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8602 Assignment Autumn 2017

Q. No1 : Explain the nature and scope of measurement, assessment and evolution. Highlight the
important characteristics of classroom assessment.
Measurement, assessment, and evaluation mean very different things, and yet most of my students
were unable to adequately explain the differences. So, in keeping with the ADPRIMA approach to
explaining things in as straightforward and meaningful a way as possible, here are what I think are useful
descriptions of these three fundamental terms. These are personal opinions, but they have worked for
me for many years. They have operational utility, and therefore may also be useful for your purposes.
Measurement: refers to the process by which the attributes or dimensions of some physical object are
determined. One exception seems to be in the use of the word measure in determining the IQ of a
person. The phrase, "this test measures IQ" is commonly used. Measuring such things as attitudes or
preferences also applies. However, when we measure, we generally use some standard instrument to
determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard
instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. We
measure to obtain information about what is. Such information may or may not be useful, depending on
the accuracy of the instruments we use, and our skill at using them. There are few such instruments in
the social sciences that approach the validity and reliability of say a 12" ruler. We measure how big a
classroom is in terms of square feet, we measure the temperature of the room by using a thermometer,
and we use Ohm meters to determine the voltage, amperage, and resistance in a circuit. In all of these
examples, we are not assessing anything; we are simply collecting information relative to some
established rule or standard. Assessment is therefore quite different from measurement, and has uses
that suggest very different purposes. When used in a learning objective, the definition provided on the
ADPRIMA for the behavioral verb measure is: To apply a standard scale or measuring device to an
object, series of objects, events, or conditions, according to practices accepted by those who are skilled
in the use of the device or scale.
Assessment is a process by which information is obtained relative to some known objective or goal.
Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are
assessments made under contrived circumstances especially so that they may be administered. In other
words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit.
We assess progress at the end of a school year through testing, and we assess verbal and quantitative
skills through such instruments as the SAT and GRE. Whether implicit or explicit, assessment is most
usefully connected to some goal or objective for which the assessment is designed. A test or assessment
yields information relative to an objective or goal. In that sense, we test or assess to determine whether
or not an objective or goal has been obtained. Assessment of skill attainment is rather straightforward.
Either the skill exists at some acceptable level or it doesn’t. Skills are readily demonstrable. Assessment
of understanding is much more difficult and complex. Skills can be practiced; understandings cannot. We
can assess a person’s knowledge in a variety of ways, but there is always a leap, an inference that we
make about what a person does in relation to what it signifies about what he knows. In the section on
this site on behavioral verbs, to assess means To stipulate the conditions by which the behavior
specified in an objective may be ascertained. Such stipulations are usually in the form of written
descriptions.
Evaluation is perhaps the most complex and least understood of the terms. Inherent in the idea of
evaluation is "value." When we evaluate, what we are doing is engaging in some process that is
designed to provide information that will help us make a judgment about a given situation. Generally,
any evaluation process requires information about the situation in question. A situation is an umbrella
term that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we
evaluate, we are saying that the process will yield information regarding the worthiness,

