Assessment MCQ Quiz in मल्याळम - Objective Question with Answer for Assessment - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning. Assessment is conducted in different phases of the teaching-learning process. Some assessments are conducted before the beginning of the teaching-learning process, some are carried out during the process, and others are conducted at the end of the instructional process.

Key Points Grading system: It assesses learners' achievement based upon points as marks.

• It ensures natural classification in qualitative terms rather than quantitative terms since it expresses a range /band of scores to which a learner belongs such as O, A, B, etc.
• Grades acknowledge that precise measurement of human abilities is difficult,  if not impossible.
• It is based on a realistic concept of ‘errors of measurement' 
• Grading can be either direct or indirect.  In indirect grading, marks are subsequently converted into letter grades using absolute standards.
• Grading is better than assigning marks to students because marks create an inferiority complex among children who obtain low marks and get discouraged mentally, while grades do not generate such impacts.
• So by all these references, for the student of class 10, who has emotions, fear, inferiority, etc. so the grading system is the best option for the evaluation/assessment of the students.

Hence, we can conclude that Reena is a science subject teacher in a school, she use grading system to assess the students of class 10.

Important Points

• Essay Examination: Essay type Examination is known as the long answer type examination. Long answer or essay type tests are used to measure such learning outcomes that are complex rather than simple and higher-order learning rather than lower-order learning demanding understanding and reflection. Therefore, these are another variety of response construction type tests.
• The oral examination allows students to respond directly to the instructor’s questions or to present prepared statements. The purpose of the oral examination is to evaluate the student’s ability to present knowledge in a well-organized, and cogent manner.
   

Additive Inverse: Additive inverse of a number would be the number that should be added to the previous number to get the result Xero. I.e negative of the original number.

For example : additive inverse of Z would be -Z 

 Z+ (-Z) = 0

Since it is a very factual question, hence it is a close-ended question.

Close-ended questions

• Close-ended questions are a common objective type or factual questions in the form of multiple-choice questions where the respondent is required to choose answers from a set of answers provided.
• It is used to collect quantitative data which is used to determine statistical significance.
• A question having a very limited no. of options from which it can be answered, or a factual question, very limited possible answers are there and not much creativity is required to answer them.
• Close-ended questions have a one-word answer such as 'yes' or 'no' or certain objective answers relative to the respondent.

Benefits of Close-ended questions are:-

1. Quick answers can be provided
2. Easy to understand
3. Results are concluded within a short time frame
4. Answers are in context and relevancy to the questions asked
5. The scope of deviation is significantly reduced.

Key Points

Open-ended question:

• If there could be many solutions to a single problem, it would be an open-ended question. It requires creativity to answer such questions.
• Open-ended questions are questions that can't be answered in yes or no, rather requires a detailed answer with proper explanation. 
• These are a useful tool for primary teachers to help students discover new ideas and develop critical thinking.
• These types of questions give tremendous freedom to the respondents to answer according to their interpretation.
•  An open-ended question permits the respondents to answer in their own words. 
• Open-ended questions are used to opine self-reflection of a subject or topic. Checklists, ranking orders, alternate responses are other types of self-reporting modalities used.
• Reflective questions: A reflective question provides the learner with an insight into what and how they have learned.
• Multidisciplinary approach: In a multidisciplinary approach single discipline is viewed from multiple discipline’s perspectives.

Conclusion:  Additive inverse of ‘z’ would be _____. This question is a close-ended question.

Bloom's Taxonomy, a framework for categorizing educational objectives and cognitive skills, was developed by Benjamin Bloom and a group of educators at the University of Chicago in the 1950s.

Benjamin Bloom's taxonomy is a set of three hierarchical models that refers to the classification of educational learning objectives. In the taxonomy, Bloom identified three domains of learning which include cognitive, affective, and psychomotor.

Important Points

These three domains have been divided in a way that proceeds from the simplest process to the complex.

• Cognitive domains: In this domain, a child deals with knowledge and hence, learns to create or design, evaluate, analyze, etc.
• Psychomotor domains: It is concerned with acquiring skills that require the integration of mental and physical movements.
• Affective domains: This domain comes into play when we grow in emotional areas such as feelings, attitudes, etc. It includes how we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Let's Understand the Levels of Affective Domain in Brief:

• Receiving: When a learner shows sensitivity to certain stimuli.
• Responding:  It is defined as the tendency to respond to an object or stimuli.
• Valuing: It refers to the acceptance of behaviour and commitment to it. One values certain behaviours not by desires but by commitment.
• Organizing: It refers to organizing the value system which is attained when one develops one’s code of conduct or standard of public life.
• Characterizing: It deals with behaviour as per values or attitudes a child has imbibed; children show teamwork.

Rubrics

• ​A rubric is an assessment tool that clearly indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades.
• In many cases, scoring rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective
• In education terminology, rubric means "a scoring guide used to evaluate the quality of students' constructed responses".
• Put simply, it is a set of criteria for grading assignments.
• It has three parts:
  1. performance criteria
  2. rating scale
  3. indicators. 
• A rubric for assessment, usually in the form of a matrix or grid, is a tool used to interpret and grade students' work against criteria and standards.
• Rubrics are sometimes called "criteria sheets", "grading schemes", or "scoring guides".
• Rubrics can be designed for any content domain.
• There are two types of rubrics: holistic and analytical.
• An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance.
• Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall judgment about the quality of the work
• For most classroom purposes, analytic rubrics are best. Focusing on the criteria one at a time is better for instruction and better for formative assessment because students can see what aspects of their work need what kind of attention.

We can conclude that the evaluation sheet is not true for Rubrics

R.H. Dave is the author of Foundations of Lifelong Education

Dave Psychomotor Domain

• Dave's Psychomotor Domain is the simplest domain and easiest to apply.
• Dave's five levels of motor skills represent different degrees of competence in performing a skill.
• It captures the levels of competence in the stages of learning from initial exposure to final mastery.

