Construct a test administer it and ensure its reliability
Construct a test, administer it and ensure its reliability.
Constructing a Test
This article throws light upon the four main steps of standardized test construction. These steps and procedures help us to produce a valid, reliable, and objective standardized test. The four main steps are 1. Planning the Test 2. Preparing the Test 3. Try Out the Test 4. Evaluating the Test.
Step # 1. Planning the Test:
Planning the test is the first important step in test construction. The main goal of the evaluation process is to collect valid, reliable, and useful data about the student.
Therefore before going to prepare for any test we must keep in mind that:
(1) What is to be measured?
(2) What content areas should be included and
(3) What types of test items are to be included.
Therefore, the first step includes three major considerations.
Determining the objectives of testing.
Preparing test specifications.
Selecting appropriate item types.
Determining the Objectives of Testing:
A test can be used for different purposes in a teaching-learning process. It can be used to measure the entry performance, the progress during the teaching-learning process, and to decide the mastery level achieved by the students. Tests serve as a good instrument to measure the entry performance of the students. It answers the questions, whether the students have the requisite skill to enter into the course or not, what previous knowledge does the pupil possess. Therefore it must be decided whether the test will be used to measure the entry performance or the previous knowledge acquired by the student on the subject.
Tests can also be used for formative evaluation. It helps to carry on the teaching-learning process, to find out the immediate learning difficulties, and to suggest its remedies. When the difficulties are still unsolved we may use diagnostic tests. Diagnostic tests should be prepared with high technique. So specific items to diagnose specific areas of difficulty should be included in the test.
Tests are used to assign grades or to determine the mastery level of the students. These summative tests should cover the whole instructional objectives and content areas of the course. Therefore attention must be given to this aspect while preparing for a test.
Preparing Test Specifications:
The second important step in the test construction is to prepare the test specifications. In order to be sure that the test will measure a representative sample of the instructional objectives and content areas, we must prepare test specifications. So that an elaborate design is necessary for test construction. One of the most commonly used devices for this purpose is ‘Table of Specification’ or ‘Blue Print.’
Preparation of Table of Specification/Blue Print:
Preparation of table of specifications is the most important task in the planning stage. It acts, as a guide for the test construction. The table of specification or ‘Blue Print’ is a three dimensional chart showing list of instructional objectives, content areas, and types of items in its dimensions.
(i) Determining the weightage to different instructional objectives.
(ii) Determining the weightage to different content areas.
(iii) Determining the item types to be included.
(iv) Preparation of the table of specifications.
(i) Determining the weightage to different instructional objectives:
There are vast arrays of instructional objectives. We cannot include all in a single test. In a written test we cannot measure the psychomotor domain and affective domain. We can only measure the cognitive domain. It is also true that all the subjects do not contain different learning objectives like knowledge, understanding, application, and skill in equal proportion. Therefore, it must be planned how much weight ago to be given to different instructional objectives. While deciding this we must keep in mind the importance of the particular objective for that subject or chapter.
For example, if we have to prepare a test in General Science for Class—X we may give the weightage to different instructional objectives as follows:
Table 3.1. Showing weightage is given to different instructional objectives in a test of 100 marks:
(ii) Determining the weightage to different content areas:
Construct a test administer it and ensure its reliability.
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The second step in preparing the table of specifications is to outline the content area. It indicates the area in which the students are expected to show their performance. It helps to obtain a representative sample of the whole content area.
It also prevents repetition or omission of any unit. Now the question arises how much weightage should be given to which unit. Some experts say that it should be decided by the concerned teacher keeping the importance of the chapter in mind.
Others say that it should be decided according to the area covered by the topic in the textbook. Generally, it is decided on the basis of pages of the topic, total page in the book, and a number of items to be prepared. For example, if a test of 100 marks is to be prepared then, the weightage to different topics will be given as follows.
Weightage of a topic:
If a book contains 250 pages and 100 test/items (marks) are to be constructed then the weightage will be given as, follows:
Table 3.2. Table showing weightage is given to different content areas:
What is the type of every question? Also, write its advantages and disadvantages.
We define a questionnaire as an instrument for collecting data, which almost always involves asking a given subject to respond to a set of oral or written questions.
So, it’s like a survey then?
Well, yes and no.
A questionnaire and survey are not the same.
A survey is a process of gathering data that could involve a wide variety of data collection methods, including a questionnaire.
In essence, every questionnaire is a survey, but not every survey is a questionnaire.
But what makes questionnaires such a great tool for research and data collection?
There are many reasons for that, here are the ten biggest advantages.
Advantages of Questionnaires
Questionnaires are inexpensive
First of all, questionnaires are one of the most affordable ways to gather quantitative data. Especially self-administered questionnaires, where you don’t have to hire surveyors to perform face-to-face interviews, are a cost-efficient way to quickly collect massive amounts of information from a large number of people in a relatively short period of time.
A questionnaire can be placed on your website or emailed to your customers. These methods have little to no cost, though strong targeting is necessary if you want to have the highest possible response rate receive the most accurate results.
Still, no matter what type of questionnaires you pick, it will be more affordable than outsourcing to a market research company.
Questionnaires are practical
Apart from being inexpensive, questionnaires are also a practical way to gather data. They can be targeted to groups of your choosing and managed in various ways. You can pick and choose the questions asked as well as the format (open-ended or multiple choice). They offer a way to gather vast amounts of data on any subject. They can be used in a wide variety of ways.
For example, KBC Group learned just how practical surveys are. They were able to spread their quizzes, polls, and questionnaires during a three-day event. This made collecting real-time feedback almost effortless.
