Tools and techniques for class room assessment
assessors of students. Teachers design assessment tools with two broad purposes:
to collect information that will inform classroom instruction,
to monitor students’ progress towards achieving year-end learning outcomes. Teachers
also assist students in developing self-monitoring and self-assessment skills and strategies. To do this effectively, teachers must ensure that students are
involved in setting learning goals,developing action plans, and using assessment processes to
monitor their achievement of goals. The different tools and techniques used in classroom assessment are the following ;
Observation,
Self Reporting,
Testing;
Anecdotal Records,
Check Lists,
Rating Scale,
OBSERVATION
Observation is defined as
“a planned methodological watching that involves constraints to improve accuracy.” According to Gardner (1975), observation is the selection, provocation, recording and encoding of that set of behaviours and settings concerning organism “in
situ’ whcih arc consistent with empirical aims.”
CHARACTERISTICS OF OBSERVATION
Observation is at once a physical as well as mental activity.
. Observation is selective and purposeful.
Scientific observation is systematic
Observation is specific
Scientific observation is objective.
The record of observation is immediately.
Observation is verifiable
Behavior is observed is natural surroundingsIt determines reality from the perspective of observed person himself.
It identifies regularities and recurrences in social life by comparing data is one study with those in another study.
It focused on hypotheses free inquiry
.It avoids manipulations in the independent variable.
Observation involves some controls pertaining to the observe and to the means he uses to record data.
Observation techniques can be either qualitative or quantitative, depending on the nature of the data being collected. Qualitative observation involves gathering non-numerical information, such as behaviors, characteristics, or descriptions. Quantitative observation, on the other hand, involves collecting numerical data, often through measurements or counts.
TYPES OF OBSERVATION
1) Casual & Scientific observation
. Casual observation occurs without any
previous preparations. Scientific observation is carried out with the help of tools of measurement.
2) Simple and systematic observation
simple observation Its practice is not very standardized. Systematic observation it employs standardized procedures, training of observers, schedules for recording.
3. Subjective and Objective Observation
One may have to observe one’s own
immediate experience, it is called subjective observation. In any investigations, the observer is
an entity apart from the thing observed, that type of observation is called objective observation
4. Intra – subjective and inter subjective
observation
If repeated observation of a constant
phenomenon by the same observer yield constant data the observation is said to be intra subjective.
If repeated observations of a constant
phenomenon by different observers yield constant data the observation is said to be inter subjective
5. Direct and indirect observation
The direct observation describes the
situation in which the observer is physically present and personally monitors what take place.
Indirect observation is used to describe studies in which the recording is done by mechanical, photographic or electronic means.
6. Structured and Un structured
observation
Structured observation is organised and
planned which employs formal procedures, has a set of well defined observation categories, and is subjectd to high levels of control and differentiation. Unstructured observations is loosely organized and the process is largely left to the observer to define.
7. Natural and Artificial Observation
Natural observation is one in which
observation is made in natural settings while artificial observation is one in which observation
is made in a laboratory conditions
8. Participant and Non-participant
When the observer participates with the
activities of these under study is called participant observation
When the observer does not actually participate in the activities of the group to be studied but simply present in the group it is common as non participant observation. The observer in this method makes not effort to his influence or to create a relationship between him
and the group.
Steps In Observation.
1. Selection of the topic
2. Formulation of the topic :
3. Research design :- This determines
identification of subjects to be observed
preparing observation schedule if any
and arranging entry in situations to be
observed.
4. Collection of data
5. Analysis of data
6. Report writing :-
Instruments In Observation
Instruments such as the camera stopwatch, light meter, audiometer, SETmeter, audio and video taperecorders, mechanical counter, and other devices like detailed field notes, checklist, maps, schedules, store cards , socio-metric scales etc make possible observations that are more precise than mere sense observations. Such things are also referred as techniques of control as used
in controlled observation.
