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Question paper

Setting

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Level of Questions
Recall / Knowledge Lower
Order Abilities
Application / Analyze - Middle
Order
Synthesis Higher Order
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Completion
type
Supply type

Test
items

Numerical
problem
solving

Single
Answer
Short
Answer
Long answer/
Structured
Essay

True / False
Selection type

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Multiple
Choice
Matching

DIFFERENCES BETWEEN
OBJECTIVE TYPE ITEMS &
ESSAY QUESTIONS
Aspect
Compared

Short Answer
Type Items

Taxonomy of

Good

measuring Best for synthesis and

outcomes

outcomes at the knowledge, evaluation outcomes

measured

comprehension,

for

Supply

Essay Questions

application

and analysis levels of the


Taxonomy;

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Cont
d.

DIFFERENCES BETWEEN
OBJECTIVE TYPE ITEMS &
ESSAY QUESTIONS
Aspect
Compared

Short Answer / Supply


Essay Questions
Type Items

Sampling of Broad coverage, which The use of a relatively


Content

makes

representative small

sampling

of

number

content questions

feasible

results

of
in

limited coverage, which


makes

representative

sampling of content
unfeasible
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Cont

DIFFERENCES BETWEEN
OBJECTIVE TYPE ITEMS &
ESSAY QUESTIONS

Aspect

Compared

Short
Answer
/
Supply Type Items

Preparatio Difficult
n of

and Easy

time consuming

items /

Essay Questions

and

not

time
consuming

question
s
Scoring
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Objective,

Subjective,

Student Evaluation
simple
and

difficult

and
Cont

DIFFERENCES BETWEEN
OBJECTIVE TYPE ITEMS & ESSAY
QUESTIONS
Aspect

Compared

Factors that
distort

Short
Answer
/
Supply Type Items

Essay Questions

Reading ability Writing


and guessing

ability

and bluffing

students
scores
Probable

Encourages the Encourages the

effect on

student

learning

remember,

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interpret

to student

to

organize,
and integrate

and

Free Response (1)


The short answer items poses a question that
can be answered with a word/ phrase /number/
symbol.
What is Electrical Current?
Answer : Flow of Electrons
What is an atom?

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Free Response (2)


In completion item, a student is required
to complete a
given incomplete sentence or statement
with a Word
/phrase/ number/ symbol.
In WWW where an attacker impersonate as
real
authority to steal worth full information is
called
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Phishing

Rules to followed in constructing


Completion items
1. Item must be properly stated so that a
single brief answer is possible.
2. The question must be direct.
3. The item with blank spaces must take
enough sense so that the student knows
what to do.
4. Answer must be related to the main point
in the statement.
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Fixed Response Items


In constant alternatives type, a
statement is given and the student is
asked to choose between true/false or
yes/no or agree/disagree
int i=10; printf(%d,i++); o/p: 11
(true /false)
Density of an ice is greater than the
Water (yes/No)
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Rules for constructing True/


false Items
Only one central significant idea.
Be

precise

that

it

can

be

judged

as

unequivocally true or false.


Is atoms are divisible / indivisible

The item should use sparingly negative


statement

and

must

avoid

negatives.
dont disagreeStudent
(certainly
agree)
Evaluation

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double

Multiple Choice
Multiple choice items is the most
versatile of all objective type test
items. Multiple choice items is most
suited

to

provide

information

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diagnostic

Components of Multiple Choice


Items
Stem :The transfer of heat in a steel bar
from one end to the other is by
A) Conduction
Key
B) Convection
C) Radiation
Options
Distractors
D) Fusion

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Sample Questions
An eclipse of the sun throws the shadow of
the
A. moon on the sun
B. moon on the earth
C. earth on the sun
D. earth on the moon
Which of the following has the least
resistance?
A. wood
B. Iron
C. rubber
D. silver
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SPECIFIC RULES FOR WRITING


MULTIPLE CHOICE ITEMS
Rule - 1 :

Stem must be concise and

unambiguous, avoiding negatives. If


unavoidable, negatives must be emphasized.

Rule 2 :

Put as much of the wording as

possible in the stem

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Rule 3 : The options should be parallel in


structure (i.e.) they should fit
grammatically with the stem

Rule 4 : The item must not contain any


clue such as mixtures of singulars and
plurals in the options, precision of key
option, length of the key option, etc.
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Rule 5 : The key option must be always


correct. This means that there is one and
only one predetermined correct answer.

