genumberofi temsf oreach eacht
ask.
task.
• Emphas izedes cr
ipt
ionofl earni
ng • Emphas
ize di
scr
imi
nat
ion among
task st hat the pupi lcan and pupi
lsi
ntermsofrel
ati
velevelof
cannotper f
orm. l
earni
ng.
• Us edpr i
mar il
yformast er ytest
ing. • Usedforev
eryt
ypeoftest
ing.

E.Pr
ocessEv
aluat
ionandPr
oductEv
aluat
ion
Pr
ocessev
aluat
ion
Pr
ocessev
aluat
ionsf
ormat
ivel
yassesst
hepl
anni
ng,
desi
gn,
dev
elopment
,
and i
mpl
ement
ati
on ofi
nst
ruct
ionall
ear
ning and associ
ated ef
for
ts,i
ncl
udi
ng
at
tempt
stoadapti
nst
ruct
ionbasedoni
ndi
vi
dualdi
ff
erences.Pr
ocessassessment
f
ocusesont
hest
epsorpr
ocedur
esunder
lyi
ngapar
ti
cul
arabi
l
ityort
ask,i
.e.
,the
cogni
ti
vest
epsi
nper
for
mingamat
hemat
ical
oper
ati
onort
hepr
ocedur
einv
olv
edi
n
anal
yzi
ngabl
oodsampl
e.Becausei
tpr
ovi
desmor
edet
ail
edi
nfor
mat
ion,pr
ocess
assessmenti
smostusef
ulwhenast
udenti
slear
ninganewski
l
landf
orpr
ovi
ding
f
ormat
ivef
eedbackt
oassi
sti
nimpr
ovi
ngper
for
mance.
Pr
ocessev
aluat
ionmoni
tor
stheent
ir
einst
ruct
ionalpr
ocess.I
tpr
ovi
des
an ongoi
ng check on t
he i
mpor
tantact
ivi
ti
es i
nvol
ved and pr
oves f
eedback
r
egar
ding(
a)t
heext
entt
owhi
cht
hepl
annedact
ivi
ti
esar
ecar
ri
edoutand(
b)
whet
heradj
ust
ment
sorr
evi
sionsoft
hepl
anar
enecessar
yand(
c)t
heext
entt
o
whi
chpar
ti
ci
pant
sacceptandcar
ryoutt
hei
rrol
es.
Pr
ocessev
aluat
ionmet
hodsi
ncl
udemoni
tor
ingt
hepr
ocedur
albar
ri
ers
and unant
ici
pat
ed def
ect
s, obt
aini
ng addi
ti
onal i
nfor
mat
ion f
or cor
rect
ive
pr
ogr
ammat
icchangesandr
egul
arl
yint
eract
ingwi
thandobser
vingt
heact
ivi
ti
esof
 pr
ojectpar
ti
cipant
s.Pr
ocessev
aluat
ion t
echni
quesi
ncl
udeon-
sit
eobser
vat
ion,
par
ti
cipanti
nter
views,r
ati
ngscal
es,quest
ionnai
res,r
ecor
dsanal
ysi
s,phot
ogr
aphi
c
r
ecor
ds,casest
udi
esofpar
ti
cipant
s,f
ocusgr
oups,sel
f-
ref
lect
ionsessi
onswi
th
st
affmember
set
c.
Pr
oductev
aluat
ion
Pr
oductassessmentmeans i
dent
if
ying and assessi
ng t
he l
ear
ning
out
comes.I
tfocusesonev
aluat
ingt
her
esul
torout
comeofapr
ocess.Pr
oduct
assessmenti
smostappr
opr
iat
efordocument
ingpr
ofi
ciencyorcompet
encyi
na
gi
venski
l
l,i
.e.
,forsummat
ivepur
poses.I
ngener
al,
productassessment
sar
eeasi
er
t
ocr
eat
ethanpr
oductassessment
s,r
equi
ri
ngonl
yaspeci
fi
cat
ionoft
heat
tr
ibut
es
oft
hef
inal
product
.
Thepur
poseofapr
oductev
aluat
ioni
stomeasur
e,i
nter
pret
,andj
udget
he
l
ear
ning out
comes byassessi
ng t
hei
rmer
it
,wor
th and si
gni
fi
cance.I
ts mai
n
pur
posei
stoascer
tai
ntheext
entt
owhi
cht
heneedsofal
lthepar
ti
cipant
swer
e
met
.Acombi
nat
ionoft
echni
quesshoul
dbeusedt
oassessacompr
ehensi
vesetof
out
comes.Doi
ng so hel
pscr
oss-
checkt
he v
ari
ousf
indi
ngs.A wi
de r
ange of
t
echni
quesar
eappl
i
cabl
einpr
oductev
aluat
ions,andi
ncl
udesl
ogsanddi
ari
esof
out
comes,i
nter
views ofbenef
ici
ari
es and ot
herst
akehol
der
s,case st
udi
es,
hear
ings,f
ocus gr
oups,document
/recor
ds r
etr
iev
aland anal
ysi
s,anal
ysi
s of
phot
ogr
aphi
crecor
ds,
achi
evementt
est
s,r
ati
ngscal
es,
trendanal
ysi
set
c.
1.
2Funct
ionsofassessment
Gi
bbs(
2003)st
atest
hatassessmenthas6mai
nfunct
ions:
1.Capt
uri
ngst
udentt
imeandat
tent
ion
2.Gener
ati
ngappr
opr
iat
est
udentl
ear
ningact
ivi
ty
3.Pr
ovi
dingt
imel
yfeedbackwhi
chst
udent
spayat
tent
iont
o
4.Hel
ping st
udent
stoi
nter
nal
i
set
hedi
sci
pli
ne’
sst
andar
dsand not
ionsof
equal
i
ty
5.Gener
ati
ngmar
ksorgr
adeswhi
chdi
sti
ngui
shbet
weenst
udent
sorenabl
e
pass/
fai
ldeci
si
onst
obemade
6.Pr
ovi
dingev
idencef
orot
her(
out
sidet
hecour
se)t
oenabl
ethem t
ojudget
he
appr
opr
iat
enessofst
andar
dsont
hecour
se.
AssessmentofLear
ningandAssessmentf
orLear
ning
AssessmentofLear
ningi
sthepr
ocessofassessi
ngt
hel
ear
ningout
comes
acqui
redaf
tert
het
ransact
ionofauni
t.Thepr
ofi
ciencyoft
hel
ear
nerandhi
slev
elof
excel
l
encear
eev
aluat
edher
e.Thi
sisj
ustonephaseofassessment
.Assessmentt
o
ensur
elear
ningshoul
dbegi
venpr
omi
nence.
The‘
assessmentofl
ear
ning’
isdef
inedasapr
ocesswher
ebysomeoneat
tempt
s
t
o descr
ibeand quant
if
ytheknowl
edge,at
ti
tudesorski
l
lspossessed byanot
her
.
Teacherdi
rect
ioni
spar
amountandt
hest
udenthasl
i
ttl
einv
olv
ementi
nthedesi
gnor
i
mpl
ement
ati
onoft
heassessmentpr
ocessi
ntheseci
rcumst
ances.
• Teacherdesi
gnsl
ear
ning
• Teachercol
l
ect
sev
idence
• Teacherj
udgeswhathasbeenl
ear
nt(
andwhathasnotbeenl
ear
nt)
Ther
emi
ghtbemanyi
nter
vent
ionsmadebyt
het
eacherorcl
assmat
est
oensur
e
ef
fi
ci
encydur
ingt
hepr
ocessofl
ear
ning.Thi
sint
erv
ent
iondur
ingl
ear
ningandf
eedback
f
ormsanot
herphaseofassessment
.Thi
siscal
l
edAssessmentf
orLear
ning.I
tist
he
pr
ocessofseeki
ngandi
nter
pret
ingev
idencef
orusebyl
ear
ner
sandt
hei
rteacher
sto
deci
dewher
ethel
ear
ner
sar
eint
hei
rlear
ning,wher
etheyneedt
ogoandhowbestt
o
gett
her
e.The‘
assessmentf
orl
ear
ning’i
nvol
vesi
ncr
easedl
evelofst
udentaut
onomy
,
butnotwi
thoutt
eachergui
danceandcol
l
abor
ati
on.I
thast
obecar
ri
edoutcont
inuousl
y
f
orpr
ogr
essi
nlear
ningandshoul
dbei
ntegr
atedwi
thl
ear
ningact
ivi
ti
es.Assessment
f
orl
ear
ninghel
pst
eacher
sgai
ninsi
ghti
ntowhatst
udent
sunder
standi
nor
dert
opl
an
andgui
dei
nst
ruct
ion,
andpr
ovi
dehel
pful
feedbackt
ost
udent
s.
Assessment f
or l
ear
ningembeds assessment pr
ocessest
hroughout t
he
t
eachi
ngandl
ear
ningpr
ocesst
oconst
ant
lyadj
usti
nst
ruct
ionalst
rat
egy
.Whi
l
eitcan
i
ncl
udet
estdat
a,i
tal
soaddr
essesot
herquant
it
ati
veandev
enqual
i
tat
ivedat
a,and
ev
enencompassesagr
eatdealofanecdot
alanddescr
ipt
ivedat
a.Assessmentf
or
l
ear
ningi
sal
soknownasf
ormat
iveassessment
.Ithel
psbot
hteacher
sandst
udent
s.
Pr
inci
plesofassessmentf
orl
ear
ning
• Lear
ningt
olear
n:hel
psst
udent
stobecomemor
eawar
eofnotonl
ywhatt
hey
ar
elear
ning,
buthowt
heyar
elear
ningi
t.

• I
dent
if
yingt
hel
ear
ningneed:hel
pst
oident
if
ywher
east
udenti
sint
ermsof
 t
hei
rlear
ning,
wher
etheywantt
obeandwhatnextt
eachi
ngandl
ear
ningst
eps
canhel
pthem t
oachi
evet
hei
rgoal
s

• Bui
l
dingst
udent
s’assessmentcapabi
l
ity
:hel
pst
oident
if
ythei
rownst
rengt
hs
andneedsanddev
elopt
heabi
l
ityt
omoni
tort
hei
rownwor
k

• Engagementandmot
ivat
ion:pr
omot
esmot
ivat
ionbyemphasi
zi
ngpr
ogr
essand
achi
evement

• Cont
entknowl
edge:knowl
edgeofbot
hcur
ri
cul
um andpedagogi
ccont
enti
s
essent
ial
foref
fect
iveassessmentf
orl
ear
ning

• Pl
anni
ng and communi
cat
ion:assessmentf
orl
ear
ning shoul
d be bui
l
tint
o
t
eacher
s’pl
anni
ngaspar
tofev
ery
daycl
assr
oom pr
act
ice.

• Cumul
ati
vemeasur
ementofpr
ogr
ess:assessmentshoul
dbev
ali
d,f
airand
sui
tedt
othepur
pose.

• Suppor
tfort
eachi
ngandl
ear
ninggoal
s:assessmentshoul
demphasi
zet
eacher
-
pupi
landpupi
l
-pupi
li
nter
act
ions

• Feedback:f
eedback based on assessmenti
s one oft
he mostpower
ful
i
ngr
edi
ent
sint
eachi
ngandl
ear
ning.

Ther
eisal
soapr
ocessofcor
rect
ionwhi
chi
nvol
vesacr
it
icalsel
fanal
ysi
soft
he
concept
sandawar
enessgat
her
edt
hroughl
ear
ningandi
nter
nal
i
zingt
hechanges.Thi
s
can be consi
der
ed as sel
fassessment
.Thus,l
ear
ning t
akes pl
ace t
hrough sel
f-
assessment
.Thi
scanbecal
l
edAssessmentasLear
ning.Thel
ear
nerbecomesawar
e
ofhow t
olear
nmor
eef
fect
ivel
y(Lear
ningt
oLear
n)t
hrought
his.Assessmentf
or
l
ear
ningandassessmentasl
ear
ningshoul
dbei
ntensel
yemphasi
sedt
omakel
ear
ning
mor
eef
fect
ive.
The appr
oach whi
ch gi
ves i
mpor
tance t
o assessmentpr
ocess f
ormaki
ng
l
ear
ningmor
eef
fect
ivemustbeadopt
ed.Whi
l
eadopt
ingal
ear
ningappr
oacht
hat
ensur
esl
ear
ningout
comes,
weshoul
dal
soadoptasui
tabl
eassessmentappr
oachf
ori
t.
Ther
efor
e,an'
Out
comeFocussedAssessmentAppr
oach'shoul
dbeadopt
ed.Act
ive
par
ti
cipat
ionoft
hel
ear
nershoul
dbeensur
edi
nthel
ear
ningact
ivi
ti
escent
redon
l
ear
ning out
comes.Ther
e shoul
d be awar
eness aboutl
ear
ning out
comes among
l
ear
ner
s,t
eacher
sandpar
ent
sal
i
ke.Cl
ari
tyr
egar
dingt
heneedf
orassessment
,needt
o
ensur
elear
ningout
comes,maki
ngi
tlear
nercent
red,t
odev
elopt
heabi
l
ityt
oident
if
y
soci
al pr
obl
ems,t
o encour
age cr
eat
ive,cr
it
ical and l
ogi
cal t
hinki
ng ar
e t
he
char
act
eri
sti
csofl
ear
ningf
ocusedonl
ear
ningout
comes.

1.
3Qual
i
tat
iveandQuant
it
ati
veaspect
sofev
aluat
ion
Ev
aluat
ion met
hodsand t
hedat
atheypr
oducear
egr
ouped i
ntot
wo basi
c
cat
egor
ies– quant
it
ati
veandqual
i
tat
ive.I
ngener
al,quant
it
ati
vemet
hodspr
oduce
number
swhi
l
equal
i
tat
ivemet
hodscapt
uremor
edescr
ipt
ivedat
a.
Howar
eQuant
it
ati
veandQual
i
tat
ivedat
adi
ff
erent
?
Att
hemostbasi
clev
el,
dat
aar
econsi
der
edquant
it
ati
vei
ftheyar
enumber
sand
qual
i
tat
ivei
ftheyar
ewor
ds.Qual
i
tat
ivedat
amayal
soi
ncl
udephot
os,v
ideos,audi
o
r
ecor
dingsandot
hernon-
textdat
a.Thosewhof
avorquant
it
ati
vedat
acl
aimt
hatt
hei
r
dat
aar
ehar
d,r
igor
ous,cr
edi
bleandsci
ent
if
ic.Thosei
nthequal
i
tat
ivecampcount
er
t
hatt
hei
rdat
aar
esensi
ti
ve,det
ail
ed,nuancedandcont
ext
ual
.Qual
i
tat
ivedat
abest
expl
ai hewhyandhowof y
nt our pr
ogr
am,whi
l
e quant
it
ati
ve dat
a best expl
ain
hewhat
t ,whoandwhen.
I
ngener
al,ev
aluat
orsagr
eet
hatqual
i
tat
iveandquant
it
ati
vedat
aandmet
hods
hav
edi
ff
erentst
rengt
hs,weaknesses,andr
equi
rement
sthataf
fectdeci
sionsabout
whi
chmet
hodol
ogi
esar
eappr
opr
iat
eforwhi
chpur
poses.
Qual
i
tat
ivemet
hods
Qual
i
tat
ivedat
acol
l
ect
ionmet
hodsr
esul
tindescr
ipt
ionsofpr
obl
ems,
behav
ior
s
orev
ent
s,canpr
ovi
denar
rat
ivedescr
ipt
ionsofpeopl
e’
sthought
sandopi
nionsabout
t
hei
rexper
iences,at
ti
tudes,andbel
i
efs.Thesemeasur
espr
ovi
det
he“
stor
ies”t
hat
i
l
lust
rat
ethenat
ureoft
hepr
obl
em addr
essed.
Whatar
eQual
i
tat
iveDat
a?
• Usual
l
ygat
her
edbyobser
vat
ions,
int
erv
iewsorf
ocusgr
oups
• Mayal
sobegat
her
edf
rom wr
it
tendocument
sandt
hroughcasest
udi
es
• Lessemphasi
soncount
ingnumber
sofpeopl
ewhot
hinkorbehav
eincer
tai
n
way
s
 • emphasi
sonexpl
aini
ngwhypeopl
ethi
nkandbehav
eincer
tai
nway
s
• I
nvol
vessmal
l
ernumber
sofr
espondent
s
• Ut
il
izesopen-
endedquest
ionnai
resorpr
otocol
s
• Bestusedt
oanswerhowandwhyquest
ions
• Notwel
lsui
tedt
owhat
,whenandwhoquest
ions
Howdoy
oucol
l
ectQual
i
tat
iveDat
a?
1.Obser
vat
ions
• Looki
ngatwhati
shappeni
ngr
athert
handi
rect
lyquest
ioni
ngpar
ti
cipant
s
• Usedt
obet
terunder
standbehav
ior
s,t
hei
rsoci
alcont
extandmeani
ngsat
tached
t
othem
• Usef
ulf
orcer
tai
npopul
ati
ons-chi
l
dren,
inf
ant
s
• Cani
dent
if
yunant
ici
pat
edout
comes
2.I
nter
views(
in-
dept
h,open-
ended,
indi
vi
dual
)
• Usual
l
y pr
ovi
de r
ich dat
a,det
ail
s,i
nsi
ght
sfr
om pr
ogr
am par
ti
cipant
s and
st
akehol
der
saboutt
hei
rexper
iences,
behav
ior
sandopi
nions
• Par
ti
cul
arl
yusef
ulf
orcompl
exorsensi
ti
vesubj
ect
s
• Useopen-
endedquest
ions
3.Wr
it
tenDocument
s
• Wr
it
ten mat
eri
als and document
sfr
om school
s-Cumul
ati
ve and Anecdot
al
r
ecor
ds
• Of
fi
cial
publ
i
cat
ionsandr
epor
ts
• Per
sonal
diar
ies
• Let
ter
s,ar
ti
sti
cwor
ks,
phot
ogr
aphset
c.
4.FocusGr
oups
• 8-
12peopl
esel
ect
edbynon-
random met
hod,shar
esomechar
act
eri
sti
csor
exper
iencer
elev
antt
otheev
aluat
ion,
ideal
l
ydonotknoweachot
her
,respondt
o
quest
ionsf
rom gr
oupf
aci
l
itat
or
• Usegr
oupdy
nami
cst
ogener
atedat
aandi
nsi
ght
s
• Usef
ulf
orgener
ati
ng i
deas and st
rat
egi
es,def
ini
ng pr
obl
ems i
n pr
oject
i
mpl
ement
ati
on,
assi
stwi
thi
nter
pret
ingquant
it
ati
vef
indi
ngs
• Open-
endedquest
ionsort
opi
csdesi
gnedt
ost
imul
atedi
scussi
on;t
opi
csusual
l
y
 br
oadert
hani
nter
viewquest
ions
Thedat
aforqual
i
tat
iveev
aluat
iont
ypi
cal
l
ycomef
rom f
iel
dwor
k.Theev
aluat
or
spendst
imei
ntheset
ti
ngunderst
udy
—apr
ogr
am,or
gani
zat
ion,orcommuni
tywher
e
changeef
for
tscanbeobser
ved,peopl
eint
erv
iewed,anddocument
sanal
yzed.The
ev
aluat
ormakes f
ir
st-
hand obser
vat
ions ofact
ivi
ti
es and i
nter
act
ions,somet
imes
engagi
ng per
sonal
l
yint
hose act
ivi
ti
es as a "
par
ti
cipantobser
ver
."The qual
i
tyof
qual
i
tat
ivedat
adependst
oagr
eatext
entont
hemet
hodol
ogi
calski
l
l,sensi
ti
vi
ty,and
i
ntegr
it
yoft
heev
aluat
or.Thev
olumi
nousr
aw dat
aint
hesef
iel
dnot
esar
eor
gani
zed
i
ntor
eadabl
enar
rat
ivedescr
ipt
ionswi
thmaj
ort
hemes,
cat
egor
ies,
andi
l
lust
rat
ivecase
exampl
esext
ract
edt
hroughcont
entanal
ysi
s.Qual
i
tat
ivemet
hodsar
eof
tenusedi
n
ev
aluat
ionsbecauset
heyt
ellt
hepr
ogr
am'
sst
orybycapt
uri
ngandcommuni
cat
ingt
he
par
ti
cipant
s'st
ori
es.Ev
aluat
ioncasest
udi
eshav
eal
ltheel
ement
sofagoodst
ory
.
Adv
ant
ages:Gener
all
y quant
it
ati
ve met
hods ar
e easy t
o admi
nist
er,can i
ncl
ude
r
elat
ivel
ylar
genumberofquest
ions,cany
iel
dlar
gesampl
es,ar
eeasi
ert
osummar
ize,
andar
emor
ewi
del
yaccept
edasaf
orm ofev
idencer
egar
dingpr
ogr
am ef
fect
iveness.
Di
sadv
ant
ages:Dat
a may notbe as r
ich oras det
ail
ed as qual
i
tat
ive met
hods.
Sur
vey
/wr
it
tenquest
ionnai
resmaybedi
ff
icul
tforsomepar
ti
cipant
s,maynotpr
ovi
deal
l
t
hei
nfor
mat
ionneededf
ori
nter
pret
ati
onsofdat
afi
ndi
ngs,andt
hel
argeamount
sof
dat
amayr
equi
remor
esophi
sti
cat
edanal
ysi
sappr
oaches.
Quant
it
ati
vemet
hods
Quant
it
ati
vedat
acol
l
ect
ionmet
hodsconsi
stofcount
sorf
requenci
es,r
atesor
per
cent
ages,orot
herst
ati
sti
cst
hatdocumentt
heact
ualexi
stenceorabsenceof
pr
obl
ems,behav
ior
s,or occur
rences. Thi
s dat
a can y
iel
d r
epr
esent
ati
ve and
gener
ali
zabl
einf
ormat
ion.Thesemet
hodsar
eusual
l
yobj
ect
iveandr
equi
ret
heuseof
st
andar
dizedmeasur
essot
hatv
ary
ingper
spect
ivesandexper
iencescanf
iti
ntoa
l
i
mit
ed numberofpr
edet
ermi
ned r
esponsecat
egor
ies.Thesemet
hodsar
eusual
l
y
easi
ert
osummar
izeandcompar
ethanqual
i
tat
ivemet
hods.
Whatar
eQuant
it
ati
veDat
a?
• Pi
ecesofi
nfor
mat
iont
hatcanbecount
edmat
hemat
ical
l
y
• Usual
l
y gat
her
ed by sur
vey
sfr
om l
arge number
s ofr
espondent
s sel
ect
ed
r
andoml
y
 • Secondar
ydat
asuchascensusdat
a,gov
ernmentst
ati
sti
cs,et
c.of
teni
ncl
uded
i
nquant
it
ati
veev
aluat
ions
• Anal
yzedusi
ngst
ati
sti
cal
met
hods
• Bestusedt
oanswerwhat
,whenandwhoquest
ions
• Notwel
lsui
tedt
ohowandwhyquest
ions
Howdoy
oucol
l
ectQuant
it
ati
veDat
a?
1.Sur
vey
s
• Mostcommonmet
hod
• Sel
f-
admi
nist
eredorbysomeoneel
se
• Face-
to-
face,
tel
ephone,
mai
l
,web-
based
2.Quest
ionnai
rest
hataskcl
ose-
endedquest
ionssuchaspr
e-andpost
-t
est
s
3.Per
for
mancet
est
s
4.Cl
i
nical
test
s
5.Secondar
yDat
a
• Of
tenusedi
nconj
unct
ionwi
thsur
veydat
a
• I
ncl
udescensusdat
a,knowl
edge/
att
it
ude/
behav
iorst
udi
es,per
for
mancedat
a,
agencypr
ogr
essr
epor
ts,
etc.
Adv
ant
ages:Qual
i
tat
ivedat
amet
hodscapt
uremor
edept
handpr
ovi
dei
nsi
ght
sast
o
t
he“
why
”and“
how”ofat
ti
tudesandbehav
ior
s,cl
ari
fyquant
it
ati
vedat
aandsomet
imes
put
siti
ntot
hecont
extofpeopl
e’
sli
vesandexper
iences.Thi
smakesquant
it
ati
vedat
a
easi
ert
o under
stand,pr
ovi
des mor
e det
ail
s and nuances,and expl
ains whatt
he
pr
ogr
am meanst
othepeopl
einv
olv
ed.
Li
mit
ati
ons:Qual
i
tat
ivedat
acol
l
ect
ionmet
hodsar
eti
meconsumi
ngt
ocapt
ureand
anal
yze.Thi
sdat
aismor
esubj
ect
iveandmaybedi
ff
icul
ttosummar
izeandcompar
e
sy
stemat
ical
l
y.I
tisgener
all
yvi
ewedasl
essr
eli
abl
ebecausequal
i
tat
ivedat
aismor
e
subj
ect
ivet
hanquant
it
ati
vemet
hods,
andmayy
iel
dsmal
l
ersampl
esi
zes.
1.
4.Technol
ogyenabl
edt
est
ing-Concept
ual
Over
view
Technol
ogyof
fer
sinnov
ati
veway
stohel
pthei
rst
udent
staket
est
s.Technol
ogy
-
basedt
est
inghasmanyadv
ant
agest
hatcanbenef
itbot
hteacher
sandst
udent
s.
Technol
ogyhel
pst
oincor
por
atet
hepr
inci
plesofuni
ver
saldesi
gnf
orl
ear
ning(
UDL)
andv
isualdesi
gnsoast
omaket
het
est
ingmat
eri
alsappr
opr
iat
eandt
her
eby make
t
hem andaccessi
blet
oanduseabl
ebyst
udent
shav
ingawi
der
angeofabi
l
ityl
evel
s.
Technol
ogyal
l
owsdel
i
ver
ingar
angeoft
est
ingaccommodat
ionst
hatar
etai
l
oredt
othe
uni
quest
rengt
hsandchal
l
engesofst
udent
sandt
odecr
easet
het
imespentgi
vi
ng,
gr
adi
ng,
andanal
yzi
ngst
udentper
for
manceont
est
s.
Forst
udent
s,t
aki
ng t
est
svi
atechnol
ogy can be a mor
e mot
ivat
ing and
successf
ulexper
ience ast
heycan sel
ectv
ari
oust
estadmi
nist
rat
ion opt
ionsand
r
ecei
vepr
omptf
eedbackont
hei
rper
for
mance.I
npar
ti
cul
ar,t
echnol
ogy
-basedt
est
ing
cani
ncr
easet
hepar
ti
ci
pat
ionofst
udent
swi
thdi
sabi
l
iti
esi
nst
andar
dizedandt
eacher
-
madet
est
ingpr
ogr
ams.
Desi
gn/St
epsf
ordev
elopi
ngI
ncl
usi
vet
echnol
ogyenabl
edTest
ing
St
ep1. Assembl eagr oupofexper t
stoguidet henewsy st
em ofassessment
St
ep2. Decide how each accommodat ion ( f or eg.paper –penci ltest,audio
presentat
ion,etc)wi
llbeincorporatedi ntot hecomputer-
basedtest
.
St
ep3. Considereachassessmentf eat
urei nlightoft heconstr
uctsbei
ngtested.
St
ep4. Considerthefeasibi
l
ityofincorporatingt hisassessmentfeatur
eint
ocomput er
-basedtests.
St
ep5. Considertrai
ningimpli
cationsforstaf fandst udents.