Process Of Observation
Observation involves three process ie
sensation , attention perception. Sensation in
gained through the sense organs which depends
upon the physical alertness of the observer. Then comes attention on concentration which is largely a matter of habit. The third is perception which
comprises the interpretation of sensory reports. Thus sensation merely reports the mind to recognize the facts.
VARIOUS STEPS OF GOOD OBSERVATION
1. Intelligent planning
Intelligent planning should be needed in a
good observation, the observer should be fully trained as well equipped, too many variables may not be observed simultaneously, the conditions of
observation should remain constant.
2. Expert execution
An expert execution demands utilizing the
training received in terms of expertness, proper, arrangement of special conditions for the subject, occupying, phisical observing, focussing attention
on the specific well defined activities, observing discreet keeping in mind the length, number and intervals ofobservation decided up on and handling well the recording instruments to be used.
3. Adequate recording
The recording should be as comprehensive as possible to over all the points and not miss any substantive issues
4. Scientific Interpretation
The interpretation made and recorded
comprehensively need to be interpreted carefully. So adequacy and competencies required for this
need to be present in an observer. This alone facilities a good interpretation.
ADVANTAGES OF OBSERVATION
1. It allows collection of wide range of
information
2. It is a flexible technique in which research
design can be modified at any time
3. It is less complicated and less time consuming
4. It approaches reality in its natural structure and studies events as they evolve.
5. It is relatively inexpensive
6. The observer can assess the emotional
reaction of subjects.
7. The observer is able to record the content which gives meaning to respondant’s expression
8. The behaviour being observed in natural
environment will not cause any bias.
9. Superior in data collection on dependable and convincing
10. Greater accuracy and reliability of data.
11. Results are more dependable and
convincing
LIMITATIONS OF OBSERVATION
1. Establishing the validity of observation is always difficult
2. The problem of subjectivity also involved
3. There is the possibility of distortion of the phenomena through the very act of
observing.
4. It is a slow and laborious process
5. The events may not be easily classifiable
6. The data may be unmanageable
7. It is going to be a costly affair
8. It cannot offer quantitative generations.
Self reporting
The respond and read the question and select a response by themselves without researcher interference. Any method which involved asking about their feelings attitude and belief and so on our included in this.
For example; questionnaire and interviews
Questionnaire
It consist of a set of questions usually in a highly structure written form. Questions may be of open questions or closed questions
Interview
Spoken questionnaire were the interview were records the response. Hit may be structured(free determined set of questions) aur unstructured ( no questions are decided in advance)
ANECDOTAL RECORDS
Anecdotal Records are collections of
narratives involving first-hand observations of interesting, illuminating incidents in children’s literacy development. Anecdotal records are reports about the teacher informal observations
about students. It will helps the teacher to collect details regarding student’s behaviours at different situations. It will be a good tool to bring positive behavioral patterns through daily observation and
correction. It involves the following informations ;
Social interactions and literacy exchanges that teacher have observed
Children’s everyday routines, such as what they choose to do in center workshops; a particular writing topic in a journal or on a sheet of paper during independent writing time; the book they choose during independent reading time; and when they spend time with blocks, sand, painting, or other forms of creative expression Children’s learning styles
Recurring patterns in children’s ways of understanding
Changes in children’s behaviors
Milestones in children’s development
Steps Involved In Preparation OfAnecdotal
Records
Teachers basically use the following steps
for the preparation of Anecdotal records ;
1. Observing children in instructional settings : Formal and information is the starting point in the preparation of anecdotal records.
2. Maintaining a standards-based focus :
Follow some criterias as standards at the time of observation.
3. Making anecdotal records :
Writing quality anecdotal records facilitated by keeping in mind the following considerations:
Write observable data, use significant
abbreviations, write records in the past tense.
4. Managing anecdotal records :
Once the records are coded for strengths,
needs, or information, simply list an abbreviated summary of the strengths and the needs in the space provided below the records. Separating the records into strengths and needs allows the teacher
to summarize what patterns are being exhibited by the student. The summary also helps clarify and generate appropriate instructional recommendations.