Questionnaires offer a quick way to get results
It’s quick and easy to collect results with online and mobile tools. This means that you can gain insights in as little as 24 hours (or less!), depending on the scale and reach of your questionnaire.
You don’t need to wait for another company to deliver the answers you need.
Dajon Associates needed quality feedback fast. The South African consulting firm needed a way to make informed decisions quickly. An online questionnaire allowed them to collect the data they needed in the shortest time frame possible.
Scalability
Questionnaires and surveys allow you to gather information from a large audience.
Online, you can literally distribute your questions to anyone, anywhere in the world (provided they have an internet connection). All you have to do is send them a link to your survey page. And you don’t even need to do this manually. This could be done through an automated email in your customer onboarding or lead nurturing campaigns.
This means that for a relatively low cost, you can target a city or a country.
You can use multiple data collection points, for example via multiple tablets in kiosk mode.
Geography no longer stands in the way of market research either, thanks to the internet. But be aware of cultural differences between people and countries when conducting worldwide research. Thanks to Survey Any place’s multiple languages features, you can easily create a single questionnaire available in multiple languages.
Comparability
When data has been quantified, it can be used to compare and contrast other research and may be used to measure change. This makes monthly or yearly questionnaires more and more valuable over time.
Improving comparability implies that errors due to translation have to be minimized. In terms of questionnaire translation for multi-national, multi-cultural, and multi-regional surveys the aim is to achieve a level of comparability across all local versions.
Easy Analysis and visualization
Most survey- and questionnaire providers are quantitative in nature and allow easy analysis of results. With built-in tools, it’s easy to analyze your results without a background in statistics or scientific research.
You might think that questionnaires are not fun and getting respondents to actually complete them can be tricky. However, you can use interactive forms that will give you visual data insights to draw experienced user stories organized in dynamic timelines.
Questionnaires offer actionable data
The more data you gather, the clearer the painting becomes. All this information gives marketers the capability to create new strategies and to follow trends in your audience. Analyzing data and building reports can be used to generate predictions and even create benchmarks for follow-up questions or questionnaires.
Respondent anonymity
Online and email surveys allow respondents to maintain their anonymity.
Mail-in questionnaires also allow for complete invisibility, which maximizes comfort for those answering. Even phone interviews are not face-to-face, thereby making it a more private communication. This concealment puts respondents at ease and encourages them to answer truthfully; however, there is still a human touch to these phone interviews.
Digital questionnaires give the best sense of anonymity and privacy. This type of questionnaire is great for all sorts of businesses and subject matter and results in the most honest answers.
Questionnaires don’t have time constraints
When using mail-in, online, or email questionnaires, there’s no time limit and there is no one on the other end waiting for an answer. Respondents can take their time to complete the questionnaire at their own leisure.
As a bonus, they will often answer more truthfully, as research has shown that having a researcher present can lead to less honest and more socially desirable answers.
Questionnaires can cover every aspect of a topic
One of the biggest advantages is being able to ask as many questions as you like. Of course, it benefits the marketer to keep each individual questionnaire short, since respondents may find a long questionnaire frustrating. We suggest a limit of 10 questions for online surveys.
However, since they are efficient, cost-effective in nature, and have an easy mode of delivery, there is no harm in creating multiple questionnaires, each covering a subtopic of the main subject, that builds upon one another.
Disadvantages of Questionnaires
Dishonest answers
While there are many positives to questionnaires, dishonesty can be an issue.
Respondents may not be 100% truthful with their answers.
This can happen for a variety of reasons, including social desirability bias and attempting to protect privacy. Stop dishonesty in its tracks by assuring respondents that their privacy is valued and that the process prevents personal identification.
Unanswered questions
When using questionnaires, there is a chance that some questions will be ignored or left unanswered.
If questions are not required, there is always that risk they won’t be answered. Online questionnaires offer a simple solution to this issue: make answering the question required.
Otherwise, make your survey short and your questions uncomplicated and you will avoid question skipping and get better completion rates.
The trouble with not presenting questions to users face-to-face is that each may have different interpretations of your questions.
Without someone to explain the questionnaire fully and ensure each individual has the same understanding, results can be subjective.
Respondents may have trouble grasping the meaning of some questions that may seem clear to the creator.
This miscommunication can lead to skewed results. The best way to combat this situation is to create simple questions that are easy to answer.
Hard to convey feelings and emotions
A survey or questionnaire cannot fully capture the emotional responses or feelings of respondents. Without administering the questionnaire face-to-face, there is no way to observe facial expressions, reactions, or body language.
Without these subtleties, useful data can go unnoticed.
Don’t get stuck trying to interpret emotion in data, instead go for a Likert scale, the response scale that often uses a rating scale from “slightly agree” to “strongly disagree.” This allows for strength and assertion in responses rather than multiple choice.
Some questions are difficult to analyze
Questionnaires produce a lot of data. Multiple-choice questions can be tabulated and graphed, but open-ended questions are different.
Open-ended questions allow for individualized answers which cannot be quantified and must be reviewed by a human.
Too many open-ended questions can produce a flood of data, that can take forever to analyze. Fix this pitfall but choose your question types carefully. If you have ten questions, you probably don’t want more than one to be open-ended since these have no way to be quantified.
That’s why it’s important to select the right type of question as a questionnaire is only as effective as its questions.
As with any sort of research, respondent bias can be an issue.
