SPRING

2022

Course Code: 8602

Student Name: M.Farhan

Student ID: 0000237611
Program Name: B.Ed. (1.5
years)
Semester: 1st
Assignment No: 01
Spring 2022

ALLAMA IQBAL OPEN UNIVERSITY

ISLAMABAD
 ASSIGNMENT No. 1

Q. 1

What is the role of teacher in classroom assessment? Write a

detailed note

Ans:

The role of the teacher is to instruct students, manage behavior, encourage student
learning and assess progress. The teacher is the leader in the classroom and
maintains responsibility for the students’ learning and safety throughout the school
day.

The teacher sets the tone in the classroom. She is responsible for creating an
environment that allows students to learn and grow. Teachers achieve this by
setting up a stimulating, appealing classroom with procedures and routines.
Before students get to the classroom, the teacher needs lesson plans. These plans
break down the steps for every lesson the teacher uses for instruction to ensure all
learning objectives are met. Lesson plans also help the teacher stay organized
while teaching. The lessons a teacher creates provide the framework for instructing
students and giving them practice on the new skills they learn.

Classroom management is another key duty of a teacher. If student behavior is out

of control, learning is a challenge. Student safety is also threatened when the kids
don’t follow guidelines or misbehave. Teachers use behavior-management plans to
encourage expected behaviors in the classroom.

Teachers also serve as role models for their students. A teacher encourages
learning by showing that she is still learning. She encourages students to use
creativity and use learning tools to expand knowledge.

Teachers play vital roles in the lives of the students in their classroom. There are 5
different range of teacher roles. These are: Assesor, Controller, Manager, Materials
Producer and Motivator. The role of an Assessor is important as the assessor will
need to monitor and assess the progress of students.

Now a days, I'm teaching "literary pedagogy" subject to my BS-4 students. I have
prepared a teaching program and have divided my few lectures into two-two
phases. In my last class, I involved my students into different works, including
group discussion to judge their capacity to work in team, leader participation to
judge their role as a leader, written task to evaluate their writing ability and critical
thinking.. as well as I focused on their minor grammatical mistakes in writing and
speaking etc. After one phase, I gave feedback to the works of my students. I gave
them scores on the basis of group discussion, leader participation, individual
participation and their critical thoughts.
As a teacher our role through assessing children is to raise the standards and
improve the child's learning. With appropriate training for teachers they will be
able to effectively produce reliable and valid judgments from their assessment
methods (Gardner, Harlen & Hayward, 2010).

Teachers need to make sure when doing assessments that they produce fair
assessments towards all children. To make reliable assessments is to observe
children on two different occasions to make sure that you get the same result on
both occasions. When approaching assessment as teachers we have to know that
we can't have bias approaches to assessment. It is unfair if we favour a child over
another or if you assess a child who 3 and is not so good at balancing against a
child who is almost 5 and is great at balancing and compare them both is an unfair
assessment. We also need to be culturally aware of the different cultures around us
and what they bring to the early childhood classroom, such as language issues and
different routines and ways of doing things. Once we gather information from
assessing we must then evaluate it and see what it tells us about the child's
learning (Krause, Borhner, Suchesne & MchMaugh, 2010). It is important to
include the child in the assessment progress. We need to be able to share the
information with children such as their portfolios in an early childhood setting,
invite them to ask questions and know how young children learn (Guddemi &
Case, 2004). By getting children to look at their portfolios, they see photos of
themselves doing certain activities and hopefully this will encourage them to
continue the good work and develop more skills (Krause, Borhner, Suchesne &
MchMaugh, 2010).
 Q.2

Define learning outcomes and objectives. Differentiate

between them.

Ans:

Learning Objectives & Outcomes

Course objectives are clear and concise statements that describe what you intend
your students to learn by the end of the course. The difference between course
objectives and learning outcomes—and the reason these terms are so often
conflated with each other—is the former describes an intended state (what you
hope your students will learn), whereas the latter expresses a present or observed
state (what your students actually learned). think first about what is essential that
students know or be able to do after the course or program – what students need to
know and could make powerful use of to enhance their lives and more effectively
contribute to society. We believe that such reflection will lead instructors to focus
on a broad synthesis of abilities that combine knowledge, skills and values into a
whole that reflects how people really use knowledge.” So, what’s a learning
outcome anyway? Mark Battersby, p. 1
Learning outcomes are statements that describe the knowledge or skills students
should acquire by the end of a particular assignment, class, course, or program, and
help students understand why that knowledge and those skills will be useful to
them. They focus on the context and potential applications of knowledge and
skills, help students connect learning in various contexts, and help guide
assessment and evaluation.