I
mpl
ement
ati
on
Technol
ogy
-enhanced i
tems (
TEI
)ar
e comput
er-
del
i
ver
ed i
tems t
hati
ncl
ude
speci
ali
zedi
nter
act
ionsf
orcol
l
ect
ingr
esponsedat
a.Thesei
ncl
udei
nter
act
ionsand
r
esponsesbey
ondt
radi
ti
onal
sel
ect
ed-
responseorconst
ruct
ed-
response.
I
nat
echnol
ogy
-basedt
est
ing,
car
emustbet
akent
o
• Enhancest
udentmot
ivat
ionandf
eedback
• Pr
esentt
estdi
rect
ionsandi
temst
ost
udent
s
• Faci
l
itat
est
udent
s'r
esponsest
otesti
tems
• Test
ingcondi
ti
onsshoul
dbepar
all
elt
oinst
ruct
ional
condi
ti
ons
• Thet
echnol
ogyt
obeusedbyst
udent
sdur
ingt
est
ingshoul
dbei
ntr
oducedt
o
t
hem andusedr
egul
arl
yindai
l
ycl
assr
oom i
nst
ruct
ion
• Uset
echnol
ogyt
omot
ivat
est
udent
sbypr
ovi
dingt
hem wi
thr
einf
orcement
andencour
agementr
elat
edt
othei
rresponsesandt
hei
rtest
ingbehav
ior
s
• Uset
echnol
ogybasedt
est
ingt
ohel
pyourst
udent
sident
if
ycor
rectand
i
ncor
rectanswer
s,t
het
ypesofer
ror
smade,andt
het
opi
csandconcept
s
 t
hatt
heyneedt
orev
iew.
• Use t
echnol
ogy t
o embed er
rormi
nimi
sat
ion t
echni
ques i
ntot
est
sto
mot
ivat
eyourst
udent
sbyl
i
mit
ingt
hei
rtestt
aki
nger
ror
s.(i
e.pr
esent
ing
onl
yonet
esti
tem ont
hescr
eenatat
ime;maki
ngsur
ethatst
udent
s
r
espondt
oat
esti
tem bef
oret
heyar
eal
l
owedt
omov
etot
henexti
tem;
pai
ri
ng ent
ered r
esponsest
oit
emswi
thv
isual
s,ani
mat
ion,v
ideosand
pi
ctor
ial
s,andsoundssuchasanaut
omat
edv
isualani
mat
ionandor
al
r
ecor
dingst
ati
ngt
heansweropt
ionsel
ect
ed)
ScopeofTechnol
ogyenabl
edt
est
ing
Technol
ogy
-basedt
est
inghol
dsgr
eatpr
omi
sef
orf
aci
l
itat
ingt
het
est
ingpr
ocess
f
ort
eacher
s,st
udent
s,andf
ami
l
ies.I
thel
psi
nbr
idgi
ngt
hedi
git
aldi
vi
de,pr
event
ing
hi
gh-
tech cheat
ing,l
i
mit
ing di
str
act
ing f
eat
ures,and f
ost
eri
ng st
udentand t
eacher
pr
epar
ati
on.I
thel
pst
opr
ovi
dest
udent
swi
thnumer
ousoppor
tuni
ti
est
ouset
echnol
ogy
i
ndai
l
ycl
assr
oom i
nst
ruct
ional
act
ivi
ti
es.
Adv
ant
agesofTechnol
ogyenabl
edt
est
ing
• I
mpr
ovesaccessi
bil
i
ty
• Speedsdev
elopmentandt
est
ingofnewassessment
s
• Br
oaderi
nvol
vementi
npr
ovi
dingf
eedback
• Reducet
estt
aki
ngf
oraccount
abi
l
ityonl
y
• Makest
hel
i
nkbet
weenassessmentdat
aandi
nst
ruct
ional
resour
ces
• St
udent
scancheckf
ort
hemsel
veswhet
herornott
heyunder
stoodani
dea,
wi
thoutanyr
iskofhur
ti
ngt
hei
rcour
segr
ade
• Tut
oredpr
obl
em sol
vi
nggi
vesst
udent
sachancet
o wor
kthr
oughcompl
ex
pr
obl
emswi
tht
heoppor
tuni
tyt
ogetscaf
fol
dsandhi
ntst
ohel
pthem.
• The st
udent
srecei
vef
eedback on t
hei
rsol
uti
on success af
terdoi
ng each
pr
obl
em,andt
hesy
stem keepst
rackofhowmuchassi
stancest
udent
sneeded
f
oreachpr
obl
em aswel
laswhet
herornott
heysuccessf
ull
ysol
vedi
t.
1.
5Di
ff
erent
iat
edassessment
Thepr
ocessof“
ensur
ingt
hatwhatast
udentl
ear
ns?
,how heorshel
ear
nsi
t?,
andhow t
hest
udentdemonst
rat
eswhatheorshehasl
ear
ned?i
samat
chf
ort
hat
st
udent
’sr
eadi
nessl
evel
,i
nter
est
s,andpr
efer
redmodeofl
ear
ning”(
Toml
i
nson,2004)
.
St
udent
sar
eindi
vi
dual
swhol
ear
natdi
ff
erentr
atesandi
ndi
ff
erentway
s.Thenat
ureof
each st
udent shoul
d be consi
der
ed when pl
anni
ng di
ff
erent
iat
ed assessment
exper
iences.
Meani
ngofDi
ff
erent
iat
ion
Di
ff
erent
iat
ioni
sthephi
l
osophyandpr
ocessofdev
elopi
ngandpr
ovi
dingv
ari
ous
st
rat
egi
es,opt
ions,and oppor
tuni
ti
es f
orst
udent
stol
ear
n and expr
ess l
ear
ning.
Di
ff
erent
iat
ionconsi
der
sdi
ff
eri
ngst
udentneeds,
backgr
ounds,
pri
orl
ear
ning,
str
engt
hs,
weaknesses,
higheror
dert
hinki
ng,
creat
ivi
ty,
andexpect
ati
ons.
St
udent
sar
edi
ff
erent
iat
edi
nthei
rknowl
edgeandski
l
ls.Theydi
ff
eri
ntheway
s
andspeedsatwhi
cht
heypr
ocessnewl
ear
ningandconnecti
ttopr
iorknowl
edgeand
under
standi
ng.Theyal
sodi
ff
eri
ntheway
stheymostef
fect
ivel
ydemonst
rat
ethei
r
pr
ogr
ess.Di
ff
erent
iat
edassessmenti
sanongoi
ngpr
ocesst
hroughwhi
cht
eacher
s
gat
herdat
a bef
ore,dur
ing,and af
teri
nst
ruct
ion f
rom mul
ti
plesour
cest
oident
if
y
l
ear
ner
s’needsandst
rengt
hs.
• I
ti ustModi
snotj fi
cat
ion
Changesi
ncont
ent
,st
andar
ds,
ori
nst
ruct
ional
lev
el
• I
ti ustAccommodat
snotj ion
Changesi
nti
me,amountofwor
k,orpr
ocesst
hatdonotl
owerst
andar
ds(
read
al
oudt
est
s,ext
rat
ime,
reducednumberofi
tems)
Di
ff
erent
iat
edassessmenti
nvol
vest
eacher
smaki
ngadj
ust
ment
stoandmodi
fyi
ng
assessmentact
ivi
ti
esf
ori
ndi
vi
dual
student
soragr
oupofst
udent
stocat
erf
or:
• di
ff
erentl
ear
ningneeds
• ar
angeofl
ear
ningst
ylesandpr
efer
ences
• t
he di
ff
erences bet
ween i
ndi
vi
dualst
udent
s,such as t
hei
rcur
rentl
evelof
under
standi
ngandabi
l
ityi
nrel
ati
ont
oapar
ti
cul
art
opi
corski
l
l
• pr
iorl
ear
ningexper
iences
• mot
ivat
ionandengagementwi
thl
ear
ning
• i
nter
est
sandt
alent
s
Di
ff
erent
iat
edAssessment
:Twomaj
ort
heor
ieshi
ghl
i
ght
ingt
hewayst
udent
slear
nar
e:
Howar
dGar
dner
’sTheor
yofMul
ti
pleI
ntel
l
igences.Gar
dnergr
oupsst
udent
sint
o8
br
oadcat
egor
ies:
 • Logi
cal
/mat
hemat
ical
(usesnumber
sef
fect
ivel
y)
• Vi
sual
/spat
ial
(isar
ti
sti
cal
l
yorspat
ial
l
yper
cept
ive)
• Bodi
l
y/ki
nest
het
ic(
excel
satt
askst
hatr
equi
rephy
sical
mov
ement
)
• Musi
cal
(per
cei
vesand/
orexpr
essesmusi
cal
for
msandpat
ter
ns)
• Li
ngui
sti
c(useswor
dsef
fect
ivel
y)
• I
nter
per
sonal
(respondswel
ltoot
her
s)
• I
ntr
aper
sonal
(isr
efl
ect
iveandi
nner
-di
rect
ed)
• Nat
ural
i
st(
makesdi
sti
nct
ionsi
nthenat
ural
wor
ld)
Assessi
ng Mul
ti
pleI
ntel
l
igences assessmentshoul
dref
lectt
he di
ver
sit
yof
i
ntel
l
igencesandl
ear
ningst
ylesi
nthecl
assr
oom.Forex
ampl
e,st
udent
swhoar
egood
atspat
iall
ear
ningmi
ghtnotdi
spl
ayt
hef
ullr
angeoft
hei
rknowl
edgeonanessayt
est
.
I
nfact
,tr
adi
ti
onalt
est
ingmet
hodsar
einher
ent
lybi
asedi
nfav
orofst
udent
swi
thst
rong
l
i
ngui
sti
candmat
hemat
icalski
l
ls.Teacher
ssuppl
ementt
hei
rtr
adi
ti
onalassessment
met
hodswi
thassessmentst
rat
egi
est
hatev
aluat
est
udentpr
ogr
essi
nani
ncl
usi
ve,
meani
ngf
ulway
.
MIt
heor
ist
sof
fert
hef
oll
owi
ngt
ips:
• Emphasi
zeongoi
ng assessmentand pr
ogr
ess.Cont
inuet
o aski
fand how
st
udent
shav
eimpr
ovedt
hei
rski
l
ls.
• I
ntr
oduceassessmentt
oyourst
udent
sasar
egul
arpar
tofcl
assr
oom l
i
fe.Make
assessmentapar
toft
hel
ear
ningpr
ocess,
notast
ressf
ul,
int
imi
dat
ing"
event
."
• Tr
ytousei
nst
rument
s,t
ool
s,andpr
ocedur
est
hatembr
acesome,
ifnotal
l
,oft
he
mul
ti
plei
ntel
l
igences.
• Useawi
der
angeofassessmentt
ool
stomeasur
est
udent
s'ski
l
lsandabi
l
iti
es.
• Gi
vel
otsoff
eedback
Nei
lFl
emi
ng’
sVAK(
visual
/audi
tor
y/ki
nest
het
ic)model
Looki
ngatFl
emi
ng’
smodel
,wecanseet
hatourschool
scat
ermost
lyt
oaudi
tor
y
l
ear
ner
s.Of
tendon’
tusemet
hodst
hatcat
ert
oki
nest
het
icl
ear
ner
s.Sot
heGr
adesar
e
of
tenst
rat
if
iedwi
thaudi
tor
ylear
ner
sint
het
opper
cent
il
e,v
isuall
ear
ner
sint
hemi
d-
r
angeofachi
evement
,andki
nest
het
icl
ear
ner
sint
hel
owerr
ange.
Si
gni
fi
canceofdi
ff
erent
iat
edassessment
:
Di
ff
erent
iat
edassessmentcanl
eadt
oenhancedst
udentl
ear
ningast
heyuset
hei
r
cur
rent under
standi
ng t
o di
scov
er,const
ruct and i
ncor
por
ate new knowl
edge,
under
standi
ng and ski
l
ls.I
tinv
olv
est
eacher
sconsi
der
ing a r
ange ofassessment
oppor
tuni
ti
est
osui
ttheneeds,
int
erest
sandabi
l
iti
esofi
ndi
vi
dual
student
s.
• Col
l
ect
sdat
abef
ore,
dur
ingandaf
tert
eachi
ngandl
ear
ningexper
iences
• Choi
cei
skeyt
othepr
ocess.Choi
ceofl
ear
ningact
ivi
tyaswel
laschoi
cei
nthe
assessment(
howt
hest
udentwi
l
ldemonst
rat
eunder
standi
ng)
.
• Lessonsandassessment
sar
eadapt
edt
omeett
heneedsandst
rengt
hsofal
l
l
ear
ner
s.
• Oppor
tuni
ti
esf
orchi
l
drent
othi
nkf
ort
hemsel
vesar
ecl
ear
lyev
ident
.
• Pr
ovi
dingal
ter
nat
ivemet
hodsandchoi
cesf
orst
udent
stodemonst
rat
ethei
r
knowl
edge,
under
standi
ngandski
l
ls
• Consi
der
ingwhatr
esour
cesandst
imul
usmat
eri
alswi
l
lassi
stst
udent
s
• Thel
ear
ningt
asksal
way
sconsi
dert
hest
udent
s’st
rengt
hs/
weaknesses.
• Vi
sual
lear
ner
swi
l
lhav
evi
sual
cues,
audi
tor
ylear
ner
swi
l
lhav
eaudi
tor
ycues,
etc.
• Gr
oupi
ngsofst
udent
swi
l
lvar
y,somewi
l
lwor
kbet
teri
ndependent
ly,andot
her
s
wi
l
lwor
kinv
ari
ousgr
oupset
ti
ngs.
• Mul
ti
plei
ntel
l
igencei
stakeni
ntoconsi
der
ati
onasar
ethest
udent
s’l
ear
ningand
t
hinki
ngst
yles.Lessonsar
eaut
hent
ict
oensur
ethatal
lst
udent
scanmake
connect
ions.
• Pr
ojectandpr
obl
em basedl
ear
ningar
eal
sokeyi
ndi
ff
erent
iat
edi
nst
ruct
ionand
assessment
.
• pr
ovi
dingoppor
tuni
ti
est
ochal
l
engest
udent
swi
thi
nthei
rlev
elofunder
standi
ng
andbey
ond
• pr
ovi
dingi
ndi
vi
dual
i
zedf
eedbackt
ost
udent
stohel
pident
if
yst
rengt
hsandar
eas
f
ori
mpr
ovement
• accommodat
ingar
angeofst
udentneedst
hroughf
lexi
bleassessmentpl
anni
ng
andadj
ust
ment
s
Whenpl
anni
ngdi
ff
erent
iat
edassessmentoppor
tuni
ti
esf
orst
udent
s,t
eacher
sshoul
d
consi
dert
he:
• Nat
ureoft
het
esti
nst
rument
,incl
udi
ngt
eacher
-madet
est
s,i
nter
estsur
vey
s,
anecdot
alev
idence,per
for
mance-
based act
ivi
ti
es,checkl
i
sts of t
rai
ts and
 char
act
eri
sti
cs,
cogni
ti
ve/
int
ell
ect
ual
andst
andar
dizedachi
evementt
est
s.
• Nat
ureoft
hef
eedback,i
ncl
udi
ngt
eacherobser
vat
ionofper
for
mance,par
ent
and/
or peer obser
vat
ion and f
eedback,i
nter
views and conf
erences,and
cumul
ati
veschool
hist
ory
.
• I
nvol
vementofst
udent
sint
het
eachi
ng,l
ear
ningandassessmentpr
ocess,such
aspr
ovi
dingoppor
tuni
ti
esf
orsel
f-
assessmentandsel
f-
ref
lect
ionandt
heuseof
por
tfol
i
os,
lear
ningj
our
nal
sandot
herI
CTt
ool
s.

Modul
e2=Tool
sandTechni
quesofEv
aluat
ion

2.
1 Achi
evementTest

Theat
temptt
omeasur
etheknowl
edge,
abi
l
iti
esandski
l
lsofst
udent
sinschool
s
.I
tmeasur
est
heext
entt
owhi
chast
udent hasl
ear
ned whathewasi
ntendedt
o;
nor
mal
l
ybasedont
hesy
ll
abus.Agoodachi
evementt
estcont
ains amat
eri
alt
hathas
al
readybeent
aught
.Thei
temsf
or an achi
evementt
est ar
epr
epar
ed gi
vi
ngdue
wei
gtaget
ovar
ioust
eachi
ngpoi
ntsaswel
lasspeci
fi
cinst
ruct
ional
obj
ect
ives.

Achi
evement t
est
sar
econduct
ed byt
het
eachert
otestt
heschol
ast
ic
achi
evementofl
ear
neratt
heendofuni
torcour
se.Theyhav
ethei
rown l
i
mit
ati
ons.
Theycannotbeusedt
ocompar
etheper
for
manceofst
udent
sofoneschoolwi
tht
hat
oft
heot
her
.Fort
hispur
posest
andar
dizedachi
evement
stest
sar
eused.Thei
temsof
t
hiski
ndoft
estar
ebasedont
hecont
entandobj
ect
ivescommont
oanumberof
school
swhi
char
etobecompar
ed.

Achi
evementt
estconst
ruct
ion

1-PLANNI
NGOFTHETEST

Bef
oreconst
ruct
inganachi
evementt
est
,thet
estconst
ruct
orshoul
dthi
nkabout
t
hef
oll
owi
ngaspect
saspar
tofpl
anni
ng.
Pur
poseoft
het
est

Ti
mef
ort
het
est

Maxi
mum andmi
nimum mar
k

Nat
ureandscopeofquest
ions

Uni
tst
obesel
ect
ed

2-
PREPARATI
ONOFADESI
GNFORTHETEST

Af
terdet
ermi
ningt
hebr
oadscopeoft
het
est
,adesi
gnhast
obedev
elopedt
une
wi
thi
t.Mai
nlyf
ourf
act
orsar
etobeconsi
der
edwhi
l
edesi
gni
ngat
est
.
A)wei
ght
aget
oobj
ect
ive

B)Wei
ght
aget
ocont
ent

C)Wei
ght
aget
ofor
msofquest
ions

D)Wei
ght
aget
odi
ff
icul
tyl
evel

A)wei
ght
aget
oobj
ect
ive

Thi
sindi
cat
eswhatobj
ect
ivesar
etobet
est
edandwhatwei
ght
agehast
obe
gi
vent
oeachobj
ect
ive.Thewei
ght
ageshoul
dbedeci
dedaccor
dingt
other
elat
ive
i
mpor
tanceofobj
ect
ivesandnat
ureoft
hecont
ent
.

wei
ght
aget
oobj
ect
ive
 SI
.NO OBJECTI
VES MARKS PERCENTAGE

1 KNOWLEDGE 5 10

2 UNDERSTANDI
NG 15 30

3 APPLI
CATI
ON 20 40

4 SKI
LLS 10 20

TOTAL 50 100

B)wei
ght
aget
ocont
ent

Thi
sindi
cat
est
hev
ari
ousaspect
soft
hecont
entandt
hewei
ght
aget
obegi
ven
t
othosedi
ff
erentaspect
s.Al
lthecont
entshoul
dbecov
eredandpr
operwei
ght
age
shoul
dbegi
vent
oeachcont
entaccor
dingt
othei
rrel
ati
vei
mpor
tance

wei
ght
aget
ocont
ent

SI
.NO CONTENT MARKS PERCENTAGE

1 UNI
T-1 10 20

2 UNI
T-2 11 22

3 UNI
T-3 19 38

4 UNI
T-4 10 20

TOTAL 50 100

C)wei
ght
aget
ofor
msofquest
ions

Thi
sindi
cat
est
hef
ormsoft
hei
temst
obei
ncl
udedi
nthet
estandt
hewei
ght
aget
obe
gi
venf
oreach.Theset
tershoul
dsel
ectt
hosef
ormsofquest
ionst
hatar
esui
tabl
eto
t
heobj
ect
ivesandcont
entt
obet
est
ed.

wei
ght
aget
ofor
msofquest
ions

SI
. FORM OF NO. OF MARKS PERCETAGE
NO QUESTI
ONS QUESTI
ONS
 1 OBJECTI
VE 25 25 50

2 SHORT 5 15 30
ANSWER

3 ESSAY 1 10 20

TOTAL 31 50 •

D)wei
ght
aget
odi
ff
icul
tyl
evel

Appr
opr
iat
ewei
ght
age shoul
dbegi
venf
ordi
ff
erentl
evel
s ofdi
ff
icul
toft
hei
tem.The
t
estshoul
dcat
ert
othebr
ight
,theav
erageandt
hedul
l
.

wei
ght
aget
odi
ff
icul
tyl
evel

SI
. DIFFI
CULTY MARKS PERCENTAGE
NO LEVEL

1 EASY 15 30

2 AVERAGE 25 50

3 DI
FFI
CULT 10 20

TOTAL 50 100

3PREPARATI
ONOFTHEBLUEPRI
NT

Abl
uepr
intgi
vest
hedet
ail
soft
hedesi
gni
nconcr
etet
erms.Bl
uepr
inti
spr
epar
edasa
t
hreedi
mensi
onalchar
tindi
cat
ingt
hedi
str
ibut
ionofquest
ionsobj
ect
ivewi
se,cont
ent
wi
seandf
orm wi
se.