Participants in your survey may have an interest in your product, idea, or service. Others may be influenced to participate based on the subject of your questionnaire. These proclivities can lead to inaccuracies in your data, generated from an imbalance of respondents who see your topic in an overly positive or negative light.
Filter out a hidden agenda with a pre-screening. Come up with a few indirect questions that will remove those results wreckers.
Lack of personalization
Customization is the prevailing marketing theme.
Any piece of marketing material is at risk of seeming impersonal unless time and care are taken to personalize it. If you’re unable to add touches of personalization, some potential respondents may be put off and ignore it.
This can be particularly difficult when the questionnaire or survey is taken voluntarily on a website, regardless of purchase or email.
Fix this by always sending emails containing respondents’ names. Use dynamic content on websites, and strive to use names, personal data, and personalized content in all communication.
Unconscientious responses
Every administrator hopes for conscientious responses, but there’s no way to know if the respondent has really understood the question or read it thoroughly before answering.
At times, answers will be chosen before fully reading the question or the potential answers. Sometimes respondents will skip through questions, or split-second choices may be made, affecting the validity of your data.
This drawback is tough to defeat, but if you make your survey short and your questions simple you’re likely to get the most accurate responses.
Accessibility issues
No matter what form of delivery is used, lack of accessibility is a threat. Surveys may be unsuitable for users with a visual or hearing impairment, or other impediments such as illiteracy. This should be considered when choosing to do research in this manner.
Always choose a questionnaire platform that has accessibility options built-in.
Questionnaire or survey fatigue
We’ve all received survey invitations and the trend of companies using customer feedback surveys is up. This means that some level of survey fatigue is setting in with respondents.
In general, we can identify two types of survey fatigue:
Survey Response Fatigue: This occurs before the survey begins. Overwhelmed by the growing number of surveys, respondents will be less inclined to take part in your survey. As a result, you’ll suffer from a low response rate.
How will you define attitude? Elaborate on its components.
Attitude’s structure can be described in terms of three components. Affective component: this involves a person’s feelings/emotions about the attitude object. For example: “I am scared of spiders”. Behavioral (or conative) component: the way the attitude we have influenced how we act or behave.
Attitude is defined as a more or less stable set of predispositions of opinion, interest, or purpose involving the expectancy of a certain kind of experience and readiness with an appropriate response.
Attitudes are also known as “frames of reference“. They provide the background against which facts and events are viewed.
An attitude describes a persons’ enduring favorable or unfavorable cognitive evaluations, feelings, and action tendencies toward some object or idea. People have attitudes regarding almost everything such as religion, politics, cloth, music, food.
A person’s attitudes settle into a coherent pattern and to change one may require difficult adjustment in many others. Thus, a company would be well advised to fit its product into existing attitudes rather than to try changing people’s attitudes.
Components of Attitude
Cognitive component
Affective component
Behavioral component
Cognitive component
Beliefs are the cognitive components of consumer attitude. The cognitive component of attitude is associated with the value statement. It consists of values, beliefs, ideas, and other information that a person may have faith in.
Positive brand associations enhance brand equity and are achieved through a number of positioning strategies. Through brand associations, marketers establish and influence favorable beliefs about a brand and unfavorable beliefs about competitors.
Example: Quality of sincere hard is a faith or value statement that a manager may have.
Affective is the emotive component of consumer attitude. The affective component of attitude is associated with individual feelings about another person, which may be positive, neutral, or negative.
Three research models describe the determinants of affective response.
The functional theory of attitude explains that consumers buy as a result of one of four psychological functions: adjustment, ego defense, value expression, and application of prior knowledge.
Fishbein model relates consumer beliefs and evaluations to affective response: if beliefs are strong and desirable, affective responses are positive.
Belief importance model analyses affective responses across competing brands.
Example: I don’t like Sam because he is not honest, or I like Sam because he is sincere. It is an expression of feelings about a person, object, or situation.
Behavioral component
The intention is the behavioral component of consumer attitude. The behavioral component of attitude is associated with the impact of various conditions or situations that lead to a person’s behavior based on cognitive and affective components.
Two research models demonstrate the relationship between intention to purchase and actual purchase and consumption.
The theories of reasoned action explain purchasing behavior as a direct result of intention, influenced by attitude toward the purchase and by subjective norms.
The theory of trying to consume explains the actual consumption behavior of purchasers. It provides insight into the establishment and maintenance of long-term relationships with consumers.
Example: I don’t like Sam because he is not honest is an affective component, I, therefore, would like to disassociate myself with him, which is a behavioral component, and therefore I would avoid Sam.
Cognitive and affective components are bases for such behavior. The former two components cannot be seen, only the behavior component can be seen. Former is important because it is a base for the formation of attitude.
What do you know about the taxonomy of educational objectives?
What do you know about the taxonomy of educational objectives? Write in detail.
The Taxonomy of Educational Objectives is a framework for classifying statements of what we expect or intend students to learn as a result of instruction.
Taxonomies of Educational Objectives
“The Taxonomy of Educational Objectives is a framework for classifying statements of what we expect or intend students to learn as a result of instruction. The framework was conceived as a means of facilitating the exchange of test items among faculty at various universities in order to create banks of items, each measuring the same educational objective.”
The Taxonomy of Educational Objectives provides a common language with which to discuss educational goals.
Bloom’s Original Taxonomy
Benjamin Bloom of the University of Chicago developed the Taxonomy in 1956 with the help of several educational measurement specialists.