Good learning outcomes emphasize the application and integration of knowledge.

Instead of focusing on coverage of material, learning outcomes articulate how
students will be able to employ the material, both in the context of the class and
more broadly.

Example of Learning Outcomes:

By the end of this course, students will be able to:

 identify and describe the political, religious, economic, and social uses of art
in Italy during the Renaissance
 identify a range of works of art and artists
  analyze the role of art and of the artist in Italy at this time
 analyze the art of the period according to objective methods
 link different materials and types of art to the attitudes and values of the
period
 evaluate and defend their response to a range of art historical issues

Both course objectives and learning outcomes are distinct from learning goals,
which are more broadly conceived. For an excellent overview of the distinctions
between goals, objectives and outcomes. In 2012, DePaul’s faculty council and
provost approved six university-wide learning goals and related outcomes. Even
though you are not required to, you should explicitly state your course objectives
and/or student learning outcomes in your syllabus.

By doing so, you can

more easily align objectives with course content and evaluation methods;

clearly communicate your expectations of students;

establish a logical sequence of learning milestones;

allow both you and your students to self-evaluate based on stated expectations;

provide an opportunity for students to make connections across courses and

institutional goals.

The most useful learning outcomes are specific and measurable. According to
Diamond (1998), they should contain the following three things:

1. A verb that describes an observable action

 2. A description of the conditions under which the action take place:
“when given x, you will be able to?”
3. The acceptable performance level

Diamond further proposes a very simple way to write good outcomes: take on the
role of your student and ask yourself, “What do I have to do to convince you that
I’m where you want me to be at the end of this lesson, unit or course?”

What is the difference between course objectives and learning outcomes?

Much confusion exists about the definition of goals, objectives, and learning
outcomes. Part of the confusion results from the fact that the terms are often
conflated, even in the literature. Our accrediting agencies now require and SF State
policy now requires that faculty include learning outcomes on all course outlines
and in their syllabi, so it’s important to understand the differences in these terms.

Goal

A goal is a broad definition of student competence. You may remember that we

now have six baccalaureate goals. Examples of these goals include:

•Students will be competent in critical questioning and analysis.

•Students will have an appreciation of the necessity and difficulty of making

ethnical choices.

•Students will know how to make connections among apparently disparate forms
of knowledge.
 Objective

A course objective describes what a faculty member will cover in a course. They
are generally less broad that goals and more broad than student learning outcomes.

Examples of objectives include:

•Students will gain an understanding of the historical origins of art history.

•Student will read and analyze seminal works in 20th Century Indian literature.

•Students will study the major Indian regulatory agencies.

Student Learning Outcome –A detailed description of what a student must be able

to do at the conclusion of a course. When writing outcomes, it is helpful to use
verbs that are measurable or that describe an observable action. Such verbs help
faculty (and students) avoid misinterpretation. The best outcomes will include a
description of the conditions (“when given x, you will be able to...”) and the
acceptable performance level.

Learning Objectives vs.Learning Outcomes

Objectives
objectives are statements that define the expected goal of a curriculum, course,
lesson or activity interms of demonstrable skills or knowledge that will be acquired
by a student as a result of instruction.

Objectives describe the goals and intentions of the professor who teaches the
course.

Objectives, often termed the input in the course, state the purpose and goals of the
course.
Objectives focus on content and skills important within the classroom or program.
Objectives may describe what the staff and faculty will do.

Objectives can often be numerous, specific, and detailed. Assessing and reporting
on each objective for each student may be impossible.

Here is a list of specific, measurable verbs you can use when writing learning
objectives for each level of the revised Bloom's Taxonomy:

1. Remember. Memorize, show, pick, spell, list, quote, recall, repeat,

catalogue, cite, state, relate, record, name.
2. Understand. ...
3. Apply. ...
4. Analyze. ...
5. Evaluate. ...
6. Create.

Outcomes
Student Learning Outcomes catalog the overarching "products" of the course and
are the evidence that the goals or objectives were achieved.

Learning Outcomes are statements that describe or list measurable and essential
mastered content-knowledge—reflecting skills, competencies, and knowledge that
students have achieved and can demonstrate upon successfully completing a
course.

Outcomes express higher-level thinking skills that integrate course content and
activities and can be observed as a behavior, skill, or discrete useable knowledge
upon completing the course.
Outcomes are exactly what assessments are intended to show -- specifically what
the student will be able to do upon completing the course.

