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2c3b1104 1637763136661

The document discusses integrating objectives with evaluation and measurement in educational contexts. It covers defining objectives, taxonomy of objectives, preparing content outlines and tables of specification, and constructing different types of test items like essays, short answers, true/false, matching and multiple choice questions.

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Saim Ali
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35 views26 pages

2c3b1104 1637763136661

The document discusses integrating objectives with evaluation and measurement in educational contexts. It covers defining objectives, taxonomy of objectives, preparing content outlines and tables of specification, and constructing different types of test items like essays, short answers, true/false, matching and multiple choice questions.

Uploaded by

Saim Ali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Educational Measurement and Evaluation

Course Code : 6507


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UNIT: 3
Integrating Objectives with Evaluation and
Measurement
Prepared By
Fatima Khan
Objectives
After this presentation students will be able to:
Explain purpose of the test
Define the term objective
Explain taxonomy of objectives and educational
outcomes
Prepare the content outline
Prepare a table of specification
List the principles of constructing test items
Purpose of a Test

The first and foremost step in teaching process is to


identify and formulate objectives.
To explain further purpose of the test to answer the
following questions would be helpful:
How realistic my teaching plans?
Are pupil ready for the next learning experience?
Definition of Objectives
Goals are general statements of purposes and these are
not directly measurable.
Each goal may be translated into specific and
measurable objectives.
The objectives provide direction in a number of
specific ways.
Taxonomy of Objectives
Cognitive Domain
Affective Domain
Psychomotor Domain
Cognitive Domain

The cognitive domain aims to develop the mental


skills and the acquisition of knowledge of the
individual. ... Knowledge includes the ability of the
learner to recall data or information. 
Categories of Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Affective Domain

The affective domain is one of the three domains in


Bloom's Taxonomy. It involves feelings, attitudes, and
emotions. It includes the ways in which people deal
with external and internal phenomenon emotionally,
such as values, enthusiasms, and motivations.
Categories of Affective Domain
Receiving Phenomena: Awareness, willingness to
hear, selected attention.
Responds to Phenomena: Active participation on
the part of the learners.
Valuing: The worth or value a person attaches to a
particular object, phenomenon, or behavior. 
Organization: Organizes values into priorities by
contrasting different values.
Characterization: Has a value system that controls
their behavior. 
Psychomotor Domain

psychomotor domain, which links mental activity


with physical movements, skills, and reactions to
environmental stimuli, such as jumping aside to avoid
an oncoming car or positioning oneself to catch a ball.
Categories of Psychomotor Domain
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
Preparation of Content Outline
Principles of preparing Content Outline
Table of Specification
Practical Consideration in Preparing a Test
Test Specification
Principles of preparing Content Outline

Identify objectives
Comparing objectives with educational outcomes
Be specific in three domains of taxonomy
Formulate the objectives
Categories the main topics into sub headings
Put boundaries what is to be covered in the test
Table of Specification

Preparation of table of specification includes:


Obtaining the list of instruction incuses
Outlining the course content
Preparing two way chart
Practical Consideration in Preparing a Test

Determine the purpose of the test


Preparing the test specifications
Selecting the appropriate item type
Preparing relevant test items
Test Specification

Identification of instructional objectives


Preparation of outline
Matching the instructional objectives with course
outline
Preparation of table of specification
Construction of Test Items
Construction of Essay Items
Construction of Short Answer Items
True False or Alternative Response Items
Matching Items
Construction of Multiple Choice Questions
Construction of Essay Items

Extended Response Items


Restricted Response Items
Construction of Short Answer Items

Short answer questions are typically composed of a


brief prompt that demands a written answer that
varies in length from one or two words to a few
sentences.
They are most often used to test basic knowledge of
key facts and terms. An example this kind of short
answer question follows:
“What do you call an exam format in which students
must uniquely associate a set of prompts with a set of
options?” Answer: Matching questions
True False or Alternative Response Items

True/false questions are only composed of a statement.


Students respond to the questions by indicating whether the
statement is true or false. For example: True/false questions
have only two possible answers (Answer: True).
Like multiple choice questions, true/false questions:
Are most often used to assess familiarity with course content
and to check for popular misconceptions
Allow students to respond quickly so exams can use a large
number of them to test knowledge of a broad range of
content
Are easy and quick to grade but time consuming to create
Matching Items

Students respond to matching questions by pairing each


of a set of stems (e.g., definitions) with one of the
choices provided on the exam.
These questions are often used to assess recognition and
recall and so are most often used in courses where
acquisition of detailed knowledge is an important goal.
They are generally quick and easy to create and mark,
but students require more time to respond to these
questions than a similar number of multiple choice or
true/false items.
Construction of Multiple Choice Questions
Multiple choice questions are composed of one
question (stem) with multiple possible answers
(choices), including the correct answer and several
incorrect answers (distractors).
 Typically, students select the correct answer by
circling the associated number or letter, or filling in
the associated circle on the machine-readable
response sheet.
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Any Question ???
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Thank You

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