Cerrar
-Gathering information to increase
students’ learning.
and development
- What students know and have
learned
To increase quality
Making judgments based on criteria
and evidence
To judge quality
To find out what and how well people
are learning what is taught, without
any intent to give a grade.
Measuring the extent of learning and
assigning a grade.
In-class, anonymous, short, non-graded exercises that provides feedback for both teacher and
learner about the teaching/learning
process.
Provide the teacher with quick and
timely feedback about the
effectiveness and the state of student
learning.
Give the advantages of CATs.
(Go Down But Should Help G)
-Often called Minute Paper.
- Last 2 or 3 minutes of the class period.
-What was the most important
thing you learned today?
-What important points remain
unclear to you?
- Help learners develop metacognitive analysis and synthesis skills
-Very simple and quick to use.
- What was the muddiest point in
today’s class?
-The teacher discovers which areas
learners struggle with the most, and
finds better ways to deal with the
content in the future.
-Useful for introductory level and for
totally new content.
-Requires learners to put into their own
words about what they have learned.
-Provides valuable feedback into the
learner’s understanding and ability to
translate information.
After you have taught an essential
information and before discussing
how the information can be applied
to the real worlds, the learners are
asked to write on an index card at
least ONE POSSIBLE APPLICATION of
the content.
-Application of learners the
theoretical material they are being taught.
- Learners see the relevance of what
they are learning.
Used before teaching a new content to discover what the learners already know about the topic.
It is, in a sense, an ungraded pre-test.
Helps to expose mistaken ideas that may hinder learning.
Learners must be aware of these pre-conceived notions and must be led to understand how those notions fit with the truth.
Allow learners to express their
possible lack of confidence in learning certain content or skills.
Should test the achievement of course objectives logically and systematically.
Good exam planning includes some type of test blueprint or table of specification.
chart that spells out the content and the level of knowledge to be tested.
Contains the content or objectives, a taxonomy of levels of learnings to be assigned to the objectives and the number of questions or relative weight to be given to each area.
• Easy to score and can be scored by a computer
• Licensure and certification examinations
• It cannot test the highest level of knowing
and cannot test critical thinking abilities.
Ability to identify the correctness of
statements of facts or principles
• Limited to testing the lowest levels of
knowing, knowledge and comprehension
• Learner has 50/50 chance of guessing the
right answer.
Test knowledge, the lowest level of knowing.
Useful in determining if learners can recall
the memorized relationships between two
things such as dates and events, structures
and functions and terms and definitions
Set up at two lists, with the premises usually on the left and the response on the right.
• Time-consuming for both learners and teachers
• Highest level of knowing (analysis, synthesis and evaluation)
• May come in short or full essay questions.
SHORT ANSWER QUESTIONS:
-sometimes termed as RESTRICTED RESPONSE ITEM
-places limitation on the type of response requested
• FULL ESSAY QUESTIONS:
-sometimes called as EXTENDED RESPONSE QUESTIONS
-permits test takers to select all pertinent information, organize it as desired and express it in a clear manner.
Short Answer Question is sometimes termed as?
Full Essay Questions sometimes referred to as?
• Provides data about the worth of the items, specifically their level of
difficulty and ability to discriminate between test takers who know
the material and those who do not
• It can be done quickly with a computer and appropriate software
• In the absence of a software program, the educator can calculate
both item difficulty and item discrimination
Give the 7 Classroom
Assessment Techniques (CATs)
Give the types of Tables
of Specification (TOS) or Test Blueprint