An assesable outcome can be displayed or observed and evaluated against criteria.

Outcomes are clear and measurable criteria for guiding the teaching, learning, and
assessment process in the course.

Samples Learning Objectives

Learning objectives
1. Students will understand fundamental principles, generalizations, or theories

2. Students will learn factual knowledge (terminology, classifications, methods,

trends)

3. Students will think about applications of course material (to improve thinking,
problem solving, and decisions)

4. Students will have an appreciation of related applications to real-life of the

theories they learn

Learning Outcomes

Learning Outcomes are statements that describe or list measurable and essential
mastered content-knowledge—reflecting skills, competencies, and knowledge that
students have achieved and can demonstrate upon successfully completing a
course.

1. Students will demonstrate knowledge about fundamental principles,

generalizations, or theories and concepts in solid state physics

2. Students will be able to use and explain the meaning for factual knowledge
(terminology, classifications, methods, trends)
3. Students will be able to apply the basic principles to scientific problem
solving.

4. Students will be able to apply course material to improve thinking, problem

solving, and decision making.

5. Students will be able to give examples of real-life applications of the theories

they learn.

Difference between Learning Outcome and Learning Objective

Key Difference: Learning Outcome refers to the expectations kept from the
student at the end of the course. At the end of a course, many teachers take a test to
determine what the student has learned from the course syllabus. Learning
objective is described as what the student can expect from the teacher at the end of
the course. It is actually the opposite of the outcome. In learning objective, the
subject matter that will be covered during the duration of course can be called as
learning objective.

 Learning outcomes are broad statements of what is achieved and assessed at

the end of a course of study. The concept of learning outcomes and
outcome-based education is high on today's education agenda. The idea has
features in common with the move to instructional objectives which became
fashionable in the 1960s, but which never had the impact on education
practice that it merited. Five important differences between learning
outcomes and instructional objectives can be recognized:

(1) Learning outcomes, if set out appropriately, are intuitive and user friendly.
They can be used easily in curriculum planning, in teaching and learning and in
assessment.
(2) Learning outcomes are broad statements and are usually designed round a
framework of 8-12 higher order outcomes.
(3) The outcomes recognize the authentic interaction and integration in clinical
practice of knowledge, skills and attitudes and the artificiality of separating these.
(4) Learning outcomes represent what is achieved and assessed at the end of a
course of study and not only the aspirations or what is intended to be achieved.
(5) A design-down approach encourages ownership of the outcomes by teachers
and students.

 Goals, aims, objectives and outcomes are terms that are often used in
educational settings. These are used to determine what is to be taught by the
teacher and what is expected of students at the end of the program. One of
the major reasons to use such terms is to determine if the course is
successful or if there are any changes that are required to the course to teach
it in any other way or any other methods that can be used to help make the
course more effective. Learning outcome and learning objective are two
terms that are often confusing for many people as they believe they refer to
the same things in learning. However, they are not. These are used to refer to
different things in learning.
 Learning Outcome refers to the expectations kept from the student at the end
of the course. At the end of a course, many teachers take a test to determine
what the student has learned from the course syllabus. The outcome
determines how effective the course was in teaching the student and how
determined the student was to learn. It also helps uncover any glitches in the
learning program that can help the teacher understand how effective their
teaching method is. Learning outcomes are determined using tests and
projects. Tests help understand how much the student understood, while
 projects help determine how well can the student apply the learning in real-
life scenarios. Learning outcomes is basically the outcome of the syllabus.
The outcome does not indicate the methodologies used by the professor to
teach the subject matter or what activities are undertaken by the students to
learn and understand the subject matter. It will only indicate at the end of the
course, how much the student understood from the subject matter. The
professor can also state the outcome expected at the beginning of the class.
 Learning objective is described as what the student can expect from the
teacher at the end of the course. It is actually the opposite of the outcome. In
learning objective, the subject matter that will be covered during the
duration of course can be called as learning objective. It determines what the
course will have provided to the student. It can be described as what is the
‘added value’ of the teaching. Learning objective determine what the student
will be able to understand after the course is completed and what the teacher
will have covered in the duration of the course. Learning objectives are
specific, attainable, realistic and measureable. To many the terms are often
used interchangeably, however the above paragraphs state the small
difference that exists between the two. While, learning outcome is what the
student can expect from the course, objective is what the teacher will have
taught the student by the end of the course. Both of the terms are used
together to gauge the effectiveness of a course and how the course was
effective for the student. It helps determine what the student learned and
what the teacher taught.
 Q.3

What are aptitude tests used for? Define the types of

aptitude tests.

