ހެދޭ ކުށްތަކުގެ ތަޖުރިބާއިން ދަސްކުރުން: ދަރިވަރުންގެ އުގެނުން ކުރިއެރުވުމަށާއި ޝައުގު އުފެއްދުމަށް ކްލާސްރޫމުގައިދެވޭ އެސެސްމަންޓްތަކުގެ ބޭނުންހިފުން

Performance-Based Assessment

ދަރިވަރުންގެ މަސައްކަތާއި އުފެއްދުންތައް ވަޒަންކުރާނޭގޮތްތައް

Writing Subjective Test Items

Islamic University of Maldives

Postgraduate Diploma in Teaching Course

AHS Campus

Prepared by: Mohamed Nasir

Writing Subjective Test Items

Subjective tests, including short answer essays, extended-response essays, problem-solving, and performance tasks, demand original answers, evaluated based on the examiner's judgment. Although more challenging and costly to prepare, administer, and assess, subjective tests can offer greater validity. Designing clear and precise prompts is crucial. Subjective tests encompass short answer and essay questions.

Short Answer Questions: Short answer questions, often used to assess basic knowledge, lack a fixed structure. Answers vary from one word to a few lines, sometimes presented in bullet points.

Examples:

1. MHz measures the _________________ of the computer.
2. List the different types of tests.
3. State the third law of motion.

Advantages of Short Answer Questions:

• Fast to mark and versatile.
• Suitable for formative and summative assessments.
• Prevents guessing; students must provide answers.

Disadvantages of Short Answer Questions:

• Limited to questions, allowing short responses.
• Wording precision is crucial.
• Scoring can be influenced by handwriting/spelling skills.

Constructing Short Answer Questions:

• Align with learning objectives.
• Use precise language and specify the desired response.
• Indicate the expected answer format (single word, short phrase).
• Provide instructions on scoring and acceptable formats.
• Prepare a structured marking sheet.

Essay Tests: Understanding the Basics Essay tests, derived from the French word ‘essayer,’ require lengthy written responses, offering freedom of expression. Two types exist restricted response (controlled scope) and extended response (freedom of depth and organization).

Advantages of Essay Tests:

• Promotes creativity and problem-solving.
• Measures complex learning outcomes.
• Enhances writing and organizational skills.
• Applicable for higher cognitive levels.
• Economical and easy to administer.

Disadvantages of Essay Tests:

• Subjectivity in grading.
• It is time-consuming to grade.
• Limited coverage of course content.
• Language proficiency affects performance.

Making Essay Tests Less Subjective:

• Avoid open-ended questions.
• Use standardized questions.
• Anonymize student identities during grading.

Scoring Essay Tests Objectively:

• Prepare an ideal answer key.
• Choose appropriate scoring methods (analytic or global).
• Control irrelevant factors like handwriting.
• Evaluate anonymously.
• Obtain independent ratings for important decisions.

References:

Doher, G. (1991). Do teachers' comments on students' papers help? College Teaching, 39, 48-54.

Perkins, D. (1993). Teaching for understanding. American Educator, 17(3), 8 and 28-35.

Steele, C. W. (1992). Critique: don't bash. Writing and Learning, 3(1), 5-6.

Online Source:

Effective Grading of Writing Assignments

Writing Objectives Test Items

Islamic University of Maldives

Postgraduate Diploma in Teaching Course

AHS Campus

Writing Objectives Test Items

Prepared by: http://mohamednasir.blogspot.com/

Types of Objective Test

1.   SELECTION TYPE

                A. True-false Items

-         it is written in a form of a declarative sentence. The student must judge whether the sentence is a true or a false statement.

          Suggestions for writing True-False Items

         

1.     The desired method of marking true or false should be clearly explained before students begin the test.

2.     Construct statements that are definitely true of definitely false, without additional qualifications.

3.     Use relatively short statements and eliminate extraneous material.

4.     Keep true or false statements at approximately the same length, and be sure that there are approximately equal numbers of true or false.

