Course Contents

Department of Education (Planning and Development) Course Title: Educational Assessment and Evaluation B.Ed (Hons) Secondary Semester IV Course Code: Maj/B.Eds-207 Credit Hours: 3 Course Description This course deals with the concepts and nature of measurement, assessment and evaluation. Differentiate between standardized and class tests. Integrates objectives with assessment and evaluation techniques. Interprets test scores and results of other assessment techniques. Explains the functions of grading and reporting system of academic performance. Learning Outcomes By the end of the course, students will be able to: • write a lesson plan that includes assessment targets, criteria for demonstrating success achieving the targets, and appropriate assessment tools • explain the purpose of a Table of Specifications for a test (test blueprint) • show how to construct a Table of Specifications for a test • distinguish between good and weak short-answer, multiple-choice, true-false, and matching questions from an actual test and explain why each question is good or weak • identify the characteristics of effective feedback and provide an example • construct a rubric for a performance assessment task Course outline Unit1 Introduction: Definitions, Concepts in Measurement and Assessment 1.1 Concepts and Definitions 1.2 Types of Decisions in Educational Settings 1.3 Difference between Measurement, Assessment, Evaluation 1.4 Characteristics of Assessment 1.5 Purposes of Assessment 1.6 Types of Assessment Procedure 1.7 Types of Tests Unit2 Instructional Goals and Objectives 2.1 Taxonomy of Instructional Objectives 2.2 Bloom's Taxonomy of Educational Objectives 2.3 Criteria for Selecting Appropriate Objectives 2.4 Method of Stating Instructional Objectives Unit3 Tests, Validity and Reliability 3.1 Classroom Tests 3.2 Standardized tests 3.3 Validity of the test 3.4 Reliability of the tests 3.5 Standard Error of Measurement o Test Scoring Procedure o Selecting Appropriate Types of Items and Assessment Tasks o How to mark Scoring o Using Scoring Rubrics o Developing Skills in Jest Taking Unit-5Interpretation p of Test Scores and Norm 5.1 Grade Norms o Misinterpretation of Grade Equivalents o Percentile Ranks o Limitations of Percentile Ranks o Standard Scores o The Normal curve and the Standard Deviation Unit Unit-6Functions of Grading and Reporting Systems 6.1 Instructional Uses of Grades and Reports Reports to Parents / Quardians Administrative and Guidance Uses Types of Grading and Reporting Systems Traditional Letter-Grade System Pass-Fail System Checklists of Objectives Letters to Parents /Guardians Tactful Remarks for Reporting to Parents Portfolios of Students Work o Parent-Teacher Conferences o Multiple Grading and Reporting Systems o Guidelines for Developing a Multiple Grading and Reporting Systems o Guidelines for Effective Grading Unit 4 Test Construction 4.1 Planning the Test 4.2 Building a Table of Specifications 4.3 Preparing the list of Instructional Objectives 4.4 Outlining the Instructional Content 4.5 Test Scoring Procedure 4.6 Selecting Appropriate Types of Items and Assessment Tasks 4.7 How to mark Scoring 4.8 Using Scoring Rubric 4.9 Developing Skills in test Taking Unit 5 Interpretation p of Test Scores and Norm 5.1 Grade Norms 5.2 Misinterpretation of Grade Equivalents 5.3 Percentile Ranks 5.4 Limitations of Percentile Ranks 5.5 Standard Scores 5.6 The Normal curve and the Standard Deviation Unit Unit 6 Functions of Grading and Reporting Systems 6.1 Instructional Uses of Grades and Reports 6.2 Reports to Parents / Quardians 6.3 Administrative and Guidance Uses 6.4 Types of Grading and Reporting Systems 6.5 Traditional Letter-Grade System 6.6 Pass-Fail System 6.7 Checklists of Objectives 6.8 Letters to Parents /Guardians 6.9 Tactful Remarks for Reporting to Parents 6.10 Portfolios of Students Work 6.11 Parent-Teacher Conferences 6.12 Multiple Grading and Reporting Systems 6.13 Guidelines for Developing a Multiple Grading and Reporting Systems 6.14 Guidelines for Effective Grading Evaluation Criteria Students will be evaluated on the basis of following criteria. 1. Test I 10 2 Test II 10 3. Final Exam 65 4. Attendance 05 5. Assignments 10 Total 100 Recommended Books Gay, L. R. (1985). Educational Measurement and Evaluation. London: Column Charles Publishing Company. Gronlund, N. E. (2005). Measurement and Assessment in Teaching. New York: McMillian Publishing Company. Gronlund, N. E. (1998). Assessment of Student Achievements. Boston: Allyn & Bacon. Linn, R. L. & Miller, M. D. (2005). Measurement and Assessment in Teaching. India: Published by Dorling Kindersley (India) Pvt. Ltd. Licensees of Pearson Education in South Asia.

Course Learning Outcomes

By the end of the course, students will be able to: • write a lesson plan that includes assessment targets, criteria for demonstrating success achieving the targets, and appropriate assessment tools • explain the purpose of a Table of Specifications for a test (test blueprint) • show how to construct a Table of Specifications for a test • distinguish between good and weak short-answer, multiple-choice, true-false, and matching questions from an actual test and explain why each question is good or weak • identify the characteristics of effective feedback and provide an example • construct a rubric for a performance assessment task