Ans:

Aptitude tests are often used to assess academic potential or career

suitability and may be used to assess either mental or physical talent in a variety of
domains. Examples of Aptitude Tests People encounter a variety of aptitude tests
throughout their personal and professional lives, often starting while they are
children going to school.

Nearing the end of class 10 you will have to make an important decision about
your future, that is, deciding which stream to choose for class 11,
like science, commerce or humanities. This choice is based on many factors, such
as your interests, ability, and career goals. And when you are aware of your
strengths, you will start putting in more effort to accomplish your goals.

Different occupations require different sets of abilities. For example, being a

successful architect requires keen observation skills, spatial ability, freehand
sketching, etc. Hence, knowing your aptitude can be very useful for making
informed career (educational and occupational) decisions, and plays a key role in
career planning.

aptitude could be, that it is an innate or natural, learned or acquired ability to excel
in a particular area. It can be a special ability (talent) or a set of abilities that help
you succeed at specific tasks.

For instance, you may possess aptitudes like mathematical ability and logical
ability. These two aptitudes can help you excel in
subjects physics and mathematics.

Now that we have understood what is aptitude, let us define what is meant by an
aptitude test. An aptitude test evaluates your ability/potential to succeed in a
specific task, in which you have no prior training or knowledge. It also reflects
your mental aptitude for academic choices, vocational preferences, job profiles that
you may opt for in your life. For example, aptitude tests are used in schools to help
students choose the right stream in class 11 and what direction to take after class
12.

When we are talking about what is meant by an aptitude test, we must know the
common elements to most various aptitude and ability tests, which are:

 Aptitude tests consist of multiple-choice questions.

 Aptitude tests are conducted in either online or offline mode (paper-pencil
tests).
 Aptitude tests are timed tests, students must finish all sections within the
given time limit.
  Aptitude tests are administered under controlled conditions (exam-like
conditions).

Aptitude Tests - Some Examples

We have till now spoken about what is aptitude and what is meant by aptitude test.
Here are some common examples to help us better understand what is meant by
aptitude test.SAT, ACT, CLAT, DAT(Design Aptitude test) are some common
exams students have to take for admissions to various courses in India and abroad,
after class 12. These are examples of aptitude tests, conducted to gauge your
general academic ability. It is important to note that an aptitude test does not
measure knowledge or intelligence, but only a particular skill or disposition.
Therefore, it is not a test for which you can study in advance.

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Why Are Aptitude Tests Useful For Students

We have discussed above what is aptitude and what is meant by aptitude test.
Additionally, it is important to know why they are useful for students.

 An aptitude test measures the student's strengths and weaknesses.

 An aptitude test helps a student to determine the type of career they naturally
are most suited for. Those who have a strong sense of spatial aptitude can
pursue careers in the design and creative arts, architecture, etc. For those
 with strong mathematical aptitudes, careers in
the finance and management fields may be a great fit.
 By taking an aptitude test, students can get to know their weaknesses, which
may, in turn, help them to think of, and implement ways to overcome those.

Types Of Aptitude Tests

1. Educational and Career Aptitude tests

These tests are administered in schools and colleges to assess talents, unlike
intelligence tests and achievement tests, which measure mastery of academic
concepts. The most commonly used aptitude test is the Differential Aptitude Test
(DAT) which assesses a variety of abilities, including spatial comprehension,
language skills, numerical ability, etc.

Educational aptitude tests also help in decision-making when you do not know
what kind of job you want or where you want to go next in your career. An
aptitude or assessment test can help narrow your options down so that you can
make a decision.

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2. Organizational Assessment Tests

Many organizations conduct aptitude tests when they hire new employees. These
tests allow human resource personnel to learn more about prospective employees'
strengths and weaknesses. Organizational assessment tests can also be used to
make decisions about promotions within a company.

For example, the Situational Judgment Test is a specific organizational assessment

test that helps the human resource department of a company to anticipate an
employee's reactions to a specific situation in the workplace. They are used to
measure an employee's ability to handle stress, communicate effectively, as well as
their level of emotional intelligence.

Examples of Aptitude Tests

People encounter a variety of aptitude tests throughout their personal and

professional lives, often starting while they are children going to school.