Rule - 6 : Avoid similarity of wording in


both the stem and correct answer.

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Rule 7 : Do not include two responses that


have the same meaning. Multiple choice
items should not involve lengthy calculations.

Rule 8 : The level of information required to


reject wrong responses should not be higher
than that required to select a correct
response.

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MATCHING
Two Column
Premises
Responses

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Example :
Match the type of transducers given under
column A with appropriate application given
in column B.

1
2
3
4

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Respons
es
Premise

)
)
)
)

Column B
a Access Specifier
b ADT
c output function
d structure
e Object
f allocation operator

(
(
(
(

Column A
cout
new
protected
Class

Student Evaluation

Rules for constructing matching items


1.

The item should include only homogeneous material.

2.

Number of responses should be sufficiently larger so


that the last of the premises can have still many options
to choose from.

3.

Specify in the directions the basis for matching and


indicate that each response may be used once or more
than once or not at all.

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TYPES OF ESSAY
QUESTIONS
Extended Response Type
Restricted Response Type

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RULES FOR CONSTRUCTING


STRUCTURED ESSAY QUESTIONS
1. Choose and decide on a structured essay
type question only when it could not be
tested by objective type tests.
2. Consider carefully the content and
behavior before deciding on the wording
of the question.
3. Before the item is considered complete,
determine how it is to be scored.
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4. Structuring of a question is done by


breaking the open ended aspect of an
essay question by means of a series of
tasks to be performed and making
them clear, unambiguous and specific.
The questions must be interpreted in
the same way by the teachers and the
students.
5. Relate the questions as directly as
possible to the learning outcomes being
measured and the question must be a
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Student situation
Evaluation
testing
for the ability

6. In a set of structured questions, each


part should be independent and
complete in itself and the correct
answer to one part should not rest
too much on the correct answer to a
former part. At the same time, each
of the parts should refer to the same
situation and contribute to the overall
purposes of the test.
7. The subdivisions in a set of structured
questions should be arranged in order
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8. The relative importance of each subdivision


of the questions
should be clearly
indicated in terms of the marks allotted.
9. When the statement of the question itself
does not impose fairly well-defined limits,
some indication of the desired length of
the answer should be given (Example :
Explain within 200 words, write a
paragraph, explain in about 5 sentences,
not exceeding 1 page etc.) indicating the
time expected for answering and the
marks.
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10 The directions given in the question should


be clear. (Example : Using a diagram,
stating
the
assumptions,
when
temperature is constant etc).
11 Avoid phrases like
Discuss briefly
Explain briefly etc. as these terms do not
specify the exact limit of the answer
expected
and
may
be
understood
differently by different students.
Also
avoid use of phrases like Write all that you
know about. The length of the answer
expected and the time to be spent on a
question must be specified so that a well
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learnt student
does not waste his time

EXAMPLES FOR
STRUCTURED ESSAY
QUESTIONS
Unstructured
Question:
Describe the structure, working and
applications of TCP / IP Model

(20
marks)

Structured Question:
(a) Draw the structure and name the layers of
marks) TCP / IP model

(4

(b)

Describe the three main features of Internet Protocol


marks)

(6

(c)

Explain how the four layers of TCP / IP model function


marks)

(6

(d)

List any four applications of TCP / IP

(4

marks)
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Back

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Table of Specifications
1. The type of things the student should
be able to do (i.e. ABILITIES)
2. The subject matter in which he should
be able to do them (i.e CONTENT)
A Table of Specifications is a two waychart, which
relates
CONTENT
and
ABILITIES
by
assigning
suitable weightages for testing purpose.
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Test map that guides teacher


in constructing a test.
two-way chart which describes
the topics to be covered by a
test and the number of items
or points which will be
associated with each topic.
Table of specification is a plan
prepared by a classroom
teacher as a basis for test
construction especially a
periodic test.

What is the
importance
of TOS ?

Help teachers frame the decision


making process of test
construction and improve the
validity of teachers evaluations
based on tests constructed.
Helping teachers to identify the
types of items they need to
include on their tests.

Identify the achievement domains


being measured and to ensure
that a fair and representative
sample of questions appear on
the test.
Provides the teacher with
evidence that a test hascontent
validity, that it covers
whatshouldbe covered.

