Item specification.csetting of scenarios

Principle that are required to come up with valid, reliable, equitable and quality assessment item.
It is a group of attributes which determine characteristics of assessment items
It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery
It defines exactly how a competence should be measured.
It is use in developing summative and formative assessment.

1. INSET FOR LIRA SECONDARY SCHOOL TRAINNING ON ASSESMENT 16 TH -17 TH FEB 2024 third SESSON ITEM SPECIFICATION

2. ITEM SPECIFICATION Principle that are required to come up with valid, reliable, equitable and quality assessment item. It is a group of attributes which determine characteristics of assessment items It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery It defines exactly how a competence should be measured. It is use in developing summative and formative assessment.

3. item specification…….. A set of applied principle (rules) that assist in assessment and that reduce physical, language, cultural, and other barriers to accessibility. What purpose will the test serve Who are the intended users of the test items Title of the document

4. Components of item specification Construct Element of construct/topic/area/theme Competence Ability level . E.g. CK, CU, AL, AN, ER, CR. Our assessment level will begin from the medium level of demand to high level of demand Stimulus type and length . Stimulus is something that will provide the learner on action or response. E.g.

5. Components of item specification…….. Scenario Support like picture, photograph, graph, map, song, poem Task When developing stimulus material Communicate effectively Indicate relevant detail Be mindful of the class level State clearly where the space may be provided

6. Components of item specification…….. 6. Number of stages . These are the number of stages the learner goes through in order to come up with t he responses to determine the maximum 7. Ability level

7. Components of item specification…….. 8. Type of responses/ answers Restricted responses i.e. fill in the blank space, sentence completion Extended responses include writing a letter, response in form of paragraphs Constructed responses ,graph, sketch maps 9. Direction of response i.e. single correct or multiple correct. Multiple correct direct the items to various answer .

8. Components of item specification…….. 9. Basis of assessment . Provide the competences the leaners is expected to exhibit in responding to a task Success criterion/ scoring grid List of responses an item developer want a test taker to include in his work to demonstrate achievement of a competence In scoring only whole are awarded i.e. no fraction or negative N.B scorings are not marks but represent learner level of achievement in a given competence

9. Components of item specification… X-tics of a good scoring grid Written concurrently with item writing Valid. Scores are focused on competence identified and well specified. Don’t penalize the learners for language use Flexibility should be easy to adjust accordingly to the changing assessment 10. Response time . This proposes the response tisme for an average learner to obtain highest level of achievement

10. ITEM SPECIFICATION TEMPLATE SUBJECT------------------------------------------------- CONSTRUCT----------------------------------------------. ELEMENT OF CONSTRUCT TOPIC/ THEME COMPETENCE ABILITY STIMULUS STEPS IN REASONING TYPE OF RESPONSE DIRECTION OF RESPONSE BASIS OF ASSESSMENT RESPONSE TIME       CK CU AL AN EV CR            

11. CONSTRUCTION OF SCENARIO ITEMS SCENARIO BASED ITEMS Title Define the test items Define the test scenarios Explain the purpose of scenario in CBA Explain the principle of developing scenario

12. What is a test item? These are test or stimulus presented to students to demonstrate their ability to apply knowledge and skills in solving problems or task in hands What is a scenario? This is a set of information that learners need in order to mobilize his or her learning (knowledge, skills and values) to solve a real life problem or make a decision.

13. Composition /structure of scenario This vary depending on the content and learning out come It depends on the following; support materials (Stimulus) i.e. maps, graphs, charts, diagrams, photographs, song, poems task

14. Challenge the learner should address It includes; Introduction Description of the problem or challenge in the task. Relevant information such as data, images, videos. Requirements or criteria

15. Purpose of a scenario To empower learners with ability to relate, apply knowledge to solve problems in diverse situation To evaluate learners ability To access high order thinking skills. To promote active learnings To evaluate real- world applications

16. Principles of developing a scenario Fair assessments to the learner, Should be; Valid Reliable Meaningful ways to asses’ learners’ competency. Principles Real life situation Familiar situation In line with ability to be achieved i.e. Subject content Alignment with construct/ learning out comes elements of constructs(competencies) Authenticity Clarity should not stress the learner Reference Appropriate complexity to require high order thinking skills Consistency Accessibility.

17. Attributes of a scenario Elements of construct that the scenario addresses e.g. Geography (). Competency covered by the scenario. Level of demand according to the items specification. Items should have the challenge or a problem to be solved. Be authentic. Take Taker experience. Complex enough in the relation to the owners (manageable by the leaners). Support provided should be relevant to the competencies. The task should be aligned to the scenario.

18. 10. Estimate the length of the scenario precise and concise (mini skirt principle). 11. The language used should be clean to avoid ambiguity. 12. Fairness , made sure the items is fair to all i.e. give every leaner the same opportunity to get to the highest level. 13. Originality i.e. the original. 14. Evoke or enlist the responds from the leaners. 15. Scoring criteria should be in the line with the basis of assessment. 16. The possible responds from the leaners.  

19. Task Basing on the curriculum, item specification and any other material, develop a sample scenario item in your subject of specialization. Develop the basis of assessment and scoring criteria for your item. In your subject specialties’, construct a table of item specification to cover at least one element of construct .

20. NB Mini skirt principle “long enough to cover the subject and short enough to arose the interest’’. The item should not address a single competence but two or more competencies .i.e. Activity of integration. Item should not be biased i.e. should be gender sensitive Methods of answering are not limited to specific methods ;

21. INSET FOR LIRA SECONDARY SCHOOL TRAINING ON ASSESsMENT 16 TH -17 TH FEB 2024 fourth SESSON SCORING GRID

22. SCENARIO In a certain village in Uganda crop yield has dropped over the recent years, water levels from river valley and lakes have reduced, valley dams have dried up, birds and animals have migrated elsewhere, food and water shortage have threaten the community. This has made people wondering about what has lead to this abnormality.

23. SUPPORT MATERIAL Photograph b page 17 long horn secondary geography teachers guide book 2. Task As a geography student, write a letter to the community through the chairperson LC1 of that village explaining what could have happened and ways of controlling those abnormalities.

24. Basis of assessments/scoring grid BASIS OF ASSESSMENT EXPECTED RESPONSE SCORING POINTS SCORES Definition of climate change Changes in the quantity or quality of weather elements of any given locality 01 01 Causes of climate change Bush burning Over cultivation Industrial emission to the atmosphere Over grazing Any 4 points Any 3 points Any 2 points Any 1 point No point 04 03 02 01 00 Measures to reduce the effects of climate change Use of appropriate technology e.g. brickets Bush fallowing Agroforestry Alternative sources of energy Any 5 points Any 4 points Any 3 points Any 2 points Any 1 point No point   05 04 03 02 01 00     total 10

25. Type of response- Multiple extended Ability level- high Level of assessment- Evaluation Direction of response - Multiple restrict Steps in reasoning- 03

26. The end of the training THANKS FOR LISTENING MAY GOD BLESS YOU ALL