1.

Measurement, assessment, and evaluation mean very different things, and yet most of the students
are unable to adequately explain the differences. It is important to know about these terms to construct
effective test items.

Measurement refers to the process by which the attributes or dimensions of some physical object are
determined. One exception seems to be in the use of the word measure in determining the IQ of a
person. The phrase, “this test measures IQ” is commonly used. Measuring such things as attitudes or
preferences also applies. However, when we measure, we generally use some standard instrument to
determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard
instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc.

We measure to obtain information about what is. Such information may or may not be useful,
depending on the accuracy of the instruments we use, and our skill at using them. We measure how big
a classroom is in terms of square feet, we measure the temperature of the room by using a
thermometer, and we use Ohmmeters to determine the voltage, amperage, and resistance in a circuit.
In all of these examples, we are not assessing anything; we are simply collecting information relative to
some established rule or standard. Assessment is therefore quite different from measurement and has
uses that suggest very different purposes. When used in a learning objective, the definition provided for
the behavioral verb measure1 is: To apply a standard scale or measuring device to an object, series of
objects, events, or conditions, according to practices accepted by those who are skilled in the use of the
device or scale.

Assessment is a process by which information is obtained relative to some known objective or goal.
Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are
assessments made under contrived circumstances especially so that they may be administered. In other
words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit.
We assess progress at the end of a school year through testing, and we assess verbal and quantitative
skills through such instruments as the SAT and GRE. Whether implicit or explicit, assessment is most
usefully connected to some goal or objective for which the assessment is designed.

A test or assessment yields information relative to an objective or goal. In that sense, we test or
assessment to determine whether an objective or goal has been obtained. Assessment of understanding
is much more difficult and complex. Skills can be practised; understandings cannot. We can assess a
person’s knowledge in a variety of ways, but there is always a leap, an inference that we make about
what a person does in relation to what it signifies about what he knows. According to behavioral verbs,
assess2 means to stipulate the conditions by which the behavior specified in an objective may be
ascertained. Such stipulations are usually in the form of written descriptions.

Evaluation is perhaps the most complex and least understood of the terms. Inherent in the idea of
evaluation is “value.” When we evaluate, what we are doing is engaging in some process that is
designed to provide information that will help us make a judgment about a given situation. Generally,
any evaluation process requires information about the situation in question. A situation is an umbrella
term that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we
evaluate, we are saying that the process will yield information regarding the worthiness,
appropriateness, goodness, validity, legality, etc., of something for which a reliable measurement or
assessment has been made.

For example, I often ask my students if they wanted to determine the temperature of the classroom
they would need to get a thermometer and take several readings at different spots, and perhaps
average the readings. That is simple measuring. The average temperature tells us nothing about
whether or not it is appropriate for learning. In order to do that, students would have to be polled in
some reliable and valid way.

Teachers, in particular, are constantly evaluating students, and such evaluations are usually done in the
context of comparisons between what was intended (learning, progress, behavior) and what was
obtained. When used in a learning objective, the definition the behavioral verbs Evaluate3 is: To classify
objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality
must be given in the defined criteria of each class category. Evaluation differs from general classification
only in this respect.

To sum up, we measure distance, we assess learning, and we evaluate results in terms of some set of
criteria. These three terms are certainly connected, but it is useful to think of them as separate but
connected ideas and processes.

Steps for Writing Test Items

1) Planning

a. Selection of objectives and sub-units (content);

c. Weightage to different areas of content;

d. Weightage to different forms of questions;

e. Weightage to difficulty level;

f. Scheme of options;

g. Sections in the question paper.

2) Preparing

a. Selection of test items;

b. Grouping of test items;

c. Sections in the question paper;

d. Directions for the test, if necessary, directions for individual items or sections.

e. Preparing a marking scheme and scoring key.

3) Analyzing and Revising

a. Questionwise analysis to determine difficulty, discrimination, and reliability.

b. Retain, edit as necessary, or discard items based on analysis outcomes.

c. Revise the test as a whole if necessary.

To begin with, the design of the test is prepared so that it may be used as an effective instrument of
evaluation. A proper design should increase validity, reliability, objectivity and suitability of the test. The
specimens of the weightage-tables and corresponding blue print are given in the annexure.

Test Construction

Step 1: General Steps

2. Produce a test blueprint, plotting the outline from step 1 against some hierarchy representing levels
of cognitive difficulty or depth of processing.