Bloom saw the original Taxonomy as more than a measurement tool. He believed it could serve as a:
common language about learning goals to facilitate communication across persons, subject matter, and grade levels;
the basis for determining in a particular course or curriculum the specific meaning of broad educational goals, such as those found in the currently prevalent national, state, and local standards;
means for determining the congruence of educational objectives, activities, and assessments in a unit, course, or curriculum; and
panorama of the range of educational possibilities against which the limited breadth and depth of any particular educational course or curriculum could be contrasted (Krathwohl, 2002).
Bloom’s Taxonomy provided six categories that described the cognitive processes of learning: knowledge, comprehension, application, analysis, synthesis, and evaluation. The categories were meant to represent educational activities of increasing complexity and abstraction.
Bloom and associated scholars found that the original Taxonomy addressed only part of the learning that takes place in most educational settings, and developed complementary taxonomies for the Affective Domain (addressing values, emotions, or attitudes associated with learning) and the Psychomotor Domain (addressing physical skills and actions). These can provide other useful classifications of types of knowledge that may be important parts of a course.
The Affective Domain
Receiving
Responding
Valuing
Organization
Characterization by a value or value complex
From Krathwohl, Bloom, & Masia. Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. (1973).
Psychomotor Domain
Reflex movements
Basic-fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
Nondiscursive communication
From Harrow. A taxonomy of psychomotor domain: a guide for developing behavioral objectives. (1972).
The Revised Taxonomy
Bloom’s Taxonomy was reviewed and revised by Anderson and Krathwohl, with the help of many scholars and practitioners in the field, in 2001. They developed the revised Taxonomy, which retained the same goals as the original Taxonomy but reflected almost half a century of engagement with Bloom’s original version by educators and researchers.
Original vs Revised Bloom’s Taxonomy
Unlike Bloom’s original “Knowledge” category, “Remember” refers only to the recall of specific facts or procedures
Many instructors, in response to the original Taxonomy, commented on the absence of the term “understand”. Bloom did not include it because the word could refer to many different kinds of learning. However, in creating the revised Taxonomy, the authors found that when instructors use the word “understand”, they were most frequently describing what the original taxonomy had named “comprehension”.
One major change of the revised Taxonomy was to address Bloom’s very complicated “knowledge” category, the first level in the original Taxonomy. In the original Taxonomy, the knowledge category referred both to the knowledge of specific facts, ideas, and processes (as the revised category “Remember” now does), and to an awareness of possible actions that can be performed with that knowledge. The revised Taxonomy recognized that such actions address knowledge and skills learned throughout all levels of the Taxonomy, and thus added a second “dimension” to the Taxonomy: the knowledge dimension, comprised of factual, conceptual, procedural, and metacognitive knowledge.
Structure of the Knowledge Dimension of the Revised Taxonomy
Factual knowledge – The basic elements that students must know to be acquainted with a discipline or solve problems in it.
Conceptual knowledge – The interrelationships among the basic elements within a larger structure that enable them to function together.
Procedural knowledge – How to do something; methods of inquiry; and criteria for using skills, algorithms, techniques, and methods.
Metacognitive knowledge – Knowledge of cognition in general as well as awareness and knowledge of one’s own condition.
The two dimensions – knowledge and cognitive – of the revised Taxonomy combine to create a taxonomy table with which written objectives can be analyzed. This can help instructors understand what kind of knowledge and skills are being covered by the course to ensure that adequate breadth in types of learning is addressed by the course.
For examples of learning objectives that match combinations of knowledge and cognitive dimensions see Iowa State University’s Center for Excellence in Learning and Teaching interactive Flash Model by Rex Heer. http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
Structure of Observed Learning Outcomes (SOLO) taxonomy
Like Bloom’s taxonomy, the Structure of Observed Learning Outcomes (SOLO) taxonomy developed by Biggs and Collis in 1992 distinguishes between increasingly complex levels of understanding that can be used to describe and assess student learning. While Bloom’s taxonomy describes what students do with the information they acquire, the SOLO taxonomy describes the relationship students articulate between multiple pieces of information. Atherton (2005) provides an overview of the five levels that make up the SOLO taxonomy:
Pre-structural: here students are simply acquiring bits of unconnected information, which have no organization and make no sense.
Unistructural: simple and obvious connections are made, but their significance is not grasped.
Multiscriptual: a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.
Relational level: the student is now able to appreciate the significance of the parts in relation to the whole.
At the extended abstract level, the student is making connections not only within the given subject area but also beyond it, able to generalize and transfer the principles and ideas underlying the specific instance.
What are the types of assessment? Differentiate assessment for the training of learning and as learning.
Six types of assessments are:
Diagnostic assessments.
Formative assessments.
Summative assessments.
Ipsative assessments.
Norm-referenced assessments.
Criterion-referenced assessments.
1. Diagnostic assessment
Let’s say you’re starting a lesson on two-digit multiplication. To make sure the unit goes smoothly, you want to know if your students have mastered fact families, place value, and one-digit multiplication before you move on to more complicated questions.
When you structure diagnostic assessments around your lesson, you’ll get the information you need to understand student knowledge and engage your whole classroom.
Some examples to try include:
Short quizzes
Journal entries
Student interviews
Student reflections
Classroom discussions
Graphic organizers (e.g., mind maps, flow charts, KWL charts)
Diagnostic assessments can also help benchmark student progress. Consider giving the same assessment at the end of the unit so students can see how far they’ve come!
Using Prodigy for diagnostic assessments
One unique way of delivering diagnostic assessments is to use a game-based learning platform that engages your students.
Prodigy’s assessments tool helps you align the math questions your students see in-game with the lessons you want to cover.
2. Formative assessment
Just because students made it to the end-of-unit test, doesn’t mean they’ve mastered the topics in the unit. Formative assessments help teachers understand student learning while they teach, and provide them with information to adjust their teaching strategies accordingly.
Meaningful learning involves processing new facts, adjusting assumptions, and drawing nuanced conclusions. As researchers Thomas Romberg and Thomas Carpenter describe it:
3. Summative assessment
Summative assessments measure student progress as an assessment of learning. Standardized tests are a type of summative assessment and provide data for you, school leaders, and district leaders.
They can assist with communicating student progress, but they don’t always give clear feedback on the learning process and can foster a “teach to the test” mindset if you’re not careful.
Plus, they’re stressful for teachers. One Harvard survey found 60% of teachers said “preparing students to pass mandated standardized tests” “dictates most of” or “substantially affects” their teaching.
But just because it’s a summative assessment, doesn’t mean it can’t be engaging for students and useful for your teaching. Try creating assessments that deviate from the standard multiple-choice test, like:
Recording a podcast
Writing a script for a short play
Producing an independent study project
No matter what type of summative assessment you give your students, keep some best practices in mind:
Keep it real-world relevant where you can
Make questions clear and instructions easy to follow
Give a rubric so students know what’s expected of them
Create your final test after, not before, teaching the lesson
Try blind grading: don’t look at the name on the assignment before you mark it
Ipsative assessments
How many of your students get a bad grade on a test and get so discouraged they stop trying?
Ipsative assessments are one of the types of assessment as learning that compares previous results with a second try, motivating students to set goals and improve their skills.
When a student hands in a piece of creative writing, it’s just the first draft. They practice athletic skills and musical talents to improve but don’t always get the same chance when it comes to other subjects like math.
A two-stage assessment framework helps students learn from their mistakes and motivates them to do better. Plus, it removes the instant gratification of goals and teaches students learning is a process.
You can incorporate ipsative assessments into your classroom with:
Portfolios
A two-stage testing process
Project-based learning activities
One study on ipsative learning techniques found that when it was used with higher education distance learners, it helped motivate students and encouraged them to act on feedback to improve their grades.
In Gwyneth Hughes’ book, Ipsative Assessment: Motivation Through Marking Progress, she writes: “Not all learners can be top performers, but all learners can potentially make progress and achieve a personal best. Putting the focus onto learning rather than meeting standards and criteria can also be resource-efficient.”
5. Norm-referenced assessments
Norm-referenced assessments are tests designed to compare an individual to a group of their peers, usually based on national standards and occasionally adjusted for age, ethnicity, or other demographics.
Unlike ipsative assessments, where the student is only competing against themselves, norm-referenced assessments draw from a wide range of data points to make conclusions about student achievement.
Types of norm-referenced assessments include:
IQ tests
Physical assessments
Standardized college admissions tests like the SAT and GRE
6. Criterion-referenced assessments
Criterion-referenced assessmentscompare the score of an individual student to a learning standard and performance level, independent of other students around them.
In the classroom, this means measuring student performance against grade-level standards and can include end-of-unit or final tests to assess student understanding.
Outside of the classroom, criterion-referenced assessments appear in professional licensing exams, high school exit exams, and citizenship tests, where the student must answer a certain percentage of questions correctly to pass.
Criterion-referenced assessments are most often compared with norm-referenced assessments. While they’re both considered types of assessments of learning, criterion-referenced assessments don’t measure students against their peers. Instead, each student is graded to provide insight into their strengths and areas for improvement.
Different types of assessments can help you understand student progress in various ways. This understanding can inform the teaching strategies you use and may lead to different adaptations.
In your classroom, assessments generally have one of three purposes:
Assessment of learning
Assessment for learning
Assessment as learning
Assessment of learning
You can use assessments to help identify if students are meeting grade-level standards.
Assessments of learning are usually grade-based, and can include:
Exams
Portfolios
Final projects
Standardized tests
They often have a concrete grade attached to them that communicates student achievement to teachers, parents, students, school-level administrators, and district leaders.
Common types of assessment of learning include:
Summative assessments
Norm-referenced assessments
Criterion-referenced assessments
Assessment for learning
Assessments for learning provide you with a clear snapshot of student learning and understanding as you teach allowing you to adjust everything from your classroom management strategies to your lesson plans as you go.
Assessments for learning should always be ongoing and actionable. When you’re creating assessments, keep these key questions in mind:
What do students still need to know?
What did students take away from the lesson?
Did students find this lesson too easy? Too difficult?
Did my teaching strategies reach students effectively?
What are students most commonly misunderstand?
What did I most want students to learn from this lesson? Did I succeed?
Assessment as learning
Assessment as learning actively involves students in the learning process. It teaches critical thinking skills, problem-solving and encourages students to set achievable goals for themselves and objectively measure their progress.
They can help engage students in the learning process, too! One study” showed that in most cases the students pointed out the target knowledge as the reason for a task to be interesting and engaging, followed by the way the content was dealt with in the classroom.”
Make milky color, blemishes, freckles, anti-aging whitening face cleanser at home in the way of Dr. Batool Ashraf.
For those who are fond of milky complexion or are ridiculed because of their pale complexion, or who are about to get married and want to whiten their complexion and blemish-free skin, we recommend Dr. Batool. They have come up with this simple and effective version of Ashraf.
