Qustioning and Evaluation[1]-Ppt

8/6/2019 Qustioning and Evaluation[1]-Ppt

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QUSTIONING AND QUSTIONING AND

EVALUATION EVALUATION Athmaraman Athmaraman RR


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For the past tw o decades, the re a reFor the past tw o decades, the re a re

new t rends in unde rstandingnew t rends in unde rstandingEvaluati o n and Questi o ning inEvaluati o n and Questi o ning inEducati o n.Educati o n.

Discuss:Discuss:What is a Test? What is evaluati o n?What is a Test? What is evaluati o n?


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TRENDS I N EVALUATION TRENDS IN EVALUATION

TECHNIQUESTECHNIQUES

From arb it r a r iness t o From arb it r a r iness t o Sy ste m atizati o n . Sy ste m atizati o n . Attenti o n t o n o n Attenti o n t o n o n--acade m icacade m icachieve m ent as well.achieve m ent as well.Pe r io dical Evaluati o n t o Co ntinu o usPe r io dical Evaluati o n t o Co ntinu o usEvaluati o n.Evaluati o n.Fewe r Techniques t o a Va r iet y of Fewe r Techniques t o a Va r iet y of Techniques.Techniques.Lim ited usage of results t o a wide r Lim ited usage of results t o a wide r usage of results .usage of results .

Measu re m ent of achieve m ent t o Measu re m ent of achieve m ent t o I m p ro ve m ent of achieve m ent. I m p ro ve m ent of achieve m ent.S tanda rdized form t o Flexi b le form .S tanda rdized form t o Flexi b le form .Testing m e mor izati o n to testingTesting m e mor izati o n to testing

highe r or de r skills . highe r or de r skills .Lim ited c o ve rage of cu rr iculu m t o itsLim ited c o ve rage of cu rr iculu m t o itse ff ective c o ve rage.e ff ective c o ve rage.One form of questi o ning t o a va r iet y One form of questi o ning t o a va r iet y of form s.of form s.Fewe r questi o ns t o a la rge r nu mb e r Fewe r questi o ns t o a la rge r nu mb e r of questi o ns.of questi o ns.Ove rOve r --all o pti o ns t o Lim ited o pti o ns.all o pti o ns t o Lim ited o pti o ns. Vague questi o ning t o speci fic Vague questi o ning t o speci ficquesti o ning.questi o ning.Su bj ective sc or ing t o Obj ectiveSu bj ective sc or ing t o Obj ectivescienti fic sc or ing.scienti fic sc or ing.


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POINTS FOR FRAMING POINTS FOR FRAMING

QUESTIONSQUESTIONS

Obj ectives.Obj ectives.Co ntent.Co ntent.Form/B lue p r int.Form/B lue p r int.Nu mb e r of questi o ns.Nu mb e r of questi o ns.Language used.Language used. S t ructu re & Sequencing. S t ructu re & Sequencing.Diff icult y level.Diff icult y level.Deli m ited sc o pe of the answe r .Deli m ited sc o pe of the answe r .Tim e.Tim e.Ke y .Ke y .Scor ing sche m e.Scor ing sche m e.


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VARITIES OF QUESTIONS VARITIES OF QUESTIONS

Essa y Ty pe.Essa y Ty pe.Obj ective Ty pe: Som e of the m a re,Obj ective Ty pe: Som e of the m a re,Multiple Ch o ices.Multiple Ch o ices.Filling the b lanks.Filling the b lanks.OneOne--w or d answe rs.w or d answe rs.Matching.Matching.

Sh or t-answe r .


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QUESTIONS FOR THE QUESTIONS FOR THE

CLASSROO MCLASSROO M

USE AS :USE AS :

S ta r te r s.S ta r te r s.Questi o ns t o sti m ulate thinking.Questi o ns t o sti m ulate thinking.Facilitat or s of comm unicati o n.Facilitat or s of comm unicati o n. A wa y t o st rengthen c o ncepts. A wa y t o st rengthen c o ncepts.P rob es and p rom pts.Prob es and p rom pts. Assess m ent m achine ry . Assess m ent m achine ry .Too ls for discussi o n.Too ls for discussi o n.

Me mor y .Me mor y .Translati o n.Translati o n.I nte rp retati o n. Applicati o n. Anal ysis. Anal ysis.Sy nthesis.Sy nthesis.Evaluati o n.Evaluati o n.

LEVELSLEVELS

Clo sedClo sed- -ended.ended.OpenOpen- -ended.ended.I nvestigative.I nvestigative.

ErrorError --detecti o n.detecti o n.Creative.Creative.

CLASSI FICATION :CLASSI FICATION :


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PRO BLEMS FOR PRO BLEMS FOR DISCUSSIONDISCUSSION

A carpenter has to make some 3 A carpenter has to make some 3- -legged stoolslegged stoolsand some 4and some 4- -legged chairs. Altogether helegged chairs. Altogether hemade 72 legs. How many chairs did he make?made 72 legs. How many chairs did he make?

Give two numbers whose LCM is 48.Give two numbers whose LCM is 48.Is your answer unique?Is your answer unique?

