FINAL_TEST_FRAMEWORK_INSET 2_[Autosaved]_[Autosaved][1].pptx

Document that is designed from content frame work
These are rules that guide the assessor / item developer in creating and designing the test items.

A test frame work is comprised of;
Construct
Elements of construct
Competences
Theme/topic
Ability levels

1. INSET FOR LIRA SECONDARY SCHOOL TRAINNING ON ASSESMENT 16 TH -17 TH FEB 2024 SECOND SESSON TEST FRAMEWORK

2. The Journey So far!!!!

3. What is a Test Frame Work (TFW)? Document that is designed from content frame work These are rules that guide the assessor / item developer in creating and designing the test items. A test frame work is comprised of; Construct Elements of construct Competences Theme/topic Ability levels

4. Components of the TFW Construct/subject profile E xit profile of a subject/ picture you want a learner to be after learning your subject. (Terminal integrated competency: TIC). B. Element of Construct Because the construct is big, it is broken down into elements of construct. Therefore, Elements of construct; Is the Integration of different LOs (competences) with related knowledge from different themes or topics depending on the subject. Integration allows assessor to see the interconnectedness of various concepts, promoting a deeper understanding of the material rather than isolated knowledge.

5. KNOWLEDGE UNDERSTANDING SKILLS ATTITUDES/ VALUES COMPETENCE + + + = } 𝐷𝑒𝑟𝑖𝑣𝑒𝑑 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝐿𝑂 in the subject syllabus C. Competence

6. Construct Elements of Construct Competences from LOs Elements of construct recognizes that knowledge is not confined to individual concepts, but rather is interconnected and interdependent

7. Low Level of Demand Conceptual Knowledge (CK) Conceptual knowledge refers to the information and facts that a person has about a particular concept or topic. For example define, properties, characteristics etc. Explanation For example, knowing that water boils at 100 degrees Celsius at standard atmospheric pressure is a form of conceptual knowledge. Conceptual Understanding (CU) Conceptual understanding goes beyond mere knowledge; it involves a deeper comprehension and insight into how different concepts are related and how they function. Conceptual understanding can often explain the underlying principles and reasons behind the facts they know. Explanation Using the previous example, someone with conceptual understanding of boiling points might explain that it occurs when the vapor pressure of a liquid equals the atmospheric pressure. E. Ability level of the learner

8. Middle Level of Demand Application of Learnt Knowledge (AL) Learners learn not only the theoretical aspects but also how to use their knowledge in practical situations, which aligns with the competency-based approach's focus on practical skills and abilities. Explanation Solve the quadratic equation +3 x −5=0 using the formular X= Application of Learnt Knowledge in a new situation (AN) Learners are better able to transfer their learning to new situations, demonstrating their competencies in diverse contexts. Explanation Suppose the quadratic equation is related to the height ℎ (in meters) of a projectile launched from the ground at an initial velocity (in meters per second), given by ℎ=-5 , where t is time in seconds. In this new situation, the Learners needs to recognize the quadratic equation, understand the context of a projectile motion problem, and apply their knowledge to solve for specific values, such as finding the time of flight or maximum height. Middle Level of Demand Application of Learnt Knowledge (AL) Application of Learnt Knowledge in a new situation (AN) Ability level of the learner-Cont’d

9. High Level of Demand Evaluation (EV) In evaluation (EV), a learner can use the knowledge acquired to assess, analyze, evaluate or make judgments about the quality of ideas or materials based on a given set of criteria. Explanation A chemist might evaluate a proposed mechanism for a chemical reaction. They analyze the experimental data, compare it with the predicted outcomes of the mechanism, and assess how well it explains the observed results. This evaluation involves critical analysis to determine the validity and accuracy of the proposed reaction pathway. Creation (CR) In creation (CR), it means that a learner can use the knowledge acquired to create something new. Explanation Designing a unique catalyst for a chemical reaction requires the chemist to use their knowledge of reaction mechanisms and catalyst properties to propose a new substance that could enhance reaction rates or selectivity. This creation process involves generating a new idea or solution. Ability level of the learner-Cont’d

10. Example Relate TFW and CFW using the outputs developed by the participants

11. Linkage of CFW and TFW (Extract from Mathematics) Utilize the CFW to determine the Ability levels of the competences to be placed in the TFW. The ability levels in the TFW are derived from the CFW using the levels of demand.

12. Structure of TFW Activity-Subject Session ELEMENTS OF CONSTRUCT TOPIC/THEME COMPETENCE KEY IDEAS (KIs) ABILITY LEVELS OF DEMAND LOW MIDDLE HIGHEST CK CU AL AN EV CR

13. TEST FRAME WORK TEMPLATE CLASS: ----------Subject:-----------------------Construct / subject graduate profile- ------------------

14. What do we learn from the TFW? Understand the curriculum and syllabus in detail Termly tests, weekly tests etc for practices purposes is not applicable in this CBC

15. N.B Element of construct (E.O.C) has many competences but when scoring the level of demand your score the highest levels of demand from CK to CR. An E.O.C can have many competences depending on the arrangement of the syllabus. But you only rank the element of construct. An E.O.C is derived from many related topics with similar competences.