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appropriateness, goodness, validity, legality, etc., of something for which a reliable measurement or
assessment has been made. For example, I often ask my students if they wanted to determine the
temperature of the classroom they would need to get a thermometer and take several readings at
different spots, and perhaps average the readings. That is simple measuring. The average temperature
tells us nothing about whether or not it is appropriate for learning. In order to do that, students would
have to be polled in some reliable and valid way. That polling process is what evaluation is all about. A
classroom average temperature of 75 degrees is simply information. It is the context of the temperature
for a particular purpose that provides the criteria for evaluation. A temperature of 75 degrees may not
be very good for some students, while for others, it is ideal for learning. We evaluate every day.
Teachers, in particular, are constantly evaluating students, and such evaluations are usually done in the
context of comparisons between what was intended (learning, progress, behavior) and what was
obtained. When used in a learning objective, the definition provided on the ADPRIMA site for the
behavioral verb evaluate is: To classify objects, situations, people, conditions, etc., according to defined
criteria of quality. Indication of quality must be given in the defined criteria of each class category.
Evaluation differs from general classification only in this respect. To sum up, we measure distance, we
assess learning, and we evaluate results in terms of some set of criteria. These three terms are certainly
connected, but it is useful to think of them as separate but connected ideas and processes. Here is a
great link that offers different ideas about these three terms, with well-written explanations.
Unfortunately, most information on the Internet concerning this topic amounts to little more than
advertisements for services.
Important characteristics of classroom assessment .
Assessment for learning is a key element of teaching if you want your students to improve. As we said
before Assessment for learning is aimed at helping you with your planning after you have identified your
students’ strengths, weaknesses, their needs, their motivation and their learning styles.
1: Sharing learning objectives with students
At the beginning of every lesson you should share the teaching-learning objectives with your students so
that they know what they are supposed to be able to achieve by the end of the lesson. I like to have
general objectives displayed during the whole lesson at the top left corner of my board so that I can
refer to them any time during the lesson. However I also have a set of differentiated objectives on what
I called a SMART setting slide that is a Self-Target-Setting slide where students choose their targets
according to their levels and abilities. These objectives targets will then be reviewed at the end of the
lesson during the plenary. You will use these objectives for questioning and feedback. For example:
“What were the objectives today? Have you reached your target? Which activity has helped you most?
2: Developing students’ awareness about their aims and the standards
Not only is it important to define the objectives of the lesson with your students, it is also crucial to
explain to them how they will meet these objectives. Students need to be aware of the type of criteria
that will allow them to achieve their targets. If you are expecting your students to write a long piece of
extended writing you need to model and demonstrate what you are expecting by showing them an
example of this writing. Once they have produced their piece of work you may want to use these as
examples and why not as displays to show others the expectations.
3: Involve your students in their learning
They need to know that they are responsible for their learning and progress. Consequently they need to
be given opportunities to talk about their targets, the activities in the lesson and they should be able to
express themselves about any point they have found difficult. For this reason you should always allow

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five minutes at least at the end of your lesson to review the objectives and ask them which activity was
helpful for them and which activity they found difficult. We often rush at the end of our lessons but
these five minutes thinking time where students reflect on their work is important so that they can
decide of the next step for their learning.
4: Constructive feedback
Every type of feedback is valuable to motivate our learners to improve. Whether written or oral
feedback, these comments will help students acknowledge their strengths and weaknesses and will help
them to identify which steps they need to take to improve. These feedbacks however need to tell what
was done well by the students but it should also explain to them how it could have been even better.
Feedback have to point out on the positive side of learning to develop students’ self confidence and self-
esteem as consent negative feedback can be damaging for learning and they can even have a bigger
impact on the long-term on students’ personality.
5: Reflection for improvement
At the end of unit or term when we give our students some assessment tasks, students need to be clear
on what skills are going to be assessed and they need to know the criteria against which they are going
to get assessed. After the exam, reflection again is vital to decide on the future steps both for students
and teachers. Both need to understand what went well in the teaching-learning process and what could
be improved and how.

Q No.2 : Explain the bloom’s Taxonomy of Educational objectives and why objectives are important
for test development give examples ?

Bloom’s Taxonomy of Learning learning is a psychological process. Thus, the assessment of learning, of
necessity, requires the assessment of various psychological processes. In developing assessment tools
(tests) it is important that we first have an understanding of these psychological processes and how to
go about measuring them. Although there are many psychological models for the process of learning,
for this workbook we have chosen Benjamin Bloom’s taxonomy as a useful tool. In Bloom’s taxonomy
there are three fundamental learning domains: Cognitive, Psychomotor, and Affective.

Affective: learning of beliefs, attitudes, and values.

Psychomotor learning of physical movements such as ballet steps, how to pitch a curve ball, how to drill
out a cavity in a molar, etc.