Find A, B such that 3 0Find A, B such that 3 0 A A 00 BB 0 3 is divisible0 3 is divisibleby 13. Is your answer unique?by 13. Is your answer unique?


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Write any two vectors (in three dimensions)Write any two vectors (in three dimensions)whose scalar product is 100. Is your answerwhose scalar product is 100. Is your answerunique?unique?

Find the pair (Find the pair (a a,, bb) such that their LCM is and) such that their LCM is andGCD is 1.GCD is 1.

If = 1771561, what is ?If = 1771561, what is ?m

p1( - 1) m p


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FindFind nn andand rr such that = 15.such that = 15.

Find a quadratic equationFind a quadratic equation , ,with two irrational roots, wherewith two irrational roots, where

and theand the discriminant discriminant is a perfect is a perfect square.square.

nCr

2 0b x cax !, ,

a b c2 4

)( acb


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OPEN OPEN- -ENDED QUESTIONS ENDED QUESTIONS

John believes the answer to 24 + 37 is 51,John believes the answer to 24 + 37 is 51,but Krishna is certain that it must be 511.but Krishna is certain that it must be 511.Who is correct? Explain.Who is correct? Explain.


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The workings of Abdul in solving correctlyThe workings of Abdul in solving correctlya word problem are given:a word problem are given:

81 + 93 + 78 = 25281 + 93 + 78 = 252252252 zz 3 = 84.3 = 84.

So the average is 84.So the average is 84.

Can you think of word problems that Can you think of word problems that match his workings?match his workings?


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Answers: Answers:1. Three toddlers are 81 cm, 93 cm and 78 cm tall.1. Three toddlers are 81 cm, 93 cm and 78 cm tall.What is their average height?What is their average height?

2. There were 3 obese hamsters. Hamster A weighed 812. There were 3 obese hamsters. Hamster A weighed 81kg, hamster B weighed 93 kg and hamster C weighedkg, hamster B weighed 93 kg and hamster C weighed78 kg. What was their average weight?78 kg. What was their average weight?

3. A family used 93 litres of water in the first week of 3. A family used 93 litres of water in the first week of May, 78 litres in the 2nd week and 81 litrres in the 3rdMay, 78 litres in the 2nd week and 81 litrres in the 3rdweek. Find the average amount of water they used in aweek. Find the average amount of water they used in aweek.week.


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Routine QuestionRoutine Question

Which of the following numbers are prime?Which of the following numbers are prime?7, 57, 67, 1177, 57, 67, 117


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OpenOpen--ended:ended:

Anju thinks that 57 and 67 are prime Anju thinks that 57 and 67 are primebecause they both end in 7, which is abecause they both end in 7, which is aprime number. Manju says she is wrong.prime number. Manju says she is wrong.Who is correct and why?Who is correct and why?


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Routine questionRoutine question

Round 37.67 to the nearest 10th.Round 37.67 to the nearest 10th.


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OpenOpen--endedended

Generate three different numbers that Generate three different numbers that when rounded to the nearest 10th givewhen rounded to the nearest 10th give37.737.7


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RoutineRoutine

Find the LCM of 18 and 24Find the LCM of 18 and 24


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OpenOpen--endedended

Why can t 48 be the LCM of 18 and 24?Why can t 48 be the LCM of 18 and 24?

Give pairs of numbers that have the LCMGive pairs of numbers that have the LCM

72.72.


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Merits of OpenMerits of Open--ended questionsended questions

Encourages divergent and reflective thinkingEncourages divergent and reflective thinking Coupled with questions, they developCoupled with questions, they develop

confidence in their ability in problem solvingconfidence in their ability in problem solving Participation induces healthy competitionParticipation induces healthy competition

--contdcontd--


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Contributions made by students make it anContributions made by students make it anenjoyable experience for themenjoyable experience for them

Enables visualization of concepts andEnables visualization of concepts andprocessesprocesses

Facilitate communicative modeFacilitate communicative mode

--contdcontd--


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Gives scope for logical argumentsGives scope for logical arguments Permits mental manipulationsPermits mental manipulations They provide the teacher a rich array of dataThey provide the teacher a rich array of data

to assess students strengths and weaknessesto assess students strengths and weaknesses

--contdcontd--


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Promotes peer learning and creates synergyPromotes peer learning and creates synergy Stimulates exchange of ideasStimulates exchange of ideas Develops teamworkDevelops teamwork

--contdcontd--


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Promotes higher levels of thinking (application,Promotes higher levels of thinking (application,synthesis, evaluation) versus simple memorizationsynthesis, evaluation) versus simple memorization

Provides immediate feedbackProvides immediate feedback Can portray realistic situationsCan portray realistic situations

--contdcontd--


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Allows for focused learning that eliminates Allows for focused learning that eliminatesirrelevant aspectsirrelevant aspects Can create a fun Environment Can create a fun Environment Encourages PeerEncourages Peer- -learning learning


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Be proud of your profession.Be proud of your profession.Be a learner always.Be a learner always.Be a member of the AM TI.Be a member of the AM TI.Be a resourceful mathematics teacher.Be a resourceful mathematics teacher.


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Thank Y o uThank Y o u

Athmaraman Athmaraman R.R.94446 11066.94446 11066.

Qustioning and Evaluation[1]-Ppt

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