SUB-TOPIC 1.1 ENVIRONMENTAL VALUE SYSTEMS SUB-TOPIC 1.2 SYSTEMS AND MODELS.
CLASSROOM ASSESSMENT - ExaminationsDeveloping a TOS •Based on the time spent on/importance of each...
Transcript of CLASSROOM ASSESSMENT - ExaminationsDeveloping a TOS •Based on the time spent on/importance of each...
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CLASSROOM
ASSESSMENT
TEACHER DEVELOPED TESTS
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Caribbean Examinations Council
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Why Assessment?
• Assessment provides data that can be used by
teachers to adjust and enhance their teaching
• All teachers should be competent in developing
and using classroom tests
• Teachers should be able to develop a wide range
of tests • Selected response
• Constructed response
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Selected response
• Pupils select their answers from options provided
• Multiple choice
• True-false
• Matching items
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Selected response
• Strengths
• Can include a large number in a single test
• Ensures adequate sampling of the content
• Can be easily scored
• Good for measuring lower-level objectives
• Weaknesses
• Difficult to write
• Difficult to assess higher-order skills
• May be subject to guessing
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Constructed response
• Pupils generate a response
• Fill in the blank
• Short answer
• Essays
• Performance assessment
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Constructed response
• Strengths
• Easier to write
• Good for assessing higher-order objectives
• Eliminate guessing
• Weaknesses
• Limitations to number of items that may be included on
test
• May not cover the content domain
• More difficult to score
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Assembling a test
• Develop a table of specifications
• Provide clear instructions
• Avoid unintended clues
• Arrange items to encourage student performance
• Use appropriate vocabulary
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Table of Specifications
• A two-way chart which describes the topics to be
covered by a test and the number of items or
marks to be awarded
• Ensures that there is a match between what is
taught and what is tested
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Objectives Teaching Testing
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Table of Specifications
• Indicates how much emphasis should be placed on each
topic (percentage of the test)
• Linked to how much time was spent teaching the topic
and how much emphasis was given to the topic.
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Table of Specifications
• Matches the content you have taught with the cognitive
level at which you expect students to perform
• Indicates the type of thinking skills to be assessed
• Should be so complete and so explicit that two persons
using the specifications independently would produce
comparable and interchangeable tests, differing only in
the sampling of the items included
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Sample Table of Specifications
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Sample Table of Specifications
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Cognitive Level Objectives Knowledge Application Total
Identify parts of the heart
4 1 5
Know the effects of exercise
2 3 5
TOTAL
6
4
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Developing a TOS
• Select a topic
• Identify the sub-topics to be tested
• Identify the levels of the taxonomy that are most appropriate to assess the content
• Review the types of skills that can be tested under each level
• Consider the number of items that will be used on the entire test and the time available
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Developing a TOS
• Based on the time spent on/importance of each
sub-topic, decide on the number of items that will
be used for each sub-topic.
• Distribute the questions across the cognitive
levels.
• Review the table to ensure that there is a
reasonable spread across the cognitive domain
and the content areas/objectives.
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What are can-do skills?
• Tests or activities designed under a formative
assessment framework
• Used to collect evidence of skills pupils have
mastered
• Planned, designed and constructed by classroom
teachers
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Can-do skills
• Enable pupils to use the vocabulary of the
specific subject literacies
• Provide regular practise of key skills
• Identify aspects of a topic that pupils find difficult
• Tests varying levels of skills
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Can-do skills
• Describe what each pupil needs to achieve
specific goals
• Identify what the teacher should do next to
enhance the progress of the pupil
• Identify what the pupil should do next to enhance
his or her progress, competence and confidence
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CAN-DO SKILLS
SPECIFIC CONTENT
AREAS
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Language
• Read for different purposes such as getting
information, for learning and for enjoyment
• Use strategies effectively to solve
misunderstandings while reading
• Interpret the use of figurative language in poetry
and other literary selections
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Mathematics
• Solve problems involving the four basic
operations of addition, subtraction, multiplication
and division
• Describe two-dimensional shapes in terms of
number of sides
• Read and interpret data presented in tables,
charts and graphs
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Social Studies
• Identify the major resources of the Caribbean
region
• Name and locate the major towns in the
Caribbean
• Identify the early groups of people who came to
the Caribbean
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Science
• Classify flowering plants according to the type of
pollination they undergo
• Identify forces at work in common situations
• Classify resources as renewable and non-
renewable
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