Thef
oll
owi
ngt
abl
eshowst
hebl
uepr
intf
oranachi
evementt
est
(thenumberout
sidet
he
br
acketi
ndi
cat
est
hemar
ksandt
hosei
nsi
dei
ndi
cat
ethenumberofquest
ions.
 Obj
ect
ives Knowl
edge under
stan Appl
i
cat
ion Ski
l
l TOT
di
ng AL

Form of O S E O S E O S E O S E
questi
on/
content

Uni
t-
1 1( 3( 3( 1( 2( 1
1) 1) 3) 1) 2) 0

2 3( 3( 4( 1( 1
3) 1) 4) 1) 1

3 2( 3( 1( 10( 3( 1
2) 1) 1) 1) 3) 9

4 1( 3( 9( 1( 3( 1( 3( 1
1) 1) 9) 1) 1) 1) 1) 0

Subt
otal 2( 3( 9( 6( 7( 3( 10( 7( 3(
2) 1) 9) 2) 7) 1) 1) 7) 1)

t
otal 5 15 20 10 5
0

4 WRI
TINGOFI
TEMS

Thebl
uepr
intgi
vesav
erycl
eari
deaaboutt
henumberofquest
ionst
obewr
it
ten
f
rom eacht
opi
c,t
hirf
ormsandobj
ect
ives.Wi
tht
hispr
eci
sedi
rect
ivesuggest
edbyt
he
bl
ue-
pri
ntt
hepaperset
tercancanst
artwr
it
ingi
tem accor
dingt
other
equi
rment
s.
Whi
l
ewr
it
ingt
hei
tems,t
hedi
ff
icul
tyl
evelshoul
dbeconsi
der
ed.Whet
heral
lquest
ions
can be answer
ed wi
thi
nthe t
ime al
l
ott
ed shoul
d al
so be consi
der
ed.Testi
tem
const
ruct
iondemandmast
eryofcont
entandt
echni
queofconst
ruct
ingeacht
ypeof
quest
ions.

Pr
eli
minar
ydet
ail
s

Nameoft
heexami
nat
ion

Ti
tl
eoft
hepaper
Maxi
mum mar
kandt
ime

I
nst
ruct
ionf
oranswer
ingeachpar
tet
c.

5 PREPARATI
ONOFTHESCORI
NGKEYANDMARKI
NGSCHEME

I
nor
dert
omai
ntai
nobj
ect
ivi
ty,scor
ingshoul
dbemadest
ri
ctl
yinaccor
dance
wi
thapr
edesi
gnedschemeofev
aluat
ion.Soi
tisessent
ialt
opr
epar
ethescor
ingkey
andt
hemar
kingschemesi
mul
taneousl
ywi
tht
hequest
i .
onpaper
Forobj
ect
ivet
ypequest
ions,answer
sar
ein onewor
d/l
ett
er/sy
mboland
scor
ingkeyi
spr
epar
edf
ori
t. Forshor
tanswerandessay
s,mar
kingschemei
s
pr
epar
ed.I
nmar
kingscheme,t
hev
aluepoi
ntsandmar
ksf
oreachv
aluepoi
nti
sli
sted
out
.Thi
swi
l
lhel
ptoi
dent
if
ythedef
ect
s,i
fany
.

Q. SCORI
NGKEY MARK PERCENTAGE
NO

1 A)
……………………… ½ 1
B)
……………………… 1/
2 1

6PREPARATI
ONOFQUESTI
ONWI
SEANALYSI
S

Thi
sisdonebymaki
ngananal
ysi
sofeachi
tem i
nter
msofcont
ent
,obj
ect
ive,
f
ormsofquest
ion,di
ff
icul
tyl
evelmar
kandest
imat
edt
imeI
tishel
pfult
ocheck
whet
heral
laspect
sar
ecov
eredandbl
uepr
inti
ssat
isf
ied.I
fmi
stakei
snot
iced,
it
canber
ect
if
iedatt
hisst
age.

Q.
NO CONTENT OBJECTI
VE DIFFI
CULTY FORM OF TI
ME MARK
LEVEL QUSTI
ON

1 UNI
T-1 KNOWLEDGE EASY OBJECTI
VE 1mi
n 1/
2

2 - - - - - -
Funct
ionsofachi
evementt
est
s
• Pr
ovi
debasi
sofpr
omot
iont
othenextgr
ade.
• Hel
pinf
indi
ngoutatt
hebegi
nni
ngoft
hey
earwher
eeachst
udentst
andsi
nthe
v
ari
ousacademi
car
eas.
• Hel
pindet
ermi
ningt
her
elat
iveposi
ti
onofast
udenti
napar
ti
cul
arsubj
ector
ar
eaort
eami
ng.
• Hel
pthet
eachert
oseef
orhi
msel
fhowef
fect
ivel
yhei
sdoi
ng,
whati
sget
ti
ng
acr
osst
opupi
l
sandwhati
snot
.
Char
act
eri
sti
csofagoodachi
evementt
est
• Agoodachi
evementt
esti
str
iedoutandsel
ect
edont
hebasi
sofi
tsdi
ff
icul
ty
l
evel
anddi
scr
imi
nst
ingpower
.
• I
tshoul
dhav
eadescr
ipt
ionofameasur
edbehav
iour
.
• I
tshoul
dcont
ainasuf
fi
cientnumberoft
esti
temsf
oreachmeasur
edbehav
iour
.
• I
tpr
ovi
desequi
val
entandcompar
abl
efor
msoft
het
est
• I
tisaccompani
edbynor
mswhi
char
edev
elopedatv
ari
ousl
evel
sandonv
ari
ous
agegr
oups.
• Thei
nst
ruct
ionsr
egar
dtoi
tsadmi
nist
eri
ngandscor
ingar
esocl
eart
hatt
hey
becomest
andar
disedf
ordi
ff
erentuser
s.

Achi
evementt
est
sar
eoft
wot
ypes.Teachermadet
est
sandSt
andar
dizedt
est
s.

TeacherMadeTest
s

Teachermadet
est
sar
efr
equent
lyt
hebasi
sofev
aluat
ingt
hepr
ogr
essofst
udent
sin
t
hecl
ass.At
eachermadet
esti
sasi
mpl
ethi
ngandgener
all
yusedbyt
eacher
sforhi
s
ownr
efer
enceandr
evi
ew

Teachermadet
est
sar
eoft
wot
ypes.

A}Or
alt
est
s: I
tist
heol
destf
orm ofachi
evementt
est
s.Theyar
ecommoni
n
l
owercl
asses.
Anadv
ant
ageoft
hist
esti
sthatal
argenumberofar
eascanbecov
ered
andknowl
edgeoft
hest
udentcanbeassessed.Buti
tisdi
ff
icul
ttot
esteachpupi
lon
t
hebasi
soft
otalcur
ri
cul
um.Theexami
nerdoesnothav
eanywr
it
tenpr
oofr
egar
ding
t
hepupi
l
'sat
tai
nment

B}wr
it
tent
est
s:Thesecanbedi
vi
dedi
nto3t
ypesEssayt
ype,
Shor
tanswert
ype,
and
Obj
ect
ive

Char
act
eri
sti
cs:TeacherMadeTest
s

• Theyat
temptt
oassesscompr
ehensi
vel
ytheext
entanddegr
eeofst
udent
’s
pr
ogr
esswi
thr
efer
encet
othespeci
fi
ccl
assr
oom act
ivi
ti
es.

• Theyper
mitt
het
eachert
oascer
tai
napupi
l
’sst
rengt
h,weaknessandneeds.

• Theypr
ovi
dei
mmedi
atef
eedbackf
ort
het
eacher
sast
heef
fect
ivenessofhi
s
t
eachi
ngmet
hodandcanmakenecessar
yadj
ust
ment
sandi
mpr
ovement.

• Theymot
ivat
ethest
udent
s.

• Theyar
esi
mpl
etouse.

• Theypr
ovi
dei
nfor
mat
ionwhi
chi
sabasi
sont
hepr
ogr
essofst
udent
s.

Li
mit
ati
ons:

• Thet
est
sar
eei
thert
ooshor
tort
ool
engt
hy.

• Thet
estdoesnotcov
ert
heent
ir
econt
ent.

• Test
sar
eusual
l
yconduct
edi
nahur
ry.

• Superv
isi
oni
snotpr
oper
.

• Ther
eisal
otofscopef
orcopy
ing.

St
andar
dizedTest
s

Ast
andar
dizedt
esti
sani
nst
rumentofmeasur
ementwhi
ch measur
es whati
t
seeks t
omeasur
e,qui
te cor
rect
lywi
th const
antr
esul
t.I
tisconst
ruct
ed accor
ding
t
otheexpect
edst
andar
doft
heachi
evementoft
heef
fi
ciencyoft
hei
ndi
vi
dualt
obe
t
est
ed,nei
thert
ooeasy nort
oodi
ff
icul
t.Thest
andar
dizat
ion r
efer
stodegr
eet
o
whi
ch t
he obser
vat
ionalpr
ocedur
e ,admi
nist
rat
ive pr
ocedur
e ,equi
pment
s and
mat
eri
als,andscor
ingr
uleshav
e beenf
ixedsot
hat t
hesame t
est
ingpr
ocedur
e
occur
satdi
ff
erentt
imesandpl
aces.

Char
act
eri
sti
cs:
Standar
dizedTest
s

• I
temsar
efi
xedandnotmodi
fi
abl
e.Themostcommonar
easofcur
ri
cul
um ar
e
i
ncl
udedi
nthet
est.

• Ast
andar
dizedt
esti
sconst
ruct
edbyt
estspeci
ali
stsorexper
ts.

• Rul
esf
oradmi
nist
rat
ionandscor
ingar
edet
ermi
nedbyt
heaut
horoft
he t
est
andmustbef
oll
owedexact
lyasst
atedi
nthet
estManual
.

• St
andar
dized t
est
s ar
e pr
ovi
ded t
o compar
e cl
ass per
for
mance bet
ween
di
ff
erentageandcl
assgr
oups.

• Dat
aont
hequal
i
tyoft
het
estar
epr
ovi
deal
ongwi
tht
het
est.

• Val
i
dit
yandr
eli
abi
l
ityofst
andar
dizedt
est
sar
eensur
edr
ightf
rom t
hebegi
nni
ng
oft
estconst
ruct
ion.

Pr
ocedur
eofst
andar
dizat
ionofat
est

1. Pr
epar
ati
onoft
hepr
il
imi
nar
ytest
:

Thef
ir
stst
epi
ntheconst
ruct
ionofat
esti
stopr
epar
eadesi
gnandabl
ue
pr
intf
ort
hef
inalf
orm oft
het
est
.Aboutdoubl
ethenumberofi
temsasr
equi
redi
nthe
bl
ue-
pri
ntf
ort
hef
inalt
estar
eincl
udedi
nthepr
eli
minar
ytestsoast
oensur
esuf
fi
cient
numberofaccept
abl
eit
emswi
l
lbeav
ail
abl
eatt
heend.

2. Pr
eli
minar
yTest
ing:

At
estnor
mal
l
yst
andar
disedf
oraspeci
fi
car
ea,whi
chcanbeat
own,
di
str
ict
,st
ateor
count
ry.I
tisdesi
rabl
etoadmi
nist
ert
hepr
eli
minar
ytestt
oar
andom
sampl
eofst
udent
sbel
ongi
ngt
othecat
egor
yforwhi
cht
het
esti
smade-boy
sandgi
rl
s,
r
uralandur
ban,
gov
ernmentandai
dedschoolst
udent
s.Forpr
act
icalr
eason,
asampl
e
of370st
udent
swi
l
lbeconv
eni
entf
ort
hepur
poseofadmi
nist
eri
ngt
hepr
eli
minar
ytest
,
t
hought
her
eisnocompul
siont
hatt
henumbershoul
bet
hati
tsel
f.

3. I
tem Anal
ysi
s

I
tist
hepr
ocessbywhi
cht
hei
temssel
ect
edbypr
eli
minar
ytestar
e
accept
ed.Thi
spr
ocedur
efordoi
ngi
tem anal
ysi
sissui
tedf
orobj
ect
iveandmul
ti
ple-
choi
cei
tems

Thepr
ocedur
eofi
tem anal
ysi
sar
easf
oll
ows:
-

a) Det
ermi
net
hebest27%andpoor
est27%oft
hesampl
e:

The370scr
ipt
sobt
ainedaf
tert
hepr
eli
minar
ytestar
escor
edandt
het
otal
scor
eofeachscr
ipti
snot
ed.Thent
hesear
ear
rangedi
nthedescendi
ngor
der
oft
he
t
otalscor
esandt
hehi
ghest27%andt
hel
owest27%ar
eseper
ated.Thus100,bei
nga
v
eryconv
eni
entnumber
,wi
l
lfaci
l
itat
efur
thercal
cul
ati
onsandhence,370i
ssuggest
ed
ast
hesampl
eint
hepr
eli
minar
ytest
.

b) Det
ermi
net
heper
cent
agewi
thi
ntwogr
oupst
hatanswereachi
tem cor
rect
ly:

Exami
net
heanswerscr
ipti
nei
thergr
oupanddet
ermi
net
henumberof
exami
nesf
ort
hegr
oup,
whohav
eanswer
edeachi
tem cor
rect
ly.

Now eachi
tem wi
l
lhav
etwocompar
abl
escor
es,namel
yper
cent
ageof
t
heuppermostgr
oupandl
owergr
oupt
hatcor
rect
lyr
espondedt
othei
tem.These
per
cent
agecanbeconv
ert
edt
oquot
ient
sal
sof
orexampl
e25%canbewr
it
tenas25.

c) Det
ermi
net
heDi
ff
icul
tyi
ndex(
Di)oft
hei
tems:

Thedi
ff
icul
tyi
ndexofani
tem i
srepr
ecent
edbyt
heper
cet
ageofst
udent
s
whor
espondedt
hei
temscor
rect
ly.Mor
etheper
cet
ageofcor
rectr
esponses,
easi
ert
he
i
tem.

Di=U+L/
2Nwher
eNi
sthenumberofexami
neesi
ntheupper
/l
owergr
oupandUandL
ar
ethenumberofcor
rectr
esponsesmadebybot
hupperandl
owergr
oups.

d) Det
ermi
net
heDi
scr
imi
nat
ingpower(
Dp):

Thedi
scr
imi
nat
ingpowerofani
tem i
schar
ect
eri
zedbyi
tspowert
o
di
sci
minat
ebet
weenupperandt
hel
owergr
oups.Lar
gert
hedi
ff
erence,mor
eist
he
powert
odi
scr
imi
nat
e.

Dp=U-
L/Nwher
eNi
sthenumberofexami
neesi
ntheupper
/l
owergr
oupandUandL
ar
ethenumberofcor
rectr
esponsesmadebybot
hupperandl
owergr
oups.

The i
tems whi
ch ar
e hav
ing hi
gh di
scr
imi
nat
ing powerand av
erage
di
ff
icul
tyi
ndexar
econsi
der
dasexcel
l
enti
tems.

4. Pr
epar
ati
onoft
hef
inal
draf
t:

Af
terr
ati
ngt
hei
temsappl
yi
ngt
hepr
inci
pleofi
tem anal
ysi
s.The best
onest
hatsat
isf
ythebl
uepr
intoft
hef
inal
test
,desi
gnedi
nthef
ir
star
esel
ect
ed.

Af
terf
inal
i
singt
hei
temst
obei
ncl
uded,t
hesemaybear
rangedi
nthe
or
derofdi
ff
icul
ty,
thei
ntr
uct
ionandot
herdet
ail
sadded,
togett
hef
inal
draf
toft
het
est
.

5. Sel
ect
ionoft
hesampl
efort
hef
inal
test:

Thesampl
eshoul
drepr
esental
lther
elev
antst
rat
adeci
dedupon;
andt
hat
t
ooi
nthecor
rectpr
opor
ti
onast
hesesar
edi
str
ibut
edi
nthet
otal
popul
ati
on.

St
rat
ashoul
drepr
esentt
hreeaspect
snamel
ypr
opor
ti
ont
owhi
cht
he
r
epr
esent
ati
oni
stobegi
ven,t
otalnumberoft
hesampl
eandt
hei
nst
it
uti
onst
obe
i
ncl
udeded i
nthe pr
ogr
amme as wel
las t
he st
udent
sto be sel
ect
ed f
rom each
i
nst
it
uti
on.

6. Admi
nist
rat
ionoft
hef
inal
test
:

Agoodpl
anni
ngi
srequi
redf
ort
hisgoal
.Theschool
aut
hor
it
ieshav
etobe
cont
act
edwel
linadv
ancewi
thav
iewt
isecur
eper
missi
onf
ort
heconductt
het
estas
pert
heschedul
e.I
tisr
equi
redt
oconductt
het
estev
erywher
eatt
hesamet
imeoft
he
day
,pr
efer
abl
ydur
ingt
hemor
ninghour
s.

7. Scor
ing:

Thescor
ingoft
hescr
ipt
sshoul
dbeaccor
dingt
otheschemeofv
aluat
ion
pr
epar
edi
nadv
ancebyt
hepaperset
ter
.

8. Cal
cul
ati
onofnor
ms:

Nor
m i
squant
it
ati
vemeasur
erepr
esent
ingt
hest
andar
dofaspeci
fi
c
gr
oup.Nor
msar
edev
ided i
nto agenor
ms,gr
adenor
ms,l
ocalnor
ms,sexnor
ms,
per
cent
il
enor
ms.

9. Det
ermi
nat
ionofVal
i
dit
yandRel
i
abi
l
ity:

Val
i
dit
yofat
estconcer
nswhatt
het
estmeasur
esandhow wi
l
litdoes.
The v
ali
dit
yand r
eli
abi
i
tyofa st
andar
dised t
esthas t
o est
abl
i
shed.
.Hi
ghert
he
cor
ri
lat
ioncoef
fi
cient
,thehi
gherwi
l
lbet
hev
ali
dit
y.cont
entv
ali
dit
y,Facev
ali
dit
y,
Concur
rentv
ali
doi
tyandst
ati
sti
cal
val
i
dit
yshoul
dbeknown.

Rel
i
abi
l
itymeanst
heconsi
stencyoft
estscor
es.Rel
i
abi
l
itycanbef
ound
byt
est
-ret
estmet
hod,
equi
val
entmet
hod,
spl
i
thal
fmet
hod.Av
alueof0.
8indi
cat
ehi
gh
r
eli
abi
l
ity
.

10. Pr
epar
ti
onoft
heManual
:

Manuali
s a bookl
etcont
aini
ng t
he det
ail
s oft
he scope oft
est
,
i
nst
ruct
ionsf
oradmi
nist
rat
ion,det
ail
sofdi
ff
erentnor
ms,v
ali
dit
yandr
eli
abi
l
ity
.The
i
nvest
igat
orhast
opr
epar
ea'
testmanual
'
forf
utur
est
udy
.

Di
ff
erencesbet
ween

Standardizedtest Teacher-
madetest
Wideappl i
cation Li
mitedappli
cat
ion
Contentisdet erminedbyexper t
saf t
er Samplingandcontentar
edet
ermi
nedby
extensive i nvest
igat
ion of sy l
labus cl
assroom t
eacher
s.
.Sampl i
ngi sdonesy stematical
l
y
Const r
uction: const r
uct
ion aft
er Const
ructedinahur r
y.Oft
ent hereisno
careful
ly defi
ning instr
ucti
onal bl
ueprint
, i
tem t
ryout
s,i
tem analy
sisand
 object ives,i nv olvest estbl uepr i
nt ,i
tem r evision
tr
yout s,item anal y sisandr ev isi
on
Norms: l ocal, school , district, and Onl yl ocal classroom nor msar eav ai
lable
national nor msar eav ailable
Admi nist ration and Scor ing: speci fi
c No uni f
or m direction r egarding
i
nst ruct ionsr egar dingadmi nistrationand admi nistr
ationandscor i
ng.
scor i
ngpr ocedur esar egi v en.
Purpose: best sui ted f or measur ing Best sui t
e f or measur i
ng par ti
cular
broadercur ri
culum obj ectivesandi nter obj ect ivessetbyt eacherandf orinter
school, interdi strictand nat i
onall ev el classes
compar isonar epossi ble
Accur ategener ali
zat ioncanbedr awn Accur ate gener ali
zat ion cannot be
drawn
Canbeusedatanyt imeandpl aceof Usedbyt eacherwhomadei t
anypopul ation
Speci fic i nst ruct i
ons, st andar dized Usual l
ynouni f
orm di rect i
on
admi nistrat i
onandscor i
ngpr ocedur e
Cont entdet ermi ned bycur ricularand Bot h cont ent and sampl i
ng ar e
subjectmat terexper ts deter mi nedbycl assr oom t eacher
Prepar ationandconst ructionbyat eam Pr epar edbyt hecl assr oom teacher
ofexper ts
Scor ing i sobj ective,usual lymachi ne- Scor ingi ssubject i
veandusual l
ybiased
scor ed
Best sui ted f ormeasur ing br oader Best sui t
ed f ormeasur i
ng parti
cular
curricul um obj ectives and f or i nt er obj ect ivesetbyt het eacher
cl
ass, school andnat i
onal compar i
son
Mai nly used i n r esear ch, gui dance Usef ul toknowst udent sprogress
counsel ingandsel ect ionpur poses
Tocompar et woormor egr oups Cannotbeusedf orcompar i
son
Testmanual i
spr epar ed Not estmanual

Ty
pesoft
esti
tems

Awr
it
tent
esti
scomposedofanumberoft
esti
tems-Essayt
ype,Shor
tanswer
t
ypeandObj
ect
ivet
ype.

