Professional Documents
Culture Documents
Setting
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Student Evaluation
Level of Questions
Recall / Knowledge Lower
Order Abilities
Application / Analyze - Middle
Order
Synthesis Higher Order
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Student Evaluation
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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Student Evaluation
Multiple
Choice
Matching
DIFFERENCES BETWEEN
OBJECTIVE TYPE ITEMS &
ESSAY QUESTIONS
Aspect
Compared
Short Answer
Type Items
Taxonomy of
Good
outcomes
measured
comprehension,
for
Supply
Essay Questions
application
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Student Evaluation
Cont
d.
DIFFERENCES BETWEEN
OBJECTIVE TYPE ITEMS &
ESSAY QUESTIONS
Aspect
Compared
makes
representative small
sampling
of
number
content questions
feasible
results
of
in
representative
sampling of content
unfeasible
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Student Evaluation
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
ability
and bluffing
students
scores
Probable
effect on
student
learning
remember,
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Student Evaluation
interpret
to student
to
organize,
and integrate
and
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Student Evaluation
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Student Evaluation
precise
that
it
can
be
judged
as
and
must
avoid
negatives.
dont disagreeStudent
(certainly
agree)
Evaluation
7/31/15
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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Student Evaluation
diagnostic
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Student Evaluation
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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Student Evaluation
Rule 2 :
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MATCHING
Two Column
Premises
Responses
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Student Evaluation
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
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2.
3.
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TYPES OF ESSAY
QUESTIONS
Extended Response Type
Restricted Response Type
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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)
(6
(c)
(6
(d)
(4
marks)
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Student Evaluation
Back
a
a
c
s
i
i
f
i
t
c
a
e
h
p
S
W
f
o
e
l
b
a
T
?
n
tio
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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Student Evaluation
What is the
importance
of TOS ?
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
Steps in Preparing
Table of Specification
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%)
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
Semester
: V Semester
Subject
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
Factors to be considered:
I.
II.
III. Usefulness of
understanding
IV.
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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Student Evaluation
Content Achievement
Unit No
Unit -1
Unit Name
Network Design
Imparting
Content in
Percentage
15
Unit 2
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
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
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
Student Evaluation
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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Student Evaluation
of
questions