5. Analysis of anecdotal records:
Anecdotal records assessment is informed by comparing the standards to the child’s
performance. The standards also inform the selection of strategies and activities for
instructionalrecommendations.Periodically,
analyze the compiled records for each student. The time between analyses may vary according to your own academic calendar.
RATING SCALE
“Rating is a term applied to expression of opinion or judgment regarding some
situation, objects or character. Opinions are usually expressed on a scale or values. Rating techniques are devises by which such judgments may be qualified.”
A rating scale is a method by which we
systematize the expression of opinion concerning a trait. The ratings are done by parents, teachers, a board of interviewers and judges and by the self as well.
Rating is a term applied to expression of
opinion or judgment regarding some situation, object or character. Opinions are usually expressed on scale values
Rating scale refers to a set of points which
describe varying degrees of the dimension of an attribute being observed.
CHARACTERISTICS
There are two characteristics of a rating
scale.
1. Description of the characteristics to be
related,
2. Some methods by which the quality,
frequency or importance of each item to be
rated may be given.
PRINCIPLES GOVERNING RATING SCALE
1. The trait to be treated should be reading
observable.
2. The specific trait or mode of behavior
must be defined properly. For example, we want to rate a child’s originality in performing a task.
First of all we must formulate a definition
of ‘originality’ and then try to rate it.
3. The scale should be clearly defined ie, We are rating at a three, four or fire-point
scale.
4. Uniform standards of rating scale should
be observed.
5. The rater should observe the rates in
different situations involving the trait to be
rated.
6. The number of characteristics to be rated should be limited.
TYPES OF RATING SCALE
A number of rating techniques have been
developed which enable the observers to assign numerical values or ratings to their judgments of behavior.
According to Guilford (1954, P. 263) these
techniques have given rise to five board categories of rating scale.
1. Numerical scale (Itemized rating scale)
2. Graphic scale
3. Standard scale
4. Rating by cumulative points
5. Forced choice ratings.
Numerical Scale
In the typical numerical scale, a sequence of defined numbers is applied to the rater or the observer, The rater assigns an appropriate number
in line to each stimulus.
Eg. Guilfor (1954, P 263) used in obtaining
ratings of the effective values of colours
10. Most pleasant imaginable
9. Most pleasant
8. Extremely pleasant
7. Moderately pleasant
6. Mildly present
5. Indifferent
4. Mildly unpleasant
3. Modularity unpleasant
2. Extremely unpleasant
1. Most unpleasant
0. Most unpleasant imaginable
Thus in a typical numerical scale, numbers
are assigned to each trait. If it is a seven point scale the number of 7 represents the maximum amount of that trait in the individual and 4 represents the construct.
Numerical rating scale are easiest to
construct and to apply. They are simplest in handling the results. But this rating scales are rejected in favor of other types of scales because it is believed that they suffer from many biases and errors.
Graphic Scale
Graphic scale is the most popular and
widely used type of rating scale. In this scale, a straight line is shown. Vertically or horizontally, The line is either segmented in units or it is continuous. Scale points with brief description may be indicated along the line. There are many advantages of graphic scale.
- Simple and easy to administer
- Require little added motivation
- Provides opportunity for fine discrimination
It has certain limitation also.
The respondents may check at almost any position along the line which fact may increase the difficulty of analysis. The meaning of the terms
like ‘very much’ and ‘some what’ may depend upon respondent’s frame of reference.
Standard scales.
In standard scales a set of standards is
presented to the rater. The standards are usually objects of some kind to be rated with preestablished scale values. The man to man scale and portrait matching scale are other two forms that conform more or less to the principle of standards scales. Man – to – man scale is used in connection with military personal. The portrait –matching technique was first used in connection with the studies of character by Hartyshorne and May(1929)
Rating By Cumulative PointS
Here the rates is asked to give the
percentage of the group that prosses the trait on which the individual is rated
Forced Choice Ratings:
In this method, the rater is asked, not to say whether the rate has a certain trait or to say how much of a trait the ratee has but to say essentially whether he was more of one trait than another of a pair. In the construction of a forced – choice rating
instrument, descriptions are obtained concerning persons who are recognized as being at the highest and lowest extremes of the performance continue
for a particular group to be rated.