1.Obj
ect
iveTy
pe

Anobj
ect
ivet
ypeoft
esti
tem i
sonei
nwhi
cht
her
esponsewi
l
lbeobj
ect
ive.The
di
ff
erentt
ypesofobj
ect
ivei
temsar
etr
ue-
fal
set
ype,
mul
ti
plechoi
cet
ype,
mat
chi
ngt
ype
andcompl
eti
ont
ype.
Adv
ant
agesofObj
ect
ivet
ypet
est
s
• I
tcanbescor
edobj
ect
ivel
yandeasi
l
y.Thescor
ingwi
l
lnotv
aryf
rom t
imet
oti
me
 andf
rom exami
nert
oexami
ner
.Scor
ingcanbedoneev
enmechani
cal
l
y.
• Anadequat
elyr
epr
esent
ati
vesampl
eoft
het
opi
cscanbecov
ered.Al
arge
amountofst
udymat
eri
alcanbet
est
edi
nashor
tper
iodoft
ime.
• I
treducest
hesubj
ect
iveel
ementoft
heexami
nert
othemi
nimum.
• I
treducest
her
oleofl
uckandcr
ammi
ngofexpect
edquest
ions.Asar
esul
tther
e
i
sgr
eat
err
eli
abi
l
ityandv
ali
dit
y.
• I
tpr
omot
eseconomyoft
ime,
fori
ttakesl
esst
imet
oanswer
.Ital
sosav
esal
ot
oft
imeoft
hescor
er.
• I
tel
i
minat
esi
rr
elev
antf
act
orssuchasspeedofwr
it
ing,
fluencyofexpr
essi
on,
l
i
ter
aryst
yle,
goodhandwr
it
ing,
neat
ness,
etc.
• Theyhav
ehi
ghdi
agnost
icv
alue.
• Theyar
efr
eef
rom t
heoppor
tuni
ti
esofi
rr
elev
antanswer
s.
Li
mit
ati
onsofObj
ect
ivet
ypet
est
s
• I
temsar
edi
ff
icul
ttoconst
ruct
.Pr
epar
inggoodi
temsr
equi
ret
alent
,imagi
nat
ion
andef
for
t.
• Ther
eisachancef
orguesswor
kincer
tai
nty
pes
• Pr
obl
em ofcheat
ing
• Emphasi
sont
est
ingt
hesuper
fi
cial
knowl
edge
Shor
tanswert
ypet
est
s

Aquest
ionr
equi
ri
ngf
ourv
aluepoi
ntsatt
hemostmaybedef
inedasashor
t
answerquest
ion.Thet
ermv
aluepoi
ntsi
ndi
cat
eapoi
ntt
obegi
vencr
edi
tint
he
expect
edanswer
.Thi
sdi
mini
shessubj
ect
ivi
ty.Shor
tanswert
ypequest
ionsar
eofgr
eat
hel
pinhav
ingawi
decov
erageofcont
entandeachi
tem canbesett
otestadef
ini
te
obj
ect
ive.

Adv
ant
agesShor
tanswert
ypet
est
s

• Ar
elat
ivel
ylar
gepor
ti
onoft
hecont
entcanbecov
eredi
nat
est
.

• I
tiseasyt
oconst
ruct
,becausei
tmeasur
esar
elat
ivel
ysi
mpl
elear
ningout
come.

• Quest
ionsoft
hisf
orm canbemadehi
ghl
ythoughtpr
ovoki
ng.

• I
tpr
ovi
desl
i
ttl
eoppor
tuni
tyf
orguessi
ngast
heexami
neei
srequi
redt
osuppl
y
 sci
ent
if
ici
nfor
mat
ion.

• I
tcanbemadequi
teobj
ect
ivebycar
eful
l
yfi
xi
ngupt
hev
aluepoi
nts.

• I
tisusef
uli
nev
aluat
ingt
heabi
l
ityt
oint
erpr
etdi
agr
ams,
char
ts,
graphset
c.

Li
mit
ati
onsofShor
tanswert
ypet
est
s

• Mor
esubj
ect
ivet
hant
heobj
ect
ivet
ypeofi
tems

• Rot
ememor
yisencour
aged.

• Mechani
cal
scor
ingi
snotpossi
blebecauseoft
hesubj
ect
ivi
tyi
nvol
ved.

Asi
nthecaseofobj
ect
ivet
ypei
tems,
duecar
ehast
obet
akeni
npr
epar
ingshor
t
answert
ypeoft
esti
tems.Pr
oper
lyanal
ysi
ngt
hecont
enti
nrel
ati
ont
otheobj
ect
ives
andspeci
fi
cbehav
iour
s,desi
gni
ngpr
obl
emat
icsi
tuat
ionssui
tabl
efort
heev
aluat
ionof
t
hosespeci
fi
cat
ionsandwor
dingt
hei
temspr
eci
sel
ysoast
oav
oidambi
gui
tyand
subj
ect
ivi
tyar
ethest
epst
obet
akenf
ort
hepr
epar
ati
onofgoodshor
t-
answert
ypeof
i
tems.

Essayt
ypet
est
s

Thi
sist
heage-
oldt
radi
ti
onal
typeofquest
ions,
sowel
lknownandsof
requent
ly
used.I
tisaf
reer
esponset
esti
tem andcov
ersal
argecont
ent
.Thi
sist
het
ypewhi
ch
canhel
pinev
aluat
ingcompl
exski
l
lsandot
hersi
mil
arbehav
iour
alpat
ter
ns.

Adv
ant
agesofEssayt
ypet
est
s

• I
tist
hemostpopul
arf
orm.

• Easyt
oconst
ructandadmi
nist
er.

• Al
l
owsr
elat
ivef
reedom ofr
esponset
oagi
venpr
obl
em

• St
udent
scanexpr
esst
hei
rideascl
ear
ly

• I
tisqui
teusef
uli
nmeasur
ingcer
tai
nver
yimpor
tantabi
l
iti
esoft
hechi
l
d.

• Theyl
eadqual
i
tat
iveev
aluat
ionofpupi
l
’sachi
evement
.

• I
tpr
omot
esor
igi
nal
i
tyandcr
eat
ivet
hinki
ng.

• Reducest
hechanceofont
hespotcopy
ing.
 • Thepossi
bil
i
tyofguesswor
kcanbeel
i
minat
ed.

• Compr
ehensi
onoft
hesubj
ectmat
terasawhol
eisencour
aged.

Li
mit
ati
onsofEssayt
ypet
est
s

• Mi
nimum v
ali
dit
y.Thi
smeanst
heydonotbr
ingoutpr
operdi
sti
nct
ionbet
ween
br
ight
,goodandpoorst
udent
s.

• Donotpossesssuf
fi
cientr
eli
abi
l
ityandobj
ect
ivi
ty

• Mor
est
ressonr
otememor
isat
ion

• Theycannotcompr
ehensi
vel
ycov
ert
hecont
ent
.

• Thr
oughessayt
ypei
tems,
properev
aluat
ionofspeci
fi
cabi
l
iti
esoft
hest
udent
s
A

• Si
ncet
henumberofi
temsi
sli
mit
ed,
ther
eisanel
ementofchance.Thi
sleadst
o
sel
ect
ivest
udyont
hepar
toft
hest
udent
s,whi
chi
snotdesi
rabl
e.

Howev
er,t
heobj
ect
ivi
tyofessayt
ypequest
ionsal
socanbei
mpr
ovedwi
th
pr
opercar
eandsci
ent
if
icpl
anni
ng.Thev
aluepoi
ntsi
nvol
vedshoul
dbedet
ermi
nedas
pr
eci
sel
yaspossi
bleandt
hewor
dingsshoul
dber
egul
atedast
oref
lectt
hesev
alue
poi
nts speci
fi
cal
l
y.Pr
eci
se scheme ofv
aluat
ion shoul
d be pr
epar
ed and st
ri
ctl
y
f
oll
owedatt
het
imeofv
aluat
ion.Thesepr
ecaut
ionswi
l
lhel
pini
mpr
ovi
ngt
hequal
i
tyof
essay
-ty
pei
tems.

2.
2Char
act
eri
sti
csofgoodev
aluat
iont
ool
1.Obj
ect
ivi
ty
At
ooli
ssai
dtobeobj
ect
ivei
fiti
sfr
eef
rom per
sonalbi
asi
nint
erpr
eti
ngi
ts
scopeaswel
lasi
nscor
ingt
her
esponses.Obj
ect
ivi
tyi
soneoft
hemostpr
imar
ypr
e-
r
equi
sit
esr
equi
redf
ormai
ntai
ningal
lot
herqual
i
tiesofagoodt
ool
.Obj
ect
ivi
tyofat
est
canbei
ncr
easedbyusi
ngmor
eobj
ect
ivet
ypet
esti
temsandt
heanswer
sar
escor
ed
accor
dingt
othemodel
answer
spr
ovi
ded.
2.Obj
ect
ivebasedness
 Anyt
estshoul
dbebasedonpr
e-det
ermi
nedobj
ect
ives.Aset
tershoul
dhav
e
def
ini
tei
deaaboutt
heobj
ect
ivebehi
ndeachi
tem.Al
sot
heobj
ect
ivest
akent
oget
her
shoul
dbei
naccor
dancewi
tht
hewei
ght
agegi
veni
nthedesi
gnoft
het
est
.
3.Compr
ehensi
veness
At
estshoul
dcov
ert
hewhol
esy
ll
abus.Duei
mpor
tanceshoul
dbegi
vent
oal
lthe
r
elev
antl
ear
ningmat
eri
al.I
tshoul
dal
socov
eral
ltheant
ici
pat
edobj
ect
ives.
4.Rel
i
abi
l
ity
Rel
i
abi
l
ityofat
oolr
efer
stot
hedegr
eeofconsi
stencyandaccur
acywi
th
whi
chi
tmeasur
eswhat
everi
tmeasur
es.I
ftheev
aluat
iongi
vesmor
eorl
esst
hesame
r
esul
tev
eryt
imei
tisused,
suchev
aluat
ioni
ssai
dtober
eli
abl
e.Rel
i
abi
l
ityi
srel
atedt
o
t
rust
wor
thi
ness.Ameasur
eisconsi
der
edr
eli
abl
eifaper
son’
sscor
eont
hesamet
est
gi
vent
wicei
ssi
mil
ar.Consi
stencyofat
oolcanbei
mpr
ovedbyl
i
mit
ingsubj
ect
ivi
tyof
al
lki
nds.Maki
ngi
temsont
hebasi
sofpr
e-det
ermi
nedspeci
fi
cobj
ect
ives,ensur
ing
t
hatt
heexpect
edanswer
sar
edef
ini
teandobj
ect
ive,
prov
idi
ngcl
ear
lypr
epar
edscor
ing
keyandconduct
ingev
aluat
ionunderi
dent
icalandi
dealcondi
ti
onwi
l
lhel
pinenhanci
ng
r
eli
abi
l
ity
.Test
-r
etestmet
hod,spl
i
t-hal
fmet
hodandequi
val
entf
orm orpar
all
elf
orm
met
hodar
ethei
mpor
tantmet
hodsgener
all
yusedt
odet
ermi
net
her
eli
abi
l
ityofat
ool
.
Fact
orsaf
fect
ingRel
i
abi
l
ity
• Lengt
hoft
het
est
:Al
ongert
esti
smor
erel
i
abl
ethanashor
terone
• Obj
ect
ivi
tyi
nscor
ing
• Ambi
guouswor
dingofi
temsandi
nst
ruct
ions:I
fsopupi
l
smayi
nter
prett
he
i
temsdi
ff
erent
lyandmaygi
vedi
ff
erentanswer
satdi
ff
erentt
imes
• Di
ff
icul
tyofi
tems:
Tooeasyort
oodi
ff
icul
ttestwi
l
lbet
endt
obel
essr
eli
abl
e
• I
nconsi
stenci
esi
ntestadmi
nist
rat
ion
• Opt
ionalquest
ions:St
udent
smaynotat
temptt
hesamei
temsatt
hesecond
t
ime
• Gr
ouphomogenei
ty:Themor
ehet
erogeneoust
hegr
oup,t
hehi
gherwi
l
lbet
he
r
eli
abi
l
ity
5.Val
i
dit
y
Val
i
dit
yist
hemosti
mpor
tantqual
i
tyneededf
oranev
aluat
iont
ool
.Ift
het
ooli
s
abl
etomeasur
ewhati
tisi
ntendedt
omeasur
e,i
tcanbesai
dthatt
het
ooli
sval
i
d.I
t
 shoul
dful
fi
llt
heobj
ect
ivesf
orwhi
chi
tisdev
eloped.Val
i
dit
ycanbedef
inedas“
the
accur
acywi
thwhi
chi
tmeasur
eswhati
tisi
ntendedt
omeasur
e”.Cont
entv
ali
dit
y,
pr
edi
cti
vev
ali
dit
y,const
ructv
ali
dit
y,concur
rentv
ali
dit
y,congr
uentv
ali
dit
y,f
act
ori
al
v
ali
dit
y,cr
it
eri
on-
rel
atedv
ali
dit
y,et
c.ar
esomeoft
hei
mpor
tantt
ypesofv
ali
dit
ywhi
chi
s
needst
oful
fi
ll
byat
ool
forev
aluat
ion.
Fact
orsaf
fect
ingv
ali
dit
y
• Readi
ngv
ocabul
ary
:Ifr
eadi
ngv
ocabul
aryi
spoort
hest
udent
sfai
ltoanswer
,
ev
eni
ftheyknowt
heanswert
hev
ali
dit
ydecr
eases
• Di
ff
icul
tandpoor
lyconst
ruct
edi
temsmayr
educet
hev
ali
dit
y
• I
nappr
opr
iat
eti
mel
i
mit
• I
nadequat
ecov
erage
• I
nadequat
ewei
ght
aget
osubt
opi
csorobj
ect
ives
• Medi
um ofexpr
essi
on
• I
nfl
uence off
act
orsl
i
ke st
yle ofexpr
essi
on,l
engt
h oft
he answer
,
gr
ammaret
c
6.Di
scr
imi
nat
ingPower
At
estshoul
d beabl
eto di
scr
imi
nat
ether
espondent
sont
hebasi
soft
he
phenomenameasur
ed.
7.Compar
abi
l
ity
At
estpossessescompar
abi
l
itywhenscor
esobt
ainedbyadmi
nist
eri
ngcanbe
i
nter
pret
edi
nter
msofacommonbaset
hathasanat
ural
oraccept
edmeani
ng.
8.Adequacy
At
estshoul
d be adequat
e wi
thr
espectt
o many f
act
orsl
i
ke age oft
he
r
espondent
s,t
hei
racademi
clev
el,
ment
alabi
l
ityet
c.
9.Pr
act
icabi
l
ity
At
ool
,howev
er,wel
litsat
isf
iesal
ltheabov
ecr
it
eri
a,maybeusel
essunl
essi
tis
notpr
act
ical
l
yfeasi
ble.Forexampl
e,suppose,
inor
dert
oensur
ecompr
ehensi
veness,
it
wasf
eltt
hatt
housandi
temsshoul
dbegi
vent
obeanswer
edi
ntenhour
s.Thi
smay
y
iel
dval
i
dresul
t,butf
rom pr
act
icalpoi
ntofv
iew i
tsqui
tei
mpossi
ble.Pr
act
icabi
l
ity
i
ncl
udeseaseofadmi
nist
rat
ion,
easeofscor
ingandeaseofi
nter
pret
ati
on
10.Ut
il
it
y
 Ut
il
it
yofat
estmaybeconsi
der
edast
hef
inal
mast
ercr
it
eri
on.At
esthasut
il
it
yif
i
tpr
ovi
dest
het
estcondi
ti
onst
hatwoul
dfaci
l
itat
ereal
i
zat
ionoft
hepur
posef
orwhi
chi
t
i
smeant
.Forachi
evi
ngut
il
it
yiti
sessent
ialt
hatt
het
esti
sconst
ruct
edi
nthel
i
ghtof
wel
l
-def
inedpur
poseandi
tsi
nter
pret
ati
onsar
eusedi
nobt
aini
ngdesi
rabl
eresul
ts.
2.
3 Educat
ionalDi
agnosi
s-Concept
s,St
epsi
ntheConst
ruct
ionofDi
agnost
icTest
andRemedi
ati
on

Educat
ional
Diagnosi
s-Concept
s

Eduact
ionaldi
agnosi
simpl
i
est
heuseoft
echni
calpr
ocedur
esdesi
gnedt
olocat
e
speci
fi
clear
ningandi
nst
ruct
ional
dif
fi
cul
ti
es,
andi
fpossi
ble,
todet
ermi
net
hei
rcauses.

Thedi
agnsi
sofdi
ff
icul
ti
esunder
lyi
ngeducat
ionalaccompl
i
shmentundoubt
edl
y
const
it
utest
hehi
ghpoi
nti
nthesuper
visor
yandi
nst
ruct
ional
usesofeducat
ional
test
s.

Obj
ect
ivesofeducat
ional
diagnosi
s

• I
tisanexami
nat
ionofi
ntr
a-i
ndi
vi
dual
dif
fer
ences.

• Speci
al at
tent
ion on r
elat
ionshi
p bet
ween st
udent
’s achi
evementand hi
s
capaci
ty/
ment
alabi
l
ity
.

• Di
scov
eri
ngt
hecausal
fact
ors.

• Locat
ingl
ear
ningdi
ff
icul
ti
es.

Ty
pesofeducat
ional
diagnosi
s

• Cor
rect
ivedi
agnosi
s.

• Pr
event
ivedi
agnosi
s.

mer
it
s

• Toi
dent
if
ythest
renghtandweaknessesi
nst
udent
swi
thi
nasubj
uctf
iel
d.

• Teacher get
sawar
eof schol
arshi
p and behav
iour
alpr
obl
ems amonghi
s
st
udent
s.

• Toanal
ysest
udent
s’or
alorwr
it
tenr
esponsesi
nspeci
fi
car
easofdi
ff
icul
ty.
 • Appr
opr
iat
eremedi
ali
nst
ruct
ionscanbesuppl
i
edassoonaspossi
ble.

• Cont
inuousdi
agnosi
sgi
vesamar
kedchangei
nst
udent
swhi
chcanbeshowni
n
‘
expect
ancychar
t’
.

Li
mit
ati
ons

• Teacherhast
otr
yhar
dtof
indoutt
hepr
obl
ems.

• Bur
denofkeepi
ngmanyr
ecor
ds.

• wor
k-l
oadt
obot
hst
udentandt
eacher
.

• Ti
meconsumi
ng.

Di
agnost
ict
est

I
t“i
sat
estdesi
gnedt
oident
if
yandi
nvest
igat
ethedi
ff
icul
ti
es,di
sabi
l
iti
es,i
n-
adequesi
esandgapsofpupi
l
sinspeci
fi
ccur
ri
cul
um ar
easwi
thav
iewt
ohel
pingt
hem
ov
ercomet
hesedi
ff
icul
ti
est
hroughr
emedi
ali
nst
ruct
ions.
”

Thet
erm di
agnosi
shasbeenbor
rowedf
rom t
hemedi
calpr
ofessi
on.I
tmeans
i
dent
if
icat
ionofdi
seasebymeansofpat
ient
’ssy
mpt
oms.Forexampl
e,whenapat
ient
comest
oadoct
or,t
hedoct
ori
nit
ial
l
yput
ssomequest
ionst
othepat
ientt
ogat
her
somebasi
cinf
ormat
ion’
saboutt
hedi
seaseandt
henusesot
hert
echni
quest
ogetmor
e
r
elat
edi
nfor
mat
iont
oident
if
ythedi
seaseandi
tspr
obabl
ecause(
s).

Af
tercar
efulanal
ysi
soft
hesedat
a,hepr
escr
ibest
hemedi
cinesasr
emedi
al
t
reat
ment
.Si
mil
arl
y,i
nthef
iel
dofeducat
ion,di
agnosi
shasmanysuchi
mpl
i
cat
ions.
Di
ff
icul
ti
esi
nlear
ningoccurf
requent
lyatal
llev
elsandamongpupi
l
sofbot
hhi
ghand
l
owment
alabi
l
ity
.

I
nor
dert
ohandl
esuchcases,t
het
eacheral
sousessi
mil
art
echni
quesl
i
kea
doct
ort
odi
agnoset
her
elat
ivest
rengt
hsandweaknessesofpupi
li
nthespeci
fi
car
eaof
st
udy
,anal
yset
hecausesf
ort
hesameandt
henpr
ovi
desr
emedi
almeasur
esasper
necessi
ty.

Si
ncet
ool
sandt
echni
quesusedi
nment
almeasur
ement
sar
enott
hatexact
,
obj
ect
iveandpr
eci
sel
i
ket
het
ool
sandt
echni
quesusedi
nsci
ences,t
het
eacher
sar
e
caut
ioned t
o use t
he di
agnost
ic dat
a wi
th gr
eat car
efor desi
gni
ng r
emedi
al
pr
ogr
ammes.

Buti
tisusedi
neducat
iont
odet
ermi
net
hel
ear
ningdi
ff
icul
ti
esordef
ici
enci
esof
t
hel
ear
ner
.Di
agnost
ict
esti
sat
estusedt
odi
agnosest
rengt
handweaknessoft
he
l
ear
ning i
n cer
tai
n ar
eas ofst
udy wher
eas di
agnost
ic ev
aluat
ion i
s cent
ered on
school
i
ngpr
ocesssuchast
hecur
ri
cul
um pr
ogr
amme,
admi
nist
rat
ionandsoon.

Whenl
ear
ningdi
ff
icul
ti
est
hatar
elef
tunr
esol
vedbyt
hest
andar
dcor
rect
ive
pr
escr
ipt
ionsoff
ormat
iveev
aluat
ionandapupi
lcont
inuest
oexper
iencef
ail
uredespi
te
t
heuseofpr
escr
ibedal
ter
nat
ivemet
hodsofi
nst
ruct
ion,
thenamor
edet
ail
eddi
agnosi
s
i
sindi
cat
ed.

Touseamedi
calanal
ogy
,for
mat
ivet
est
ingpr
ovi
desf
ir
stai
dtr
eat
mentf
or
si
mpl
elear
ningpr
obl
emsanddi
agnost
ict
est
ingsear
chesf
ort
heunder
lyi
ngcausesof
t
hosepr
obl
emst
hatdonotr
espondt
ofi
rstai
dtr
eat
ment
.

Thusi
tismuchmor
ecompr
ehensi
veanddet
ail
edandt
hedi
ff
erencel
i
esi
nthe
t
ypesofquest
ioneachoft
hem i
saddr
essi
ng.

Thef
oll
owi
ngar
ethesal
i
entf
eat
uresofDi
agnost
icTest
ing:

(
i)Thedi
agnost
ict
estt
akesupwher
ethef
ormat
ivet
estl
eav
esof
f.

(
ii
)A di
agnost
ict
esti
sa meansbywhi
ch an i
ndi
vi
dualpr
ofi
l
eisexami
ned and
compar
edagai
nstcer
tai
nnor
msorcr
it
eri
a.

(
ii
i)Di
agnost
ict
estf
ocusesoni
ndi
vi
dual
’
seducat
ionalweaknessorl
ear
ningdef
ici
ency
andi
dent
if
ythegapsi
npupi
l
s.

(
iv)Di
agnost
ict
esti
smor
eint
ensi
ve and actasa t
oolf
oranal
ysi
sofLear
ning
Di
ff
icul
ti
es.

(
v)Di
agnost
ict
esti
smor
eof
tenl
i
mit
edt
olowabi
l
ityst
udent
s.

(
vi)Di
agnost
ict
esti
scor
rect
ivei
nnat
ure.

(
vii
)Di
agnost
ict
estpi
npoi
ntt
hespeci
fi
cty
pesofer
roreachpupi
lismaki
ngand
sear
chesf
orunder
lyi
ngcausesoft
hepr
obl
em.

(
vii
i
)Di
agnost
ict
esti
smuchmor
ecompr
ehensi
ve.
(
ix)Di
agnost
ict
esthel
psust
oident
if
ythet
roubl
espot
sanddi
scov
eredt
hosear
easof
st
udent
sweaknesst
hatar
eunr
esol
vedbyf
ormat
ivet
est
.