2 tablespoons coconut milk
Dry milk 1 tbsp
4 to 5 drops of lavender oil
Mix all these things and leave it on the face for 10 minutes, you will see the effect for yourself, your face will be radiant and radiant. With regular use for two weeks, the spots and especially the freckles will start to disappear. Coconut milk has a lot of potassium in it and it starts to change in your body. Makes you the owner of flawless glowing skin. It’s also anti-aging, prevents the effects of aging on the face, and makes you look younger.
دودھ جیسی رنگت،داغ دھبے ، جھائیوں سے نجات،اینتی ایجنگ وائٹننگ فیس کلنزر بنائیں گھر میں ڈاکٹر بتول اشرف کے طریقے سے۔ جن لوگوں کو دودھ جیسی رنگت کا شوق ہے یا سانولی رنگت کی وجہ سے وہ لوگوں کی تضحیک کا نشانہ بنتے ہیں، یا جن کی شادی ہونے والی ہے اور وہ اپنی رنگت نکھارنا اور داغ دھبوں سے پاک جلد چاہتے ہیں ان کے لئے ہم ڈاکٹر بتول اشرف کا یہ سادہ اور پراثر نسخہ لے کر آئے ہیں۔ ناریل کا دودھ 2 چمچ خشک دودھ 1 چمچ لیونڈر آئل 4 سے 5 ڈراپ
ان سب چیزوں کو مکس کر لیں اورچہرے پر لگا کر 10 منٹ تک لگا رہنے دیں، آپ خود اس کا اثر دیکھیں گے آپ کا چہرہ نکھرا ہوا شگفتہ و شاداب ہو جائے گا ۔ دو ہفتے باقاعدگی سے استعمال سے داغ دھبے اور خاص کر جھائیاں بھی ختم ہونا شروع ہو جائیں گی، ناریل کے دودھ میں پوٹاشئیم بہت زیادہ ہوتا ہے اس سے آپ کے جسم میں تبدیل آنا شروع ہوتی ہے اور یہ جادو اثر کلینزر اپنا کمال دکھا کر آپ کو بے داغ چمکتی جلد کا مالک بنا دیتا ہے۔ یہ ایںٹی ایجنگ بھی ہے،چہرے پر بڑھاپے کے اثرات کو روکتا ہے،اور آپ جوان دکھائی دیتے ہیں۔
مسلمانوں کے انگریزوں کے خلاف پہلی آزادی کے مسلح جنگجو نے اس جنگ بدر کا نام دیا اس کے دوستوں بیان کیا جاتا ہے اور لائک کر لی تھی یہ کہ ان دنوں جو فوجیوں کو دیے جاتے تھے وہ عام خیال کے مطابق سور اور گائے کی چربی سے آلودہ تھے انہیں قید میں ڈالنے سے بہتر دانتوں سے کاٹنا پڑتا تھا ہندو اور مسلمان فوجی سپاہیوں نے اسے مذہب کے منافی سمجھا اور ان میں کھلبلی مچ گئی جن سپاہیوں نے ان کو استعمال کرنے سے انکار کر دیا ان کی فوجی وردی اتار کر انہیں بیڑیاں پہنا دی گئیںجنگ آزادی ہند کا آغاز 1997 میں بنگال میں دم دم اور بھارت پور کے مقامات پر ہوا جہاں دیسی سپاہیوں نے ان کا دوسروں کے استعمال سے انکار کر دیا جن میں ان کے خیال کے مطابق سور اور گائے کی چربی ہوئی تھی حکومت نے ان کو ملازمت سے برخاست کر دیا لکھنؤ میں بھی یہی واقعہ پیش آیا جس ملک میں پھیل گئے اور فوجی انگریزوں کے خلاف ابھرنے لگے تو میں آپ کو میرٹھ میں ایک منٹ کے سپاہیوں کو دس سال قید بامشقت کی سزا دی گئی جس طریقے سے یہ حکم سنایا گیا وہ بھی تہذیب سے گھرا ہوا تھا انگریز افسروں کو ہلاک کرکے ان کے قیدیوں کو آزاد کرا لیا اور غیر سے دلی کی طرف بڑھنے لگے ملک کے سپاہیوں کی دلی میں آمد سے دلی کی فوجیں بھی کرلے اور تاجدار بہادر شاہ ظفر کی تخت نشینی کا اعلان کر دیا گیا اس اعلان کے بعد بغاوت کی آگ دور دور تک پھیل گئی جنرل نکلسن نے انگریزی فوجوں کی مدد سے تقریبا چار مہینے تک دلی کا محاصرہ کیے رکھا 14ستمبر کو کشمیر دروازہ توڑ دیا گیا جنرل نکلسن اسرائیل میں مارا گیا مگر انگریزوں سے فوجوں نے دہلی پر قبضہ کر کے دو بیٹوں اور ایک پوتے کو گولی سے اڑا دیا گیا انگریزوں کا قبضہ ہوجانے سے ہر جگہ جگہ پر دوبارہ قبضہ ہوگیا دلیل گلوکارہ اس کے علاوہ اس میں شامل ہوگئے جن کو انگریز حکومت سے نقصان پہنچا تھا جنگ آزادی کا نعرہ انگریزوں کو ہندوستان سے نکال دو تھا اس لیے اس میں تمام ایسے عناصر شامل ہوکر جن کو انگریز حکومت سے نقصان پہنچا تھا متضاد عناصر لیکن وطنیت و قومیت کے تصورات سے آشنا تھے بہادر شاہ ظفر جس کی بادشاہت کا علاج بغیر سپاہیوں نے کر دیا تھا بادشاہت کی صلاحیت رکھتے تھے اور نہ باغیوں کی مخالفت کرنے کی طاقت مزید برآں باغیوں نے دلی میں لوٹ مار اور کارتک قریب جا کر لوگوں کی ہمدردیاں کھودی تھی سو ستاون کی جنگ آزادی ناکام نہیں علامہ فضل حق خیرآبادی اور ان کے ساتھی مفتی صدر الدین خان سید کفایت علی کافی اور دیگر بہت سے مسلمان علماء نے دہلی کی جامع مسجد سے بے وقت انگریزوں کے خلاف جہاد کا فتوی جاری کیا جس کے نتیجے میں مسلمان جن کو اپنادلی کی فتح کے بعد انگریز فوجیوں نے شہری آبادی سے خوفناک انتقام لیا