. Two statements or terms
with the same high preference value are paired, one of which is valid and the other not. Two statements or terms with about equally low preference value are also paired, one being valid and the other not.
USE AND ADVANTAGES OF RATING
SCALES
1. Helpful in measuring specifiedoutcomes or objectives of education
2. Helpful in supplementing other sources of understanding about the child.
3. Helpful in their simulating effect upon the individuals who are rated.
4. Helpful in writing reports to parents
5. Helpful in filling out admission
6. Helpful in finding out student’s needs
7. Helpful in making recommendations to the employers.
8. Helpful to the students to rate himself.
LIMITATIONS
1. Some characteristics are more different to rate.
2. Subjective element is present.
3. Lack of opportunities to rate students.
4. Rates tend to be generally generous.
ERRORS IN RATING
Rating scales have several limitations. Some of them are discussed as under.
a) Generosity Error.
Sometimes raters would not like to bring down their own people by giving them low ratings. The result is that high ratings are given in almost all cases. Such an error is known as generosity error.
b) Stringency Error
The opposite of generosity error may be called stringency error. Some raters have a tendency to rate all individuals low.
c) Halo Error : ‘Halo’ means a tendency to
rate in terms of general impressions about the rates formed on the basis of some previous performance.
d) Error Of Central Tendency. There is a
tendency in some observers to rate all or most of the rates near the midpoint of the scale. They would like to put most of the rates as ‘Average’
e) The Logical Error. Such an Error occurs
when the characteristics or the trait to be rated is misunderstood.
CHECK LIST
A checklist is a simple device consisting of
a prepared list of items which are thought by the researcher to be relevant to the problem being studied. A checklist is a selected list of words, phrases, or sentences following which an observer
records a check ( ) to denote the presence or absence of whatever being observed. When we want to asses whether some traits are present or absent in the behavior of an individual, we can use
check list method. This consists of a number of statements on various traits of personality. The statement which applies to the individuals is checked.
Thus responses to the checklist items are a matter of ‘fact’, not of ‘judgment’. The checklist is an important tool in gathering facts for educational surveys, that is for checking of library, laboratory, game facilities, school building, textbooks,
instructional surveys, that is for checking of library, laboratory procedures, etc. checklist are sometimes used in the form of a questionnaire. Which are completed by the respondent rather than by the obse
rver.
SOCIOGRAMS
Social interaction plays an important role
in the development of personality of an individual. Children in school situations mostly interact in groups. The teacher parents, social workers, psychologists and other persons who are interest in
the improvement of social relations must study the mechanism that operate in social interaction. To deal effectively with social groups one must study the dynamics of social behavior.
TEST AND TESTING
Test is an instrument or systematic procedure for measuring a sample of behavior by posing a set of questions on a uniform manner. A test is a form of assessment. It answers the question how well did the individual performed. It
can be either in comparison with others or in comparison with a domain of performance tasks. So we can say – a list is a type of assessment consisting of a set of questions administered during a fixed period of time under reasonably comparable conditions for all students.
Purpose of Testing
The use of psychological testing is to
evaluate behavior, cognitive behavior personality traits and other individual and group characteristics
in order to assist in making judgments, predictions and decisions about people. To say it specifically
list are used for screening applicants for jobs, educational programs etc and
to classify and place people in the right contexts.
It helps to council and guide individuals and also to prescribe psychological treatment and many more.
To get an apt result for the test there is a need to follow same
steps.
Steps in the listing program
1. Determining the purpose of testing
The first step in the listing program is to
define specifically the purpose of listing and the
type of information being sought through testing.
