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Module information Brochure

• To design a Table of Specification (ToS) for the preparation of the question paper
• To design a question paper based on the table of specification.

• To establish the characteristics of the assessment such as validity and reliability.
• To assess the performance of the student using performance assessment strategy
such as rubrics

• To perform item analysis of the assessment tool.
• To interpret the assessment score with respect to difficulty index and discrimination
index.
• To integrate different technology tools for class room assessment and summative
examinations.

6.4. Contents

6.4.1. Introduction to Assessment and Evaluation

This unit details the basic concepts of student assessment and evaluation. In assessment
practice, there are different forms of assessment such as assessment of learning, assessment
for learning and assessment as learning. Further, this unit focus on the questioning skill of
the teacher in the classroom assessment.

Introduction to Assessment – Languages of Assessment – Different forms of Assessment
– Preparative Assessment – Formative Assessment – Diagnostic Assessment - Summative
Evaluation – Questioning in formative assessment.

6.4.2. Two-Dimensional Approach

The two-dimensional approach gives the clarity on the four questions such as What
is important for students to learn in the limited classroom time available? (the learning
question). The second question is How does one plan and deliver instruction that will result
in high levels of learning for large numbers of students? (the instruction question). The
third question is How does one select or design assessment instruments and procedures
that provide accurate information about how well students are learning? (the assessment
question) and the last question is How does one ensure that objectives, instruction, and
assessment are consistent with one another? (the alignment question)

Determine the objectives of the assessment - Mapping Two-dimensional approach of
preparing the Instructional objectives with complexity of questions – Factual Questions
– Conceptual Questions – Procedural knowledge Questions – Meta- Cognitive Questions

6.4.3. Assessment procedures

This unit explain the major classification of assessment procedures such as maximum
performance test and typical performance test. In the formative and summative
assessments, the key component of assessment procedure is tools which is called question
items. How to prepare the question item is a challenging task for the faculty member. A
valid question item will bring the right answer. So, this unit explain the construction of
achievement test.

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