PREPARED BY

: STHLLAH ONGKING

MATRIC NUMBER : SB1301MD0074 COURSE : ELM

TUTORIAL ACTIVITY ( TOPIC 5 AND TOPIC 6) Students to : (a) give examples of learning outcomes of various domains and TTS ; and (b) provide examples of bad and good objective items. Example of learning outcomes of various domains : Cognitive (Knowledge) Domain Level
- Konwledge

- Comprehension

- Application

- Analysis

- Synthesis

- Evaluation

Action Verbs Recite, list, define, describe, identify, label, list, name, select, show Translate, interpret, predict, generalize, identify examples, discuss, explain, paraphrase, report, restate, review Apply, rewrite complete, compute, construct, solve, demonstrate, use, operate, employ Analyze, dissect, resolve, solve, diagnose, investigate, classify, categorize, compare, contrast, critique, differentiate, distinguish Create, synthesize, write, construct, design, formulate, integrate, organize, combine generalize Evaluate, judge, rate, appraise assess, score, value, recommend, grade

Learning outcomes examples By the end of the lesson students will be able to recite the poem. By the end of the English lesson, students will be able to make a report about their activity. By the end of the lesson, students will be able to complete the sentences. By the end of the lesson, students will be able to differentiate the capital letters and small letters. By the end of the lesson, students will be able to construct simple and complex sentences. By the end of the lesson, students will be able to judge student performances in the story telling activity.

Psychomotor (skills) Domain Level

-Perception

Action Verbs
Chooses, describes, detects, differentiates, distinguishes, isolates, relates, selects, separates Begins, displays, explains, moves, proceeds, reacts, responds, shows, starts, volunteers Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, sketches Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, sketches Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, sketches, demonstrate Adapts, alters, changes, rearranges, reorganizes, revises, varies Arranges, combines, composes, constructs, creates, designs, originates

Learning outcomes examples

By the end of the music lesson, students will be able to relate types of music to particular dance steps. By the end of the lesson , students will be able to demonstrate the proper stance for batting a ball. By the end of the lesson , students will be able to perform a hockey swing as demonstrated by the teacher.

-Set

-Guided Response

-Mechanical Response

By the end of the lesson, students will be able to assemble laboratory equipment appropriate for experiments.

-Complex Response

By the end of the lesson, students will be able to demonstrate proper use of woodworking tools.

-Adaptation

By the end of the lesson, students will be able to rearrange the sentences to meaningful paragraph. By the end of the lesson, students will be able to create a dance step.

-Origination

Affective (Values, Dispositions) Domain

Level
-Receiving

Action Verbs
Attend, accept, listen, selectively attend to

Learning outcomes examples

By the end of the lesson, students will listen attentively to alternative views on select issues. By the end of the lesson,students will able to comply with the instruction given in the activity. in, By the end of the lesson, students will be able to debate numerous sides to an argument. By the end of the lesson, students will be able to organize the story telling activity by themselves. By the end of the counseling program, students will be able to objectively interpret evidence presented by clients during a therapy session.

-Responding

Comply with, approve, volunteer, applaud, acclaim Increase proficiency elinquish, assist, support, deny, protest, debate Balance, organize, formulate, accommodate Respect, interpret, use evidence, maintain objectivity

-Valuing

Organization

Characterization by a value complex

Topic Test Specification Listening Domain 1.1 Follow oral directions 1.2 Follow simple directions to complete a task in English Speaking Domain 2.1 Orally identify main points of simple conversations and stories read aloud. 2.2 Retell by paraphrasing and summarizing to explain what has been said by the speaker in English Writing Domain 1.1.6 Write complete sentences in English 1.1.7 Write one to two simple sentences 1.1.8 Create simple sentences or phrases with some assistance

(b) Provide examples of bad and good objective items.

Here are some examples of good and bad assessment items: Objective: The student will state the time shown on an analog clock to the nearest 5 minutes. Bad assessment: Students are given a time and are asked to draw the corresponding minute and hour hands on a blank clock diagram. Good assessment: Students are given pictures of analog clock faces and are asked to state the time indicated on each clock. Objective: The student will set up an attractive merchandise display in the student store, with appropriate signs. Bad assessment: Students are asked to write a paragraph describing the six elements of an attractive merchandise display. Good assessment: Students are scheduled a week to set up an attractive merchandise display in the student bookstore. Displays are evaluated using a criteria checklist. Objective: Students will write a descriptive essay of at least 300 words. Bad assessment: Have students read several examples of good essays.

Bad assessment: Write a descriptive essay in class by having each student contribute a sentence. Bad assessment: Have each student orally describe an unknown object until the other students can guess what the object is. Good assessment: Have students choose a topic and write an essay describing it.

TUTORIAL ACTIVITY FOR TOPIC 7 Students to give : (a) example of a subjective item and answer rubric; and (b) examples of item analysis of objective tests. a) Example of Subjective item and answer rubric

Examples of subjective items are : Restricted format i) Briefly explain THREE (3) purposes of learning english. Your answer should be about one-half page in length.

Extended format

ii)

Explain the differences between living in a village and in a city.

Answer rubric Performance elements

Idea development (10 points)

Excellent
Ideas clearly organized and supported throughout the essay (8 -10) Well written Fully elaborated points with clear and accurate information (8 -10) No critical errors interfering with comprehension (4 - 5)

Good
Ideas may be evident but the organizational structure needs to be strengthened (6 7)

Average
Ideas are present but vague and do not flow smoothly (4 - 5)

Poor
Ideas not developed and lack organization (1 - 3) Poor writing with little or no specific details ( 1 - 3)

Elaboration (10 points)

Awkward writing style. Points are general. Errors present. (4 - 5) 2-3 critical errors interfering with comprehension (3) 4-5 critical errors interfering with comprehension (2)

Mechanics (5 points)

6 or more errors interfering with comprehension (1 )

b)

Examples of item analysis of objective tests.

Ten students have taken an objective assessment. The quiz contained 10 questions. In the table below, the students scores have been listed from high to low (Joe, Dave, Sujie, Darrell, and Eliza are in the upper half). There are five students in the upper half and five students in the lower half. The number 1 indicates a correct answer on the question; a 0 indicates an incorrect answer.
Stude Total nt Score (%) Questions 1 1 1 1 0 1 1 0 0 1 0 2 1 1 1 1 1 1 1 1 1 1 3 1 1 0 1 1 1 1 1 1 0 4 1 1 1 1 0 0 0 1 0 0 5 1 1 1 1 1 1 1 0 0 0 6 1 1 1 1 1 1 1 0 0 1 7 1 1 1 0 1 0 0 1 0 0 8 1 1 1 1 0 1 1 0 0 0 9 1 0 0 0 0 0 0 1 1 1 10 1 1 0 1 1 0 1 0 1 0

Name

Joe Dave Sujie Darrel l Eliza Zoe Grace Hanna h Ricky Anita

100 90 80 70 70 60 60 50 40 30

Calculate the Difficulty Index (p) and the Discrimination Index (D). # Correct (Upper group) 4 5 4 4 5 5 4 4 1 4 # Correct Difficult Discriminatio (Lower y (p) n (D) group) 2 5 4 1 2 3 1 2 3 2 0.6 1.0 0.8 0.5 0.8 0.8 0.5 0.6 0.3 0.6 0.4 0 0 0.6 0.6 0.4 0.6

Item Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10

0.4
-0.4 0.4