Cognitive learning of information and the processes of dealing with that information. There are six
levels of Cognitive Learning as specified by Bloom:

1. Basic Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

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Generally it can be said that the first category, Knowledge, is information-oriented as it stresses the
ability to recall existing knowledge. The other five categories can be termed “Process oriented” because
they entail more sophisticated learner behaviors and competencies that require increasing degrees of
understanding. The following are brief definitions of these six levels with a suggestion as to how to
assess this level of learning.

Basic Knowledge: To recall and memorize - Assess by direct questions. The object is to test the students'
ability to recall facts, to identify and repeat the information provided.

Comprehension: To translate from one form to another - Assess by having students' 1) restate material
in their own words, 2) reorder or extrapolate ideas, predict or estimate. Assessments must provide
evidence that the students have some understanding or comprehension of what they are saying.

Application: To apply or use information in a new situation - Assess by presenting students with a
unique situation (i.e. one not identical to that used during instruction) and have them apply their
knowledge to solve the problem or execute the proper procedure.

Analysis: To examine a concept and break it down into its parts - Assess by presenting students with a
unique situation of the same type but not identical to that used during instruction, and have them
analyze the situation and describe the appropriate procedure or solution to the problem.

Synthesis: To put information together in a unique or novel way to solve a problem - Assess by
presenting students with a unique situation NOT of the same type used during instruction, and have
them solve a problem by selecting and using appropriate information.

Evaluation: To make quantitative or qualitative judgments using standards of appraisal - Assess by


presenting the students with a situation which includes both a problem and a solution to the problem
and have them justify or critique the solution.

The Importance of Learning Objectives

Learning objectives are a critical component of instruction. They have two important functions:

1. Provide course developers guidance on selecting suitable:

1. instructional materials;
2. teaching methods, including learning activities and use of technology;
3. Assessment methods.

2. Help students focus on what they are expected to learn, and understand how they will be
assessed.

This is why we always emphasize that learning objectives should be specific and measurable.
The example below demonstrates good alignment of learning objectives, learning activities, and
assessments. It shows us how a clearly stated learning objective can help an instructor create
appropriate learning activities to help students acquire the desired skills and select good
assessment tools to evaluate students' achievement.

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Learning objectives are guides to:

1. Selection of content
2. Development of an instructional strategy.
3. Development and selection of instructional materials.
4. Construction of tests and other instruments for assessing and then evaluating student learning
outcomes.
How do you write a Learning Objective?
In writing a Learning Objective:
1. Focus on student Performance not teacher performance.
2. Focus on product - not process.
3. Focus on terminal behavior - not subject matter.
4. Include only one general learning outcome in each objective.
A learning objective is a statement describing a competency or performance capability to be acquired by
the learner. There are three characteristics essential to insuring clear statements of objectives.
Behavior - First, an objective must describe the competency to be learned in performance terms. The
choice of a verb is all-important here. Such frequently used terms as know, understand, grasp, and
appreciate do not meet this requirement. If the verb used in stating an objective identifies an
observable student behavior, then the basis for a clear statement is established. In addition, the type or
level of learning must be identified. See Section II for a description of the types of learning and their
levels.
Criterion - Second, an objective should make clear how well a learner must perform to be judged
adequate. This can be done with a statement indicating a degree of accuracy, a quantity or proportion of
correct responses or the like.
Conditions - Third, an objective should describe the conditions under which the learner will be
expected to perform in the evaluation situation. What tools, references, or other aids will be provided or
denied should be made clear. Sometimes, one or even two of these elements will be easily implied by a
simple statement. Other times, however, it may be necessary to clearly specify in detail each element of
the objective. The following is an example of a completed learning objective:
Checklist for Writing a Specific Instructional Objective
1. Begin each statement of a specific learning outcome with a verb that specifies definite,
observable behavior. (See the Table of Process Oriented Learner Behaviors below.)
2. Make sure that each statement meets all three of the criteria for a good learning objective:
observable behavior, the conditions under which the student will be expected to perform, and
the criteria to be used for evaluation of the student's performance.
3. Be sure to include complex objectives (appreciation, problem-solving, etc.) when they are
appropriate.
Guides or aids to writing learning objectives:
Educators and psychologists concerned with learning theory have given considerable thought to the
various types of learning that take place in schools. Probably the most comprehensive and widely known
analysis of objectives is the Taxonomy of Educational Objectives by Benjamin Bloom and others. Bloom’s
Taxonomy provides a consistent means of developing the single most powerful tool in instruction and
the assessment of student learning outcomes - the learning or performance objective. The Taxonomy
distinguishes between three major categories of objectives termed the COGNITIVE DOMAIN, the
PSYCHOMOTOR DOMAIN, and the AFFECTIVE DOMAIN.

