Q. Define the term measurement?

(Topic 01)

Measurement is the process by which the attributes or dimensions of some object

(both physical and abstract) are quantified. Measurement can be easily understood
if we use this word to measure height and distance because these things are
physical present in the existence so height can easily be measured by scale. But in
the field of education, our variable are not physical and cannot be directly
measured e.g. attitude, behavior, and achievement etc. these all are abstract, so
there measurement is relatively difficult than those who have physical existence.
The tool used for measuring the abstract variables cannot measure exactly like
scale (thermometer).

Q. Define the term evaluation (Topic 01)

Evaluation is the process of making a value judgment against intended learning

outcomes and behavior, to decide the quality and extent of learning. Evaluation is
always related to your purpose, you aligned your purpose of teaching with what
students achieved at the end, with their quality and quantity of learning.

Q. Method of interpreting Results (Topic 02)

i. Norm Referenced Assessment

ii. Criterion Referenced Assessment

Q. Differences btw the maximum performance assessment and typical

performance assessment? (Topic 03)

Maximum performance assessment determines what individuals can do when

performing at their best e.g. assess student in an environment when they exhibit
their best performance. Procedure of this type is concerned with how well

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individual perform when they are motivated to obtain as high score as possible.
This type of assessment includes aptitude tests and achievement tests. The second
category is a typical performance assessment determines what an individual will do
under natural conditions. This type of assessment includes attitude, interest,
personality inventories, observational techniques and peer appraisal. Here the
emphasis is on what students will do rather than what they can do.

Q. Write four levels in which learning of students is classified OR Role of

National Curriculum in Assessment (Topic 07).

In national curriculums of Pakistan, learning of student is classified into four

levels.

1. Competency
2. Standards
3. Benchmarks
4. Student learning outcome (SLOs)

Q. Write three taxonomies. (Topic 10)

1. Bloom‘s taxonomy of educational objective

2. Structure of Observed Learning Outcomes (SOLO)
3. Depth of Knowledge (DOK)

Q. Types of Written Tests (Topic 19)

Verbal: Emphasize reading, writing, or speaking. The most tests in education are
verbal tests.

Non-verbal: It does not require reading, writing or speaking ability. The tests
composed of numerals or drawings are an example of non-verbal test.

Objective: It refers to scoring of tests when two or more scorers can easily agree
on whether the answer is correct or incorrect; the test is an objective one. True/
false, multiple choice and matching tests are examples of it

Subjective: When it is difficult for two scorers to agree on whether an item is

correct or incorrect, the test is a subjective one. Essay tests are the example of it.
Teacher Made It is constructed solely by teacher only to be used in the classroom.

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This type of test is custom designed according to need and issues related to specific
class.

Standardized: Test constructed by measurement experts over a period of years.

They are designed to measure broad national objectives and have a uniform set of
instructions that are adhered to during each administration. Mostly it has tables of
norms, to which a student performance may be compared to determine where the
student stands in relation to a national sample of students at the same level of age
or grade

Power: Tests with liberal time limits that allow each student to attempt each item.
Items tend to be difficult

Speed: Tests with time limits so strict that no one is expected to complete all
items. Items tend to be easy.

Q. Objective types of assessment. (Topic 19)

(1) Matching Test,

(2) Multiple Choice Test,
(3) True False Tests,
(4) Correct/Incorrect Test,
(5) Simple Recall Test,
(6) Best Answer Test,
(7) Completion Test, and
(8) Classification Test.

Q. Functions of summative assessment (Topic 25)

 Focus of measurement in summative assessment is on course or unit

objectives.
 Broad sample of all objectives is used in summative assessment.
 This type of assessment uses wide range of difficulty while selecting items
for the test.
 Summative assessment is done at the end of the unit or the course.
 Most important functions of summative assessment is to assign grade,
certification of accomplishment and evaluation of teaching.

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Q. Formative and summative assessment? (Topic 25+26)

It determines learning progress, provides feedback to reinforce learning, and

correct learning errors. When we assess student during classroom instruction with
a purpose to have a feedback that how can we make our teacher learning process
better, that is formative assessment. In this assessment, we are not assessing what
students learnt or not, rather we assess the process behind the students learning
.The process behind the student learning includes a teaching method, book, if we
make all these things according to the needs of students then learning will improve.

Summative Assessment

It comes at the end of the instructional session (course of the unit). It is designed to
measure extend of achievement of intended learning outcomes. The primary utility
of this type of assessment is to assign grades and certifying the level of mastery
and expertise in a certain subject. It is usually done through teacher made
achievement tests or alternative assessment techniques like portfolio to summarize
the overall performance of the student at the end of the session. It is not
compulsory to do it at the end of the semester, in semester system, there is a
midterm and final term in one semester, and these both are summative assessment.
It usually compares the student learning either with other students’ learning (norm-
referenced) or the standard for a grade level (criterion-referenced). Summative
assessment includes teacher made survey test, performance, rating scales and
product scales.

Q. Define the term table of specification? (Topic 28)

One of the tools used by teachers to develop a blueprint for the test is called
―table of specification; in the other word table of specification is a technical name
for the blue print of the test. It is the first formal step to develop a test.

Q. Concept of table of specification? (Topic 28)

 It helps a teacher in allotting the questions to different content areas and

Bloom‘s learning categories in a systematic manner.
 The blueprint is meant to ensure content validity. Content validity is the
most important factor in constructing an achievement test. (will be discussed
in later unit)

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  A unit test or comprehensive exam is based on several lessons and/or
chapters in a book supposedly reflecting a balance between content areas
and learning levels (objectives).