Pur
poseofdi
gonost
ict
est

• Toi
dent
if
ythest
rengt
handweaknessi
nindi
vi
dual
wit
hinasubj
ectf
iel
d

• Toi
dent
if
ythecausef
orpoorachi
evement

• Toi
dent
if
ythel
ear
ningdi
ff
icul
tyassoci
atedwi
tht
hest
udent

• Togetanawar
enessoft
hebehav
iour
alandschol
ast
icpr
obl
emsoft
hechi
l
d

• Tof
indoutappr
opr
iat
eremedi
almeasur
est
osol
vet
hepr
obl
em

Ty
pesofdi
anost
ict
est

• Pr
e-di
agnost
ict
est

• Post
-di
agnost
ict
est

Const
ruct
ionofadi
agnosi
stest

• I
dent
if
icat
ionofpot
ent
ialpr
obl
em ar
ea:t
hef
ir
stst
epi
ntheconst
ruct
ionoft
he
t
esti
stoi
dent
if
ythepot
ent
ialpr
obl
em ar
ea.(
Achi
evementt
est
,Obser
vat
ion,
Gr
oupdi
scussi
on,
FocusGr
oup,
Int
erv
iewect
..wi
l
lel
p)

• Pur
posef
ulpl
anni
ng:Thi
sai
msati
dent
if
icat
ionofl
ear
ningmat
eri
alst
hatar
e
knownt
ohav
ePt
ent
ialdi
ff
icul
ti
es.Anexper
iencedt
eachercani
dent
if
ysuch
ar
easbypr
operanal
ysi
s.suchar
easwi
l
lhav
emor
ewei
ght
agei
nthet
est
.

• Anal
ysi
sofcont
ent(
uni
tinwhi
cht
het
esti
stobeconduct
ed)
:Thecont
ent
shoul
dbet
hor
oughl
yanal
ysed,f
ir
sti
ntot
eachi
ngpoi
nts.Eacht
eachi
ngpoi
nt
mayi
ncl
ude a numberofst
ages.t
hese st
ages shoul
d be ar
ranged i
nthe
sequent
ial
orderofdi
ff
icul
tyaswel
lasl
ogi
cal
sequence.Thi
sisav
eryi
mpor
tant
st
ept
hatneedsgr
eatcar
eandi
nsi
ght
.

• Wr
it
ingoft
esti
tem:wr
it
etesti
temsr
epr
esent
ingal
lthemi
ntest
epsar
isi
ngout
oft
heanal
ysi
s.Ar
ranget
hesei
temsi
ntheor
dert
aki
ngi
ntoconsi
der
ati
onbot
h
sequenceoft
hest
ageanddi
ff
icul
tyl
evel
.

• Di
vi
sioni
ntosmal
lsect
ion:somet
imest
het
otalnumberofi
temswi
l
lbev
ery
 l
arget
hen,mor
eti
mewi
l
lber
equi
redt
owor
koutt
hesei
tems.I
nsuchcases,
i
temsmaybedev
idedi
ntot
woort
hreesect
ionst
osui
ttheconv
eni
enceoft
he
l
ear
ner
s.Thesubsett
husobt
ainedmaybeadmi
nist
eredofdi
ff
erentoccasi
ons.

• Pi
l
ott
ryoutoft
het
est
:Inor
dert
oest
abl
i
sht
heaut
hent
ici
tyoft
het
estapi
l
ot
t
ryoutcanbeconductuponasampl
egr
oup,
wher
ethet
eachercanel
i
minat
ethe
unnecessar
yit
emsandi
ncl
udecer
tai
nit
emswi
char
emor
eusef
ulli
ndi
agnosi
ng
t
hedi
ff
icul
tyoft
hel
ear
ner
.

• Maket
het
estv
ali
d:Val
i
dit
yisnot
hingbutt
het
rut
hful
nessoft
het
est
,thet
est
shoul
dassesswhati
tpr
opset
o.Thi
scanbedoneusi
ngt
hev
ari
oust
ypesof
v
ali
dit
ypr
ocedur
es.

• Pr
ovi
sionofcl
eari
nst
ruct
ion:Ver
ycl
eari
nst
ruct
ionsshoul
dbegi
venast
owhat
t
hepupi
l
shoul
ddoandhow.I
ftheyf
indanydi
ff
icul
tywi
thapar
ti
cul
ari
tem,
they
shoul
dbedi
rect
edt
opassont
othenexti
tem wi
thoutwast
ingt
ime.

• Admi
nist
rat
ionoft
het
est
:Admi
nist
eri
ngt
het
estt
othet
argetgr
oupmustbe
gi
ven at
mostcar
eand at
tent
ion.Teachershouldeci
dewhet
hert
het
esti
s
admi
nist
eredt
oani
ndi
uvi
dual
,agr
ouport
otheent
ir
ecl
ass.dependi
ngont
he
scop,
needandi
ntenci
tyofpr
obl
em t
obedi
agnosed.

• Anal
ysi
sther
esul
toft
hedi
agnost
ict
est
:Ther
esul
tofagi
agnost
ict
est
hast
obe
anal
i
zedwi
thav
iew t
ofi
ndoutt
heexactar
eai
nwhi
chdi
ff
icul
ti
esexi
standt
o
det
ermi
ne whatexact
lyt
he nat
ure ofeach di
ff
icul
tyi
s.Thi
smaybe done
wi
thr
espectt
othegr
oupt
est
ed(
groupDi
agnosi
s)aswel
lasf
oreachi
ndi
vi
dual
st
udent(
Indi
vi
dualDi
agnosi
s).Thef
ormeri
smentt
olocat
edi
ff
icul
ti
esgener
al
f
ort
hegr
oupwhi
l
ethel
att
erai
msathel
pingeachi
ndi
vi
dualst
udentsol
ve
speci
fi
cdi
ff
icul
ti
esofhi
sown.Ont
hebasi
soft
heseanal
ysi
s,t
her
easonf
or
eachdi
ff
icul
ty hast
obedet
ermi
ned.Thi
spr
ocessi
sonet
hatr
equi
resbot
h
compet
enceandi
magi
nat
ion,
ari
singoutexper
ience.

• Remedi
ali
nst
ruct
ion:Awel
ldesi
gnedi
nst
ruct
ionalpackagehast
obedev
eloped
i
nor
dert
oov
ercomet
hespeci
fi
cdi
ff
icul
yist
heendst
agei
ntheeducat
ional
di
agnosi
s.t
hisr
emedi
alpackageshoulbei
naccor
dancewi
tht
heanal
ysi
soft
he
 di
agnost
ict
estr
esul
t.

Adv
ant
ages

• Tof
indoutdi
ff
icul
ti
esofst
udent
sinl
ear
ningaspeci
fi
car
ea.

• I
dent
if
iest
hecausesr
esul
tinpoorachi
evement
.

• Fi
ndi
ngpr
obl
emsbef
orei
tbecomeaser
iouspr
obl
em f
orst
udent
s,par
ent
s&
t
eacher
s.

• Cangi
ver
emedi
ali
nst
ruct
ionsappr
opr
iat
ely
.

• I
tisessent
ial
foref
fect
ivel
ear
ning.

• I
tishi
ghl
yusef
uli
neducat
ional
eval
uat
ion.

• Hel
pst
hel
ear
nert
oov
ercomehi
sdi
ff
icul
ti
esi
ncer
tai
nar
ea/subj
ect
.

Li
mit
ati
ons

• Hi
ghl
yti
meconsumi
ng.

• Wor
k-l
oadf
ort
eacher
s.

• Lar
geamountofr
esour
cesandt
rai
nedt
eacher
sar
erequi
red.
nts.

Di
ff
erenceBet
ween

ACHI
EVEMENTTEST DI
AGNOSI
STEST

• Measures how much a st

udent • Measur es how much a st udent
hasachiev
ed. hasnotbeenachi evedandwhy
• Consi derev eryt
hing–t hati sdone
• Giveduewei
ght
aget
oobj
ect
ive, i
nacr i
ticalandanaly ti
cal way .
content
.. • Give gr eater emphasi s t o t he
aspectwi thpotenti
al diff
iculty.
• Giveduewei ghtagetoeverytopic • Not concer ned wi th t he t i
me
i
nthecont entarea factor.
• Str
ict l
yobser vestimefact
or • Fort hepur poseofi dentifyingt he
• Fort hepur poseofpr omoti
on diff
iculties.
• Test ar ranged i nt he order of • Arrangedi nt heorderofl earning
di
fficultylevelofitems. sequence.
• Cons tructi
oni seasyasperpr e- • Cons tructionoft het estr equires
determi nedst eps mor ei magi nati
on.
 Remedi
alI
nst
ruct
ion/
Teachi
ng

Whenonceexactnat
ureoft
hedi
ff
icul
ti
esandr
easonsar
eknown,t
het
eacher
hast
otakest
epsf
orr
emedi
ali
nst
ruct
ion.I
tcanbei
ntheGr
oupl
evelorI
ndi
vi
duall
evel
dependi
ngupont
hescopeofdi
agnosi
s.

Speci
alFeat
uresofRemedi
alI
nst
ruct
ion

• I
tisapr
ocessofi
nst
ruct
iont
hatf
oll
owsi
mmedi
atel
yaf
tert
hedi
agnost
ict
est
.

• Teacherpl
ansst
rat
egi
esf
orr
emedi
alt
eachi
ngont
hebasi
sofnat
ureoft
he
di
ff
icul
ti
esandr
easonsbehi
ndi
t.

• Teacherpr
ovi
desaddi
ti
onal
lear
ningexper
iencet
ocompansat
ethedi
ff
icul
ty.

• Remedi
ali
nst
ruct
ioni
sbasedont
het
ypeofdi
ff
icul
ti
es.

• Di
gnosi
sandr
emedi
ali
nst
ruct
ionshoul
dbecont
inuousandi
ntegr
alpar
tof
ef
fect
ivei
nst
ruct
ion.

• I
tisanext
ensi
veef
for
ttoi
mpr
ovemot
ivat
ion,cor
rectemot
ionaldi
ff
icul
ti
es,
ov
ercomedef
eci
enci
esi
nwor
k,st
udyski
l
ls

• I
tisapr
ocessofr
evi
ewi
ngandr
eteachi
ngaspeci
fi
ctopi
cwhi
cht
hest
udent
f
acedi
ff
icul
t.

Test
ingandev
aluat
ioncanhel
pav
italr
olei
nmostr
emedi
alpr
ogr
ams.
t
heuseofper
iodi
ctest
ingdur
ingr
emedi
alt
eachi
ngmi
ghtser
vet
hef
oll
owi
ngf
unct
ions.

• Cl
ari
fyt
hest
udent
sthespeci
fi
cty
pesofr
esponsest
hatar
eexpect
ed.

• Pr
ovi
def
urt
herdi
agnosi
cinf
ormat
ionaboutt
hest
udent
sdi
ff
icul
ti
esandl
ear
ning
needs.

• Gi
vet
hest
udent
saf
eel
i
ngofsuccesst
hrought
heuseofacar
eful
l
ygr
aded
ser
iesoft
estexer
cises.

• Enhancemot
ivat
ionbypr
ovi
dingshor
t-t
erm goal
sandi
mmi
diat
eknowl
edgeof
 pr
ogr
ess.

• Pr
ovi
dei
nfor
mat
ionconcer
ningt
heef
fect
ivenessoft
her
emedi
alpr
ocedur
es.

Mer
it
s

• I
tmakest
hemal
-adj
ust
edchi
l
drent
oadj
ust
abl
e.

• Resi
stantt
oco-
oper
ati
ve.

• Rebui
l
dst
heper
sonal
i
tyoft
hest
udent
.

I
thel
pst
het
eachert
osol
vet
hepr
obl
emsofhi
sst
ude

2.
4 UsesofEv
aluat
ion
Pl
acement
Ev
aluat
ioncanbeusedi
npl
acementofst
udent
sinapr
ofessi
on/
cour
se.Such
ev
aluat
ionf
ocusesonst
udent
s’ent
rybehav
iour
.Itdet
ermi
nest
heknowl
edgeandski
l
ls
ast
udentpossesses.
Pr
omot
ion
Ev
aluat
ioni
sat
oolusedt
odet
ermi
nepr
omot
ionespeci
all
yineducat
ion.I
t
f
ocusesont
heknowl
edgeandski
l
lacqui
sit
ionofst
udent
satt
heendofacour
se/
gr
ade.Resul
tsofbot
hfor
mat
iveandsummat
iveev
aluat
ionshoul
dbeusedt
oav
oid
cont
rov
ersy
.
Gr
oupi
ng/Cl
assi
fi
cat
ion
Cl
assi
fi
cat
ionandgr
oupi
ngofst
udent
sont
hebasi
soft
hei
rlev
elofat
tai
nment
andabi
l
iti
esar
eal
sot
hef
unct
ionsofev
aluat
ion.
Forexampl
eont
hebasi
sofev
aluat
ionasampl
ecanbedev
idedi
ntodi
ff
erent
cl
asses-abov
eav
erages,
aver
ageandbel
owav
erage.
Di
agnosi
sandRemedi
ati
on:
Di
agnosi
sisconcer
nedwi
tht
heper
sist
ent
/recur
ri
ngl
ear
ningdi
ff
icul
ti
est
hatar
e
l
eftunr
esol
ved byt
he st
andar
d cor
rect
ive pr
escr
ipt
ion off
ormat
ive assessement
.
Remedi
ati
onont
hebasi
soft
hedi
ff
icul
ti
esi
tisal
soaf
unct
ionofev
aluat
ion.
Mot
ivat
ion
GudanceandCouncel
l
ing
 Modul
e3-Ref
ormsi
nEv
aluat
ion

3.
1 RecentTr
endsi
nassessmentandEv
aluat
ion

Moder
nev
aluat
ioni
sent
ir
elydi
ff
erentf
rom t
hepasti
deaofev
aluat
ion.I
nthe
pastev
aluat
ion,
student
swer
eev
aluat
edonwr
it
tent
ermi
nalexami
nat
ionsandonl
ythe
cogni
ti
ve dev
elopmentwas ev
aluat
ed.Af
fect
ive and psy
chomot
ordomai
ns wer
e
compl
etel
ynegl
ect
ed.Mor
eimpor
tancewasgi
vent
osummat
iveev
aluat
ionandt
hat
wasnotcont
inuousandcompr
ehensi
ve.

Changesi
nneedofsoci
ety
,changesi
neducat
ionalgoal
s,useofpsy
chol
ogi
cal
t
heor
iesbr
oughtmanychangesi
nev
aluat
ion.Thechangesort
hemoder
ntr
endsi
n
ev
aluat
ionar
egi
venbel
ow.

• Nat
ionalPol
i
cyofEducat
ion(
1986)st
ressedt
heneedf
ormaki
ngev
aluat
ion
cont
inuousandcompr
ehensi
ve.

• Gi
vesst
resst
ofor
mat
iveandsummat
iveev
aluat
ionatt
hesamet
ime.

• Ev
aluat
eal
laspect
sofdev
elopmentt
hroughdi
ff
erentmet
hods

• Ev
aluat
ion shoul
dful
fi
lthe f
unct
ions of f
ormat
ive ev
aluat
ion l
eadi
ng t
o
i
mmedi
atef
eedback,
knowl
edgeofr
esul
t,di
agnosi
sandr
emedi
ati
on

• Summat
iveev
aluat
ionshoul
dful
fi
lthef
unct
ionsl
i
kegr
adat
ionandpl
acement
.

• Gr
adi
ngandsemest
ersy
stemswer
eint
roducesi
nev
aluat
ion

• Ev
aluat
epupi
lwi
thr
egar
dtot
hreedi
mensi
ons.

• Ev
aluat
ionofschol
ast
icski
l
ls

• Ev
aluat
ionofco-
schol
ast
icski
l
ls

• Ev
aluat
ionofper
sonal
andsoci
alqual
i
ties

Recentt
rendsi
nev
aluat
ioni
ncl
udes

• I
nter
nal
assessment
 • Cont
inuousandcompr
ehensi
veev
aluat
ion

• gr
adi
ng

3.
1 Recentt
rendsandpr
act
icesi
nassessmentandev
aluat
ion

ASSI
GNMENTS

Assi
gnmenti
sani
nst
ruct
ionalt
echni
quecompr
isesoft
hegui
dedi
nfor
mat
ion,
sel
f-
l
ear
ning,wr
it
ingski
l
lsandr
epor
tpr
epar
ati
onbyt
hel
ear
ner
s.Theassi
gnmentmet
hod
i
ncul
cat
est
hel
ear
ningexper
iences,i
nfor
mat
ionr
etr
iev
alandr
epor
twr
it
ingski
l
ls.The
f
oll
owi
ngobj
ect
ivescanbeder
ivedf
rom t
heassi
gnmentmet
hod.

• I
tpr
ovi
desgoodt
rai
ningf
ori
nfor
mat
ionseeki
ngandr
etr
iev
albehav
iour
.

• I
tincul
cat
est
hesel
f-
lear
ningat
ti
tudeamongt
hest
udent
s.

• I
tpr
ovi
desi
nfor
mat
ionanal
ysi
sandr
esear
chat
ti
tudet
othel
ear
ner
s.

• I
tdev
elopst
hel
ear
ningexper
iencesf
rom v
ari
oussour
ces.

Rol
eoft
eacher

I
nor
dert
oachi
evet
hedesi
redobj
ect
ivesf
rom t
heAssi
gnment
s,t
het
eacher
shoul
dmi
ndt
hef
oll
owi
ngst
agesbef
oreassi
gni
ngt
hewor
ktot
hest
udent
s.

• Theassi
gnmentmustbel
essonconcer
nedandr
elat
edwi
tht
het
extbooksand
cur
ri
cul
um.

• Thet
opi
c/uni
toft
heassi
gnmentmustbeexpl
ained wi
tht
heav
ail
abi
l
ityof
r
esour
ces.

• Thecor
eoft
hesubj
ectoruni
tmustbecl
ari
fi
ed.

• Thehar
danddi
ff
icul
tpor
ti
onsoft
heassi
gnmentneedt
obeexpl
ainedwel
l
.

Ty
pesofAssi
gnment
s

Gener
all
y,assi
gnment
sar
ecl
assi
fi
edi
ntot
wot
ypes

• HomeAssi
gnment
 • School
Assi
gnment

HomeAssi
gnment
:TheAssi
gnmentgi
venbyt
het
eacheri
scompl
etedbyt
hest
udent
s
i
nthei
rhomewi
tht
hehel
pofr
efer
encebooksandi
nst
ruct
ion/
inf
ormat
ionpr
ovi
dedby
t
het
eacher
.Thecompl
etedassi
gnment
sar
ethenev
aluat
edbyt
het
eacher
.

SchoolAssi
gnment
:Pr
iort
otheexper
iment
stobedoneoranydi
ff
icul
ttasks,t
he
t
eacheri
nter
rogat
essomequest
ionsr
egar
dingt
heexper
imentort
asks.Thest
udent
s
hav
etof
indt
heanswer
swi
tht
hehel
poft
extbooksandot
herr
efer
encebooksand
r
epor
titi
nwr
it
tenf
orm.Thet
eacherobser
vest
hei
nfor
mat
ioncol
l
ect
edbyt
hest
udent
s.
I
fiti
srel
evantandsuf
fi
cient
,thest
udent
swi
l
lbeal
l
owedt
opr
oceedf
urt
hert
owar
ds
t
heexper
imentort
ask.Ot
her
wiset
heyar
eagai
ninst
ruct
edwi
thf
urt
heri
nfor
mat
ionand
cl
ari
fi
cat
iont
oresubmi
ttheassi
gnment
s.Suchassi
gnment
sar
eter
medasschool
assi
gnment
s.

Fundament
alEl
ement
sofAssi
gnment
s

• Assi
gnment
smustbecl
earandwel
ldef
ined.

• I
tshoul
dbepr
eci
seaswel
lashav
ingsuf
fi
cienti
nfor
mat
iont
oenabl
ecompl
ex
t
askbyt
hest
udent
s.

• Thet
eachershoul
dcl
eart
heobst
acl
eofassi
gnmentpr
oposed.

• New t
opi
cs f
or assi
gnment
s shoul
d be cor
rel
ated wi
th ear
li
er l
ear
ning
exper
iences.

• Assi
gnmentmustbal
ancet
heski
l
lsandi
nter
estoft
hest
udent
saswel
last
hei
r
ageandat
ti
tude.

• Assi
gnmentmustenhancet
hei
nter
esti
nlear
ningexper
iencesoft
hest
udent
s.

• Assi
gnmentpr
oposedshoul
dbei
nli
newi
thi
ndi
vi
dualdi
ff
erencesandt
ime
managementski
l
ls.

• Li
brar
y/l
abor
ator
yfaci
l
iti
esar
emandat
oryf
orcompl
eti
onofassi
gnment
s.

Mer
it
s

• Thi
smet
hodi
sbasedonLear
ningbydoi
ng
 • Thest
udent
sfor
mthehabi
tofext
rast
udy

• I
thel
psi
ndev
elopi
ngsci
ent
if
icat
ti
tude.

• Eachst
udentcanwor
kathi
s/herownpace.

• Thet
eachercanhav
eindi
vi
dual
att
ent
ionofpupi
l
s.

Li
mit
ati
ons

• Thesuccessoft
hemet
hoddependsont
hewel
l
-dr
awnupassi
gnment
.

• Thet
extbookswr
it
tenont
hesel
i
nesar
enotav
ail
abl
e.

• I
trequi
resawel
l
-equi
ppedl
i
brar
yandl
abor
ator
y.

• Theweakerst
udent
smaycopyf
rom t
hebr
ight
erst
udent
s.

Ev
aluat
ionCr
it
eri
a

Sl St
ages Poi
ntst
obenot
ed Scor
e
No
1 Under
standi
ngoft
hecont
ent Knowledge about t
he 4/
3/2/
cont
ent 1
2 Comprehensi
veness of t
he Cont
entcov
erage 4/
3/2/
cont
ent 1
3 Abi
l
ityt
opr
esent St
ruct
ure, cl ari
ty i
n 4/
3/2/
l
anguage,
creat
ivi
ty 1
4 Concl
usi
on Obser
vat
ionandf
indi
ngs 4/
3/2/
1
5 Punct
ual
i
ty Ti
meboundcompl
eti
on 4/
3/2/
1

PROJECT

Pr
ojecti
sani
mpor
tantcomponentt
othet
eachi
ng-
lear
ningpr
ocess.I
tisbased
ont
hei
nqui
sit
ivequest
ionsar
ousedi
nthemi
ndsoft
hest
udent
swhi
l
etheyar
ethr
ough
some l
ear
ning act
ivi
ti
es.The pr
oject
s shoul
d be wi
thi
nthe compr
ehensi
on and
f
easi
bil
i
tyoft
hel
ear
ner
.Teachershoul
dbeagui
dei
nev
eryphaseoft
hepr
oject
.
Thei
mpor
tantphasesoft
hecompl
eti
onofapr
ojectar
e

• Choosi
ngt
het
opi
c

• Pl
anni
ngt
hepr
oject

• Dat
acol
l
ect
ion

• Dat
aanal
ysi
s

• I
nfer
enceandconcl
usi
on

• Repor
ti
ngandr
ecor
ding

• Ev
aluat
ion

Ev
erySt
agehasadef
ini
tepr
ocedur
e.St
udent
scan mov
ethr
ough di
ff
erent
st
agesonl
yaf
tercompl
eti
ngt
hepr
ecedi
ngst
age.Ev
erypr
ojectmustbeofi
nqui
sit
ive
nat
ureandmusthav
eapr
ovi
sionf
orcol
l
ect
ingdat
aandanal
ysi
ngi
tsci
ent
if
ical
l
y.

Ev
aluat
ingaPr
oject

Pr
oject
sshoul
dbepr
oper
lyev
aluat
edt
hroughdi
ff
erentst
ages.Thei
mpor
tantpoi
ntst
o
bekepti
nmi
ndwhi
l
eev
aluat
ingapr
ojectar
e

• Pr
eci
sion,
accur
acyandcompr
ehensi
venessi
npl
anni
ng

• Sy
stemat
icr
ecor
ding

• Compr
ehensi
venessi
nanal
ysi
s

• Possi
bil
i
tyofr
eachi
ngconcl
usi
ons

• Pr
ojectr
epor
t-sci
ent
if
icnat
ureandcompr
ehensi
veness

• Pr
esent
ati
onofconcept
sandcommuni
cat
ionski
l
l

• Par
ti
cipat
ioni
npr
ojectwor
k.

