Educational Testing and Assessment (EDU0912)

Students will be presented with PPT and lecturer will explain and engage students in the discussion 

Students will do a tutorial exercise on the topic 

Students will engage in a discussion about leaning outcomes. Students will read artciles about Bloom's Taxonomy and Solo Taxonomy. 

Students will be provided with the following reading for further understanding: 

Nitko and Brookhart, Ch. 2 and Appendix D; Brown, Irving and Keegan Ch. 11 (SOLO taxonomy)

Students will be asked to complete the following tutorial and submit to the Moodle:

Kulliyyah of Education, Islamic University of Maldives

Master of Teaching and Learning

Educational Testing and Assessment

Tutorial – Week 2

1.      Write two specific learning objectives for a lesson you plan to teach. Explain how each objective meets the three criteria: student centered, performance centered, and content centered.

2.      Choose the syllabus of a subject you teach. Identify the TWO learning outcomes which are related to any of the TWO sub categories of knowledge dimension (factual, conceptual, procedural and metacognitive). Design TWO assessment tasks that can be used to assess the learning outcomes you have chosen. The two learning outcomes and the two assessment tasks should be made at two different levels of cognitive process dimension.

3.      Choose a topic of your interest and prepare an assessment task for each level of SOLO Taxonomy (except pre-structural level).

4.      Decide whether each learning objectives listed here belongs to the cognitive, affective, or psychomotor domain. Does the performance of each learning objective require some use of elements from domains other than the one into which you classified it? Which one(s)? Explain why.

a.       The student is able to adjust a television to get the best colour resolution.

b.      The student demonstrates knowledge of parliamentary law by conducting a meeting without violating parliamentary procedures.

c.       The student contributes to group maintenance when working with classmates on a science project.

d.      The student makes five baskets in 10 attempts on the basketball court while standing at the foul line.

·         Complete and submit the tutorial Task on …………………………

·         Upload your task to the submission link provided in Moodle under ‘Tutorial Tasks’

Lecture on validity and reliability 

Asynchronous Lecture: Detailed video explaining the calculation and interpretation of Cronbach's Alpha.

Activity: "Reliability Case Clinic" (Group - 60 mins). Task: Divide into groups of 4. Each group is assigned a different type of reliability (e.g., Inter-rater Reliability). They must find a real-world educational example where this reliability type is critical (e.g., scoring an oral presentation), explain how it is ensured, and propose a strategy to improve it. Use a shared Google Slide deck (one slide per group) to compile findings. (Group work: 45 mins. Quick group share: 15 mins).

Asynchronous Lecture: Video detailing the principles of Backward Design (Wiggins & McTighe) and how it shifts the instructional planning process.

Reading: Focus on articles or chapters (e.g., Wiggins, 1998) that explicitly address the alignment of learning outcomes, instruction, and assessment.

Interactive Quiz: A short self-check quiz on the LMS to ensure students can identify an aligned vs. misaligned learning objective/assessment pair.

Activate prior knowledge

Conceptual Foundations: Define and differentiate diagnostic vs formative assessment

Think-Pair-Share (15 mins): “Why is formative assessment critical for learning?”

Comparative Analysis (15 mins): Provide scenarios and ask students to classify them as diagnostic or formative.

Forum: Students post a reflection on the formal and informal diagnostic assessment practices currently used in their school context, discussing their strengths and limitations.

Activity: "The School Diagnostic Audit and Intervention" (Group - 60 mins).

Task: Divide the class into groups of 4-5. Each group must address the following using a shared online Jamboard or Miro board:

1. Audit (15 mins): Based on the discussion forum posts, identify the single most common diagnostic tool or practice used across the schools represented in the group (e.g., entrance test, pre-unit quiz).
2. Critically evaluate it against the Pellegrino (2001) Assessment Triangle—specifically, does it effectively pinpoint the cognitive gap?

Formative Assessment Strategies 

•     Gallery Walk (20 mins): Stations with different formative tools (exit tickets, peer review, rubrics, apps like Padlet, Mentimeter). Students rotate and evaluate.
•     Role Play (15 mins): Simulate teacher-student feedback conversations.
•     Tech Integration (10 mins): Showcase digital tools for formative assessment (e.g., Edpuzzle, Socrative, Flipgrid).

5. Reflection & Wrap-Up (15 mins)
Objective: Consolidate learning and encourage future application.
Activities:
•     Exit Ticket: “One insight I gained today…” and “One way I’ll apply this in my teaching.”
•     Group Reflection: Share takeaways and questions.
•     Resource Handout: Provide a curated list of readings, tools, and templates for further exploration.

1. Conceptual Foundations: Define self-assessment and peer assessment (PA/SA). Discuss their theoretical basis (constructivism, metacognition, and assessment literacy).
2. The Benefits (The 'Why'): Explore the impact on metacognitive skills, student motivation, and deeper learning. Use research (e.g., from Wiliam or Stiggins) to show how students' ability to assess quality improves their own work.
3. Practical Implementation (The 'How'): Detail the necessary steps for success: a) Training students on how to give and receive effective feedback. b) The critical importance of high-quality rubrics or success criteria. c) Strategies for managing bias and ensuring fairness (e.g., anonymity, calibration).
4. Digital Tools Showcase: Briefly demonstrate online tools (e.g., Canvas Peer Review, Moodle Workshop, dedicated peer feedback platforms) that manage the PA/SA process.

Suggested Readings:

Stiggins, R. J. (1997). Student-centered classroom assessment (2nd ed.). Focus on the chapters related to engaging students in the assessment process

Boud (2002)

Activity Title: “Assess the Assessors”

Duration: 45 minutes
Focus: Understanding and practicing self and peer assessment
Format: Small group work + whole-class reflection

🔹 0:00–0:10 | Introduction & Setup

• Brief Discussion (5 mins): Ask students: “What makes feedback useful?” and “What’s hard about assessing yourself or others?”
• Define Concepts (5 mins):
• Self-assessment: Reflecting on one’s own work to identify strengths and areas for improvement.
• Peer assessment: Evaluating a peer’s work constructively using criteria.

🔹 0:10–0:25 | Mini Task & Self-Assessment

• Task (10 mins): Students write a short reflective paragraph (e.g., “Describe your ideal learning environment and why”).
• Self-Assessment (5 mins):
• Provide a simple rubric (e.g., clarity, depth, relevance, grammar).
• Students score themselves and write 1–2 sentences of reflection.

🔹 0:25–0:40 | Peer Assessment & Feedback

• Exchange Work (2 mins): Students swap paragraphs with a partner.
• Peer Assessment (10 mins):
• Use the same rubric to assess each other’s work.
• Write 2 pieces of feedback: one strength, one suggestion.
• Feedback Discussion (3 mins): Pairs discuss their feedback and reactions.

🔹 0:40–0:45 | Debrief & Reflection

• Whole-Class Reflection:
• What did you learn about assessing your own work?
• How did it feel to give and receive peer feedback?
• Where could self and peer assessment be useful in your teaching?

Lecture on conceptual foundations

Live session on writing effective Multiple-Choice Question (MCQ) distractors and developing scoring rubrics for constructed-response items.