5.     Avoid using double-negative statements. They take extra time to translate and are difficult to interpret.

ޓެސްޓް ތައްޔާރުކުރުމުގެ އާންމު އުސޫލުތައް

ބްލޫމްސް ޓެކްސޮނޮމީ އަދި ޓޭބަލް އޮފް ސްޕެސިފިކޭޝަން

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Providing Descriptive Feedback, Group 3

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Sharing Success Criteria. Group 2

Postgraduate Diploma in Education IUM, AHS Campus Assessment & Evaluation Module: Group Presentation on Assessment for Learning: Sharing Learning Intentions. Group 1

A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be.

The concept of learning intentions is not new – as a teacher you devise learning intentions regularly. However, you may, instead, call them ‘learning objectives’, ‘learning goals’ or ‘learning aims’. In AfL, the word ‘intention’ is used purposely because it puts greater emphasis on the process of learning rather than the end product.

Why Use Learning Intentions?

Firstly, discussing learning intentions helps focus you and the pupils on the learning rather than the activity. Informing pupils about what they are going to learn and why they should learn it gives pupils the tools they need to take more responsibility for their own learning and achieve learning independence. Practice shows that pupils who regularly receive this information in the classroom are:

·        more focused for longer periods of time;

·        more motivated;

·        more involved in their learning; and

·        better able to take responsibility for their own learning.

This step also immediately and actively involves pupils with their own learning, even before the activity or lesson has begun, and it offers opportunities for key interactions between you and your pupils.

Framing and Delivering Learning Intentions

Learning intentions need to be shared with pupils before they begin an activity or lesson. For best effect, you should follow these five steps when using learning intentions to introduce a new activity:

Identify what pupils will be learning (We are learning to …).

Explain the reason for the learning (We are learning this because …).

Key Elements of AfL

Share (and sometimes negotiate) the learning and the reason with pupils.

Present the information in language that they can understand. Revisit the learning intention throughout the activity or lesson. It’s very easy for both you and your pupils to confuse what they are doing with what they are learning. Remember, learning intentions are most effective when they focus on the learning rather than the learning activity. When writing learning intentions it is best to:

·        separate the task instructions from the learning intention; and

·        be clear about what you want pupils to learn.

Defining the Learning

To frame learning intentions, you need to defi ne the learning. We are all familiar with learning being described in terms of what pupils know, understand and are able to do. You can, therefore, express the learning in

terms of:

·        knowledge;

·        understanding; and

·        skills.

Knowledge is factual information, for instance the parts of a plant, key events of World War One, etc. Understanding typically concerns concepts, reasons or processes (the need for a healthy diet, the difference between convection, conduction and radiation, etc.). Skills are proficiencies, dexterities or abilities acquired through training or experience (for example applying techniques, drawing conclusions based on evidence, using a multiplication grid, collaboration, etc.).

What Makes a Good Learning Intention?

The most useful learning intentions are those that focus on generic, transferable skills. This means that pupils can take these skills away with them to use and apply in other contexts. It also encourages them to make connections across the curriculum and recognise where they are using the same or similar skills in unfamiliar contexts.

For example, some quality learning intentions are as follows:

We are learning to work effectively in groups.

We are learning to use evidence to support an opinion.

We are learning to carry out a fair test.

We are learning to interpret data.

Another advantage of generic learning intentions is that pupils of all abilities are able to achieve them; the differentiation is in the way the pupils achieve or demonstrate the intention, not by creating different learning intentions for pupils of different abilities.

Putting Learning Intentions into Practice

Here are some tips for using learning intentions effectively.

1. Start small.

You don’t need to have a learning intention for every lesson. You could start with one aspect of the curriculum, like narrative writing within Literacy, and highlight its respective learning intentions. If you do want to use learning intentions on an ongoing basis, you will probably only need to create learning intentions two or three times per week, as that is approximately how often new learning is introduced in classrooms.

  

2. Separate the learning from the task/activity.

This helps pupils (and you) to focus not on the activity, but on what they will have learned by doing it.

3. Tell them why they are learning something.

This can motivate pupils and also help them to see connections in the curriculum. When possible, give a real-life rationale for the learning.