Consist of five columns

Level objective
Statement of objective
Item number
number items and
Percentage

Table of Specification
Level
1.Knowledge
2.Comprehen
sion
3.Application
4.Analysis
5.Synthesis

Objective

Item
Numbers

Number

Percentag
e

Knowledge remembering facts, terms,


definitions, and concepts.
Comprehension understanding the
meaning of material.
Application selecting a concept or skill
and using it to solve a problem.
Analysis breaking material down into its
parts and explaining the hierarchical
relations
Evaluation making a judgment based
upon a pre-established set of criteria.

Steps in Preparing
Table of Specification

1. List down the topics


covered for inclusion in the
test.
2. Determine the objectives
to be assessed by the test.
3. Specify the number of
days/hours spent for
teaching a particular topic.
4. determine percentage
allocation of the test items
for each of the topics
covered. The formula
applied is as follows: % for
a topic = Total Number Of
Days/ Hours Spent

EXAMPLE
Mrs. Remy utilized 10 hours for
teaching the unit on photosynthesis.
She spent 2 hours in teaching the
topic, Chemical Processes. What
percentage of test items should she
allocate for the topic? % for a topic .
210 = 0.20 (20%)

5. Determine the number of the items


for each topic. This can be done by
multiplying the percentage allocation
for each topic by the total number of
items to be constructed.

EXAMPLE
Mrs. Remy decided to prepare a 50item test on the unit,
Photosynthesis. How many items
should she write for the Chemical
Processes?
50 items x 0.20 = 10 items

TABLE OF
SPECIFICATIONS

Programme

: B. Tech Information Technology

Semester

: V Semester

Subject

: Computer communication and Networks (Code Number 03BIT307)

Abilities
Content
(No. and Name
of the Unit)

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Knowledg
e

Total

Comprehens
ion

Student Evaluation

Applicati
on

Higher
order
abiliti
es

Total

100

Preparing a Table Of
Specifications
Assigning
of the

weightage to the various units


content

Factors to be considered:
I.

Number of periods allotted for teaching the unit

II.

Usefulness of the content matter of the unit in the


students job or every day life

III. Usefulness of
understanding
IV.

the content matter of the unit in


other units of the same subject

Usefulness of the content matter of the unit in


understanding other subjects prescribed for the
programme
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Subject: Computer
communication and Networks
Weightage for Various Abilities to be
tested

CATEGORY OF
WEIGHTA
ABILITY
GE
Knowledge (K)
17%
Comprehension (C)
45%
Application (App)
27%
Higher order
11%
abilities
Total
100%
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Content Achievement
Unit No
Unit -1

Unit Name
Network Design

Imparting
Content in
Percentage
15

Unit 2

LAN Access methods


and
Standards

15

Unit 3

Packet Switching
Networks

20

Unit 4

TCP / IP Architecture

25

Unit 5

Advanced Network
Architecture and
Security
Protocols

25

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Student Evaluation

Table of Specification
Abilities
Content
(No. and Name
of the Unit)

Knowledg
e

Comprehens
ion

Applicati
on

Higher
order
abiliti
es

Total

Network Design

15

LAN Access methods


and
Standards

15

Packet
Networks

20

Switching

TCP / IP Architecture

25

Advanced Network
Architecture
and
Security
Protocols

25

Total
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100
Student Evaluation

Table of Specification
Abilities
Content
(No. and Name
of the Unit)

Knowledg
e

Comprehens
ion

Applicati
on

Higher
order
abiliti
es

Network Design

15

LAN Access methods


and
Standards

12

15

Packet
Networks

10

TCP / IP Architecture

10

10

25

Advanced Network
Architecture
and
Security
Protocols

10

25

Total

17

45

27

11

100

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Switching

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Total

20

Additional Parameters
Maximum marks
Time allotted
Distribution of marks / questions
between different sections / parts
Nature of choice
allowed, if any.
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of

questions

NUMERICAL PROBLEM SOLVING


In examining students pursuing technical
courses, the higher order and complex
learning outcomes could be tested by
providing numerical problems.
The problems may deal with the
application of certain formulae, or laws to
new situations, demanding the abilities of
analysis,
synthesis
and
evaluation
(decision making).
In setting such questions, one must avoid
problems which seek answers by mere
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substitution Student
of Evaluation
numbers directly into a

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