ENG520 Final Term Past Papers

Q3. limitations of true false

Most commonly observed limitations are: i. All learning outcomes cannot be measured through alternative form questions. They are generally limited to lower level learning outcomes. ii. Ease of guessing correct answers when the answer is not known. With only two choices\ (true or false) the student could expect to guess correctly on half of the items for which correct answers are not known. iii. There is sometimes a tendency to take quotations from the text with a minor change in wording. iv. There may also be a tendency to include trivial material from the text. v. True-false items are prone to high guessing and can only be used for measuring lower level learning outcomes

Q3. limitations of matching exercises

Q. limitations of essay test items

1. The scoring is unreliable and time consuming. 2. Limited sampling of the content is possible.

Q. Define achievement test

A standardized achievement test a fixed set if items to measure defined achievement domain, specific direction for administrating and scoring test, and norms based on representative groups of individuals. Most publishes achievement test are called standardized achievement tests. These typically are norm referenced tests. Quite a few criterion referenced achievement tests are also been published. Achievement tests are used as part if broader assessment system or alone. They provide relatively inexpensive means of measuring broad achievement goals. Standardized achievement tests are often customized to include characteristics of both norm and criterion referenced test. Standard content and procedure makes it possible to give an identical test to individuals in different places at different times. Equivalent forms are included in many standardized tests, which make it possible to repeat the test without fear that the test takers will remember the answers from first testing.

Q3. suggestions for good short answer question

When completion items are used, do not include too many blanks or start with a blank space. Also avoid asking trivial information in blank space.

Q. Define NEAS

Q. Issues in test administration

1. Cheating
2. Poor testing conditions
3. Test anxiety
4. Errors in test scoring procedure.

Q. Guideline for writing essay type

Following guidelines are for writing essay type items when developing a test. i. Frame questions so that the examinee‘s task is explicitly defined. ii. Specify the value and an approximate time limit for each question. iii. Do not employ optional questions. iv. Employ a larger number of questions that require relatively shorter answers rather than only a few questions that require long answers. v. Verify a question‘s quality by writing a trial response to the question. vi. Prepare a tentative scoring key in advance of considering examinee responses. vii. Score all answers to one question before scoring the next question. viii. Make prior decisions regarding treatment of such factors as spelling and punctuation. ix. Evaluate essay responses anonymously.

Q. Monitor students test invigilation?

1. Penalties of cheating
2. Disturbing others
3. Seating position/posture
4. Protecting test from others
5. Cheating material handing
6. Jurisdiction of invigilation staff

Q. Limitations of short question

•  A potential problem with both short-answer and completion items is that difficult to frame questions for one specific answer unless the items are well written.
•  Not usable to measure complex learning outcomes.

Q. Uses of matching exercise

The typical matching exercise is limited to measuring factual information, based on simple associations. It is a compact and efficient method of measuring such simple knowledge outcomes. It is also being used with pictorial materials in relating pictures and words to identify positions on maps, charts and diagrams. Regardless of the dorm of presentation, the student‘s task is essentially to relate two things that have logical association. This restricts the use of matching exercise to small area of student‘s achievement.

Q. Score definition.

A system of number or values assigned to a work often combines with a level of performance. High numbers are for best performance like 4, 5 or 6 whereas down to 1 or 0 are the lowest score in a performance assessment.

Q3. strategies to solve issue in test administration .

It is equally important to control all he factors other than test itself, to collect trustable evidence of student learning by addressing test administration issues. The way in which the test is administered is very important to meet the goal of producing highly valid, reliable results. Once a test is ready then next step is to administer it. Teacher has to help the students psychologically by maintaining a positive test-taking attitude, clarifying the rules; penalties for cheating, reminding them to check their copies, minimizing distractions and giving time warnings. Cheating, poor testing conditions, and test anxiety, as well as errors in test scoring procedures contribute to invalid test results. Accurate achievement data are very important for planning curriculum and instruction.