As is emphasized by the firsts standard for list users in the code of fair testing practices in education, is critical that the purpose must be clearly defined and that the list match the purpose.
2. Selecting the appropriate test
To make a proper selection, we must first
identify the objectives and specific learning
outcome of the instructional program. This is necessary in choosing relevant test irrespective of the size of the group to the tested single Test or school wide testing program.
3. Administering the test
The main requirement to administer a test is that the testing procedures prescribed in the test manual be generously followed. When we alter the procedures for administering a published test we loss the basis for a meaningful interpretation of the
scores.
The administration of the group test is
relatively simple.
a) Motivates the students to do their best
b) Follow the directions closely
c) keep time accurately
d) Record any significant events that might
influence test scores.
e) Collects the materials promptly
4. Scoring the test
Essay tests may be scored holistically or
analytically. For both the examinee should be informed of the methods used. Numerical scores added with written comments and explanations are
often helpful in providing feedback on essay test performance.
In the case objective type tests computers
and other machines take the place of human scoring. Machine scoring is generally superior in
terms of speed and accuracy but less flexible than hand scoring.
5. Analyzing and interpreting the scores
Test result can be interpreted in terms of the types of task that can be performed or the relative position held in reference to group. Once refers to what a person can do and the other how the performance is compared with that of others.
6. Applying the results
These achievement and learning ability test can serve many different purposes in the school educational program. They help to identify the level and range of ability among students – helps to identify areas of instruction needing greater emphasis – helps to identify learning errors and plan remedial instruction.
Helps to identify individual difference and helps to provide individualized instruction – exceptional students can be identified and necessary steps can be taken to promote their education through enabling them opt for right course.
7. Retesting to determine success of program
After applying the results a retest should be conducted to find out the success of the remedial programs.
8- Making suitable records and reports
The final step is to set suitable records and reports of the testing program. The result should be reported clearly which can be easily understood and usable for future purpose.
The objective type are constructed on educational achievements aptitude, and
intelligence objective type test much more precise than essay type tests. The objective types test are standardized this type test mainly used in research
work, guidance and counseling and also in
administration for selecting candidates for different jobs. The obtained scores are transformed into standard scores which can be easily interpretable and understandable.
R-L Ebel and D.A Frishe (1986) define an
objective tent as “one that can be provided with a simple predetermined tent of correct answers that objective opinion or judgement in the acoring procedure is eliminated.”
W. Wiersma and S.G. Jurs (1990) states,
“objective items are items can be objectively scored, items on which persons select a response from a list of opinions.” There are three type of
objective type tests are following.
1. Alternate – Response test item
According to N.E Gronlernd (1985), “the
alternative response test item consists of a
declarative statement that the pupil is asked to mark true or false, right or wrong , correct or incorrect, yes or no, factor opinion, agree or disagree and the like. In each case there are only two possible answers. Because the true-false
opinion is the most common, this item type is most frequently referred to as true false item.”In the alternative-response test, one of two responses only one is correct. Some of the common variations of the alternate –response test
are
a) True of False b) Yes-No
c) Right-wrong d) Correct-incorrect.
For example : The Vedas are the religious books of the Hindu
Yes/ No
MERITS OF ALTERNATE-RESPONSE
TEST ITEMS.
1. It is easy to correct them
2. They are capable of sampling very
quickly a wide range of the subject matter.
3. They are more suitable for young
children who have poor vocabulary.
4. They are more reliable per unit of testing item.
5. They can be scored objectively.
6. They are adaptable to most content areas.
7. They are early to construct.
8. They are time savers.
9. They provide simple and direct means for measuring the out comes of formed
instruction.
LIMITATIONS
1. Generally they emphasis rote memorization.
2. The examinees are not required to apply principles to new situations.
3. These are only two choices, they allow a high degree of guessing.
4. They may motivate students to study and accept only over simplified statements of facture details.
5. There can be attempted even by those who know nothing of the subject matter.
6. They are largely limited to learning out
comes in the knowledge domain.
MATCHING TYPE TEST ITEM
N.E. Gronlund (1985), “The matching
exercise consists of two parallel columns with each word, number or symbol in one column being matched to a word, a sentence or phrase in the other column. The items in the column for which match is sought are called premises and the items in the column from which the selection is
made are called responses.
There are several varieties of matching tests.
In the traditional format of a matching test consists of two column. The examinee is required to make some sort of association between each premise and each response in the two columns he pairs the corresponding elements and records his answers.
MERITS OF MATCHING TESTS
1. Many questions can be asked in limited
time between they
require little reading time.
2. Reliability of the test increases as they
afford as an opportunity to have a large
sampling of the content.
3. Scoring is comparatively easier.
4. Matching test can be constructed
relatively easily and quickly.
5. There is less scope for guessing as
compared with true –false tests
6. A good deal of space can be saved.
LIMITATIONS
1. They are not well adapted testing for
the acquision of knowledge or understanding of and ability to use relatively complete interpretive ideas.
2. They may encourage serial memorization rather than association is sufficient care is not taken in their construction.
3. Generally they provide clues.
4. It is at times difficult to get dusters of
questions that are sufficiently similar questions that a common set of response can be used.
Multiple choice questions
According ti N.E Gronlund (1985)”A multiple choice item consists of a problem and lists suggested solutions. The problem may be stated as direct acquisition or an incomplete statements and is called the stern of item. The tent of suggested
solutions may include words numbers, symbols or phrases and are called alternatives. The pupil is typically requested to read the stem and the list of
alternatives and to select the one correct or best alternative” A multiple item of two parts.
1. The “stem” which contains the problem.
2. Options or responses it list of suggested
answers. The stem be stated as direct
question or an incomplete statements.
MERITS OF MULTIPLE CHOICE TEST
ITEM
1. They can measure cognitive levels better than true false items because examine do not score for merely knowing whether the statement is true or false but for knowing which is the correct answer.
2. They can measure from the most element the knowledge lent to the most complex level.
3. A substantial amount of the subject matter can be tested because the examinees do not require much time for righting the answer.
4. They are objective in scoring because they key for the correct answer is prepared along with the test.
5. They reduce the effect of guessing because there are three or four choices.
6. Their format is helpful in item analysis to
find out he areas of weakness of the
examinee.
7. They can be easily adopted for machine
scoring.
LIMITATIONS
1. They donot permit the exminees to express their own views
2. They cannot measure attitudes or motor
skills .
3. It is difficult to find four choices for each
item out of which thir may be plausible in
correct answers.
4. they cannot evaluate the ability to organize any present ideas.
5. They require more time to construct.
6. They check only limited knowledge
Short Answer Questions
Short-answer questions are open-ended
questions that require students to create an answer.
They are commonly used in examinations to assess the basic knowledge and understanding (low cognitive levels) of a topic before more in-depth assessment questions are asked on the topic. Short
Answer Questions do not have a generic structure. Questions may require answers such as complete the sentence, supply the missing word, short descriptive or qualitative answers, diagrams with
explanations etc. The answer is usually short, from one word to a few lines. Often students may answer in bullet form.
Advantages of Short Answer Questions
Short Answer Questions are relatively fast to mark and can be marked by different assessors, as long as the questions are set in such a way that all alternative answers can be considered by the assessors.
Short Answer Questions are also relatively easy to set compared to many assessment methods.
Short Answer Questions can be used as part of a formative and summative assessment, as the structure of short answer questions are very similar to examination questions, students are more familiar with the practice and feel less anxious.
Unlike MCQs, there is no guessing on
answers, students must supply an answer.
Disadvantages of Short Answer Questions
Short Answer Questions (SAQ) are only suitable for questions that can be answered with short responses. It is very important that the assessor is very clear on the type of answers expected when setting the questions, because SAQ is an open-ended questions, students are free to answer any way they choose, short-answer questions can lead to difficulties in grading if the question is not worded carefully.