Q. Elements of Table of Specification (Topic 30)

Carey (1988) listed six major elements that should be attended to in developing a
table of specifications for a comprehensive end of unit exam:

i. Balance among the goals selected for the exam (weighing objectives)
ii. Balance among the levels of learning (higher order and lower order)
iii. The test format (objective and subjective)
iv. The total number of items
v. The number of test items for each goal and level of learning
vi. The enabling skills to be selected from each goal framework.

Q. 3 tests for national and provincial testing programs. (Topic 34)

Published tests commonly used by provincial or national testing programs are:

 Aptitude tests
 Readiness tests
 Placement tests

Q. Standards for Selecting Appropriate Test? (Topic 34)

Test users should select tests that meet the purpose for which they are to be used
and that are appropriate for intended population.

 First define the purpose for testing and the population to be tested and select
the test accordingly.
 Investigate the potentially useful sources of information, in addition to the
test scores, to validate the information provided by tests.
 Read the materials provided by test developers and avoid using tests for
which unclear or incomplete information is provided.
 Become familiar with how and when test was developed and tried out.

Q. Characteristics of Good Test: Validity, Reliability and Usability (Topic 37)

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Validity: Validity is an evaluation of adequacy and appropriateness of the
interpretation and uses of results. It determines if a test is measuring what it
intended to measure.

Reliability: Reliability refers to the consistency of assessment results.

Reliability vs. Validity: Reliability of measurement is needed to obtain the valid

results, but we can have reliability without validity. Reliability is necessity but not
sufficient condition for validity.

Usability: In addition to validity and reliability, an assessment procedure must

meet certain practical requirements which include feasibility, administration
environment and availability of results for decision makers.

Q. Construct validity in text. (Topic 40)

How well a test measures up to its claims? A test designed to measure depression
must only measure that particular construct, not closely related ideals such as
anxiety or stress.

Procedure

Develop a test framework;

 Defining construct
 Identifying sub-constructs
 Listing indicators of each sub-construct
 Writing test items for each indicator

Q. Evidences of Validity: Criterion Validity (Topic 41)

Meaning: It demonstrates the degree of accuracy of a test by comparing it with

another test, measure or procedure which has been demonstrated is needed to be
valid.

Concurrent validity: This approach allows one to show the test is valid by
comparing it with an already valid test

Predictive: It involves testing a group of subjects for a certain construct, and then
comparing them with results obtained at some point in the future.

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Procedure: It compares assessment results with another measure of performance
obtained at a later date (for prediction) or with another measure of performance
obtained concurrently (for estimating present status)

Method: The degree of relationship can be described more precisely by

statistically correlating the two sets of scores. The resulting correlation coefficient
provides numerical summary of relationship.

Q. Method of Estimating Reliability (Topic 44)

Stability: Consistency over period of time

Equivalence: Over different forms of assessment

Internal consistency: Within the assessment itself

Determining Reliability by Correlation Methods: In determining reliability, it

would be desirable to obtain two sets of measures under identical conditions and
then to compare the results. The reliability coefficient resulting from each method
must be interpreted according to type of consistency being investigated.

Method to Estimate Reliability

 Test-Retest (stability)
 Equivalent Forms (equivalence)
 Test- retest with Equivalent Forms (stability and equivalence)
 Split Half (internal consistency)
 Kuder- Richardson(internal consistency)
 Cronbach Alpha (internal consistency)
 Inter-rater reliability (consistency of rating)

Q. Equivalent Forms method (Topic 46).

 The equivalent forms method is a measure of equivalence.

 It gives two forms of the test to the same group in close succession.

Q. Limits of anecdotal records (Topic 51).

 It takes long time to maintain.

 It is subjective in nature.

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  Anxiety may lead to wrong observation.

Q. Peer Appraisal (Topic 52)

In this procedure students rate their peers on the same rating device used by their
teacher. It depends on greatly simplified procedures.

Techniques of peer appraisal

There are two widely used techniques in this area are:

1. Guess who
2. Sociometric

Q. Key steps in using portfolios. (Topic 53)

 Specify purpose
 Provide guidelines for selecting portfolios
 Define student‘s role in selection and self-evaluation.
 Specify evaluation criteria.
 Use portfolios in instruction and communication.

Q. Advantages of MCQs? (Lesson 18)

 Ensure objectivity, reliability and validity; preparations of questions with

colleagues provide constructive criticism.
 Increase significantly the range and variety of facts that can be sampled in
given time.
 Provide precise and unambiguous measurement of the higher intellectual
processes.
 Provide detailed feedback for both students and teachers.
 MCQs are easy and rapid to score.

Q. Three suggestions to create mcq ? (Topic 63)

 The general applicability and the superior qualities of multiple choice test
items are realized most fully when care is taken in their construction. This
involves formulating clearly stated problems, identifying plausible
alternatives, and removing irrelevant clues to the answer.

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  The item stem should include as much as of the item as possible and should
be free of irrelevant material. Explanation: Clear stem increase the
probability of the item as well as reduce the reading time required.
 Try to avoid the negative statements, unless the significant learning outcome
requires it.
 An item should contain only one correct or clearly best answer.
Explanation: Including more than one correct answer in a test item and
asking students to select all the correct alternatives has 2 shortcomings.
a. Such items are usually no more than a collection of true and false item
presented in MCQ form.
b. The number of alternatives selected as correct answers varies from one
student to another.

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