4. Use appropriate language.

Remember to use the language of learning: better to say ‘we are learning to’ rather than ‘we are doing’.

5. Display the learning intention.

This helps pupils to maintain focus while they are working – you could use an interactive whiteboard/fl ip chart/WALT board, etc. A display will also help remind you to refer back to the learning intention throughout the lesson, and the pupils can take a role in designing the display, if you choose.

6. Discuss the learning intention with pupils.

This allows the pupils to internalise and explore what is required of them. You can also use the learning intention as a focus for evaluation during plenary sessions. Encourage your pupils to use the language of thinking and learning when they reflect on whether they have achieved a learning intention.

ސެލްފް އެސެސްމެންޓް އަދި ޕިއަރ އެސެސްމެންޓް

އެސެސްމެންޓް ފޮރ ލަރނިންގ އަދި ފީޑްބެކް ދިނުން

ތަފުޞީލީ ފީބެކްޑް ދިނުމުން ދަރިވަރަށް ރަނގަޅަށް ކުރެވުނީ ކޮންކަމެއްކަމާއި އިތުރަށް ރަނގަޅު ކުރަންޖެހޭ ކަންތައްތަކާއި އިތުރަށް ރަނގަޅުކުރަން އަޅަންޖެހޭ ފިޔަވަޅުތައް ސާފުކޮށް އެނގެއެވެ. އަނގަބަހުންނާއި ލިޔުމުންވެސް ފީޑްބެކްދެވިދާނެ އެވެ.

ސަކްސަސް ކްރައިޓީރިއާ އާއި ފީޑްބެކް ރަނގަޅަށް ގުޅިފައި އޮތުމަކީ މުހިންމުކަމެކެވެ. " ގުޑް ޖޮބް " ނުވަތަ " ކީޕް އަޕް ދަ ގްރޭޓް ވޯކް " ފަދަ ބަސްތައް ބެލެވޭނީ ތައުރީފުގެ ގޮތުގަ އެވެ. ފީޑްބެކްގެ ގޮތުގައެއްނޫނެވެ.

ފީޑްބެކް ދޭނެގޮތް:

ސްޓްރެޓެޖީ	އިޚުތިޔާރުކުރެވިދާނެ ގޮތްތައް
·       މައުލޫމާތާއި ފެކްޓްސް އަށް ވަގުތުން ފީޑްބެކް ދިނުން ( ރނަގަޅު / ނުރަނގަޅު ) ·       ދަރިވަރަށް އެކަމެއް ރަނގަޅުކުރާނެ ވަގުތު އޮއްވައި ފީޑްބެކް ދިންން	·         ވަގުތުން ·         ގިނަގިނައިން	ވަގުތު
·         ސަކްސަސް ކްރައިޓިރިއާ އާއިގުޅޭގޮތުން ދަރިވަރުގެ ރަނގަޅު ކަންތައްތަކާއި އިތުރަށް ރަނގަޅުކުރަންޖެހޭ ކަންތައްތަކަށް ·         ދަރިވަރަށް ދެންކުރެވިދާނެކަމަކީ ކޮބާކަން ފާހަގަކޮށް ކޮމެންޓްކުރުން (ޒާތީ ވަހަކައެއް ލިޔެގެން ނުވާނެ)	·         ދަރިވަރު އުފެއްދި އެއްޗަކަށް ·         ދަރިވަރު މަސައްކަތްކުރި ގޮތަށް	ފޯކަސް
·         ހަމަހަމަ އުސޫލަކުން އަދި އިސްކަންދޭތަރުތީބަކުން ·         އުނގެނުމުގެ އެންމެ މުހިންމު ލަނޑުދަނޑިއާއިގުޅޭ ޕޮއިންޓްތައް ހިމެނުން ·         ދަރިވަރުގެ ނަފުސާނީ ތަރައްގިގެ ފެންވަރަށް ރިޢާޔަތްކުރުން	·         ހިމަނާނީ ކިތައް ޕޮއިންޓް ·         ކޮންމެ ޕޮއިންޓެއްގައި ހިމަނާނީ ކިހާވަރަކަށް	މިންވަރު
·         އެދަރިވަރަކާއި އެންމެ އެކަށޭނެގޮތަކަށް ފީޑްބެކްދިނުން -          ދަރިވަރުގެ ގާތު އިށީދެހުރެތޯ -          ވަކި ބައްދަލުވުމެއްގައިތޯ -          ލިޔުމުންތޯ -          ދަރިވަރު މިސާލެއް ބޭނުންވޭތޯ	·         އަނގަބަހުން ·         ލިޔުމުން ·         ވިޜުއަލް / އަމަލީގޮތުން	މޯޑް
·         ވަކވަކި ދަރިވަރުންގެ ވަކި ޚާޢްޞަކަމެއް ފާހަގަކުރާނަމަ ވަކިވަކި ދަރިވަރުންނަށް ·         ގްރޫޕް / ކްލާސް ފީޑްބެކް – މުޅި  ކުލާހަށް ނުވަތަ ގިނަދަރިވަރުންނަށް ވަކި މަފުޙޫމެއް އޮޅުންއަރާނަމަ	·         ވަކިވަކި ދަރިވަރުންނަށް ·         ގްރޫޕަށް / މުޅި ކުލާހަށް	އޯޑިއަންސް

ދަރިވަރަށް މަންފާއެއްނުކުރާނެ ފީޑްބެކް ނުދޭށެވެ.

 ދެވޭ ފީޑްބެކް ދަރިވަރަުންނަށް މަންފާއެއްނުކުރާ އެއްޗަކަށް ބައެއްފަހަރުވެދެ އެވެ. އެއީ:

·         މާބޮޑަށް ހިތްހެޔޮކޮށް ބުނާތީ / ލިޔާތީ

·         މާބޮޑަށް ފާޑުކިޔާތީ

·         މާގިނަވުން

·         މާބޮޑަށް ލަސްވުން

ރިސަރޗް އިން ފެންނަގޮތް:

ދަރިވަރުންގެ ޝައުގުވެރިކަމާއި އަދި ކުރިއެރުމާއި ފީޑްބެކާއި ހުރިގުޅުމުގެ މައްޗަށް ވަރަށް ގިނައަދަދެއްގެ ދިރާސާ ކުރެވިފައިވެ އެވެ.  ބައެއް ނަތިޖާ ފާހަގަކޮށްލާނަމެވެ.

·         ފީޑްބެކްގެ ސަބަބުން ދަރިވަރުންގެ އުނގެނުމަށް ފާހަގކުރެވޭފަދަ ހެޔޮ ބަދަލު އާދެ އެވެ. ނަމަވެސް، މި ބަދަލުގެ ނަތީޖާ ، ބައެއްފަހަރު، އީޖާބީ ވުމާއި ނުވުންވެސް އެކަށީގެންވެ އެވެ އެއީ ފީޑްބެކް ދެވޭގޮތާއި ވައްތަރާއި ވަގުތަށް ބިނާވެ އެވެ ( ހެއިޓީ އަދި ޓިމްޕަރލީ ، 2007 ).

·         ފީޑްބެކްގެ ސަބަބުން، ދަރިވަރުގެ އުނގެނުމުގެ ޝައުގުވެރިކާއި ދަރިވަރުގެ އަމިއްލަ ގާބިލިއްޔަތާއިމެދު އޭނާދެކޭގޮތަށް ބަދަލުއާދެ އެވެ ( ބްލެކް އަދި ވިލިއަމް ، 1998 ؛ ބަޓްލަރ ، 1988 ).

·         އިވޭލުއޭޓިވް ފީޑްބެކް ( ޕަރސަންޓޭޖް މާކްސް / ލެޓަރ ގްރޭޑް ) އަދި ބައިވަރުފަހަރު އިވޭލުއޭޝަން ހެދުމަކީ އޭގެ ނުރަނގަޅު އަސަރު ދަރިވަރުގެ ޝައުގުވެރިކަމަށާ އުނގެނުމަށް ކޮށްފާނެ ކަމެކެވެ ( ޓަންސްޓޯލް އަދި ގިޕްސް ، 1996 ؛ ބްލެކް އަދި ވިލިއަމް ، 1998 ).

·         ތަފްޞީލީ ފީޑްބެކް ދޭއިރު ދަރިވަރަށް މިހާރު ކާމިޔާބު ވެފައިވާ މިންވަރު  (Where am I now?) ލަނޑުދަނޑިއާއި ނުވަތަ އައުޓްކަމް އާއި އަޅާކިޔާއިރު ، ދާންވާ ހިސާބު  (Where am I going?) އަދި އެދެމެދުގެ ފަރަގު ކުޑަކުރާނެގޮތުގެ މައުލޫމާތު ދިނުން އެދެވޭ ނަތިޖާ ނުކުމެ އެވެ (ސްޓިންގިސް، ޗަޕްކިސް އަދި ޗަޕްކިސް، 2004).

Effective Feedback?

·         Descriptive Feedback is focused on describing particular qualities of the work or performance

·         Evaluative Feedback is a summing up; a judgment used for accountability

·           

·         Step 1:  Decide if the focus of each statement is mainly descriptive or evaluative in nature.  In the column on the left, mark each example of descriptive feedback with a D and each example of evaluative feedback with an E.  If you believe it is neither, mark it with an X.  On the whole, consider the spirit of the feedback.

·         Step 2:  For each statement you marked with a D, evaluate how well it meets the three remaining guidelines.

·          

·          

D, E, or X	Feedback	Related to learning goals?	Specific/ Clear?	Cue for next steps?
	I particularly liked your 2nd paragraph.  Good thinking here!	Yes No	Yes No	Yes No
	Keep working!	Yes No	Yes No	Yes No
	You didn’t answer the second part of the question.  How would you know if you had accounted for all possible combinations?	Yes No	Yes No	Yes No
	74%  C-	Yes No	Yes No	Yes No
	Your introductory and concluding paragraphs are effective “bookends” that state your theme.	Yes No	Yes No	Yes No
	I don’t see that you have supported your conclusion with evidence.  Look back at the data from your experiment to see if there is a pattern.	Yes No	Yes No	Yes No
	Use a pencil and a ruler for diagrams.  Be sure to answer all the questions.	Yes No	Yes No	Yes No
D, E, or X	Feedback	Related to learning goals?	Specific/ Clear?	Cue for next steps?
	Look again at your notes regarding the two special interest groups.  How could your example more explicitly clarify their potential biases?	Yes No	Yes No	Yes No
	Good work.  This is much neater and seems to show that you have tried hard.	Yes No	Yes No	Yes No
	You are on track here in trying to explain your rule.  Think: does it apply to all triangles?	Yes No	Yes No	Yes No
	Nice job – such an improvement!	Yes No	Yes No	Yes No
	This report probably wouldn’t convince a reader who didn’t already agree that we should be saving fuel.  What else could you do to make a more convincing argument?	Yes No	Yes No	Yes No
	Your details strongly support your claim that we should recycle newspapers.  That’s great!	Yes No	Yes No	Yes No
	Review where you placed your thesis statement.  Check your notes and rethink this placement.	Yes No	Yes No	Yes No

Reference List

Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Cheltenham, VIC, Australia: Hawker Brownlow Education Pty Ltd,

Assessment, Evaluation and Reporting Handbook (2008) Waterloo Region District School Board, Learning Services: School effectiveness & Assessment

Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working inside the black

box: Assessment for learning in the classroom. London: Department of Education and

Professional Studies, King’s College.

Wiliam, D. 2007. Keeping learning on track: Formative assessment and the regulation of learning. In Second handbook of mathematics teaching and learning, ed. F.K. Lester Jr., 1053–98. Greenwich, CT: Information Age.

Hattie, J & Timperly, H. (2007). The Power of Feedback, Review of Educational Research, Vol. 77, (1), pp. 81-112.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–75.

Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1–14.

Tunstall, P. & Gipps, C. (1996). How does your teacher help you to make your work better?, Children's understanding of formative assessment, The Curriculum Journal, 7(2).