Sl
.No I
ndi
cat
ors Wei
ght
1 Abi
l
ityt
opl
an 1
2 Cl
ari
tyofcont
enti
npr
ocedur
e 1
3 Abi
l
ityt
ododat
acol
l
ect
ion 1
4 Abi
l
ityt
odoanal
ysi
s 1
 5 Pr
ojectr
epor
tandpr
esent
ati
on 1

SEMI
NAR

Semi
nari
s‘t
hest
ruct
uredgr
oupdi
scussi
ont
hatmaypr
oceedorf
oll
owaf
ormal
l
ect
ure,
oft
eni
nthef
orm ofapaperpr
esent
ati
on’
.Themai
nobj
ect
ivesofasemi
narar
e

• Topr
ovi
dei
n-dept
hunder
standi
ngofsubj
ectmat
ter

• Topr
omot
etol
eranceandco-
oper
ati
onamongst
udent
s

• Tohel
pinov
ercomi
ngt
hepr
obl
em ofst
agef
ear
.

• Todev
elopt
heabi
l
ityofkeenat
tent
ionandt
opr
esenti
deasef
fect
ivel
y

• Toacqui
regoodmanner
sofr
aisi
ngandanswer
ingquest
ions

Ty
pesofSemi
nar

• Mi
niSemi
nar
:Di
scussi
ononat
opi
cinacl
assr
oom si
tuat
ioni
scal
l
edmi
ni
semi
nar
.

• Maj
orSemi
nar
:Semi
naror
gani
sedi
nadepar
tmentl
evelori
nst
it
uti
onall
eveli
s
cal
l
edamaj
orsemi
nar
.

• St
ate/Nat
ional
/Int
ernat
ionalSemi
nar
:Semi
nar
sor
gani
sedbyanyNGO,St
ate,
Nat
ional
,I
nter
nat
ional
agenci
esar
ecal
l
edst
ate/nat
ional
/int
ernat
ional
semi
nar
s.

Mer
it
s

• Dev
elopsanal
yti
cal
andcr
it
ical
thi
nki
ng.

• Dev
elopsski
l
linor
gani
singandpr
esent
inggi
vensubj
ectmat
teri
nasy
stemat
ic
way
.

• Dev
elopsl
ear
ner
ssel
f-
rel
i
anceandsel
f-
conf
idence.

• Dev
elopst
heabi
l
ityt
ocompr
ehendmaj
ori
deas

• Dev
elopst
heabi
l
ityt
orai
ser
elev
antandpi
n-poi
ntedquest
ions.

Demer
it
s

• Lackofpr
epar
ati
onmakesasemi
narmer
ewast
e.
 • For
mal
str
uct
urer
est
ri
ctspar
ti
cipant
sfr
om aski
ngquest
ions.

Ev
aluat
ingaSemi
nar

Sl
.No I
ndi
cat
ors Wei
ght
1 Abi
l
ityt
opl
an 1
2 Knowl
edgeofcont
ent 2
3 Pr
esent
ati
on 1
4 Ref
erence/
Rev
iew 1

GROUPDI
SCUSSI
ON

Gr
oup di
scussi
on may r
efert
o a communi
cat
ive si
tuat
ion t
hatal
l
ows i
ts
par
ti
cipant
stoexpr
essv
iewsandopi
nionsandshar
ewi
thot
herpar
ti
cipant
s.I
tisa
sy
stemat
icor
alexchangeofi
nfor
mat
ion,v
iewsandopi
nionsaboutat
opi
c,i
ssue,
pr
obl
em orsi
tuat
ionamongmember
sofagr
oupwhoshar
ecer
tai
ncommonobj
ect
ives.

GDi
sessent
ial
l
yani
nter
act
iveor
alpr
ocess.Thegr
oupmember
sneedt
oli
stent
oeach
ot
herandusev
oiceandgest
ureef
fect
ivel
yusecl
earl
anguageandper
suasi
vest
yle.
GD i
sst
ruct
ured.Theexchangeofi
deasi
naGD t
akespl
acei
nasy
stemat
icand
st
ruct
uredway
.Eachoft
hepar
ti
cipant
sget
sanoppor
tuni
tyt
oexpr
esshi
s/herv
iews
andcomment
sont
hev
iewsexpr
essedbyot
hermember
soft
hegr
oup.

GDi
nvol
vesal
otofgr
oupdy
nami
cs,
thati
s,i
tinv
olv
esbot
h-per
sont
oper
sonaswel
las
gr
oupt
ogr
oupi
nter
act
ions.Ev
erygr
oupmemberhast
odev
elopagoalor
ient
edor
gr
oupor
ient
edi
nter
act
ion.Apar
ti
cipantneedst
obeawar
eofneedsofot
hergr
oup
member
sandov
eral
lobj
ect
ivesoft
hedi
scussi
on.

Gr
oupdi
scussi
onmaybedef
inedas–af
orm ofsy
stemat
icandpur
posef
ulor
al
pr
ocesschar
act
eri
zedbyt
hef
ormalandst
ruct
uredexchangeofv
iewsonapar
ti
cul
ar
t
opi
c,i
ssue,pr
obl
em orsi
tuat
ion f
ordev
elopi
ng i
nfor
mat
ion and under
standi
ng
essent
ial
fordeci
si
onmaki
ngorpr
obl
em sol
vi
ng.

Char
act
eri
sti
csofSuccessf
ulGr
oupDi
scussi
on

Forany gr
oup di
scussi
on t
o be successf
ul,f
oll
owi
ng char
act
eri
sti
cs ar
e
necessar
y:

Hav
ing a cl
earobj
ect
ive:The par
ti
cipant
s need t
o know t
he pur
pose ofgr
oup
di
scussi
on so t
hatt
heycan concent
rat
e dur
ing t
he di
scussi
on and cont
ri
but
eto
achi
evi
ngt
hegr
oupgoal
.Anef
fect
iveGDt
ypi
cal
l
ybegi
nswi
thapur
posest
atedbyt
he
i
nit
iat
or.

Mot
ivat
edI
nter
act
ion:Whent
her
eisagoodl
evelofmot
ivat
ionamongt
hemember
s,
t
hey l
ear
nto subor
dinat
ethe per
sonali
nter
est
stot
he gr
oup i
nter
estand t
he
di
scussi
onsar
emor
efr
uit
ful
.

Logi
calPr
esent
ati
on:Par
ti
cipant
sdeci
dehow t
heywi
l
lor
gani
set
hepr
esent
ati
onof
i
ndi
vi
dual
views,
howanexchangeoft
hev
iewswi
l
ltakepl
ace,
andhowt
heywi
l
lreacha
gr
oupconsensus.I
fthemodeofi
nter
act
ioni
snotdeci
ded,f
ewoft
hemember
sint
he
gr
oupmaydomi
nat
ethedi
scussi
onandt
huswi
l
lmaket
heent
ir
epr
ocessmeani
ngl
ess.

Cor
dialAt
mospher
e:Dev
elopmentofacooper
ati
ve,f
ri
endl
y,andcor
dialat
mospher
e
av
oidt
heconf
ront
ati
onbet
weent
hegr
oupmember
s.

Ef
fect
iveCommuni
cat
ionski
l
ls:ThesuccessofaGDdependsonanef
fect
iveuseof
communi
cat
iont
echni
ques.Li
keanyot
heror
alcommuni
cat
ion,cl
earpr
onunci
ati
on,
si
mpl
elanguage,r
ightpi
tchar
ethepr
e-r
equi
sit
esofaGD.Non-
ver
balcommuni
cat
ion
hast
o bepai
d at
tent
ion t
o si
ncemeansl
i
kebodyl
anguageconv
eyal
oti
n any
communi
cat
ion.

Par
ti
cipat
ionbyal
lcandi
dat
es:Whenal
lthemember
spar
ti
cipat
e,t
heGD becomes
ef
fect
ive.Member
sneedt
oencour
ageeachot
heri
ntheGD.

Leader
shi
pSki
l
ls:Qual
i
tiesl
i
kei
nit
iat
ion,
logi
calpr
esent
ati
on,
encour
agi
ngal
lthegr
oup
member
stopar
ti
ci
pat
e,summar
izi
ngt
hedi
scussi
onr
efl
ectt
hel
eader
shi
pqual
i
ties.

Ev
aluat
ioni
naGD

I
nanyki
ndofGD,t
heai
mist
ojudget
hepar
ti
cipant
sbasedonper
sonal
i
ty,
knowl
edge,communi
cat
iveabi
l
ityt
opr
esentt
heknowl
edgeandl
eader
shi
pski
l
ls.The
ev
aluat
orsgener
all
yassesst
heor
alcompet
enceofacandi
dat
eint
ermsoft
eam
l
i
steni
ng,appr
opr
iat
elanguage,cl
ari
tyofexpr
essi
on,posi
ti
vespeechat
ti
tudesand
adj
ust
ment
s,cl
earar
ti
cul
ati
on,
andef
fect
ivenon-
ver
bal
communi
cat
ion.

Per
sonal
i
ty:
Evenbef
oreonest
art
scommuni
cat
ing,
theat
ti
reofapar
ti
cipantcr
eat
esan
i
mpr
essi
on,hencei
tisessent
ialt
obedr
essedappr
opr
iat
ely
.Thef
aci
alexpr
essi
on
hel
ps t
o conv
ey at
ti
tudes l
i
ke opt
imi
sm,sel
f-
conf
idence and f
ri
endl
i
ness.The
exami
ner
s cl
osel
y wat
ch t
he non-
ver
balbehav
iour of candi
dat
es t
o det
ermi
ne
per
sonal
i
tyf
act
orssuchasner
vousness,
cooper
ati
on,
frust
rat
ion,
weakness,
insecur
it
y,
sel
f-
conf
idence,
def
ensi
veness,
andsof
ort
h.

Cont
ent
:Cont
enti
sacombi
nat
ionofknowl
edgeandabi
l
ityt
ocr
eat
ecoher
ent
,logi
cal
ar
gument
sont
hebasi
soft
hatknowl
edge.I
nagr
oupdi
scussi
on,
great
ert
heknowl
edge
oft
hesubj
ectmor
econf
identandent
husi
ast
icwoul
dbet
hepar
ti
cipat
ion.Par
ti
cipant
s
needt
ohav
eaf
airamountofknowl
edgeonawi
der
angeofsubj
ect
s.

Communi
cat
ionSki
l
ls:GDt
est
sone’
sbehav
iouraswel
lasone’
sinf
luenceont
hegr
oup,
f
ormall
anguageandmut
ualr
espect
.Themember
soft
hesel
ect
ioncommi
tt
eecl
osel
y
ev
aluat
etheor
alcommuni
cat
ionski
l
lsoft
hecandi
dat
es.Theef
fect
ivecommuni
cat
ion
woul
dimpl
yuseofcor
rectgr
ammarandv
ocabul
ary
,usi
ngt
her
ightpi
tch,goodv
oice
qual
i
ty,cl
earar
ti
cul
ati
on,l
ogi
calpr
esent
ati
onoft
hei
deasandabov
eal
l
,aposi
ti
ve
at
ti
tude.Usesi
mpl
eand speci
fi
clanguage.Av
oid or
nament
all
anguage.Cl
ari
tyof
expr
essi
oni
soneoft
hei
mpor
tantcr
it
eri
aofcommuni
cat
ion.Whent
her
eiscl
ari
tyof
t
hinki
ng,
ther
eiscl
ari
tyi
nusageofl
anguage.

Li
steni
ngSki
l
ls:Lackofact
ivel
i
steni
ngi
sof
tenar
easonf
orf
ail
ureofcommuni
cat
ion.
I
ntheGD,
par
ti
ci
pant
sof
tenf
orgett
hati
tisagr
oupact
ivi
tyandnotasol
oper
for
mance
asi
nel
ocut
ion.Bypar
ti
cipat
ingasanact
ivel
i
stener
,he/
shemaybeabl
etocont
ri
but
e
si
gni
fi
cant
lyt
othegr
oupdel
i
ber
ati
ons.Thel
i
steni
ngski
l
lsar
ecl
osel
yli
nkedt
othe
l
eader
shi
pski
l
lsaswel
l
.

Leader
shi
pSki
l
ls:Thesuccessofanygr
oupdependst
oal
argeext
entupont
hel
eader
.
Oneoft
hecommonmi
sconcept
ionsaboutl
eader
shi
pist
hatt
hel
eaderi
stheonewho
cont
rol
sthegr
oup.Acandi
dat
e'ssuccessi
naGDt
estwi
l
ldependnotonl
yonhi
s/her
subj
ectknowl
edgeandor
alski
l
lsbutal
soonhi
s/herabi
l
ityt
opr
ovi
del
eader
shi
ptot
he
gr
oup.Thel
eaderi
nagr
oupdi
scussi
onshoul
dbeabl
etomanaget
hegr
oupdespi
te
di
ff
erencesofopi
nionandst
eert
hedi
scussi
ont
oal
ogi
calconcl
usi
onwi
thi
nthef
ixed
t
imel
i
mit
.

PORTFOLI
O

A st
udentpor
tfol
i
oisacompi
l
ati
on ofacademi
cwor
kand ot
herf
ormsof
educat
ionalev
idenceassembl
edf
ort
hepur
poseof(
1)ev
aluat
ingcour
sewor
kqual
i
ty,
l
ear
ningpr
ogr
ess,andacademi
cachi
evement
;(2)det
ermi
ningwhet
herst
udent
shav
e
metl
ear
ning st
andar
ds orot
heracademi
crequi
rement
sforcour
ses,gr
ade-
lev
el
pr
omot
ion,andgr
aduat
ion;(
3)hel
pingst
udent
sref
lectont
hei
racademi
cgoal
sand
pr
ogr
essasl
ear
ner
s;and(
4)cr
eat
ingal
ast
ingar
chi
veofacademi
cwor
kpr
oduct
s,
accompl
i
shment
s.

Por
tfol
i
oscomei
nmanyf
orms,f
rom not
ebooksf
il
ledwi
thdocument
s,not
es,
andgr
aphi
cst
oonl
i
nedi
git
alar
chi
vesandst
udent
-cr
eat
edwebsi
tes,andt
heymaybe
usedatt
heel
ement
ary
,mi
ddl
e,andhi
ghschooll
evel
s.Por
tfol
i
oscanbeaphy
sical
col
l
ect
ionofst
udentwor
kthati
ncl
udesmat
eri
alssuchaswr
it
tenassi
gnment
s,j
our
nal
ent
ri
es,compl
etedt
est
s,ar
twor
k,l
abr
epor
ts,phy
sicalpr
oject
s,andot
hermat
eri
al
ev
idenceofl
ear
ningpr
ogr
essandacademi
caccompl
i
shment
,incl
udi
ngawar
ds,
honor
s,
cer
ti
fi
cat
ions,
andr
ecommendat
ions,
wri
tt
enev
aluat
ionsbyt
eacher
sorpeer
s,andsel
f-
r
efl
ect
ionswr
it
tenbyst
udent
s.

Onl
i
nepor
tfol
i
osar
eof
t eddi
encal
l git
alpor
tfol
i
osore-
por
tfol
i
os,amongot
her
t
erms.Por
tfol
i
osmayal
sobepr
esent
ed—publ
i
clyorpr
ivat
ely
—topar
ent
s,t
eacher
s,and
communi
tymember
saspar
tofademonst
rat
ionofl
ear
ningorexhi
bit
ion.

ScopeofPor
tfol
i
o

• St
udentpor
tfol
i
osar
emostef
fect
ivewhent
heyar
eusedt
oev
aluat
est
udent
l
ear
ningpr
ogr
essandachi
evement
.Al
sot
eacher
scanuset
hem t
oimpr
ove
i
nst
ruct
ional
str
ategi
es.

• Por
tfol
i
oscanhel
pteacher
smoni
torandev
aluat
elear
ningpr
ogr
essov
ert
ime.
 Por
tfol
i
oscandocumenthow st
udent
shav
egr
own,mat
ured,andi
mpr
ovedas
l
ear
ner
sov
ert
hecour
seofapr
oject
,schooly
ear
,ormul
ti
pley
ear
s.Forexampl
e,
mul
ti
plev
ersi
onsofanessaycanshowhowst
udent
srev
isedandi
mpr
ovedt
hei
r
wor
kbasedonf
eedbackf
rom t
het
eacher
sort
hei
rpeer
s.

• Por
tfol
i
oshel
pteacher
sdet
ermi
newhet
herst
udent
scanappl
ywhatt
heyhav
e
l
ear
nedt
onewpr
obl
emsanddi
ff
erentsubj
ectar
eas.

• Por
tfol
i
oscanencour
agest
udent
stot
akemor
eowner
shi
pandr
esponsi
bil
i
ty
ov
ert
hel
ear
ningpr
ocess.

• Por
tfol
i
oscani
mpr
ovecommuni
cat
ionbet
weent
eacher
sandpar
ent
s.

Pur
pose

• Toshowgr
owt
h-ov
erat
ime,
ident
if
yst
rengt
hsandweakness

• Toshowcaseabi
l
iti
es-accompl
i
shment
s,apt
it
ude

• Toev
aluat
ecumul
ati
veachi
evement
-forgr
adi
ngpur
pose,
promot
ion

Ev
aluat
ionCr
it
eri
a

• Bestwor
k-Pr
ogr
essmade,
bestper
for
mance

• Ev
idenceofgr
owt
h–bycompar
ingear
lyandl
aterwor
ks

• Ev
idenceofachi
evement

Assessmentofpor
tfol
i
oscanbedonewi
tht
hehel
pofr
ubr
ics,
viv
avoceet
c.

RUBRI
C

Rubr
icsar
etool
sdev
elopedbyi
nst
ruct
orst
oassesst
heper
for
manceoft
hei
r
st
udent
s.Thi
sassessmentt
ooll
i
stst
hedi
mensi
ons(
tasks)oft
heper
for
mancet
obe
ev
aluat
ed,andt
hespeci
fi
ccr
it
eri
ausedt
oev
aluat
eeachdi
mensi
on.I
tal
sodescr
ibes
t
hegr
adat
ionofqual
i
ty(
lev
el)f
oeeachdi
mensi
on.

Rubr
icsar
ety
pical
l
yusedwi
thassessment
sthatar
esubj
ect
ive(
present
ati
ons,
di
scussi
ons,
por
tfol
i
os)r
athert
hanobj
ect
ive.

• Rubr
icsmaket
hei
nst
ruct
or’
sexpect
ati
onscl
eart
ost
udent
s
 • I
thel
psst
udent
stoev
aluat
ethei
rwor
k.

• I
fmor
ethanoneper
soni
sev
aluat
ingt
heper
for
mance,i
timpr
ovesconsi
stency
andobj
ect
ivi
tyofgr
adi
ng

Cr
eat
ingaRubr
ic

Thest
epst
ocr
eat
ear
ubr
icar
e

• I
dent
if
ytheper
for
manceobj
ect
ive:i
dent
if
ytheknowl
edge,ski
l
landat
ti
tudet
he
l
ear
nershoul
ddi
spl
ayasar
esul
tofi
nst
ruct
ional
act
ivi
ty.

• I
dent
if
ythe di
mensi
onscompr
isi
ng t
he per
for
mance:di
mensi
onsar
e br
oad
concept
sorspeci
fi
ctaskst
hest
udentshoul
ddemonst
rat
ewhi
l
eper
for
mingt
he
act
ivi
ty

• I
dent
if
ythepot
ent
ialgr
adat
ionsofqual
i
ty:gr
adat
ionsar
ethedescr
ipt
ivel
evel
s
ofqual
i
tyst
art
ingwi
tht
hewor
stqual
i
tyt
othebestqual
i
ty.Exampl
efor3l
evel
gr
adat
ion:
poor
,av
erage,
excel
l
ent
.

• Assi
gnapoi
ntv
aluet
oeachgr
adat
ionandat
otal
poi
ntv
aluef
ort
heassessment
:
Assi
gnapoi
ntv
aluet
oeachgr
adat
ionofqual
i
tyandi
dent
if
ytot
alpoi
ntv
aluef
or
t
heassessment
.

• I
dent
if
ythecr
it
eri
aforeachl
evelofqual
i
tywi
thi
nthedi
mensi
on:l
i
stt
hespeci
fi
c
expect
ati
onsf
oreachl
evel
ofgr
adat
ion.

• Cr
eat
ear
ubr
ict
abl
e:r
ubr
icwi
l
lbeat
abl
ewi
theachdi
mensi
oni
nasepar
ater
ow
andeachgr
adat
ionofqual
i
tyi
nasepar
atecol
umn.

STUDENTPROFI
LE

Thet
erm“
studentpr
ofi
l
e”i
susedi
nsev
eraldi
ff
erentsensesi
ntheeducat
ion
communi
ty.I
nal
lcases,
ast
udentpr
ofi
l
epr
ovi
desi
nfor
mat
ionaboutast
udent
,butt
he
i
nfor
mat
ioncanbepr
esent
edandusedi
ndi
ff
erentway
s.St
udentpr
ofi
l
escani
ncl
ude
dat
asubmi
tt
edbyast
udent
,aswel
lasi
nfor
mat
ionwhi
chi
saddedbyst
affmember
sat
aneducat
ionali
nst
it
uti
ont
opr
ovi
deacompl
etepi
ctur
eoft
hest
udent
.Accesst
omany
t
ypesofst
udentpr
ofi
l
esi
srest
ri
ctedduet
oconcer
nsaboutsecur
it
yandpr
ivacy
.

I
naf
inanci
alai
dof
fi
ce,ast
udentpr
ofi
l
eisusedt
odet
ermi
neel
i
gibi
l
ityf
or
f
inanci
alai
dandt
okeept
rackoft
hest
udent
'
saccount
sandhi
stor
yatt
hecol
l
ege.
Admi
ssi
onsof
fi
cesal
soest
abl
i
shst
udentpr
ofi
l
eswhenst
udent
sappl
ytoaschool
.The
pr
ofi
l
eisof
tenel
ect
roni
csot
hati
tcanbeeasi
l
ytr
ackedandsentt
ovar
iousmember
s
oft
headmi
ssi
onsof
fi
cef
orr
evi
ew.

POSTERASSESSMENT

A post
erpr
esent
ati
on i
sasan exper
ient
iall
ear
ning act
ivi
tyt
hatst
imul
ates
cur
iosi
tyandi
nter
est
,encour
agesexpl
orat
ionandi
ntegr
ati
onofconcept
sandpr
ovi
des
st
udent
swi
thanov
elwayofdemonst
rat
ingunder
standi
ng.

Post
ers:

• ar
eanexcel
l
ental
ter
nat
ivemedi
um f
ordev
elopi
ngcommuni
cat
ion ski
l
ls

• i
nvol
vest
udent
sint
heassessmentpr
ocess,

• encour
agest
udent
stoi
nvest
igat
ea t
opi
c t
hor
oughl
y,

• pr
ovi
de oppor
tuni
ti
esf
orpeer
-­‐
lear
ning, pr
omot
e a posi
ti
ve at
ti
tude i
n
st
udent
s,

• expl
ori
ngand conf
ront
ing mi
sconcept
ions.

Whatconst
it
uteagoodPost
er

• The Message:
One keyconcept

• The Desi
gn:Sket
ch outa pl
an;
Sub-
div
ide post
eri
nto componentpar
ts;
Ti
tl
eImpact
-I
tist
he f
ocalpoi
ntofy
ourpost
er,i
tneeds t
o becat
chy
,or
col
our
ful
,cl
earand possi
blyl
arge sequence cont
ent
;use ofnumber
s and
col
our
;LessTextMor
eGr
aphi
cs– Sel
fExpl
anat
ory

• Rev
isi
ons& Awar
eness

Mer
it
sofPost
erassessment
 • I
tst
rengt
hensv
isual
lear
ner
s.

• St
udent
senj
oyandengagei
ntheact
ivi
ty.

