the grading and assessment ppt-7.p p t x

psychology

1. Classroom assessment and grading b y : Rabia Obaid Mukaddam

2. What is a Grade? Grading is used to evaluate and provide feedback on student work. In this way, instructors communicate to students how they are performing in the course and where they need more help to achieve the course’s goals .

3. For instructors, grades help to assess what information, concepts, and skills students have successfully understood and which ones they have not. Grades also provide a standardized way of communicating student performance to third parties, including the departments in which students are enrolled, and students themselves. Students are generally highly motivated to improve their work when the instructions of an assignment are clear and achievable, when the standards the instructor uses for grading are clear and fair, and when the feedback is timely. This kind of transparency will also enable students to understand what skills and content they have learned and what they are still struggling with in the course.

4. What Purpose Do Grades Serve? Grades are essentially a way to measure or quantify learning and intellectual progress using objective criteria: As an evaluation of student work, effort, understanding of course content, skill development, and progress. Its source of self-motivation for continued learning and improvement As a means of communicating feedback to students on their performance; As a means of communication to students, parents, graduate schools, professional schools , and future employers about a student’s potential in college and predictor for further success; As a means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and bring closure to it . As feedback, grades can also inform: Students as to their own learning, clarifying for them what they understand, what they don’t understand, and where they can improve.

5. Differences Between Grades and Assessment

6. What is a Test Plan ? Test Plan is a detailed document that outlines the Objective, strategies, timeline, goals, estimation, deadlines, and resources needed for the successful completion of a project.It provides a framework that is designed by QA managers to provide clarity about the necessary tests that you need to verify to ensure the proper functioning of the software .

7. The essential components of a test plan include : Scope :  Outlines the goals of the specific project and provides information about user scenarios intended for testing purposes. The scope may also specify scenarios or issues that will not be addressed by the project if required. Schedule:  Specifies the commencement dates and deadlines for testers to provide outcomes. Resource Allocation:  Specifies the allocation of specific tests to individual testers. Environment:  Describes the characteristics, setup, and accessibility of the test environment . Tools:  Specifies the tools that will be employed for testing, reporting bugs, and other pertinent activities. Defect Management:  Outlines the procedure for reporting bugs, including the designated recipients and the required accompanying elements for each bug report. Risk Management:  Specifies potential risks that could arise during the testing of the software and the risks the software might face if released without adequate testing. Exit Parameters:  Specifies the cessation point for testing activities. This section delineates anticipated outcomes from QA operations, providing testers with a standard against which they can measure actual results.

8. Best Practices for creating an effective Test Plan Some of the key best practices for creating effective test plan are: Clearly state the objectives, scope of testing, outlining which features and functionalities will be tested. Document the expected deliverables of the testing process. Define the test environment, detailing the hardware, software, and network configurations . Identify potential risks associated with the testing process and the project. Create a detailed testing schedule with milestones and deadlines. Create a realistic and achievable testing schedule. Maintain flexibility to change the plan, if required. Define key metrics to be collected during testing. Conduct retrospectives to identify areas for improvement in the testing process.

9. CHOOSING BETWEEN OBJECTIVE AND SUBJECTIVE TEST ITEMS There are two general categories of test items : ( 1) objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement . ( 2) subjective or essay items which permit the student to organize and present an original answer . 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. you wish to encourage and reward the development of student skill in writing and interested in exploring the student's attitudes than in measuring his/her achievement.

10. Objective test are good choice when… The group to be tested is large and the test may be reused and Highly reliable test scores must be obtained as efficiently as possible. Impartiality of evaluation, absolute fairness, and freedom from possible test scoring influences are essential.

11. Advantages in Using Multiple-Choice Items Its versatility in measuring all levels of cognitive ability and highly reliable test scores. objective measurement of student achievement or ability can be seen. A reduced guessing factor when compared to true-false items. It different response alternatives which can provide diagnostic feedback. Limitations in Using Multiple-Choice Items Multiple-choice items are difficult and time consuming to construct.It lead an instructor to favor simple recall of facts. It place a high degree of dependence on the student's reading ability and instructor's writing ability.

12. Suggestions For Writing Multiple-Choice Test Items The Stem 1. When possible, state the stem as a direct question rather than as an incomplete statement. Undesirable: Alloys are ordinarily produced by... Desirable: How are allows ordinarily produced? 2. Present a definite, explicit and singular question or problem in the stem. Undesirable: Psychology is... Desirable: The science of mind and behavior is called ... 3. Eliminate excessive irrelevant information from the stem. Undesirable: While ironing her formal, Jane burned her hand accidently on the hot iron. This was due to a transfer of heat by... Desirable: Which of the following ways of heat transfer explains why Jane's hand was burned after she touched a hot iron?

13. Advantages True-False items can provide the widest sampling of content or objectives per unit of testing time, versatility in measuring all levels of cognitive ability. Limitations 1.I ncorporate an extremely high guessing factor. For simple true-false items, each student has a 50/50 chance of correctly answering the item without any knowledge of the item's content. 2. It can often lead an instructor to write ambiguous/unclear statements due to the difficulty of writing statements. 3. They do not differentiate between students of varying ability as well as other item types. 4. can often include more irrelevant clues than do other item types.

14. Subjective test Essay  - requires answers to be written out at some length. The student functions as the source of information. An essay exam requires you to see the significance and meaning of what you know. It tests your knowledge and understanding of the subject and your skill in reading and writing .

15. ESSAY TESTS It Prove immediately that you know the material. Make your meaning unmistakably clear. Employ a reasonable organization and show sufficient thought development . Evaluation of ESSAY test Evaluating essay tests involves assessing students' written responses to questions or prompts. It typically includes analyzing the clarity, depth, coherence, and relevance of their arguments or explanations, as well as their grasp of the subject matter and ability to communicate effectively. Evaluators may also consider grammar, organization, and the use of evidence to support claims. Feedback is often provided to help students understand strengths and areas for improvement.

16. Feed back Feedback has been known to be an important part of the learning process. Especially when coupled with deliberate practice, feedback can help students spend their time mastering aspects that they need to focus on most rather than practicing what they already know. Effective feedback works as a map to guide students by letting them know where they are now and what to work on in order to get to their goal. Without good feedback, students may carry misconceptions that they did not even realize they had while learning the material and walk aimlessly towards a goal without being sure how they can get there.  Effective feedback: 1) targeted, 2) communicates progress, 3) timely, and 4) gives students the opportunity to practice and implement the feedback received. In a broader sense, these aspects relate to thinking about where the student is going, how the student is doing now, and what the next step is.

17. Targeted feedback When giving feedback, it is important to make sure that it is specific and linked to clearly articulated goals or learning outcomes. Targeted feedback gives students an idea of what they did well and how they can improve in relation to the learning criteria stated in the course. Connecting feedback to specific and achievable goals helps provide students with an understanding of desired outcomes and sub goals as well. Communicates progress Feedback showing how far a student has come can help by providing students with information on how much they have improved and where they should direct more attention to. Studies have shown that formative, process-oriented feedback that is focused on accomplishments is more effective than summative feedback.

18. Timing of feedback It is also important that feedback be timely . Generally , immediate feedback and more frequent feedback is often best so that students are on track for their goals, but timely feedback may not necessarily be given right away. The timing of feedback largely depends on the learning goals – immediate feedback is better when students are learning new knowledge, but slightly delayed feedback can actually be helpful when students are applying learned knowledge .

19. Strategies to implement feedback in the classroom 1. Look for common errors among the class You may notice common errors or misconceptions among the class while grading exams, or realize that many students ask a similar question .If you take note of these common mistakes, you can then address them to the class as a whole . 2. Prioritize feedback I t might not be necessary to provide feedback on all aspects of an assignment and doing so may actually overwhelm students with feedback. Instead, think about what would be most important to provide feedback on at this time – you may consider providing feedback on one area at a time , such as one step of crafting an argument or one step of solving a problem. 3. Create opportunities for students to reflect on feedback By   reflecting on how they will implement the feedback they have received, students are able to actively interact with the feedback and connect it to their work. For example, if students have a class project divided into milestones, you may ask students to write a few sentences about how they used the comments they received and how it impacted the subsequent assignment.