ENG520 Midterm Solved Papers

520 papers

Q1. Define the term measurement?

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).

Q2. Define concurrent validity?

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

Q3. Standards of test?

i. Achievement tests ii. Aptitude tests

Q4. Formative and summative assessment?

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.

Q5. Advantages of mcqs?

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.

Q6. Why there is a poor item in this mcqs?

Q7. Define the term table of specification?

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.

Q8. Differences btw the maximum performance assessment and typical performance assessment?

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 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.

Q9. Three suggestions to create mcq ?

1. 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.
2. 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.
3. Try to avoid the negative statements, unless the significant learning outcome requires it.
4. An item should contain only one correct or clearly best answer.
5. Explanation: Including more than one correct answer in a test item and asking students to select all the correct alternatives has 2 shortcomings.
6. a. Such items are usually no more than a collection of true and false item presented in MCQ form.
7. b. The number of alternatives selected as correct answers varies from one student to another.
8. Key steps in using portfolios.

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.

11. Define the term evaluation

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.

12. Construct validity in text.

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

Q13. Write three taxonomies.

1. Bloom taxonomy
2. Solo taxonomy
3. Depth of knowledge dok taxonomy.
4. 3 tests for national and provincial testing programs.

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

15. Content of table of specifications.
16. Difference btw formative and summative assessment.

Formative and summative roles of assessment.

1. It can be used for formative purposes to measure progress.
2. Basis for certifying accomplishment.
3. For system accountability mechanism.
4. Functions of summative assessment.

Functions of Summative Assessment

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.