Here are a few examples of common aptitude tests:

 A test assessing an individual's aptitude to become a fighter pilot

 A career test evaluating a person's capability to work as an air traffic
controller
 An aptitude test is given to high school students to determine which type of
careers they might be good at
 A computer programming test to determine how a job candidate might solve
different hypothetical problems
 A test designed to test a person's physical abilities needed for a particular job
such as a police officer or firefighter

Aptitude Tests in School

Students encounter a variety of aptitude tests throughout school as they think about
what they might like to study in college or do for as a career. High school students
often take several aptitude tests that are designed to help them determine what they
might want to study in college or pursue as a career.

These tests can sometimes give a general idea of what might interest students as a
future career. For example, a student might take an aptitude test suggesting that
they are good with numbers and data. Such results might imply that a career as an
accountant, banker, or stockbroker would be a good choice for that particular
student.

Another student might find that they have strong language and verbal skills, which
might suggest that a career as an English teacher, writer, or journalist might be a
good choice.

Unlike achievement tests, which are concerned with looking a person's level of
skill or knowledge at any given time, aptitude tests are instead focused on
determining how capable of a person might be of performing a certain task.
Aptitude Tests Versus Intelligence Tests

So what exactly makes an aptitude test different from an intelligence test? Many
intelligence tests are designed to measure what is known as general intelligence, or
an underlying global mental capacity that affects performance in all areas.

Intelligence encompasses many different abilities including problem-solving,

reasoning, memory, knowledge, and ability to adapt to a changing environment.

Aptitude tests, on the other hand, are designed to measure a much narrower range
of abilities than IQ tests do. However, some aptitude tests might have a very
narrow focus that limits what they are able to predict. Other tests that look at
multiple domains are much more similar to intelligence tests.

Special Aptitude Tests

Special aptitude tests are designed to look at an individual's capacity in a particular

area.1 For example, a business that is looking to hire a computer programmer will
consider a candidate's work history and interview performance, but they might also
want to administer an aptitude test to determine if a person possess the necessary
skill to perform the job.

In this case, the special aptitude test is designed to look at a very narrow range of
ability: how skilled and knowledgeable the candidate is at computer programming.

Multiple Aptitude Tests

Multiple aptitude tests are designed to measure two or more different abilities. 2 In
some cases, such tests may even resemble intelligence tests in terms of their focus
and scope. The Scholastic Assessment Test (SAT) that high school students take
during their senior year is a good example of a multiple aptitude test.

Q.4

Write advantages and disadvantages of matching type last

item.

Ans:
As it needs very brief answer, does not result in bringing boredom and fatigue.
Leave a reply . Can cover lots of content areas on a single exam and still be
answered in a class period. Association between varieties of. In high schools and
disadvantages of each. below is a list of ielts sample essay questions for advantage
/ disadvantage essays in writing task

Essay tests are easily constructed, relatively valid assessments of higher

cognitive processes but are harder to score reliably. on a multiple choice question,
the grader knows the right answer and … . These often require a bit more time to
answer. Let's find out what the advantages and disadvantages are of each of these
test question formats.

Easy to construct. The matching-type test is simple to construct and score. It is

associate trivial information. 1. For example, if you have four premises, you might
want to include six responses. Instructors must design a strong assessment while
considering multiple variables, ranging from time limits of a class period to levels
of thinking to objectives relative to curriculum and instruction. It's free to sign up
and bid on jobs. Can be developed to use with pictures, maps, graphs, etc. well
suited in measuring Unfortunately, most associations. Serology tests, specifically
antibody tests, are widely being used to find out asymptomatic COVID-19 cases
and to look for candidates for convalescent plasma therapy —where the antibodies
from a recovered patient are transferred to a person with an active infection for
management of the disease. Disadvantages of Matching Questions Not well suited
for assessing higher-order thinking.

Scoring is usually quick and objective. It is well suited in measuring associations. •

encourages the integration of information • relatively easy and quick to score •
objective nature limits bias in scoring • easily administered to large number of
students • limits bias caused by poor writing skills weakness • difficult to generate
a sufficient number of plausible premises • not effective in testing isolated facts or
bits of … mail chimp live chat support Log in / Sign up. advantages and
disadvantages of matching type testing 1800 production calculator. The matching
test item format has advantages. Provide highly reliable test score. External: C.
Test X provides three sub scores to emotional stability. On the other hand,
disadvantage of the matching type test is the tendency to use this format for the
simple recall of information. advantages and disadvantages of matching type test.
Test: . As a rule, with matching test questions, learners get partial credit for
answers that are only partially correct.