3. For each check on the blueprint, match the question level indicated with a question type
appropriate to that level.

4. For each check on the blueprint, jot down on a 3×5 card three or four alternative question ideas and
item types which will get at the same objective.

5. Put all the cards with the same item type together and write the first draft of the items following
guidelines for the chosen type(s). Write these on the item cards.

6. Put all the cards with the same topic together to cross check questions so that no question gives the
answer to another question.

7. Put the cards aside for one or two days.

8. Reread the items from the standpoint of a student, checking for construction errors.

9. Order the selected questions logically:

a. Place some simpler items at the beginning to ease students into the exam

b. Group item types together under common instructions to save reading time

c. If desirable, order the questions logically from a content standpoint (e.g. chronologically, in
conceptual groups, etc.).
10. Put the questions away for one or two days before rereading them or have someone else review
them for clarity.

11. Time yourself in actually taking the test and then multiply that by four to six depending on the level
of the students. Remember, there is a certain absolute minimum amount of time required to simply
physically record an answer, aside from the thinking time.

12. Once the test is given and graded, analyze the items and student responses for clues about well-
written and poorly written items as well as problems in understanding of instruction.

Step 2: Blueprint

1. Don’t make it overly detailed.

2. It’s best to identify major ideas and skills rather than specific details.

3. Use a cognitive taxonomy that is most appropriate to your discipline, including non-specific skills like
communication skills or graphic skills or computational skills if such are important to your evaluation of
the answer.

4. Weigh the appropriateness of the distribution of checks against the students’ level, the importance
of the test, the amount of time available. Obviously one can have more low-level questions in a given
time period, for example.

Step 3 Question Types

The following array shows the most common questions types used at various cognitive levels.

Factual Knowledge Application Analysis and Evaluation

Multiple Choice

True/False
Matching

Completion

Short Answer Multiple Choice

Short Answer

Problems

Essay Multiple Choice

Essay

Guidelines for Constructing Effective Test Items

1. Multiple Choice Questions

Many users regard the multiple-choice item as the most flexible and probably the most effective of the
objective item types. A standard multiple-choice test item consists of two basic parts:

1) Problem (stem) and

2) List of suggested solutions (alternatives).

The stem may be in the form of either a question or an incomplete statement, and the list of
alternatives contains one correct or best alternative (answer) and a number of incorrect or inferior
alternatives (distractors).

The purpose of the distractors is to appear as plausible solutions to the problem for those students who
have not achieved the objective being measured by the test item. Conversely, the distractors must
appear as implausible solutions for those students who have achieved the objective. Only the answer
should appear reasonable to these students.

Multiple-Choice Items are flexible in measuring all levels of cognitive skills. It permits a wide sampling of
content and objectives, provide highly reliable test scores and reduced guessing factor compared with
true-false items and can be machine-scored quickly and accurately. Again, Multiple-Choice Items are
difficult and time-consuming to construct, depend on a student’s reading skills and instructor’s writing
ability. The simplicity of writing low- level knowledge items leads instructors to neglect writing items to
test higher-level thinking. These questions may encourage guessing (but less than true-false).

Guidelines for Writing Multiple Choice Questions

1. Design each item to measure an important learning outcome; present a single, clearly formatted
problem in the stem of the item; but the alternatives at the end of the question, not in the middle and
put as much of the wording as possible in the stem.

Poor: Skinner developed programmed instruction in _____.

a. 1953

b. 1954 (correct)

c. 1955

d. 1956

Better: Skinner developed programmed instruction in _____.

a. 1930s

b. 1940s

c. 1950s (correct)

d. 1970s

2. All options should be homogenous and reasonable and punctuation should be consistent, make all
options grammatically consistent with the stem.

Poor: What is a claw hammer?

a. a woodworking tool (correct)

b. a musical instrument
c. a gardening tool

d. a shoe repair tool

Better: What is a claw hammer?

a. a woodworking tool (correct)

b. a metalworking tool

c. an auto body tool

d. a sheet metal tool

3. Reduce the length of the alternatives by moving as many words as possible to the stem. The
justification is that additional words in the alternatives have to be read four or five times.

Poor: The mean is _____.

a. a measure of the average (correct).

b. a measure of the midpoint

c. a measure of the most popular score

d. a measure of the dispersion scores.

Better: The mean is a measure of the _____.

a. average (correct)

b. midpoint

c. most popular score

d. dispersion of scores

4. Construct the stem so that it conveys a complete thought and avoid negatively worded items like
“Which of the following is not…….?” textbook wording and unnecessary words.