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It is generally the Cognitive Learning Domain that is of primary concern in higher education. If we
assume that faculty is more concerned with process and problem solving activities, then the categories
of the Taxonomy are most valuable in suggesting various kinds of behavior to use as objectives. The
following list of process-oriented behaviors, which are related to the six categories of the Taxonomy,
should serve as a useful guide to faculty preparing objectives. For a more complete table of words for
describing learner behaviors see “Instrumentation of Bloom’s and Krathwohl’s Taxonomies for the
Writing of Educational Objectives.

Q No.3 Compare and contrast the characteristics of criterion and Norm referenced Tests. Also
highlight its utilization in teaching learning process.

Criterion Referenced Test


A criterion-referenced assessment is one in which students’ are scored based on how well they know
a standard or set of standards. In this type of assessment a student is only compared to themselves, it
doesn’t matter how other students perform. There are many advantages of criterion referenced tests,
particularly for special education.
First, students are only tested on their knowledge of specific goals or standards. For example, if you had
taught a lesson on adding fractions, you will give the student a test on adding fractions. If he or she
scores 85% that means that that particular student has learned 85% of that goal. If a student does not
score particularly well, then the teacher can adjust their instruction accordingly.
Another benefit is that if students do not seem to master a particular standard, the teacher will be able
to go back and teach that standard again until the student performs better. Let’s say that we taught a
lesson on Fahrenheit and Celsius. A student understands Fahrenheit, as shown on an assessment, but
their knowledge of Celsius isn’t so good. The teacher then can go back and teach Celsius again. In special
education it is nice because we have the freedom to spend more time on specific content and not worry
so much about meeting the state standards.
For special educators we have to focus our teaching based on the students’ IEP’s. Being able to focus our
instruction based on the students’ needs is another benefit of criterion-referenced assessment. The
students need to make progress toward their annual goals and objectives and the use of this type of
assessment allows for that because again their scores are compared only to how they perform.
Another good reason to using criterion-referenced assessments in special education is that it only tests
students on what they can do. Tests like the SAT’s, which are norm-referenced, score students in
relation to how they score against other people. For students with special needs, norm-referenced
assessments do not tell teachers much about their abilities because the material is higher than their
level.
Criterion-referenced assessments are needs based, meaning the tests are created with what the
students’ needs are. If a student really needs to improve their knowledge of proper nouns, then a test
will be created on proper nouns.
Teachers can also create their own tests, which are criterion-referenced as well. Also, tests that come
with textbooks are also criterion-referenced because they only test on specific areas of knowledge.
When discussing the advantages of criterion referenced tests, it is also important to mention that since
students are only judged against themselves, they have a better chance of scoring high, which will help
improve their self-esteem as well. Studies show that students with special needs tend to have lower
self-esteem. Any way that we can help students feel better about themselves is a great opportunity.
One thing to remember is that each student is an individual and is different. By using criterion-
referenced assessments in your classroom, you can meet the individual needs of the students and

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differentiate your assessments with the sole purpose of helping the students achieve to their fullest
potential.