لوگوں کو بے دریغ قتل کیا گیا سینکڑوں کو پھانسی پر چڑھا دیا گیا ہزاروں نفوس کو گولیوں سے اڑا دیے گئے ان میں مجرم تھے اور بے گناہ بھی مسلمان بھی تلوار کے گھاٹ اتار دیے گئے اور ہندو بھی لیکن جلد ہی انگریز فوج کے سکھ سپاہیوں نے قتل و غارت میں فرقہ وارانہ رنگ بھر دیا ہے چن چن کر قتل کیے گئے بہت سے مسلمانوں کی جائیداد تباہ ہو گئی اور وہ کوڑی کوڑی کو محتاج ہو گئے انہوں نے لاکھ مظالم کا ارادہ کیا گیا جہاں اولاد تھی اور اٹھاون میں نے اعلان کر کے ذریعے ایسٹ انڈیا کمپنی کا خاتمہ کرکے ہندوستان کو تاج برطانیہ کے سپرد کردیا اس جنگ کے بعد خصوصا مسلمانان زیر عتاب آئے جب کہ ہم دونوں مکمل طور پر انگریزی مفاہمت کر لیں یہ مسلمانوں پر جدید علم اور خود مسلمان بھی نئی دنیا سے دور ہوتے چلے گئے ایسا ہی ہے جیسے لوگ سامنے آئے جنہوں نے اس جنگ آزادی اور انگریزوں پر زور دیا کہ ہندوستانیوں میں موجود احساس محرومی کو دور کرکے انگریزی حکومت کر سکتا ہے انقلاب لانے کے لئے کالج اور یونیورسٹیاں قائم کی اس جنگ آزادی میں ہندو مسلمان مل کر ہندوستان کے لیے لیکن اس کے بعد انگریز کی سازش اور کچھ نہیں کیا رویہ کی وجہ سے مسلمان اور ہندو دو الگ الگ کی صورت میں بٹ گئے
How To Make Homemade Butter Face Mask Get bridesmaids in just 20 minutes Mix this thing in a tablespoon of butter daily and make a face mask that will eliminate skin white and dead cells.
Girls want to keep their obesity away and for this reason, they do not even touch the butter that will make you fat by eating this oak There are things that no one knows about nowadays.
In K-Foods, we have brought you 3 face masks to enhance your beauty, which uses only a teaspoon of butter and just makes your face glow so much that everyone applauds. Don’t delay, make this face mask with butter kept at home and we will definitely tell you in the comment section on K-Food’s Facebook page.
Face mask:
Why butter mask is beneficial?
Calcium, along with cholesterol, sodium, potassium, dietary fiber, polyunsaturated and other vitamins in butter, helps to enhance the beauty of the skin.
Butter and cucumber:
Mix two tablespoons of cucumber juice in one tablespoon of butter and make a paste that is neither too thin nor too thick. Apply it on the face and massage the face for ten minutes, then leave, then after 5 minutes wash the face with lukewarm water. This face mask helps to remove dead cells while eliminating the effects of hype tension on your skin.
Butter and rose water:
Mix a tablespoon of rose water in a tablespoon of butter and prepare the mask by mixing it well, apply this mask on the face and do not talk to anyone, leave it for 15 minutes, then wash your face with a basin of water. That is, mix one tablespoon of the basin in one to two tablespoons of water and wash your face with this solution. This is a face mask that works to clear your complexion quickly, basically, it is a skin whitening face mask.
Butter and banana:
Banana is rich in iron, mixing butter with it also cleanses the skin and improves blood flow, which.