Search for jobs related to Advantages and disadvantages of airborne wind turbine
or hire on the world's largest freelancing marketplace with 21m+ jobs. Don't limit
your use of this format to recall of knowledge alone. Table 3: Sample Matching
Question; Type Example;
It might not always yield to accurate result as urine test using a test strip is time-
sensitive.

Advantages of Matching Questions Easy to write. Second, selection response

assessments allow for timely assessment of large populations and material.
Advantages of the Completion Test 1.Construct of the completion is relatively
easy. Matching items Disadvantages Solicits trivial information, Not good for
higher levels of learning, Emphasizes memorization, If options cannot be used
more …. disadvantages of matching test items. 3.Item sampling is improved.
answer (1 of 2): basically the disadvantages of measurement using micrometers are
* limited range * * the measuring range of the micrometer is naturally limited for
different types of micrometers. Advantages and Disadvantages 7:30 4. 2. Matching
Test Questions Advantages And Disadvantages Matching questions are at their
best when you need to assess the knowledge gained from a course that features a
lot of dates, names, places, and events. Matching questions are made up of
premises (left column) and responses (right column). Disadvantages of matching.
Make the number of test items roughly proportional to the length of the
introductory material. Clearly explain the bases on which the match is to be made.
meg scan advantages and disadvantages. They should be organized in an objective
and logical manner. Easy to score.

ADVANTAGES AND DISADVANTAGES OF MTT

Advantages Disadvantages The matching-type test is It tends to ask students to

simple to construct score. Matching Test Questions Advantages And
Disadvantages Matching questions are at their best when you need to assess the
knowledge gained from a course that features a lot of dates, names, places, and
events. Matching items Disadvantages Solicits trivial information, Not good for
higher levels of learning, Emphasizes memorization, If options cannot be used
more … Advantages and Disadvantages 7:30 4. More responses should be
included than premises. Advantages of Using Matching Test Items. Obviously, a
major disadvantage is the amount of time it takes for teachers to evaluate and
provide appropriate feedback.

MATCHING-TYPE TEST

. Disadvantages of matching test items. Matching questions are similar in nature to