Norm Referenced Test


Norm-referenced tests are a form of standardized testing that compares "normal" skill levels to
those of individual students of the same age. By comparing students to one another, it is possible to
determine whether, how, and to what a degree a particular student is ahead of or behind the norm.
These tests help to diagnose learning disorders and also help special education teachers and other
professionals develop appropriate program planning for students with disabilities.

Norm-referenced tests are developed by creating the test items and then administering the test to a
group of students that will be used as the basis of comparison. Statistical methods are used to
determine how raw scores will be interpreted and what performance levels are assigned to each score.

Examples of Norm Tests


IQ tests are one well-known form of norm testing. The Wechsler Intelligence Scale for Children
(WISC) and the Stanford Benet-Intelligence Scale, formerly known as the Benet-Simon Test, are
examples of individualized intelligence tests. The WISC test includes language-, symbol-, and
performance-based questions while the Stanford-Benet test helps to diagnose students with cognitive
disabilities.
Individualized achievement tests help school personnel measure student's academic abilities. Examples
of such tests are the Peabody Individual Achievement Test, the Woodcock Johnson Test of Achievement
and the Brigance Comprehensive Inventory of Basic Skills.
Collectively, these tests assess skills such as the ability to match pictures and letters and more
complicated reading and math skills.

Norm-Referenced Versus Criterion-Referenced


There are several advantages to teaching based on criterion-referenced. First and foremost, students
learn based on their needs. Teachers can give the students a needs assessment to see what they need to
learn and then establish goals and objectives based on what their needs are.
Another advantage is that students are only compared to themselves. Their grades are solely
dependent based on how they perform against their goals and objectives. Instead of comparing
students to other students their same age, they are just compared to their prior performance. Many
students with disabilities are not at grade level, so why would it be fair to ask them to perform at the
same level as their typical aged peers.
Studying and practicing their own goals and objectives is another advantage to criterion-referenced
instruction. Students do not have to study every single little detail, they only study for goals and
objectives that they have not yet mastered.
A fourth advantage is that criterion-reference instruction is IEP based. IEP’s are developed based on the
needs of the students with which goals and objectives are formed. These goals and objectives are what
the teachers then use to create lesson plans for the students. As goals are mastered, they are changed
with the needs of the student.
Another advantage is that students are expected to achieve realistic goals. The whole concept of
criterion-based instruction centers around what the students need. Only achievable goals will be set for
the student. When students reach their goals, they feel a sense of accomplishment, which will
encourage them to keep trying their best and will eventually, lead to better scores.

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Tests based on the student’s needs are known as criterion-referenced assessment. These tests are the
formed based on the goals and objectives for the students. The students will not have to take the same
tests as everyone else in their class. It is almost as if they are taking a test just for them. If they do not do
well, then the teaching would begin again. If students do well on their test, then it is time to work on
new goals and objectives.
As you can see from all the advantages that are listed, students only progress once they have
mastered a concept. They are not just pushed through to get through the content. If they master a
concept quickly, they move on, if not, they spend more time on that concept. Although this can be tricky
for the teacher in planning a variety of lesson and changing lesson plans based on the student’s needs,
the students will get more out of their education since it based solely on what they need.
The whole concept of criterion-referenced instruction means that teaching the students comes away
from grade-level content to content based on what the students need.

Q No.4 Elaborate the different techniques for the measurement of attitude of the learners by
providing examples. Why attitude measurement is important for the teachers in teaching learning
process?

Classroom behavior is one of the trickiest issues teachers face today. Disruptive behavior results in lost
curriculum time and creates a classroom environment that is not always conducive to learning. One key
to nipping behavioral problems in the bud is to promote positive behavior before problems arise. This
takes some planning, but the following article will provide you with practical tips to help you lay a
foundation for positive classroom behavior.
It probably won't surprise you that classroom control/discipline is rated among the top four challenges
teachers face in public schools today.
In fact, almost half the teachers polled said that discipline was a serious problem in their schools. Not
surprisingly, when the public was polled on the same issues, they ranked classroom control/discipline as
the number one challenge.
Unfortunately, teachers face not only the challenge of managing their students' behavior while teaching
the curriculum. They also face many conflicting theories about how to manage it: logical consequences,
behavior management and assertive discipline, to name just a few.
Of course, there is no one "correct" way to encourage positive classroom behavior. But if you begin with
a good foundation, it is possible. Here are a few time-tested suggestions that can help you build that
foundation.