Poor: Objectives are _____.

b. written in behavioral form only

c. the last step in the instructional design process

d. used in the cognitive but not affective domain

Better: The main function of instructional objectives is _____.

a. planning instruction (correct)

b. comparing teachers

c. selecting students with exceptional abilities

d. assigning students to academic programs.

5. Do not make the correct answer stand out because of its phrasing or length. Avoid overusing always
and never in the alternatives and overusing all of the above and none of the above. When all of the
above is used, students can eliminate it simply by knowing that one answer is false. Alternatively, they
will know to select it if any two answers are true.

Poor: A narrow strip of land bordered on both sides of water is called an _____.

a. isthmus (correct)

b. peninsula

c. bayou

d. continent

(Note: Do you see why a would be the best guess given the phrasing?)

Better: A narrow strip of land bordered on both sides by water is called a (n) _____.

2. True-False Items

The true false items typically present a declarative statement that the student must mark as either true
or false. Instructors generally use true- false items to measure the recall off actual knowledge such as
names, events, dates, definitions, etc. However, this format has the potential to measure higher levels
of cognitive ability, such as comprehension of significant ideas and their application in solving problems.

They are relatively easy to write and can be answered quickly by students. Students can answer 50 true-
false items in the time it takes to answer 30 multiple-choice items. They provide the widest sampling of
content per unit of time.

Again, the problem of guessing is a major weakness. Students have a fifty-per cent chance of correctly
answering an item without any knowledge of the content. Items are often ambiguous because of the
difficulty of writing statements that are unequivocally true or false.

Rules for Writing True/False Items:

1. Be certain that the statement is completely true or false.

Poor: A good instructional objective will identify a performance standard. (True/False) (Note: The
correct answer here is technically false. However, the statement is doubtful. While a performance
standard is a feature of some “good” objectives, it is not necessary to make an objective good).

Better: A performance standard of an objective should be stated in measurable terms. (True/False).

2. Convey only one thought or idea in a true/false statement and avoid verbal clues (specific
determiners like “always”) that indicate the answer.

Poor: Bloom’s cognitive taxonomy of objectives includes six levels of objectives, the lowest being
knowledge. (True/False)

Better: Bloom’s cognitive taxonomy includes six levels of objectives. (True/False)

3. Do not copy sentences directly from textbooks or other written materials and keep the word-length
of true statements about the same as that of false statements. Require learners to write a short
explanation of why false answers are incorrect. This is to discourage students from cramming or
memorizing

Poor: Abstract thinking is intelligence. (True/False)

Better: According to Garett, abstract thinking is intelligence. (True/False)

3. Completion Items

Items provide a wide sampling of content; they minimize guessing compared with multiple-choice and
true false. They are rarely can be written to measure more than simple recall of information; more time-
consuming to score than other objective types and difficult to write so there is only one correct answer
and no irrelevant clues.

Rules for Writing Completion Items:

1. Start with a direct question, switch to an incomplete statement, and place the blank at the end of
the statement.

Poor: What is another name for cone-bearing trees? (Coniferous trees)

Better: Cone-bearing trees are also called______. (Coniferous trees)

2. Leave only one blank. This should relate to the main point of the statement. Provide two blank if
there are two consecutive words.

Poor: The ___ is the ratio of the ___ to the___.

Better: The sine is the ration of the ___ to the ___. (opposite side, hypotenuse).

3. Make the blanks in uniform length and avoid giving irrelevant clue to the correct answer.
Poor: The first president of the United States was _____. (Two words)

(Note: The desired answer is George Washington, but students may write “from Virginia”, “a general”,
and other creative expressions.)

Better: Give the first and last name of the first president of the United States: _____.

4. Matching Items

A matching exercise typically consists of a list of questions or problems to be answered along with a list
of responses. The examinee is required to make an association between each question and response. A
large amount of material can be condensed to fit in fewer space Students have substantially fewer
chances for guessing correct associations than on multiple-choice and true/false tests Matching tests
cannot effectively test higher-order intellectual skills

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Project Study Attributes



Attributes and Characteristics of a Project Study

ChatGPT

A project study typically refers to an in-depth investigation or analysis of a specific project or topic. The
attributes and characteristics of a project study can vary depending on the nature of the project and its
objectives. However, here are some common attributes and characteristics that are often associated
with project studies:
Purpose: A project study has a clearly defined purpose, which outlines the reason for conducting the
study. The purpose could be to evaluate the feasibility of a project, analyze its potential impact, propose
improvements, or explore new ideas.

Scope: The scope of a project study defines the boundaries and extent of the study. It determines what
aspects will be included and what will be excluded from the analysis. The scope helps focus the study on
specific objectives and ensures that resources are utilized efficiently.

Objectives: Project studies have specific objectives that outline what the study aims to achieve. These
objectives are typically measurable and provide a clear direction for the study. Objectives may include
gathering data, conducting analysis, making recommendations, or developing a prototype.

Methodology: A project study follows a systematic and structured methodology to gather and analyze
data. The methodology may involve various research methods, such as surveys, interviews, experiments,
or literature reviews. It ensures that the study is rigorous, reliable, and replicable.

Data Collection: Project studies involve collecting relevant data to support the analysis and findings.
Data can be collected from primary sources (directly gathered for the study) or secondary sources
(existing data or literature). The data collection process should be well-designed to ensure data accuracy
and completeness.

Analysis: Once the data is collected, a project study involves analyzing the data using appropriate
analytical techniques. The analysis aims to identify patterns, trends, relationships, or insights that
address the objectives of the study. Statistical analysis, qualitative analysis, or a combination of both
may be used, depending on the nature of the data.

Findings and Conclusions: The analysis of the data leads to the identification of key findings and
conclusions. Findings are the results of the analysis, while conclusions are the interpretations or
implications of those findings. Both findings and conclusions should be logical, supported by evidence,
and directly linked to the objectives of the study.

Recommendations: A project study often includes recommendations based on the findings and
conclusions. Recommendations provide actionable suggestions for addressing the issues or
opportunities identified in the study. Recommendations should be practical, feasible, and aligned with
the overall goals of the project.

Documentation: A project study requires comprehensive documentation of the entire study process,
including the methodology, data collection instruments, analysis techniques, findings, conclusions, and
recommendations. Proper documentation ensures transparency, allows for future reference, and
facilitates knowledge transfer.

Presentation: Finally, a project study is typically presented to stakeholders or relevant audiences. The
presentation can take various forms, such as written reports, presentations, or interactive sessions.
Effective communication of the study's findings, conclusions, and recommendations is essential to
ensure that the study's outcomes are understood and utilized appropriately.

It's important to note that these attributes and characteristics may vary depending on the specific
requirements and context of each project study.

3.

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Proj Planning Steps & Effectiveness

User

Enumerate and comprehensively discuss each Project planning steps and its effectiveness

ChatGPT

Project planning is a critical process that involves defining project goals, objectives, tasks, resources,
timelines, and deliverables. A well-structured and comprehensive project plan sets the foundation for
successful project execution. The following are the key steps involved in project planning, along with a
discussion of their effectiveness:
Define project objectives and scope:

This step involves clearly defining the project's objectives, which describe what the project aims to
achieve. Additionally, determining the project's scope helps establish the boundaries and deliverables of
the project. Effective definition of objectives and scope ensures that everyone involved has a shared
understanding of the project's purpose, which is essential for project success.

Conduct a feasibility study:

A feasibility study assesses the project's viability and potential success. It examines various factors such
as technical, financial, legal, operational, and scheduling aspects to determine if the project is feasible.
This step is effective in identifying potential risks, constraints, and challenges early on, allowing project
managers to make informed decisions regarding project initiation.

Identify project stakeholders:

Identifying stakeholders involves identifying individuals, groups, or organizations that are directly or
indirectly impacted by the project. Stakeholders may include project sponsors, team members,
customers, end-users, regulatory bodies, and others. Effective stakeholder identification helps ensure
proper communication, involvement, and management of stakeholder expectations throughout the
project lifecycle.

Develop a work breakdown structure (WBS):

The WBS breaks down the project's work into smaller, manageable components or tasks. It provides a
hierarchical structure that depicts the relationships and dependencies between tasks. The WBS helps in
organizing the project's work, assigning responsibilities, estimating resources, and creating a baseline for
project scheduling and cost management. An effectively developed WBS improves project clarity,
coordination, and control.

Estimate resources and create a resource plan:

Estimating the resources required for the project involves identifying the personnel, equipment,
materials, and facilities needed to complete the project tasks. The resource plan outlines how resources
will be allocated and managed throughout the project. Effective estimation and planning of resources
ensure that the necessary inputs are available at the right time, avoiding delays and resource constraints
during project execution.
Develop a project schedule:

The project schedule defines the sequence and timeline for completing project tasks. It involves
estimating the duration of each task, determining task dependencies, and creating a timeline or Gantt
chart. The project schedule helps in tracking progress, identifying critical paths, and managing project
timelines. An effective project schedule provides a roadmap for project execution and allows for timely
adjustments to ensure project success.