Short Answer Questions are typically used for assessing knowledge only, students may often memorize Short Answer Questions with rote learning. If assessors wish to use Short Answer Questions to assess deeper learning, careful attention (and many practices) on appropriate questions are required.
Accuracy of assessment may be influenced by handwriting/spelling skills
There can be time management issues when answering Short Answer Questions
Essay test
The word essay has been derived from a
French word ‘essayer’ which means ‘to try’ or ‘to attempt’. “Essay test is a test that requires the student to structure a rather long written response up to several paragraphs.”
-William weirsama
The essay test refers to any written test that requires the examinee to write a sentence, a paragraph or longer passages. Essay questions provide a complex prompt that requires written
responses, which can vary in length from a couple of paragraphs to many pages. Like short answer questions, they provide students with an opportunity to explain their understanding and demonstrate creativity, but make it hard for students to arrive at an acceptable answer by bluffing. They can be constructed reasonably quickly and easily but marking these questions can be time-consuming and grader agreement can be difficult.
Essay questions differ from short answer questions in that the essay questions are less structured. This openness allows students demonstrate that they can integrate the course material in creative ways.
As a result, essays are a favoured approach to test higher levels of cognition including analysis, synthesis and evaluation
Characteristics of essay test:
1. The length of the required responses varies with reference to marks and time
2. It demands a subjective judgment: Judgment means making judgment or assessing whereas subjective means not fair enough i.e. it differs from
person to person.
3. Most familiar and widely used:Essay has become a major part of a formal education. Secondary students are taught structured essays format to improve their writing skills.
Types of Essay Test
1. Restricted response questions:
The restricted response question usually limits both the content and the response the content is usually restricted by the scope of the topic to be discussed limitations on the form of response are
generally indicated in the question another way of restricting responses in essay tests is to base the questions on specific problems.
2. Extended response questions:
No restriction is placed in students as to the points he will discuss and the type of organization he will use. Teachers in such a way so as to give students the maximum possible freedom to determine the
nature and scope of question and in a way he would give response of course being related topic and in stipulated time frame these types of questions.
Merits
1. It is relatively easier to prepare and administer a six-question extended response essay test than to prepare and administer a comparable 60 item multiple choice test items.
2. It is the only means that can assess an examinee’s ability to organize and present his ideas in a logical and coherent fashion and in effective prose.
3. It can be successfully employed for practically all school subjects.
4. Some of the objectives – such as ability to organize idea effectively ability to criticize or justify a statement, ability to criticize or justify a statement, ability to interpret etc. can be measured by this type of test.
5. Logical thinking and critical reasoning, systematic presentation etc. can be best developed by this type of test.
6. Its helps induce good study habits such as making outlines and summaries, organizing the arguments for and against, etc.
7. The student can show their initiative, the originality of their thought and the fertility of their imagination, as they are permitted freedom of response
8. The response of the students need not be completely right or wrong. All degrees of comprehensiveness and accuracy are possible.
9. It largely eliminates guessing.
Demerits of essay writing:
Every coin has 2 sides same ways in essay
test if there are merits than demerits are also there
so we will see demerits of essay test writing.
. Limited sampling of the content: -
Subjectivity of scoring:
.
Halo effects:
It means teacher knows the particular student very well and has good impression because of his
previous paper and writing skills.
Mood of the examiner:
Ambiguous wording of the question:
Examiner contaminated by various factors:
It requires an excessive time on the part of students to write while assessing reading essays is very time-consuming and laborious..
Digital assessment tools
Digital tools scientifically designed to help recruiters and teachers test aptitude, communication skills, cognitive ability and various other skills
There are also many tools like
Rubrics
Peer assessment
Portfolio
Assessment games
etc used forthe students assessment or classroom assessment
Classroom assessment cartoon