Think About Your Approach


Take some time to think about the strategies you plan to use to encourage positive classroom
behavior. Clarifying your strategies will make it easier for you to lead the class confidently and
effectively.

Visualize Possible Challenges


Imagine possible classroom challenges and review your strategies for dealing with them. Having
clear-cut strategies will help keep you grounded when these challenges do arise.
Make Your Expectations Clear from the Beginning
Make sure that students know what you expect of them. The classroom rules you present should be
positive, specific and concise. You may wish to post them in the classroom or distribute them for
students to sign. You should also spell out what will happen if students do not meet expectations.

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Model Positive Behavior


Occasionally, you may have to remind yourself to follow your own rules. For example, if you ask
students not to drink beverages in class, refrain from keeping a cup of coffee on your desk, even if you
do not drink it during class.

Encourage, Encourage, Encourage


When you praise students who are excelling, don't forget to encourage those who are trying, but
struggling. These students often lack confidence and need more positive reinforcement.
Show Respect
Showing respect for your students includes listening to their needs and preserving their dignity. It also
means living up to their expectations of you, such as greeting them at the beginning of class or returning
corrected homework in a timely fashion.
Be Consistent
Be sure to address student behavior in a consistent manner. Be wary of shifting strategies when
misbehavior occurs. To students, this may show a lack of decisiveness. Find a strategy you like and stick
with it.
Keep Students Busy and Challenged
Busy students are far less likely to exhibit disruptive behavior. Be sure that students are working at
appropriate levels; boredom and frustration often lead to students' acting out.
Listen to Students' Suggestions
When building your foundation, you may be able to draw from students' and other teachers' past
classroom experiences. Ask students to make suggestions about what should be expected of them and
how misbehavior should be addressed. Students are often more responsive to rules they helped create.
Creating an environment in which students know and follow the rules is challenging, but not impossible.
With a little patience and perseverance, you can lay a foundation for respect and positive behavior in
your classroom that lasts all year.
Positive discipline is a more effective way to manage misbehaving students in the classroom, rather
than using punishment or rewards. It allows students to learn and adapt their behaviors to meet
expectations in the classroom, while simultaneously teaching them how to make better choices in their
path to adulthood.
Classroom Discipline
If a student misbehaves in the classroom, a teacher must have a few techniques that they can use to
reduce or eliminate the unwanted behavior. From misbehaving in the classroom to not doing the
assigned work, there are many ways to deal with unwanted behavior including punishment, discipline,
or even using rewards. However, the most effective method for dealing with students that are
misbehaving in the classroom is using positive discipline. According to the American Academy of
Pediatrics, there are many types of positive discipline, and whatever technique is used to prevent or
reduce misbehavior will only be effective if:
 Both the student and teacher understand what the problem behavior is and what the expected
consequence is for the misbehavior
 The appropriate consequence is consistently applied every time the misbehavior occurs
 The manner you deliver the technique matters (calm versus aggressive)
 It gives the students a reason for a specific consequence to help them learn