• Possesgoodv
ali
dit
y.

Demer
it
sofPost
erassessment

• Newt
ost
udent
shencet
heyneedi
nst
ruct
iononhowt
odoi
t.

• Noteconomi
cal
int
ermsoft
imeandspace.

• St
udent
scanbener
vousofpr
esent
ing.

Ev
aluat
ionofPost
er

Fol
l
owi
ngar
ethemai
nindi
cat
orsofpost
erassessment

• Pr
ocess-pr
ocedur
einconst
ruct
ingt
hepost
er.

• Pr
oduct
-cont
entknowl
edge

• Desi
gn-v
isual
andor
gani
sat
ional
pat
ter
n

• Pr
esent
ati
on

OPENBOOKEXAM

An"
openbookexami
nat
ion"i
sonei
nwhi
chexami
neesar
eal
l
owedt
oconsul
t
t
hei
rcl
assnot
es,t
ext
books,andot
herappr
ovedmat
eri
alwhi
l
eanswer
ingquest
ions.
Radi
calandpuzzl
i
ngt
hought
hei
deamaysoundt
othosewhoar
eusedt
oconv
ent
ional
exami
nat
ions,i
tisi
deal
l
ysui
ted t
oteachi
ng pr
ogr
ammes t
hatespeci
all
yai
m at
dev
elopi
ngt
heski
l
lsofcr
it
ical
andcr
eat
ivet
hinki
ng.

Feat
uresofopenbookexami
nat
ions,

• I
nthi
sty
peofexami
nat
ion,successdependsont
hequant
it
yofi
nfor
mat
ion
memor
ised,
andt
heef
fi
ciencywi
thwhi
chi
tisr
epr
oduced.

• I
twi
l
lequi
pst
udent
swi
tht
heabi
l
ityt
oacqui
reknowl
edge,t
omodi
fyex
ist
ing
knowl
edgeont
hebasi
sofnewexper
ience,
tobui
l
dnewknowl
edge,
andt
oappl
y
av
ail
abl
eknowl
edget
osol
vepr
obl
emsandmakei
ntel
l
igentdeci
sions.
 • Thepur
poseofanexami
nat
ioni
stot
estt
heski
l
lsofpr
obl
em sol
vi
ngandcr
it
ical
t
hinki
ng.I
nacl
osedbookexami
nat
ion,t
hest
udentf
ir
stcopi
est
hei
nfor
mat
ion
f
rom t
het
ext
bookt
ohi
smemor
y,andt
hencopi
esi
tint
otheanswerbook.Thi
s
i
nter
medi
atest
ageofmemor
izat
ioni
swhatopenbookexami
nat
ionsat
temptt
o
el
i
minat
e.Gi
vent
heav
ail
abi
l
ityoft
ext
booksi
ntheexami
nat
ionr
oom,t
eacher
s
wi
l
lnotaskquest
ionst
hatr
equi
ret
hemer
etr
ansf
erofi
nfor
mat
ionf
rom t
he
t
ext
bookt
otheexami
nat
ionbook.

TwoTy
pesofOpenBookExami
nat
ions

Onemayt
hinkoft
woki
ndsofopenbookexami
nat
ions,-t
her
est
ri
ctedt
ypeand
t
heunr
est
ri
ctedt
ype.

I
nther
est
ri
ctedt
ypeofopenbookexami
nat
ions,st
udent
sar
eper
mit
tedt
obr
ingi
nto
t
he exami
nat
ion r
oom one ormor
e speci
fi
c document
s appr
oved byt
he cour
se
i
nst
ruct
or such as t
he l
ogar
thmi
ctabl
es,di
cti
onar
ies,or compl
ete wor
ks of
Shakespear
e,butnohandwr
it
tenmat
eri
alorpr
int
eddocument
swhi
chhav
enothad
pr
iorappr
oval
.

I
ntheunr
est
ri
ctedt
ypeofopenbookexami
nat
ions,
student
sar
efr
eet
obr
ingwhat
ever
t
heyl
i
ke.Theymaybr
inganybooks,l
ect
urehandout
soft
hecour
sei
nst
ruct
or,ort
hei
r
ownhandwr
it
tennot
es. Theuseofsuchexami
nat
ionsdemandst
hatt
hecour
se
f
ocusesonasetofi
ntel
l
ect
ual
ski
l
ls,
rat
hert
hanont
hei
nfor
mat
ioncont
ent
,andt
hatno
cont
entbasedquest
ionsbeaskedi
ntheexami
nat
ion.

I
mpactonLear
ningSt
rat
egi
es

A mor
eimpor
tantr
eason f
orusi
ng open bookexami
nat
ionsi
sthatt
heyhav
ea
t
remendousi
mpactonpr
omot
ingt
her
ightment
alset
sinbot
hlear
ningandt
eachi
ng.
Themosti
mmedi
ater
esul
tonst
udent
swi
l
lbet
hatt
heywi
l
lst
op"
muggi
ng"orr
ote
l
ear
ning.I
timpl
i
est
hatst
udy
ingshoul
dnotbeequat
edwi
thmemor
isi
ng;i
nst
ead,i
t
shoul
dbeunder
standi
ngconcept
s,andusi
ngt
heseconcept
s(al
ongwi
thav
ail
abl
e
i
nfor
mat
ion)t
o pr
act
ise t
he ski
l
ls ofmodi
fyi
ng and bui
l
ding knowl
edge,t
hinki
ng
cr
it
ical
l
y,andsol
vi
ngpr
obl
ems.
PARTI
CIPATORYASSESSMENT

Par
ti
cipat
ory assessment i
s a compr
ehensi
ve appr
oach t
o i
nst
ruct
ion,
assessment
,andaccount
abi
l
ity
.Iti
sgr
oundedi
nthet
heor
ythatassessmenti
scent
ral
t
olear
ning;
student
sar
econst
ant
lyassessi
ngt
hemsel
vesandbei
ngassessed,
andi
tis
t
hrought
heseconst
antsel
fandext
ernal(
howev
eri
nfor
mal
)assessment
sthatl
ear
ning
occur
s.Al
lpar
ti
ci
pant
sinapar
ti
cul
arset
ti
ngar
epot
ent
iall
ear
ner
s,i
ncl
udi
ngst
udent
s,
t
eacher
s,admi
nist
rat
ors,par
ent
s,desi
gner
s,andr
esear
cher
s,andal
lhav
eval
uabl
e
i
nsi
ght
stoshar
e.Par
ti
cipat
oryassessmenti
ncl
udesmul
ti
plel
evel
sofassessment
;thi
s
appr
oachal
i
gnscommunaldi
scour
set
omaxi
mizei
ndi
vi
dualunder
standi
ngi
nor
dert
o
i
ndi
rect
lyi
ncr
easeaggr
egat
edachi
evement
.

PEERASSESSMENT

Peerassessmenti
nvol
vesst
udent
staki
ngr
esponsi
bil
i
tyf
orassessi
ngt
hewor
k
oft
hei
rpeer
sagai
nstsetassessmentcr
it
eri
a.Theycan t
her
efor
ebeengaged i
n
pr
ovi
dingf
eedbackt
othei
rpeer
s(somet
imesr
efer
redt
oaspeerr
evi
ew)
,summat
ive
gr
ades(
moder
atedbyy
ouory
ourcol
l
eagues)
,oracombi
nat
ionoft
het
wo.I
t'
sa
power
fulwayf
ory
ourst
udent
stoactast
he'
assessor
'andt
ogai
nanoppor
tuni
tyt
o
bet
terunder
standassessmentcr
it
eri
a.I
tcanal
so t
ransf
ersomeowner
shi
poft
he
assessmentpr
ocess t
othem,t
her
eby pot
ent
ial
l
yincr
easi
ng t
hei
rmot
ivat
ion and
engagement
.Indoi
ngso,y
ourst
udent
smi
ghtbeencour
agedt
olear
nmor
edeepl
y,
bui
l
dingupt
hei
runder
standi
ng,
rat
hert
hanj
ustt
hei
rknowl
edgeoft
hef
act
s,aswel
las
gai
ningani
nsi
ghti
ntot
hei
rownappr
oacht
oanassessmentt
aski
ncompar
isont
othei
r
peer
s.

I
mpl
ement
ingPeerAssessmentmostef
fect
ivel
y

• Usecl
eargui
del
i
nesandmaket
hegui
del
i
neseasyt
oimpl
ement
.

• Ful
l
ytr
ainst
udent
sont
hei
mpl
ement
ati
onandi
mpor
tanceoft
hegui
del
i
nes.

• Requi
reassessor
stoj
ust
if
ythei
rjudgment
s.

• Cr
eat
eacl
assr
oom env
ironmentt
hatf
eel
ssaf
efori
nter
per
sonalr
isk-
taki
ngso
t
hatst
udent
swi
l
lfeel
mor
econf
identi
nev
aluat
ingt
hei
rpeer
s.

• Shar
ether
esponsi
bil
i
tyoft
hef
inalgr
adebet
weent
hei
nst
ruct
orandst
udent
sif
 concer
nexi
stsaboutst
udentbi
as.

• Emphasi
zet
ost
udent
sthatt
hemai
nfocusoft
hei
rpeerassessmentshoul
dbe
usef
ulf
eedback,
notgr
adi
ng.

• Usesmal
lfeedbackgr
oupssot
hatf
eedbackcanbeexpl
ainedanddi
scussed
wi
tht
her
ecei
ver
.

• Encour
agest
udent
stobeassuppor
ti
veaspossi
blei
ncr
it
iqui
ngt
hewor
kof
ot
herst
udent
s.

• St
ressbenef
it
sofbei
ngapeerassessort
ost
udent
s,suchasi
thel
pst
hem
ev
aluat
ethei
rownwor
kandbecomemor
esel
f-
dir
ect
edl
ear
ner
s.

• Tr
ainst
udent
show t
oint
erpr
etf
eedbacksot
hatt
heycanmakeappr
opr
iat
e
connect
ionsbet
weent
hef
eedbackr
ecei
vedandt
hequal
i
tyoft
hei
rwor
k.

Adv
ant
ages:

• Encour
agesst
udenti
nvol
vementandr
esponsi
bil
i
ty.

• Encour
agesst
udent
stor
efl
ectont
hei
rrol
eandcont
ri
but
iont
othepr
ocessof
t
hegr
oupwor
k.

• Focusesont
hedev
elopmentofst
udent
’sj
udgmentski
l
ls.

• St
udent
sar
einv
olv
edi
ntheassessmentpr
ocessandar
eencour
agedt
otake
par
towner
shi
poft
hispr
ocess.

• Pr
ovi
desmor
erel
evantf
eedbackt
ost
udent
sasi
tisgener
atedbyt
hei
rpeer
s.

Di
sadv
ant
ages:

• Noteconomi
cal
int
ermsoft
ime.

• Thepr
ocesshasadegr
eeofr
iskaspeerpr
essur
etoappl
yel
evat
edgr
adesor
f
ri
endshi
psmayi
nfl
uencet
heassessment
.

• St
udent
swi
l
lhav
eat
endencyt
oawar
dev
ery
onet
hesamemar
k.

• St
udent
sfeel
il
lequi
ppedt
ounder
taket
heassessment
.

• St
udent
smayber
eluct
antt
omakej
udgment
sregar
dingt
hei
rpeer
s.
3.
2Cont
inuousandCompr
ehensi
veEv
aluat
ion

Cont
inuousandCompr
ehensi
veEv
aluat
ion(
CCE)r
efer
stoasy
stem ofschool
-
basedev
aluat
ionofst
udent
sthatcov
ersal
laspect
sofst
udent
s’dev
elopment
.Iti
sa
dev
elopment
alpr
ocess ofassessmentwhi
ch emphasi
zes on t
wo f
old obj
ect
ives.
Theseobj
ect
ivesar
econt
inui
tyi
nev
aluat
ionandassessmentofbr
oadbasedl
ear
ning
andbehav
iour
alout
comesont
heot
her
.

I
nthi
sschemet
het
erm`
cont
inuous’i
smeantt
oemphasi
set
hatev
aluat
ionof
i
dent
if
iedaspect
sofst
udent
s’`
growt
handdev
elopment
’isacont
inuouspr
ocessr
ather
t
hananev
ent
,bui
l
tint
othet
otalt
eachi
ng-
lear
ningpr
ocessandspr
eadov
ert
heent
ir
e
spanofacademi
csessi
on.I
tmeansr
egul
ari
tyofassessment
,fr
equencyofuni
ttest
ing,
di
agnosi
sofl
ear
ninggaps,
useof
cor
rect
ivemeasur
es,
ret
est
ingandf
ort
hei
rsel
fev
aluat
ion.

Thesecondt
erm`
compr
ehensi
ve'meanst
hatt
heschemeat
tempt
stocov
er
bot
htheschol
ast
icandt
heco-
schol
ast
icaspect
sofst
udent
s'gr
owt
handdev
elopment
.
Si
nceabi
l
iti
es,
att
it
udesandapt
it
udescanmani
festt
hemsel
vesi
nfor
msot
hert
hent
he
wr
it
tenwor
d,t
het
ermr
efer
stoappl
i
cat
ionofv
ari
etyoft
ool
sandt
echni
ques(
bot
h
t
est
ingandnon-
test
ing)andai
msatassessi
ngal
ear
ner
'sdev
elopmenti
nar
easof
l
ear
ningl
i
ke

• Knowl
edge
• Under
standi
ng/
Compr
ehensi
on
• Appl
yi
ng
• Anal
yzi
ng
• Ev
aluat
ing
• Cr
eat
ing
Theschemei
sthusacur
ri
cul
ari
nit
iat
ive,at
tempt
ingt
oshi
ftemphasi
sfr
om
t
est
ingt
ohol
i
sti
clear
ning.I
tai
msatcr
eat
inggoodci
ti
zenspossessi
ngsoundheal
th,
appr
opr
iat
eski
l
lsanddesi
rabl
equal
i
tiesbesi
desacademi
cexcel
l
ence.I
tishopedt
hat
t
hiswi
l
lequi
pthel
ear
ner
stomeett
hechal
l
engesofl
i
fewi
thconf
idenceandsuccess.

Cont
inuousandCompr
ehensi
veEv
aluat
ionEducat
ionai
msatmaki
ngchi
l
dren
capabl
e of becomi
ng r
esponsi
ble,pr
oduct
ive and usef
ulmember
s of soci
ety
.
Knowl
edgeski
l
lsandat
ti
tudesar
ebui
l
tthr
oughl
ear
ningexper
iencesandoppor
tuni
ti
es
cr
eat
edf
orl
ear
ner
sinschool
.Iti
sint
hecl
assr
oom t
hatl
ear
ner
scananal
yseand
ev
aluat
ethei
rexper
iences,l
ear
nto doubt
,to quest
ion t
oinv
est
igat
eand t
othi
nk
i
ndependent
ly.

Anunder
standi
ngofl
ear
ner
s,educat
ionalai
ms,
thenat
ureofknowl
edge,
andt
he
nat
ureoft
heschoolasa soci
alspacecan hel
p usar
ri
veatpr
inci
plest
o gui
de
cl
assr
oom pr
act
ices.Concept
ualdev
elopmenti
sthus a cont
inuous pr
ocess of
deepeni
ngandenr
ichi
ngconnect
ionsandacqui
ri
ngnewl
ayer
sofmeani
ng.Al
ongsi
dei
s
t
hedev
elopmentoft
heor
iest
hatchi
l
drenhav
eaboutt
henat
uralandsoci
alwor
lds,
i
ncl
udi
ngt
hemsel
vesi
nrel
ati
ont
oot
her
s,whi
chpr
ovi
det
hem wi
thexpl
anat
ionsf
orwhy
t
hingsar
ethewayt
heyar
e,t
her
elat
ionshi
psbet
weencausesandef
fect
s,andt
he
basesf
ordeci
si
onsandact
ing.At
ti
tudes,
emot
ionsandv
aluesar
ethusani
ntegr
alpar
t
ofcogni
ti
vedev
elopment
,and ar
eli
nked t
othedev
elopmentofl
anguage,ment
al
r
epr
esent
ati
ons,concept
s and r
easoni
ng.As chi
l
dren'
s met
acogni
ti
ve capabi
l
iti
es
dev
elop,t
heybecomemor
eawar
eoft
hei
rownbel
i
efsandcapabl
eofr
egul
ati
ngt
hei
r
ownl
ear
ning.

Obj
ect
ivesofCCE

• Tohel
pdev
elopcogni
ti
ve,
psy
chomot
orandaf
fect
iveski
l
ls.

• Tol
ayemphasi
sont
houghtpr
ocessandde-
emphasi
sememor
izat
ion

• Tomakeev
aluat
ionani
ntegr
alpar
toft
eachi
ng-
lear
ningpr
ocess

• Touseev
aluat
ionf
ori
mpr
ovementofst
udent
sachi
evementandt
eachi
ng–
l
ear
ning st
rat
egi
es on t
he basi
s ofr
egul
ardi
agnosi
sfol
l
owed byr
emedi
al
i
nst
ruct
ion

• Touseev
aluat
ionasaqual
i
tycont
roldev
iset
omai
ntai
ndesi
redst
andar
dof
per
for
mance

• Todet
ermi
nesoci
alut
il
it
y,desi
rabi
l
ityoref
fect
ivenessofapr
ogr
ammeandt
ake
appr
opr
iat
edeci
sionsaboutt
hel
ear
ner
,thepr
ocessofl
ear
ningandt
hel
ear
ning
env
ironment

• Tomaket
hepr
ocessoft
eachi
ngandl
ear
ningal
ear
ner
-cent
eredact
ivi
ty
Adv
ant
agesofCCE

1.St
ress:
CCEr
educest
hest
ressonst
udent
sby
:

• I
dent
if
ying l
ear
ning pr
ogr
essofst
udent
satr
egul
art
ime i
nter
val
son smal
l
por
ti
onsofcont
ent
.

• Encour
agi
ngl
ear
ningt
hroughempl
oymentofav
ari
etyoft
eachi
ngai
dsand
t
echni
ques.

• Empl
oyi
ngav
ari
etyofr
emedi
almeasur
esoft
eachi
ngbasedonl
ear
ningneeds
andpot
ent
ial
ofdi
ff
erentst
udent
s.

• Recogni
zi
ngandencour
agi
ngspeci
fi
cabi
l
iti
esofst
udent
s,whodonotexceli
n
academi
csbutper
for
m wel
li
not
herco-
cur
ri
cul
arar
eas.

2.Ov
eral
lPer
sonal
i
tyDev
elopment
:Ther
egul
armoni
tor
ingoft
hest
udentwi
l
l
ev
ent
ual
l
yhel
pint
hepr
opergr
oomi
ngoft
hest
udentandwi
l
lhel
phi
mreal
i
zehi
s
st
rengt
hsandweaknessesi
nmul
ti
plef
iel
ds.Ov
ercomi
ngt
heweaknesseswi
l
lint
urn
hel
phi
m dev
elophi
sapt
it
udei
nmul
ti
plear
eas.
3.Gener
ati
ngI
nter
est
:Thei
ncr
easedemphasi
sonspor
tsandco-
cur
ri
cul
aract
ivi
ti
es
wi
l
lhel
pincr
eat
ingi
nter
estamongst
udent
s.Gr
oupact
ivi
ti
esandst
ageper
for
mances
wi
l
lbui
l
dupt
hei
rconf
idencewhi
chwi
l
lev
ent
ual
l
yhel
pthem i
nfut
ure(
probabl
ydur
ing
gr
oupdi
scussi
onsandi
nter
views)
.Inshor
t,i
tisanat
temptt
omer
gef
unwi
thst
udi
es.
4.De-
emphasi
zememor
izat
ion:
Theexami
nat
ionsunderCCEpat
ter
nar
eso
desi
gnedt
hatt
heyi
nawaycompel
student
stounder
standt
heconcept
srat
hert
han
muggi
ngt
hem up.Theneedoft
hehouri
stomakest
udent
sreal
i
zet
hepowerof
t
hinki
ngandhel
pthem t
odev
elopat
houghtpr
ocess.CCEpl
ansondoi
ngexact
lyt
hat
.
5.Lear
ner
-cent
redact
ivi
ty:
Til
lnow,
thet
eachi
ngandl
ear
ningwer
edependentmost
ly
ont
eacher
sandt
heav
ail
abl
ecur
ri
cul
um.Anydev
iat
ionf
rom t
hecur
ri
cul
um and
sy
ll
abuswasconsi
der
edassi
n.CCEencour
agest
eachi
ngandl
ear
ningt
obea'
l
ear
ner
cent
eredact
ivi
ty'
i.
e.st
udent
s'i
nter
estandchoi
cei
sgi
vent
hepr
ior
it
y
6.Fl
exi
bil
i
ty:
TheCCEpat
ter
nal
l
owsdi
ff
erentschool
sandi
ntur
nteacher
sthef
reedom
t
oconductt
het
est
sint
hei
rownway
.
7.Pat
ter
nofeducat
ion:Theol
dpat
ter
nofdeci
dingt
hef
ateofast
udentbyt
hesi
ngl
e
exam att
heendofacademi
cyearhasbeenscr
apedof
f.TheCCEpat
ter
nensur
es
sev
eral
test
sar
econduct
edt
hroughoutt
hey
ear
,bot
hwr
it
tenandor
als.

8.
Eval
uat
ion:Si
nceCCEf
oll
owsCr
it
eri
on-
Ref
erencedGr
adi
ngSy
stem,st
udent
sar
enot
compet
ingwi
theachot
herandar
ethusmor
eli
kel
ytoact
ivel
yhel
peachot
herl
ear
n.A
st
udent
'sgr
adei
snoti
nfl
uencedbyt
hecal
i
breoft
hecl
ass.

Di
sadv
ant
agesofCCE

• Thegr
adi
ngsy
stem i
sthebi
ggestdi
sadv
ant
agebecausest
udent
sscor
ing90t
o
99mar
ksar
ebot adeA+.Ther
hkeptonGr eisnosegr
egat
ion.Soi
tcoul
dbe
descr
ibedasunf
airf
ort
hest
udent
sscor
ingt
hehi
ghermar
ks.

• Oneot
hershor
tcomi
ngi
sthef
actt
hathugenumber
sofst
udent
sar
egr
ouped
t
oget
her
.(Forexampl
e,l
asty
eart
her
ewer
e348st
udent
sinNav
iMumbaiat
Uni
ver
salTut
ori
alsal
lscor
ingmor
ethan90%)
.Sor
anki
ngi
snotpossi
ble.Hence
t
headmi
ssi
onpr
ocessf
ort
heSt
andar
dXIi
sdi
ff
icul
t.

• Al
otofpeopl
ear
guet
hatCCEmakest
hest
udent
staket
hei
rboar
dsl
i
ght
ly.

• St
udent
sar
efor
cedt
ost
udyal
lroundt
hey
ear
,whi
chi
naway
,isl
i
kegi
vi
ngno
r
estt
othem.Eachandev
eryact
ivi
tyi
smoni
tor
edconst
ant
ly.

• Thei
nter
nalexam paper
sar
eev
aluat
edbyschoolt
eacher
s,whi
chmeant
hat
t
her
eisahugepossi
bil
i
tyoff
avour
it
ism.

• Endl
esspr
oject
sandst
udent
’sdependencyont
hei
nter
neti
shamper
ingt
hei
r
cr
eat
ivi
tyi
naway
,wi
thnoout
sideknowl
edge.

• Ther
ehasbeenani
ntr
oduct
ionofl
anguagel
absf
orconduct
ingl
i
steni
ngand
speaki
ngcl
assesi
nHi
ndiandEngl
i
sh.Howev
er,
alotofst
udent
sdonothav
ethe
i
nfr
ast
ruct
ureandf
aci
l
ityf
ort
hesame.

• Mul
ti
plet
est
sthr
oughoutt
hey
ear
.

