criteria for designing assessment

1. ASSESSMENT TECHNIQUES IN SOCIAL STUDIES TEJS 332 Criteria for writing assessment tools CYNTHIA FOFO DSANE MOUNT MARY COLLEGE OF EDUCATION, SOMANYA

2. introduction Assessment techniques are processes used by teachers to determine students understanding and level in the classroom. Students benefit from the opportunity to check their own comprehension and reorganise their performance and level in the learning process. This procedure involve activities appropriate for initiating, clarifying, and summarizing information at any point in a given class session and a point in learning (beginning, during and after). It is includes both formative and summative means of assessing students

3. Cont’d Assessment techniques uses assessment tools in collecting data on students performance. Assessment tools are the instrument used in gathering data on the evidence of learning in order to know learners performance and level as well as for the use of other educational related practices.

4. How to design assessment techniquesGENERAL principles Identify the learning you want to assess Determine the techniques you want use Ask relevant and appropriate questions Plan the strategies you would use to solicit answers Design your own responses Plan for feedback activities for learners to benefit from the assessment

5. Multiple choice questions The stem should be meaningful by itself and grammatically correct. The stem should not contain irrelevant material The stem should be negatively stated only when significant learning outcomes require it.

6. CONT’D Present a definite, explicit and singular question or problem in the stem. Eliminate excessive words or irrelevant information from the stem. Make all alternatives plausible and attractive. Make the alternatives mutually exclusive.

7. CONT’D Alternatives should be homogenous in content. Alternatives should be free from clues about correct responses. The alternatives “all of the above” and “none of the above” should not be used. Make alternatives approximately equal in length.

8. fill in the blanks Avoid length and winding statements. Write the items so that there can be only one answer. Take care not to provide a clue to the missing world through the use of other works Place the blank at the end of the statement Make sure that the answer to one question is not revealed in another question

9. True/false Use statements that are completely true or completely false. Use short simple sentences Avoid arranging an answers pattern which makes it easier to store prints and can also be detected by students. Aim for approximately one-half “true” Answers and one-false answers for a test. Insist that students write their answers “true” or “false” in fall. Avoid grammatical confusion such as double negatives. For example, it is not uncommon” for boys to go to school.

10. Matching items Include more items in the answer column than the statement column. Items must be homogenous. That is all “statement” and“answers” must deal with something (people, places dates etc.) Arrange the statements and answers alphabetically or serially should contain the list of longer phrases State clearly what each column represents (as heading) Place the statements and answers on the same page.

11. Multiple choice Avoid putting the correct answer too frequently in any on position. Avoid having similar or related words in both stem and correct answer. Avoid making the correct answers consistently longer or shorter that the distractors Avoid using choice that are unrelated to the subject of the item or obviously wrong. Such distractors will be immediately rejected and therefore not appropriate.

12. Cont’d Avoid “hints” in the stem which are clues to the correct answers. For example, all options should be consistent with the singular or plural verb in the stem. Ensure that each option is plausible that is seemingly correct. Avoid making the question incorrect by adding such words or “only” “all” “always” “always” “never”, “sometimes”.

13. essays The wording of the question must be simple and ask for specific something. Keeping the number of questions and time required to answer them within reasonable limits so that all students can respond to all questions. It is suggested time limits and desired length of answer be given. Keep the number of questions and time required to answer them within reasonable limits so that all students can respond to all question. It is suggested the time limits and desired length of answer be given.

14. Cont’d It is appropriate for all students to answer the same questions for the purpose of enduring common base for comparison. Questions must be accompanied with a marking scheme showing a model answer and how the marks will be distributed among various part of the answer.

15. summary Social studies assessment tools are procedures used to measure students academic abilities and skills in the learning of the subject. or techniques used to measure students’ progress toward academic proficiency in the subject. Assessment Techniques are simple, flexible, non-graded assessment techniques which provide ongoing feedback to teacher and students in the teaching and learning process (Lakshmi & Majid, 2019).

16. summary These techniques are guided by some criteria/guidelines for consistency and coherency to acquire a reliable and standard assessment in the classroom.

17. CYNTHIA FOFO DSANE, 2023 Learners need endless feedback more than they need endless teachingGrant Wiggins (1990)