دلہن جیسا نکھار اب صرف 20 منٹ میں پائیں ۔۔۔ روزانہ ایک چمچ مکھن میں یہ چیز مکس کریں اور بنائیں ایسے فیس ماسک جو کرے اسکن وائٹ اور ڈیڈ سیلز کا خاتمہ لڑکیاں اپنےموٹاپے کو دور رکھنا چاہتی ہیں اور اس وجہ سے وہ مکھن کو ہاتھ بھی نہیں لگاتی کہ اس وک کھانے سے موٹی ہو جائیں گی، مگر مکھن صرف کھانے کے لئے ہی استعمال نہیں کیا جاتا بلکہ اس کو چہرے پر لگانے سے ایسے زبردست نتائج ملتے ہیں جن کے بارے میں آج کل کسی کو معلوم نہیں ہے۔ آج کے-فوڈز میں آپ کی خوبصورتی کو چار چاند لگانے کے 3 ایسے فیس ماسک ہم آپ کے لئے لائے ہیں جن میں صرف ایک چمچ مکھن کا استعمال ہوتا ہے اور بس چہرہ اتنا چمک اٹھتا ہے کہ ہر کوئی تعریفیں کرتا ہے۔ اب دیر نہ کریں گھر میں رکھے ہوئے مکھن سے یہ فیس ماسک بنا کر لگائیں اور ہمیں کے-فوڈ کے فیس بک پیج پر کمنٹ سیکشن میں ہمیں ضرور بتائیے گا۔
فیس ماسک
مکھن کا ماسک فائدے مند کیوں؟ مکھن میں موجود کولیسٹرول، سوڈیئم، پوٹآشیئم، ڈائٹری فائبر، پولی سیچوریٹڈ اور دیگر وٹمانز سمیت کیلشیئم اسکن کی خوبصورتی کو بڑھانے میں سب سے زیادہ مدد کرتا ہے۔
مکھن اور کھیرا ایک چمچ مکھن میں کھیرے کا رس دو چمچ مسک کریں اور ایک پیسٹ تیار کر لیں جو نہ بہت پتلا ہو اور نہ بہت گاڑھا۔ اس کو چہرے پر لگائیں اور دس منٹ تک چہرے کی مالش کریں، اس کے بعد چھوڑ دیں، پھر 5 منٹ بعد چہرے کر نیم گرم پانی سے دھو لیں۔ یہ فیس ماسک آپ کی اسکن پر ہائپز ٹینشن کے اثرات کو ختم کرنے کے ساتھ ڈیڈ سیلز کو نکالنے میں مدد دیتا ہے۔
مکھن اور گلاب کا عرق ایک چمچ مکھن میں ایک چمچ گلاب کا عرق مکس کریں اور اچھی طرح پھینٹ کر ماسک تیار کرلیں، اس ماسک کو چہرے پر لگائیں اور کسی سے بات نہ کریں، 15 منٹ کے لئے چھوڑ دیں، پھر بیسن کے پانی سے چہرہ دھو لیں۔ یعنی ایک سے دو چمچ پانی میں ایک چمچ بیسن مکس کریں اور اس محلول سے چہرہ دھوئیں۔ یہ ایسا فیس ماسک ہے جو آپ کے رنگ کو جلدی صاف کرنے کا کام کرتا ہے، بنیادی طور پر یہ اسکن وائٹنگ فیس ماسک ہے۔
مکھن اور کیلا کیلا آئرن سے بھرپور ہے، اس کے ساتھ مکھن مکس کرنے سے جلد کی کلینزنگ بھی ہو جاتی ہے اور خون کی روانی بہتر ہوتی ہے، جس
Ghair Zaroori Baal Saaf Karne Ka Tarika Women complain of unnecessary facial hair and for this, they visit the parlor every month and because of this hair their confidence starts to wane and they do not look beautiful.
But if they use these things in the house on a daily basis, it will not only get rid of their facial hair, but it will also get rid of the irritation and discomfort of waxing.
Tip:
Put a teaspoon of honey in lemon juice and mix it well and apply it on the parts of the face where there is unnecessary hair.
Apply this prescription at any time of the day and when dry, remove it from the face with the help of a towel.
This way the hair will start to grow out of your skin internally and its roots will also become weak.
For better results, use it daily to avoid the hassle of waxing.
خواتین کو چہرے پر غیر ضروری بالوں کی شکایت ہوتی ہے اور اس کے لئے وہ ہر ماہ پارلر کے چکر لگاتی رہتی ہیں اور ان بالوں کی وجہ سے ان کا اعتماد ختم ہونے لگتا ہے وہ خوبصورت نظر نہیں آتی۔ لیکن اگر وہ روزانہ گھر میں موجود ان چیزوں کا استعمال کرلیں تو اس سے نہ صرف ان کے چہرے کے بال ختم ہوجائیں گے بلکہ انھیں ویکسنگ کی جلن، تکلیف سے بھی نجات مل جائے گی۔
ٹپ ٭ ایک لیموں کے رس میں ایک چمچ شہد ڈال کر اچھی طرح ملائیں اور اس کو چہرے کے وہ حصے جہاں غیر ضروری بال ہیں وہاں پر لگالیں۔ ٭ اس نسخے کو روزانہ دن میں کسی بھی وقت لگالیں اور سوکھنے پر ایک تولیے کی مدد سے اس کو چہرے سے ہٹائیں۔ ٭ اس طریقے سے آپ کی جلد سے اندرونی طور پر بال خود بخود نکلنا شروع ہوجائیں گے اور ان کی جڑیں بھی کمزور ہوجائیں گی۔ ٭ بہتر نتائج کے لئے آپ اس کا روزانہ استعمال کریں تاکہ وکیسنگ کی تکلیف سے بچ سکیں۔
Write down the advantages and disadvantages of using multimedia
Advantages of Multimedia
Write down the advantages and disadvantages of using multimedia
– It is very user-friendly. It doesn’t take much energy out of the user, in the sense that you can sit and watch the presentation, you can read the text, and hear the audio.
– It is multi-sensorial. It uses a lot of the user’s senses while making use of multimedia, for example, hearing, seeing, and talking.
– It is integrated and interactive. All the different mediums are integrated through the digitization process. Interactivity is heightened by the possibility of easy feedback.
– It is flexible. Being digital, this media can easily be changed to fit different situations and audiences.
– It can be used for a wide variety of audiences, ranging from one person to a whole group.
– Information overload. Because it is so easy to use, it can contain too much information at once.
– It takes time to compile. Even though it is flexible, it takes time to put the original draft together.
– It can be expensive. As mentioned in one of my previous posts, multimedia makes use of a wide range of resources, which can cost you a large amount of money.
– Too much makes it unpractical. Large files like video and audio have an effect on the time it takes for your presentation to load. Adding too much can mean that you have to use a larger computer to store the files.