Identify and assess risks:

Risk identification involves identifying potential threats or uncertainties that may impact the project's
objectives or outcomes. Once identified, risks are assessed in terms of their likelihood, impact, and
priority. Effective risk identification and assessment help in developing mitigation strategies,
contingency plans, and risk response actions. Proactive risk management enhances project resilience
and minimizes the likelihood and impact of adverse events.

Develop a communication plan:

A communication plan outlines how project-related information will be communicated, both internally
among project team members and externally with stakeholders. It defines communication channels,
frequency, methods, and key messages. An effective communication plan ensures that the right
information reaches the right stakeholders at the right time, fostering collaboration, alignment, and
informed decision-making.

Create a project budget:

The project budget outlines the estimated costs for executing the project. It includes costs for resources,
materials, equipment, overheads, contingencies, and other project-related expenses. Creating a
comprehensive project budget helps in financial planning, cost control, and resource allocation. An
effective budget ensures that project costs are managed within approved limits and helps in evaluating
project profitability.

Define project roles and responsibilities:

Clearly defining project roles and responsibilities ensures that

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Project Life Cycle Phases

User

Four phases of project life cycle

ChatGPT

The project life cycle consists of four main phases, which are commonly referred to as initiation,
planning, execution, and closure. These phases represent the sequential progression of a project from
its inception to its completion. Let's take a closer look at each phase:

Initiation: This is the initial phase of the project life cycle where the project idea is conceptualized and
defined. During this phase, project stakeholders identify and evaluate the feasibility and viability of the
project. Key activities include defining project goals and objectives, conducting a feasibility study,
identifying project stakeholders, and determining the project's overall scope.
Planning: In the planning phase, the project scope is further refined, and a detailed project plan is
developed. This phase involves defining project deliverables, creating a work breakdown structure
(WBS), estimating resources, determining project timelines and milestones, identifying risks, and
creating a comprehensive project schedule. The planning phase also involves obtaining necessary
approvals and creating a communication plan to ensure effective project management.

Execution: The execution phase is where the actual work of the project takes place. This is when project
teams perform the tasks outlined in the project plan, and project managers oversee the implementation
of the plan. Key activities in this phase include assigning resources, monitoring project progress,
managing risks, coordinating team members, and communicating with stakeholders. The execution
phase involves continuous monitoring and control to ensure that the project stays on track and meets
its objectives.

Closure: The closure phase marks the end of the project life cycle. During this phase, the project
deliverables are completed, and final documentation and reports are prepared. The closure phase
involves conducting a final project review, documenting lessons learned, obtaining acceptance and sign-
off from stakeholders, and transitioning the project's outcomes or outputs to the appropriate individuals
or departments. It is important to formally close the project to ensure that all loose ends are tied up and
that the project's objectives have been achieved.

It's worth noting that different project management methodologies may have variations in the
terminology or specific activities associated with each phase, but these four phases generally capture
the essence of the project life cycle.

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Regional Assessments

User

Regional / Division Standardized Assessment

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Regional/Division Standardized Assessments are standardized tests administered at the regional or

The purpose of regional/division standardized assessments is to measure the overall academic progress
and achievement of students in comparison to a set of predetermined standards. These assessments
provide valuable data that can be used to identify areas of strength and weakness in the educational
system, inform instructional practices, and allocate resources effectively.

Regional/division standardized assessments typically cover a range of subjects and skills, including
language arts, mathematics, science, and social studies. The tests are usually developed by educational
authorities or professional testing organizations and are administered to students at specific grade levels
or educational stages.

The results of these assessments are used to monitor and compare the performance of schools, districts,
or regions within the educational system. They can also play a role in accountability measures, such as
identifying underperforming schools or informing educational policy decisions.
The specific format and content of regional/division standardized assessments can vary depending on
the educational system and the goals of the assessment. These assessments may include multiple-choice
questions, open-ended questions, essays, or performance-based tasks.

Educational authorities and policymakers often use the data from regional/division standardized
assessments to track trends over time, identify achievement gaps, and make informed decisions about
curriculum development, teacher training, and resource allocation.

It's important to note that the exact terminology and practices regarding regional/division standardized
assessments may vary across different educational systems and regions. Therefore, it's always
recommended to consult the specific guidelines and policies established by the educational authorities
in a particular region or division.

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