EDU431 Final Term Solved Papers 2018

EDU431 solved final term papers 2018 · 2 marks · Q: what are subjective type questions? Tell names

Answer: Subjective test items (essay questions) are constructed response type questions that can be

I. Restricted Response Items II. Extended Response Items

Q: High stake testing matters

Answer: High-stakes testing as the use of a summative test or an assessment (i.e., a test designed to measure student achievement after a period of instruction has been completed) to make decisions that are of prominent educational, financial, or social impact.

Types of High stake test

Criterian Referenced Test

Norm-Referenced High-Stake Tests

Q: How to design rubric?

Answer: 1. Identify a learning goal.

2. Choose outcomes that may be measured.
3. Develop or adapt an existing rubric.
4. Share it with students

Q: Elements of Rubric

Answer: A rubric includes:

1. Score
2. Criteria
3. Levels of performance
4. Descriptors

Q: Restricted response items names

Answer: Restricted response item: Pose a specific problem for which student needs to recall suitable information, organize it, derive a defensible conclusion, and express it within the given limits the questions (like 400 word, 30 min. etc.)

Some of which are;

1. Analysis of relationship.
2. Compare and contrast positions.
3. Explain cause-effect relationship.
4. Organize data and support a viewpoint.
5. Formulate hypotheses.
6. Point out strengths and weaknesses.
7. Integrate data from various resources

3 marks

Q: Advantage if essay type questions

Answer: Extended response questions have following advantages over other types of question formats: 1. Effective for assessing higher order abilities: analyses synthesize and evaluate. 2. It is comparatively less time consuming to develop such items. 3. Emphasizes essential communicational skills. 4. Guessing is eliminated

Q: State any three limitations of mcqs

Answer: Ans: Limitations of MCQs. 1. Take a long time to construct in order to avoid arbitrary and ambiguous questions. 2. Also require careful preparation to avoid preponderance of questions testimony recall. 3. Provide cues that do not exist in practice.

Q: analytic rubric? In which conditions it is used?

Answer: Analytic rubric

Each criterion is assessed separately by using different descriptive ratings. Each criterion is given a separate score. Final score is made up of adding each component parts. It takes more time to score but gives detailed more feedback.

When to use:

1. Several faculty are collectively assessing student work.
2. Outside audience will be examining rubric scores.
3. Profiles of specific strength/weakness are desired.

Q: Benefits of rubric in evaluation process

Answer: A rubric is an explicit set of criteria used for assessing a particular type of work or performance and provides more details than a single grade or mark. It is a set of scoring guidelines for evaluating student work.

Q: Item analysis

Answer: The item analysis is an important phase in the development of a test. In this phase statistical methods are used to identify any test items that are not working well. If an item is too easy, too difficult, failing to show a difference between skilled and unskilled examinees, or even scored incorrectly, an item analysis will reveal it.

5 marks:

Q: How self assessment should be implemented

Answer: Boud (1995) argues that the way in which self-assessment is implemented is critical to its acceptance by students. According to Boud (1995), the implementation process needs to include:

A clear rationale: what are the purposes of this particular activity?

Explicit procedures—students need to know what is expected of them.

Reassurance of a safe environment in which they can be honest about their own performance without the fear that they will expose information which can be used against them.

Confidence that other students will do likewise, and that cheating or collusion will be detected and discouraged (Boud, 1995, p.182).

Q: Extended response type questions with example

Answer: It allows the students to determine the length and complexity of the response. This type of questions is most suitable for measuring higher level mental processes skills like synthesis and evaluation. Teachers prefer these questions when they want to have information about student’s ability to organize, integrate, express and evaluate information.

Example: What are the teachings of Islam about the respect of elders? How do these teachings help us to make a good society? Marks will be given for correct information, your own point of view, good judgment and good presentation.