Dave's psychomotor domain taxonomy

Therefore, "Automated, unconscious mastery of activities and related skills at a strategic level" with reference to the classification of objectives of learning in the psychomotor domain proposed by R.H. Dave means Naturalization.

Key Points

• ​Mahara is a free and open-source e-portfolio system that allows users to create, collect, and reflect on their work.
• It is a web-based application that can be accessed from anywhere with an internet connection.
• Mahara is used by students, teachers, professionals, and others to showcase their work, reflect on their learning, and connect with others.

Mahara offers a variety of features that make it a powerful e-portfolio tool. These features include:

• Rich media support: Mahara supports various rich media formats, including text, images, audio, and video. This allows users to create portfolios that are engaging and informative.
• Collaboration tools: Mahara includes various collaboration tools that allow users to share their work with others and get feedback. This can be helpful for students, teachers, and professionals looking to get feedback on their work.
• Assessment tools: Mahara includes various assessment tools that can be used to assess student learning. This can be helpful for teachers who are looking to assess student learning more authentically.

Hence, Mahara is the tool being used to create e-portfolios for learners.

Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning.
Assessment can be divided for the sake of convenience using the following categorizations:

1. Placement, formative, summative, and diagnostic assessment
2. Objective and subjective
3. Referencing (criterion-referenced, norm-referenced, and ipsative (forced-choice))
4. Informal and formal
5. Internal and external

Key Points

• The purpose of Formative Assessment is to know the progress of students and teachers during the instructional process.
• It helps teachers and students monitor their progress in the teaching-learning process.
•  Any type of strategies and techniques like asking questions, unit tests, classes, observations, filling work-sheet, etc. can be used for formative assessment by a teacher.
• Continuous feedback on students’ performance will help them encourage or strengthen their learning process and remove or correct their misconceptions.
• Based on the assessment a teacher can modify or change their instructional strategy that enhances the performance of the students.
• Since formative assessments are for improving the teaching-learning process, the results usually are not included in the final grade. 

Important Points

Formative Assessment :

• Builds on students’ prior knowledge and experience in designing what is taught.
• Is conducted at regular intervals on an informal basis.
• Is diagnostic and remedial. It should be noted that since evaluation happens at regular intervals, hence a teacher focuses on the identification of the minor learning difficulties of a student.
• Ensures provision for effective feedback.
• Provides a platform for the active involvement of students in their own learning.
• Provides feedback enabling teachers to adjust their classroom interaction strategies to the emerging needs of the students.
• Encourages intrinsic motivation and self-esteem of students, both of which have crucial influences on learning performance.
• Recognizes the need for students to be able to assess themselves and understand how to improve.
• Incorporates varied learning styles to decide how and what to teach.
• Encourages students to understand the criteria that will be used to judge their work.
• Offers an opportunity for students to improve their work after they get feedback.
• Helps students to support their peer group and vice-versa.  

Hence, we can conclude that formative assessment could be conducted at regular intervals on an informal basis. 

Performance assessment 

• A performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study.
• Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process.
• Effective performance assessments allow students to apply knowledge to solve a problem or demonstrate a skill.
• In performance assessments, students demonstrate or construct something, and that work is assessed using observation and judgment.
• Performance assessment is one alternative to traditional methods of testing student achievement.
• Performance assessments measure skills such as the ability to integrate knowledge across disciplines, contribute to the work of a group, and develop a plan of action when confronted with a new situation.

Therefore, the Focus of performance assessment is on Knowledge, skills and transfer.

The Flanders system of Interaction Analysis is used to determine whether a teacher is indirect or direct in his approach to motivation and control in the classroom.

Key Points

•  The system describes, rather than evaluates, teacher behaviors in the order in which they occur, in any subject at any level.

Important Points

• The Flander’s system is an observational tool used to classify the verbal behavior of teachers and pupils as they interact in the classroom. Flander’s instrument was designed for observing only the verbal communication in the class room and non –verbal gestures are not taken into account.
• The basic assumption of the system is that in the classroom the verbal statement of a teacher are consistent with his non-verbal gestures or with his total behavior.
• Ned . S . Flander has categorized the instruction of teachers and pupils in classroom.

Additional Information

• Flanders classified total verbal behavior into 10 categories. Verbal behavior comprises teacher talk, student talk and silence or confusion. 
• The ten categories are mentioned as under:
• Teacher Talk – 7 categories
• Pupil Talk – 2 categories
• Silence or Confusion- 1 category
• Thus, the first seven categories include teacher talk. Next two categories include pupil The last tenth category includes the small spans of silence or pause or confusion.
• The first 7 categories or teacher talk has been bifurcated into a) indirect talk, b) direct talk.

Thus the Flander’s interaction analysis takes Verbal Behavior of Teachers and Pupils into Account. 

The idea of creating a taxonomy of educational objectives was conceived by Benjamin Bloom. 

Bloom’s taxonomy was propounded by Benjamin Bloom in 1956. Taxonomy is a hierarchical order of cognitive skill.

Bloom's Taxonomy Identified Three Domains of Educational Activities:-

1. Cognitive Domain: It involves knowledge and the development of intellectual skills. The six major categories of objectives that come under the cognitive domain are Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
2. Affective Domain: It includes how we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
3. Psychomotor Domain:  It includes physical movement, coordination, and use of the motor-skill areas.

 Important PointsVerbs useful for stating objectives in the application stage: 

 Key PointsUse vocabulary - Application

Read effectively, Define statement - Knowledge

Put central words in your own words - synthesis

Hence, we can conclude that "Use vocabulary" is considered as the objective of application.

Additional Information Let's understand in brief: