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    Chapter Excercise: ST ND

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    glomela
    This document provides information about different types of assessment instruments and how to construct various items for each type. It discusses the major types of conventional assessment instruments as objective and subjective items. For essay assessments, it notes that essays allow freedom in writing length and presenting ideas, and can reveal a student's thought processes, but are difficult to score objectively. It provides guidelines for constructing different item types, including enumeration, comparison, and procedural rearrangement items, and notes identification items measure a student's ability to identify and analyze questions.

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    Chapter Excercise: ST ND

    Uploaded by

    glomela
    72 views2 pages
    This document provides information about different types of assessment instruments and how to construct various items for each type. It discusses the major types of conventional assessment instruments as objective and subjective items. For essay assessments, it notes that essays allow freedom in writing length and presenting ideas, and can reveal a student's thought processes, but are difficult to score objectively. It provides guidelines for constructing different item types, including enumeration, comparison, and procedural rearrangement items, and notes identification items measure a student's ability to identify and analyze questions.

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    CHAPTER EXCERCISE3

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    This document provides information about different types of assessment instruments and how to construct various items for each type. It discusses the major types of conventional assessment instruments as objective and subjective items. For essay assessments, it notes that essays allow freedom in writing length and presenting ideas, and can reveal a student's thought processes, but are difficult to score objectively. It provides guidelines for constructing different item types, including enumeration, comparison, and procedural rearrangement items, and notes identification items measure a student's ability to identify and analyze questions.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    72 views2 pages

    Chapter Excercise: ST ND

    Uploaded by

    glomela
    This document provides information about different types of assessment instruments and how to construct various items for each type. It discusses the major types of conventional assessment instruments as objective and subjective items. For essay assessments, it notes that essays allow freedom in writing length and presenting ideas, and can reveal a student's thought processes, but are difficult to score objectively. It provides guidelines for constructing different item types, including enumeration, comparison, and procedural rearrangement items, and notes identification items measure a student's ability to identify and analyze questions.

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    CHAPTER EXCERCISE

    Direction: Briefly but substantially answer the following problems in your own words.
    1. Explain the two major types of a conventional assessment instruments.
    - Objective items include multiple-choice, true-false, matching and completion,
    while subjective items include short-answer essay, extended-response essay,
    problem solving and performance test items. For some instructional purposes
    one or the other item types may prove more efficient and appropriate

    2. Mention the rules in scoring essay assessment Instrument.


    - An essay test may give full freedom to the students to write any number of
    pages. The required response may vary in length. An essay type question
    requires the pupil to plan his own answer and to explain it in his own words.
    The pupil exercises considerable freedom to select, organise and present his
    ideas. Essay type tests provide a better indication of pupil’s real achievement
    in learning. The answers provide a clue to nature and quality of the pupil’s
    thought process.
    - That is, we can assess how the pupil presents his ideas (whether his manner
    of presentation is coherent, logical and systematic) and how he concludes. In
    other words, the answer of the pupil reveals the structure, dynamics and
    functioning of pupil’s mental life.
    - The essay questions are generally thought to be the traditional type of
    questions which demand lengthy answers. They are not amenable to
    objective scoring as they give scope for halo-effect, inter-examiner variability
    and intra-examiner variability in scoring.
    3. Along with your field and specialization, construct an item or problem for each of
    the following essay assessment.
    3.1 Enumeration
    1. Enumerate the parts of the body
    3.2 Comparison
    3.3 Person - Place
    4. Explain the rearrangement type of objective assessment item.
    - Is about rearrangements of data and proper sequencing of procedures. It
    enables students to familiarize and determine the proper arrangements of
    data or information.
    5. State the guideline in formulating a rearrangement type of objective items.
    - 1st, is the set of given data or information must be properly disarranged.
    - 2nd, the given problem or the item must provide difenite mode of arranging the
    given set of information.
    - 3rd, the given options must go parallel with the mode of arrangement.
    - Lastly, the mode of answering the item is clear and definite.
    6. With your field of specialization, construct an example of procedural form of
    rearrangement item.
    1. In writing letter A, which of the following must come in?
    a. Slanting line
    b. Straight line
    c. Sleeping line
    7. What makes an identification type of an assessment Instrument?
    - Is about measuring the capability of students in identify ing and analyzing the
    questions. It is to know how intelligent the students are in finding missing
    terms on the information.
    8. Mention the guidelines in constructing an identification item of assessment
    instrument.
    - Designing tests is an important part of assessing students understanding of
    course content and their level of competency in applying what they are
    learning.  Whether you use low-stakes and frequent evaluations–quizzes–or
    high-stakes and infrequent evaluations–midterm and final–careful design will
    help provide  more calibrated results.

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