multiple choice in that they are focused on recall and recognition. Allow for great
flexibility and accuracy in counting the learners' scores. Often test literacy skills:
"if the student reads the question. Advantages and disadvantages of matching type
test. It emphasizes on the integration and application of ideas. Leave a reply . This,
however, is easily remedied by adding. Read Paper. Serology tests, specifically
antibody tests, are widely being used to find out asymptomatic COVID-19 cases
and to look for candidates for convalescent plasma therapy —where the antibodies
from a recovered patient are transferred to a person with an active infection for
management of the disease. Provide scoring efficiency and accuracy. 4.Scoring is
usually quick and objective. Another type of matching test item is constructed
similarly to a multiple-choice question. Another type of matching test item is
constructed similarly to a multiple-choice question. Five test item types are
discussed: multiple choice, true-false, matching, completion, and essay. It reduces
guessing answer compared to any objective type of test. Reliability: A. 1.An
efficient way to assess the. .Less influenced by guessing. messi signature boots
Carrito 0 Free shipping. Matching on neighborhood may control for socio-
economic factors). Disadvantages. (1) As to gap-filling exercises, they are easy to
grade and relatively easy to complete. At their most useful when used in areas
mostly dealing with facts. Scores on an exercise survey are correlated with results
of a stress test. The advantages and disadvantages of a urine test strip Advantages.
advantages and disadvantages of matching type test. 2.They are typically measure
rote memory. 2. Strength and weakness of Matching Type Items fStrength •
Allows the comparison of related ideas, concepts or theories. Adult learners often
require practice and testing of higher-order thinking skills, such as problem
solving. It reduces the effects of guessing, although the chance of guessing
increases as the student progresses in answering items. Information covers the
appropriate use of each item type, advantages and disadvantages of each item type,
and characteristics of well written items. It might not always yield to accurate
result as urine test using a test strip is time-sensitive. 2.Guessing is eliminated.
Disadvantages. Quick and easy to score, by hand or electronically. Items are
written for each of the item types identified in the test specifications. The choice
for types of questioning, which depend on the objectives for a particular
assessment, must be explored for advantages and disadvantages. Disadvantages of
Using Matching Test Items 9. advantages and disadvantages of matching type test.
Items. It allows you to cover more content in one question than you can with
multiple choice. Advantages & Disadvantages of a Matched Pairs Design. 4.Easily
administered to a large number of students. advantages and disadvantages of
matching type test. Advantages and Disadvantages of Matching Type Test (Source
Reganit, 2014) Advantages Disadvantages 1. The efficiency in data analysis that
matching provides is limited by several disadvantages. They are also a very
efficient approach to testing and can provide an excellent objective . advantages of
a traverse stage. Share. Creating Effective Matching Questions for Assessments
Provide opportunity to test in a realistic setting skills involving all the senses while
the examiner observes and . Advantages and Disadvantages: For Types of Test
Items. They are very effentive for Listening comprehension, though the teachers
should remember that there can be many possible answers sometimes and that a
child's answer could still be correct, though it wasn't what you expected it to be.
2.Broad domain can be covered. • Efficient means of assessing the association
between a variety of items within a given topic or category. This disadvantage
occurs in the centralized planning of the public sector most often, but individuals
and companies can also fall into this . Let's find out what the advantages and
disadvantages are of each of these test question formats. Compare test's tasks to
school's curriculum goals and textbook series to see if they match. and there may
be a delay of hours or days as hardware is brought out of storage or re-purposed
from test and development systems, resulting in a … Here are their benefits . Are
difficult to construct due to the problem of selecting a common set of stimuli and
responses. Matching. Oct 16, 2020; Uncategorized; No comments yet; Please
follow and like us: . 1. As a rule, with matching test questions, learners get partial
credit for answers that are only partially correct. Have difficulty measuring
learning objectives requiring more than simple recall of information. Advantages
Offer students an opportunity to demonstrate knowledge, skills, and abilities in a
variety of ways Can be used to develop student writing skills, particularly the
ability to formulate arguments supported with reasoning and evidence
Disadvantages Require extensive time to grade Encourage use of subjective criteria
when assessing answers • Encourages the integration of information • Relatively
easy and quick to score • Objective . 3.Higher and lower level expectations can be
assessed - if constructed well. It reduces the effects of guessing, although the
chance of guessing increases as the student progresses in answering items.
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logitech keyboard volume control not working; craigslist seattle apartments beacon
hill; . As mentioned in my opening statement, watching student presentations is
great when you have a . Essay Type Test: Advantages, Disadvantages, Limitations
. 1. The responses should be the shorter items. The greatest disadvantage of
matching is that the effect of matching factor on the occurrence of the disease of
interest cannot be studied anymore. Easy to read Easy to understand Easy to grade
on paper Graded automatically online More engaging for users Disadvantages of
Matching Questions: Can take time to create questions Disengaging for the user, if
having to search through too many matches It presents more realistic task to the
students.

Q.5

How will you define relaibility of test? Also write its types.

Ans:

Any HR leader, hiring manager, or recruiter who is interested in using pre-

employment tests knows how important is to tests that are validated. After all, the
goal of using pre-employment tests is to drive better hiring decisions, which in turn
lead to better performance outcomes across the entire organization. The validation
process provides the backbone for a test’s ability to predict and drive these positive
outcomes.
The validation process is by no means simple, often requiring a careful study that
involves gathering different pieces of evidence to provide a scientific basis for
interpreting the test scores in a particular way. There are a variety of different
validity measures that can be used to provide this evidence, from criterion
validity (how well a test correlates with a certain outcome, such as job
performance or turnover) to construct validity (whether a test is measuring what
it’s supposed to be measuring).
But another related, equally important concept is what is referred to as the
“reliability” of a test. Reliability refers to a test’s ability to produce consistent
results over time. For example, let’s say you take a cognitive ability test and
receive 65th percentile on the test. Then a week later, you take the same test again
under similar circumstances, and you get 27th percentile on the test. These results
are vastly different and could suggest that the test doesn’t demonstrate a high
reliability.
However, it’s important to keep in mind that to get an accurate measure of the
reliability of a test, a testing provider would gather hundreds to thousands of data
points to make that judgment. One data point alone isn’t going to determine
whether or not a test is valid, so if you individually get an inconsistent result, it’s
not necessarily a cause for alarm.

Why would you want a test with reliability?

It goes back to the goals of administering pre-employment tests in the first place.
The greatest value of pre-employment tests is their ability to measure innate
qualities that are often not apparent to us through the traditional resume and
interview process. These qualities are often hard-to-train soft skills like critical
thinking, problem solving, conscientiousness, openness, motivation, and learning
ability. The main thing these qualities have in common is that they can’t easily be
trained because they remain relatively stable within a person over time.
For these types of stable qualities, you’d expect a pre-employment test to be able to
measure them in a consistent way over time. If the test cannot produce consistent
results, you may question how successful the test is at measuring what it is
supposed to be measuring or its validity in general.