• Reducedqual
i
tyofknowl
edgeandski
l
ls.

• Mostoft
het
eacher
sar
eunabl
etof
ini
sht
hei
rpor
ti
onsast
imei
swast
edf
or
unnecessar
yact
ivi
ti
es,pr
oject
s,assi
gnment
s,et
c.Theyj
ustr
usht
hrought
he
 por
ti
onwi
thoutmaki
ngt
hest
udent
sunder
standandt
hent
heygi
veawhol
eload
ofpr
oject
sandhomewor
k.

• For
cedt
opar
ti
cipat
einal
ltheev
ent
s,ev
ent
heonest
hathat
eit
.

• St
udent
sdon’
tgetenought
imef
orsel
fst
udyandpr
epar
ingf
orcompet
it
ive
examsandext
rast
udi
es.

• Concent
rat
ingst
udent
’st
owar
dst
hei
rassi
gnment
sandpr
oject
srat
hert
hant
hei
r
st
udi
es.

• CCE guar
ant
ees t
hatno st
udent
s wi
l
lfai
lwi
th whol
e pass sy
stem,t
he
achi
evementt
estcannotactasani
ndi
cat
ort
opr
ogr
ess.

• Lossofcompet
it
ionandf
utur
edegr
adat
ionofast
udent
.

Cr
edi
tandSemest
erSy
stem

Uni
ver
sit
yGr
ant
sCommi
ssi
onhascomeupwi
tht
heChoi
ceBasedCr
edi
tSy
stem
(
CBCS)pr
ogr
ammei
nwhi
cht
hest
udent
shav
eachoi
cet
ochoosef
rom t
hepr
escr
ibed
cour
ses,
whi
char
eref
err
edascor
e,el
ect
iveormi
nororsof
tski
l
lcour
sesandt
heycan
l
ear
natt
hei
rownpaceandt
heent
ir
eassessmenti
sgr
aded-
basedonacr
edi
tsy
stem.
Thebasi
cideai
stol
ooki
ntot
heneedsoft
hest
udent
ssoast
okeepup-
to-
dat
ewi
th
dev
elopmentofhi
ghereducat
ioni
nIndi
aand abr
oad.CBCS ai
mst
oredef
inet
he
cur
ri
cul
um keepi
ngpacewi
tht
hel
i
ber
ali
sat
ionandgl
obal
i
sat
ioni
neducat
ion.CBCS
al
l
owsst
udent
saneasymodeofmobi
l
ityt
ovar
iouseducat
ionali
nst
it
uti
onsspr
ead
acr
osst
hewor
ldal
ongwi
tht
hef
aci
l
ityoft
ransf
erofcr
edi
tsear
nedbyst
udent
s.

Feat
uresofCBCS

• Thi
sisauni
for
m CBCSf
oral
lcent
ral
andst
ateandot
herr
ecogni
seduni
ver
sit
ies.

• Ther
ear
ethr
eemai
ncour
ses:
Cor
e,El
ect
iveandFoundat
ion.

• Ther
e ar
e al
so non-
credi
t cour
ses av
ail
abl
e whi
ch wi
l
lbe assessed as
‘
Sat
isf
act
ory
’or“
Unsat
isf
act
ory
’.Thi
sisnoti
ncl
uded i
nthecomput
ati
onof
SGPA/
CGPA.

• Al
lthet
hreemai
ncour
seswi
l
lbeev
aluat
edandaccessedt
opr
ovi
def
oran
ef
fect
iveandbal
ancedr
esul
t.
Basi
cel
ement
sofCr
edi
tsy
stem

Semest
ers:Theassessmenti
sdonesemest
erwi
se.Ast
udentpr
ogr
essesont
hebasi
s
oft
hecour
sest
akenr
athert
hant
imel
i
ket
hreey
ear
sforsci
ence,ar
ts,commer
ceor
f
oury
ear
sforengi
neer
inget
c.Eachsemest
erwi
l
lhav
e15–18weeksofacademi
cwor
k
whi
chi
sequalt
o90t
eachi
ngday
s.Ther
eisf
lexi
bil
i
tyi
ncr
eat
ingt
hecur
ri
cul
um and
assi
gni
ngcr
edi
tsbasedont
hecour
secont
entandhour
soft
eachi
ng.

Cr
edi
tsy
stem:Eachcour
sei
sassi
gnedacer
tai
ncr
edi
t.Whent
hest
udentpassest
hat
cour
se,heear
nst
hecr
edi
tswhi
char
ebasedont
hatcour
se.I
fast
udentpassesa
si
ngl
ecour
sei
nasemest
er,
hedoesnothav
etor
epeatt
hatcour
sel
ater
.Thest
udent
s
canear
ncr
edi
tsaccor
dingt
ohi
space.

Cr
edi
ttr
ansf
er:
Iff
orsomer
easons,
hecannotcopewi
tht
hest
udyl
oadori
fhef
all
ssi
ck,
he has t
he f
reedom t
o st
udyf
ewercour
ses and ear
nfewercr
edi
ts and he can
compensat
ethi
sint
henextsemest
er.

Compr
ehensi
ve cont
inuous assessment
:Ther
eis a cont
inuous ev
aluat
ion oft
he
st
udentnotonl
ybyt
het
eacher
sbutal
sobyt
hest
udenthi
msel
f.

Gr
adi
ng

UGChasi
ntr
oduceda10-
poi
ntgr
adi
ngsy
stem asf
oll
ows:

O(
Out
standi
ng)
:10

A+(
Excel
l
ent
):
9

A(
Ver
yGood)
:8

B+(
Good)
:7

B(
Abov
eAv
erage)
:6

C(
Aver
age)
:5

P(
Pass)
:4

F(
Fai
l
):0

Ab(
Absent
):0
Adv
ant
agesofChoi
ceBasedCr
edi
tSy
stem

• The CBCS of
fer
sa‘
caf
eter
ia’appr
oach i
n whi
ch t
he st
udent
s can choose
cour
sesoft
hei
rownchoi
ce.

• Thecr
edi
tsy
stem al
l
owsast
udentt
ost
udywhathepr
efer
sinhi
sownsequence
asperhi
sint
erest
s.

• Theycanl
ear
natt
hei
rownpace.

• Theycanoptf
oraddi
ti
onalcour
sesandcanachi
evemor
ethant
her
equi
red
cr
edi
ts.

• Theycanal
sooptf
orani
nter
disci
pli
nar
yappr
oacht
olear
ning.

• I
ntercol
l
ege/
uni
ver
sit
ymi
grat
ionwi
thi
nthecount
ryandout
sidebecomeseasy
wi
tht
he t
ransf
erofCr
edi
ts.Thi
s means t
hati
twi
l
lbe easi
erf
orf
orei
gn
uni
ver
sit
iest
ocomeandof
fercour
sesi
nIndi
a.

• Canoptf
oronepar
toft
hecour
sei
nonei
nst
it
uteandt
heot
herpar
tinanot
her
i
nst
it
ute.Thi
swi
l
lhel
pinmaki
ngacl
earchoi
cebet
weengoodandbadcol
l
eges/
i
nst
it
utes.

• Thest
udent
shav
emor
escopet
oenhancet
hei
rski
l
lsandmor
escopeoft
aki
ng
uppr
oject
sandassi
gnment
s,v
ocat
ional
trai
ning,
incl
udi
ngent
repr
eneur
shi
p.

• Thesy
stem i
mpr
ovest
hej
oboppor
tuni
ti
esofst
udent
s.

• Thesy
stem wi
l
lhel
pinenabl
i
ngpot
ent
ialempl
oyer
sassesst
heper
for
manceof
st
udent
sonasci
ent
if
icscal
e.

Di
sadv
ant
agesofCBCS

• Notv
eryeasyt
oest
imat
etheexactmar
ks.

• Teacher
s’wor
kloadmayf
luct
uat
e.

• Needspr
operandgoodi
nfr
ast
ruct
uref
orauni
ver
sal
spr
eadofeducat
ion.

Concl
usi
on:I
tist
ooear
lyt
osaywhet
herCBCSwi
l
lbesuccessf
ulornot
.TheUGChas
al
way
sini
ti
atedmeasur
est
obr
ingef
fi
ciencyandexcel
l
encei
ntheHi
gherEducat
ion
Sy
stem ofI
ndi
a.Thebasi
cmot
ivei
stoexpandacademi
cqual
i
tyi
nal
laspect
s,r
ight
f
rom t
hecur
ri
cul
um t
othel
ear
ning-
teachi
ngpr
ocesst
oexami
nat
ionandev
aluat
ion
sy
stems.Howev
er,
sof
armul
ti
plemet
hodsar
efol
l
owedbydi
ff
erentuni
ver
sit
iesacr
oss
t
hecount
ryt
owar
dsexami
nat
ion,ev
aluat
ion and gr
adi
ng sy
stem.Consi
der
ing t
his
di
ver
sit
y,t
hei
mpl
ement
ati
onoft
hechoi
cebasedcr
edi
tsy
stem seemst
obeagood
sy
stem i
nassessi
ngt
heov
eral
lper
for
manceofast
udenti
nauni
ver
salwayofasi
ngl
e
gr
adi
ngsy
stem.

Semest
erSy
stem

Thekeyf
acet
soft
henewsemest
ersy
stem ar
easf
oll
ows:

• Twosemest
ersoff
ivet
osi
xmont
hsi
ndur
ati
on,v
ersusacademi
cter
msspr
ead
ov
er10t
o12mont
hs.

• Cr
edi
tsbasedont
hewor
kloadoft
hel
ear
ner
,wi
thonecr
edi
tpoi
ntgener
all
y
cor
respondi
ngt
o30t
o40l
ear
ninghour
s.

• Compr
ehensi
vecont
inuousassessment(
ver
susend-
of-
yearexami
nat
ions)
.

• New assessmentpr
otocol
sbasedongr
adesr
athert
hanmar
ks,andt
heuseof
cumul
ati
vegr
adepoi
ntscor
est
odef
ineov
eral
lachi
evement
.

• Cur
ri
cul
arf
lexi
bil
i
tyandi
ncr
easedopt
ionsf
orst
udentmobi
l
ity
.

• Regul
arupdat
est
ocur
ri
cul
um.

Schol
ast
ic,
Co-
schol
ast
icandNonschol
ast
icev
aluat
ion

Schol
ast
icEv
aluat
ion

The desi
rabl
e behav
iourr
elat
ed t
othe l
ear
ner
's knowl
edge,under
standi
ng,
appl
i
cat
ion,
eval
uat
ion,
anal
ysi
s,andcr
eat
ingi
nsubj
ect
sandt
heabi
l
ityt
oappl
yiti
nan
unf
ami
l
iarsi
tuat
ionar
esomeoft
heobj
ect
ivesi
nschol
ast
icdomai
n.

I
nNat
ionalPol
i
cyonEducat
ion(
NPE)document
,1986andasmodi
fi
edi
n1992
al
soi
tisment
ionedt
hatt
heschemeofev
aluat
ionshoul
dcov
eral
ll
ear
ningexper
iences
ofschol
ast
icsubj
ect
sandnon-
schol
ast
icar
eas. Compr
ehensi
veev
aluat
ionwoul
d
necessi
tat
etheuseofav
ari
etyoft
echni
quesandt
ool
s.Thi
swi
l
lbesobecause
di
ff
erentspeci
fi
car
easofl
ear
ner
'sgr
owt
hcanbeev
aluat
edt
hroughcer
tai
nspeci
al
t
echni
ques.

Co-
Schol
ast
icEv
aluat
ion

Co-
Schol
ast
icAr
easofAssessment
:Thesear
easf
ocusonenhanci
ngt
heski
l
ls
ofast
udenti
ngener
alknowl
edge,env
ironment
aleducat
ion,phy
sicalEducat
ion,ar
t,
musi
canddanceandcomput
ers.

Theev
aluat
ionundert
hiscat
egor
ymai
nlycompr
isesof

Thi
nki
ngSki
l
ls-undert
hisact
ivi
ty,t
her
ear
evar
ioust
askwhi
chi
ncl
udesel
f-
awar
eness,
probl
em sol
vi
ng,
deci
sionmaki
ng,
cri
ti
cal
andcr
eat
ivet
hinki
ng.

Soci
al Ski
l
ls- Thi
s ski
l
ls i
ncl
udes I
nter
per
sonal r
elat
ionshi
p, ef
fect
ive
communi
cat
ionandempat
hy.

Emot
ionalSki
l
ls-Undert
heemot
ionalski
l
ls,t
hear
eacov
ersmanagi
ngemot
ions
aswel
lasdeal
i
ngwi
thst
ress.

Wor
kEducat
ion-OurSchool
’
swor
keducat
ionmost
lycov
erscomput
eroper
ati
on
andmai
ntenance.

Vi
sualandPer
for
mingAr
ts-Musi
c(Vocal
,I
nst
rument
al)
,Dance,
Drama,
Drawi
ng,
Pai
nti
ng,
Craf
t,Scul
ptur
e,Puppet
ry,
Fol
kAr
tfor
mset
c.

At
ti
tudeandVal
ues-St
udent
sar
etaughtt
hei
mpor
tanceofgoodv
aluesand
at
ti
tudet
owar
dst
eacher
s,School
-mat
es,SchoolPr
ogr
amsandEnv
ironment
al,and
Val
uesy
stems.

Nonschol
ast
icEv
aluat
ion

Non-
schol
ast
icabi
l
iti
esar
econcer
nedwi
tht
hel
ear
ner
’sat
ti
tude,
int
erest
,val
ues,
f
eel
i
ngs,
habi
ts,
soci
ali
nter
act
ionswhi
chcannotbeassesseddi
rect
ly.Thi
scanbedone
i
ndi
rect
ly by obser
ving t
he behav
ioroft
he l
ear
nerand hi
s exper
iences,t
hrough
bi
ogr
aphi
es,
sel
frepor
ts,
checkl
i
stset
c.

Nonschol
ast
icabi
l
iti
esar
eimpor
tanti
nshapi
ngt
heper
sonal
i
tyoft
hei
ndi
vi
dual
whi
chi
snotev
aluat
edi
nexami
nat
ions.Abi
l
ityi
sdef
inedast
hepowerandski
l
ls,
especi
all
ytodo,t
hink,actandmake.Thewor
dschol
ast
icmeans“
oforconcer
ning
school
sandt
eachi
ng”.Byi
mpl
i
cat
ion,
thet
erm non-
schol
ast
iccanbet
akent
omean,
“
notoforconcer
ningschool
sandt
eachi
ng”
.Ingener
al,
nonschol
ast
icabi
l
iti
esi
ncl
ude
t
hose abi
l
iti
eswhi
ch ar
e nott
radi
ti
onal
l
ytaughtand ev
aluat
ed i
n school
s.These
abi
l
iti
esr
efl
ectt
hel
aterper
for
manceoft
hest
udentaspr
ofessi
onal
s.Ourassessment
sy
stemsi
nschooll
evelar
emai
nlybasedonper
cent
agest
hest
udentget
sinat
est.On
basi
soft
hiswet
ryt
ocer
ti
fyt
hechi
l
dasi
ntel
l
igentorasl
owl
ear
ner
.Theseday
slot
sof
school
sar
efocusi
ngont
hehol
i
sti
cdev
elopment,
whi
chi
sal
soknownasal
lround
dev
elopmentoft
hechi
l
d.1Theschoolhasnow emer
gedasapl
acewher
east
udent
acqui
resv
ari
ousski
l
ls.Ef
fect
iveschool
sfol
l
ow ahol
i
sti
cappr
oacht
oeducat
ioni
ean
i
ntegr
ated dev
elopmentst
ressesonphy
sical
,ment
al,mor
aland soci
alaspect
s.A
hol
i
sti
cappr
oacht
oeducat
ionatt
heel
ement
aryl
eveli
samust
,asi
tist
hemost
i
mpor
tantsubsect
ionoft
hewhol
eeducat
ionsy
stem.

I
nter
nal
Assessment

I
nter
nalassessment
,orcur
ri
cul
um-
embedded assessment
,ev
aluat
es what
st
udent
sdowhent
heyar
eint
hecl
assr
oom.I
nter
nalassessmenti
sacr
uci
alpar
toft
he
i
nst
ruct
ionpr
ocessi
nar
tandai
dst
eacher
s,st
udent
s,andpar
ent
sinev
aluat
ingst
udent
pr
ogr
ess.I
nter
nalassessmenti
l
lust
rat
esaspect
sofst
udentpr
ogr
esst
hatar
enot
t
ypi
cal
l
yev
aluat
edi
next
ernal
assessment
.

Thequal
i
tat
iveassessmentofl
ear
ner
’sbehav
iourchangesbywayofi
nter
nal
j
udgmenti
sknownasi
nter
nal
assessment
.

I
nter
nalassessmental
so ser
ves as a basi
sforpr
ofessi
onaldev
elopment
.
Teacher
swhoanal
yzet
hewor
koft
hei
rst
udent
swi
l
lseet
rendsi
nst
udentper
for
mance
t
hatmayber
elat
edt
oinst
ruct
ion.Forexampl
e,at
eacherwhoseest
hatt
hepr
oduct
sof
hi
s/herar
tst
udent
slackdept
hmaywi
sht
otakeadv
ancedar
tcour
sest
oel
i
citmor
e
dept
hinst
udentpr
oduct
s.

Anongoi
ngpr
act
iceofi
nter
nalassessmentenabl
est
eacher
stomoni
torl
ear
ning
aspar
toft
hei
rteachi
ngpr
ocess.Teacher
scanmakedat
a-baseddeci
sionst
oadj
ust
i
nst
ruct
ionalst
rat
egi
essot
hatt
heyaccommodat
ethedi
ff
erentneedsandl
ear
ning
st
ylesofst
udent
s.Dat
aal
soai
dst
udent
sinsel
f-
assessmentbypr
ovi
dingt
hem wi
th
cr
it
icalf
eedback.Though t
eacher
s somet
imes desi
gn speci
fi
ctasks t
o addr
ess
par
ti
cul
arconcept
sorski
l
ls,
anyst
udentpr
oductandl
ear
ningpr
ocesscanbev
iewedas
anassessmentt
oolandcanpr
ovi
det
eacher
swi
thv
aluabl
einf
ormat
iononcur
rent
l
evel
sofst
udentper
for
mance.Par
ti
cul
arl
yusef
ulexampl
esofi
nter
nalassessmentar
e
checkl
i
sts,
studentj
our
nal
s,i
n-cl
asswor
k,peerr
evi
ews,
conf
erenci
ng,
andpor
tfol
i
os.

Adv
ant
agesofI
nter
nal
Assessment

1.Exami
nat
ionbasedonmer
erot
ememor
yoft
hest
udent
scanbeav
oided.

2.I
nter
nalassessmenthel
pst
omi
nimi
set
heov
eranxi
etyandner
vousnessamongt
he
st
udent
s,whi
chot
her
wiseaf
fectt
hest
udent
satt
het
imeofexami
nat
ion.

3.Lear
ner
swi
l
lbemot
ivat
edt
oact
ivel
ypar
ti
cipat
einbot
hcur
ri
cul
arandco-
cur
ri
cul
ar
act
ivi
ti
es.

4.I
thel
pst
oident
if
ythest
rengt
handweaknessoft
hest
udent
sint
hev
ari
ousaspect
s
andt
oimpar
tther
emedi
ali
nst
ruct
ion.

5.I
tbr
ings abouta desi
rabl
e change i
nthe at
ti
tude t
owar
ds,i
nter
est
sin and
appr
eci
ati
onofst
udent
sandt
eacher
stowar
dst
hev
ari
oust
ypesofschool
progr
ammes.

6.I
tisauni
ver
sal
l
yaccept
edpr
inci
plet
hatonewhoi
mpar
tsi
nst
ruct
ioni
sthebest
per
sont
oassesst
hest
udent
s.I
nter
nal
assessmentmakesi
tpossi
ble.

Di
sadv
ant
agesofI
nter
nal
Assessment

1.Per
sonalpr
ejudi
ceandsubj
ect
ivi
tyar
eli
kel
ytocr
eepi
nandt
hismayadv
ersel
yaf
fect
t
hequal
i
tyassessment
.

2.Lackofbasi
cinf
rast
ruct
uref
aci
l
iti
esoft
heschoolmayadv
ersel
yaf
fectt
her
ight
assessment
.

3.Lackofent
husi
asm andi
nter
estoft
het
eacher
smayadv
ersel
yaf
fectef
fect
ive
assessment

Gr
adi
ng

Gr
adi
ng i
s di
ff
erentmet
hod ofcommuni
cat
ing measur
ementofst
udent
s’
achi
evement
.Whenst
udent
s’l
evelofper
for
mancear
ecl
assi
fi
edi
ntof
ewcl
assi
fi
cat
ory
uni
tsusi
ngl
ett
ergr
ades,
thesy
stem ofassessmenti
scal
l
edgr
adi
ngsy
stem.Gr
adi
ngi
s
consi
der
ed t
o be mor
e sci
ent
if
icwayofev
aluat
ion asi
tsol
vest
he pr
obl
emsof
bor
der
li
necasesbyi
ncul
cat
ingal
lthepupi
l
sfal
l
ingwi
thi
nawi
derr
angewi
thi
nthesame
gr
ade.I
ngr
adi
ngst
udent
sar
ecat
egor
isednotr
anked.Gr
adesr
epr
esentar
angeand
t
endt
oov
ercomet
hepossi
bleer
rorofj
udgement
.Iti
sapr
ocessofcl
assi
fyi
ngst
udent
s
basedonpr
edef
inedst
andar
ds.Gr
adesar
eusedf
orconv
eyi
ngst
udent
’sper
for
mance
wi
thr
efer
encet
ospeci
fi
edcr
it
eri
onandal
sot
her
elat
iveposi
ti
onofst
udent
sint
hei
r
gr
oup.Gr
adi
ngcanbedoneei
therdi
rect
lyori
ndi
rect
ly.

Ty
pesofgr
adi
ng

Di
rectgr
adi
ng

I
ndi
rectgr
adi
ng,j
udgementofanygi
venphenomenaski
l
ls,per
sonal
i
tyt
rai
tsby
ev
aluat
ori
nter
msofmostappr
opr
iat
elet
tergr
adewi
thoutassi
gni
ngt
hescor
es.I
n
exani
mat
ion,t
he ev
aluat
orwi
l
lawar
d a par
ti
cul
argr
ade t
othe answerf
oreach
i
ndi
vi
dual
quest
ionbasedoni
tsqual
i
ty.

I
ndi
rectgr
adi
ng

I
tist
hemet
hodofawar
dinggr
adest
hroughmar
ks.Mar
ksar
eawar
dedt
othe
i
ndi
vi
dual
quest
ionsbasedonpr
escr
ibedmar
kingscheme.

Absol
utegr
adi
ng

I
nabsol
utegr
adi
ng,somef
ixedr
angesofscor
esar
edet
ermi
nedi
nadv
ancef
or
eachgr
ade.Thescor
eobt
ainedbyast
udenti
nasubj
ecti
sconv
ert
edt
ocor
respondi
ng
gr
ade.Thi
s gr
adi
ng i
s cr
it
eri
on r
efer
enced and keeps t
asks i
n mi
nd wi
thoutany
v
ari
abi
l
ity
.

Rel
ati
vegr
adi
ng

Her
ethegr
ader
angei
snotf
ixedi
nadv
anced.Thef
undament
alpr
emi
seof
r
elat
ivegr
adi
ngi
sthati
fanev
aluat
ionr
esul
tispl
ott
edonagr
aph,t
hegr
aphwi
l
l
assumet
hef
orm ofanor
malpr
obabi
l
itycur
ve.Rel
ati
vegr
adi
ngi
snor
mref
erencedand
f
ocusesont
hev
ari
abi
l
ityi
nthequal
i
tyofst
udent
s.
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