MY Journey Through Teaching and Leaning Module in BUID

What are objective and performance tests?

 

Objective tests referred to tests where the marking is objective as there are clear right and wrong answers. Objective assessments can be summative, where marks are used to calculate a final grade for the student, or formative, where student efforts are met with feedback on their performance that does not directly contribute to final grades.

Objective tests have one best answer and come in two types: the selection type, in which a response is chosen from among alternatives given, such as True-false, matching, and short answer items, or the supply type, in which the student supplies a brief response such as Short-answer, completion items. (Orlich, p. 339). 

 

But many areas of student achievement are more effectively assessed with a performance-based assignment than with a test question. Knowing how is often as important as knowing that, it is related assessing learner skill such as speaking, science lab procedures, social studies community projects, and reports of observations in health or earth science class. Physical education, music and art. Moreover; assessing students produce products—book reviews, term papers, homework assignments, display boards, murals, and posters. The key to assessment is to specifically inform students of what will be assessed—form, content, spelling, design—and then to provide models or rubrics so students will know what an acceptable or superior product looks like.

 

Performance test item is essay questions, there are two types of essay items: restricted response and extended response.

In general; The tools of performance and product assessment are Rating Scales and Checklists, Anecdotal Records, Observations and Portfolios.

 

The steps of planning for unit test: As a school principal, I created this policy for summative assessments in both MOE and American curriculum schools, in order to reflect the credibility and the promotion of high expectations of teachers in the classroom.

 

First, teachers should identify:

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• The learning objectives of the unit (cognitive and Psychomotor objectives) as each unit contains a set of standards and performance indicators related to concepts, facts, information, mathematical and physical equations……. Etc.

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• The purpose of the test: is it placement, progress, achievement, proficiency, or diagnostic?

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• The sort of learner will be taking the test, and test period,

 

Second, the teacher should identify the test items: True-False, Short-Answer and Completion, Multiple-Choice or essay questions, along with cognitive level of Bloom's taxonomy, look at the table (1),  to ensure the validity of teacher made test, the items should cover all taxonomic levels as described in table (2) (Table of Specifications), the table below illustrates what is said so far:

 

Table (1)