The types of tests that measure soft skills or innate qualities can be contrasted with
tests that measure acquired skills, or abilities that are learned over time. For
example, let’s think about a high school chemistry test. At the start of class, you
could be given a test about the periodic table and receive 20% as your score. Then
your teacher goes over the material for an hour, after which you’re given the exact
same test and receive 90%. These results are obviously inconsistent and lack
“reliability,” but that’s a good thing. The test in this example is evaluating you on
learned knowledge, so improvement is expected. It’s important to acknowledge
when it’s important that a test provides reliable results, and when it’s not.

Reliability and validity

Reliability does not imply validity. A test can be reliable by achieving consistent
results but not necessarily meet the other standards for validity. However, an
unreliable test limits the ability for a test to be valid. In other words, a test needs to
be reliable in order to be valid.
 The biggest takeaway when evaluating testing providers is to look for assessments
that are both reliable and valid, because ultimately you want to feel confident that
the results are helping you make smarter, data-driven hiring decisions.

Types of Reliability

Reliability tells you how consistently a method measures something. When you
apply the same method to the same sample under the same conditions, you should
get the same results. If not, the method of measurement may be unreliable.

There are four main types of reliability. Each can be estimated by comparing

Type of reliability Measures the consistency of…

Test-retest The same test over time.

Interrater The same test conducted by different people.

Parallel forms Different versions of a test which are designed to be equivalent.

Internal consistency The individual items of a test.

different sets of results produced by the same method.

Table of contents

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Test-retest reliability

Test-retest reliability measures the consistency of results when you repeat the same
test on the same sample at a different point in time. You use it when you are
measuring something that you expect to stay constant in your sample.

A test of color blindness for trainee pilot applicants should have high test-retest
reliability, because color blindness is a trait that does not change over time.

Why it’s important

Many factors can influence your results at different points in time: for example,
respondents might experience different moods, or external conditions might affect
their ability to respond accurately.

Test-retest reliability can be used to assess how well a method resists these factors
over time. The smaller the difference between the two sets of results, the higher the
test-retest reliability.
How to measure it
To measure test-retest reliability, you conduct the same test on the same group of
people at two different points in time. Then you calculate the correlation between
the two sets of results.

Test-retest reliability example

You devise a questionnaire to measure the IQ of a group of participants (a property
that is unlikely to change significantly over time).You administer the test two
months apart to the same group of people, but the results are significantly different,
so the test-retest reliability of the IQ questionnaire is low.

Improving test-retest reliability

 When designing tests or questionnaires, try to formulate questions,

statements and tasks in a way that won’t be influenced by the mood or
concentration of participants.
 When planning your methods of data collection, try to minimize the
influence of external factors, and make sure all samples are tested under the
same conditions.
 Remember that changes can be expected to occur in the participants over
time, and take these into account.

Interrater reliability

Interrater reliability (also called interobserver reliability) measures the degree of

agreement between different people observing or assessing the same thing. You
use it when data is collected by researchers assigning ratings, scores or categories
to one or more variables.
In an observational study where a team of researchers collect data on classroom
behavior, interrater reliability is important: all the researchers should agree on how
to categorize or rate different types of behavior.

Why it’s important

People are subjective, so different observers’ perceptions of situations and
phenomena naturally differ. Reliable research aims to minimize subjectivity as
much as possible so that a different researcher could replicate the same results.

When designing the scale and criteria for data collection, it’s important to make
sure that different people will rate the same variable consistently with minimal
bias. This is especially important when there are multiple researchers involved
in data collection or analysis.

How to measure it
To measure interrater reliability, different researchers conduct the same
measurement or observation on the same sample. Then you calculate the
correlation between their different sets of results. If all the researchers give similar
ratings, the test has high interrater reliability.

Interrater reliability example

A team of researchers observe the progress of wound healing in patients. To record
the stages of healing, rating scales are used, with a set of criteria to assess various
aspects of wounds. The results of different researchers assessing the same set of
patients are compared, and there is a strong correlation between all sets of results,
so the test has high interrater reliability.
Improving interrater reliability

 Clearly define your variables and the methods that will be used to measure
them.
 Develop detailed, objective criteria for how the variables will be rated,
counted or categorized.
 If multiple researchers are involved, ensure that they all have exactly the
same information and training.