Educational Testing and Assessment (EDU0912)

Week 1 - Classroom decision making and using assessment
Week 2 - Describing the goals and learning targets of instruction; Taxonomies for describing learning – Bloom’s Taxonomy and SOLO Taxonomy
Week 3 - Validity and Reliability of assessment results Week 4 - Planning for Integrating Assessment and Instruction Week 5 - Diagnostic and Formative Assessment Topic 6 - Formative Assessment Tools Week 7 - Alternative assessment methods: Self- and peer-assessment Week 8 - Objective Assessment methods: Completion, Short-Answer, True-False, Multiple-Choice and Matching items Week 9 - Assessment methods: Setting and grading Essays, Reports, Projects Week 11 - Alternative assessment methods: Performance and Portfolio assessments. Rubrics – Holistic and Analytic Week 10 - Assessing higher-order skills: Problem solving and critical thinking. Week 12 - Preparing students to be assessed and using students’ results to improve assessment Week 13 - Grading and reporting student progress Week 14 - Large-scale and high-stakes assessment Week 15 - Moderation and ICT in Assessment

Week 2 - Describing the goals and learning targets of instruction; Taxonomies for describing learning – Bloom’s Taxonomy and SOLO Taxonomy

3h 0min

Intriduces Bloom’s and SOLO taxonomies, helping students articulate learning goals and categorize cognitive skills

Understand the process and planning of assessment (10%)
Explain and justify principles of quality assessment (5%)
Lecture 2_LO
Production
1 Lecture 2

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)

2h 0min
Tutorial 2
Production
1 Tutorial 2

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’

60 min

 

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