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In most cases, using punishment or rewards is not needed, as the majority of problems or misbehaviors
can be dealt with using positive discipline.
Difference between Punishment and Positive Discipline
The meaning of punishment is simple - it's an action or penalty that is imposed on a student for
misbehaving or breaking a rule. However, the impact on students can be very detrimental, from
inducing physical or emotional pain to not being effective in reducing future misbehaviors. Punishment
is used to control the behavior of students, in two different ways:
 Negative discipline involves verbal disapproval and reprimands
 Corporal punishment involves severe emotional or physical pain
Alternatively, positive discipline is the practice of training or teaching a student to obey the code of
behavior or rules in both the short and long term. Instead of controlling the behavior of students,
teachers can use positive discipline to develop a child's behaviors through self-control and making
positive choices.
According to Teachers Unite, which is a movement of public school teachers fighting for social justice,
punitive punishment toward students — suspensions, aggressive policing and reactive strategies — go
against human rights and fail to address the real problem. However, preventative and constructive
approaches that use positive discipline create a positive school atmosphere and also teaches students
conflict resolution and behavior skills. In the end, positive discipline can help shape a child, by using
encouragement rather than meaningless and even painful consequences, like punishment.
Positive Discipline Techniques
There are tons of techniques that teachers can use to reinforce good behavior with positive discipline,
including:
1. Set the classroom rules at the start of the year
2. Have consistent expectations
3. Set goals at the beginning of class
4. Appropriate behavior should be reinforced
5. Remain neutral during conflicts
6. Search for the root cause of the misbehavior
7. Student dignity matters
8. Create individual plans for students
9. Use Praise
10. Model appropriate behaviors
11. Provide students with different choices
12. Remove objects in the environment that cause distractions
13. Listen to students

Using these positive discipline techniques will help teachers maintain a positive atmosphere and
support an inclusive learning environment. In fact, when addressing a specific child, it is important for
teachers to work closely with the caregivers and the student to develop a positive discipline plan that
works. One of the most critical parts of positive discipline is to help students learn the new behaviors
that meet expectations in the classroom, home and elsewhere.
Using Rewards and Privileges
Another alternative to punishment and positive discipline is the use of rewards and privileges for
good behavior in the classroom. A reward system can be put in place to encourage good behavior in

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students that are misbehaving, from helping out other students to raising their hand instead of blurting
out the answer. On the other hand, a system that uses privileges, such as being able to go to class
without an adult, focuses on good behavior over a period of time and accumulating points toward a
certain privilege. However, using rewards and privileges in the long term can lead to negative outcomes,
like rewarding students just for participating. To avoid a reliance on a rewards system, positive discipline
uses positive and negative consequences to help students learn.

Benefits of Positive Discipline

Using positive discipline techniques can help teachers overcome the many challenges in the classroom
and help students learn and make better choices in the future. In fact, using positive discipline in the
classroom not only increases academic success in the classroom but provides many other benefits,
including:
 Students show respect for the teacher
 Students are on task and engaged
 Less disciplinary measures are needed
 Fewer suspension and expulsions
 Students see rules as fair
 Attendance improves
These are just a few of the benefits that can be seen from using positive discipline techniques in the
classroom. On top of this, the benefits also extend beyond the classroom, into the home life, sports and
social environment of the student, from being more respectful to everyone to understanding the social
norms in different situations.

Q No.5 Compare and contrast the easy and objective type tests in the light of its construction, use
and marking.

Introduction to Essay Test:


The essay tests are still commonly used tools of evaluation, despite the increasingly wider applicability
of the short answer and objective type questions.
There are certain outcomes of learning (e.g., organizing, summarizing, integrating ideas and expressing
in one’s own way) which cannot be satisfactorily measured through objective type tests. The importance
of essay tests lies in the measurement of such instructional outcomes.
An essay test may give full freedom to the students to write any number of pages. The required
response may vary in length. An essay type question requires the pupil to plan his own answer and to
explain it in his own words. The pupil exercises considerable freedom to select, organize and present his
ideas. Essay type tests provide a better indication of pupil’s real achievement in learning. The answers
provide a clue to nature and quality of the pupil’s thought process.
That is, we can assess how the pupil presents his ideas (whether his manner of presentation is coherent,
logical and systematic) and how he concludes. In other words, the answer of the pupil reveals the
structure, dynamics and functioning of pupil’s mental life.
The essay questions are generally thought to be the traditional type of questions which demand lengthy
answers. They are not amenable to objective scoring as they give scope for halo-effect, inter-examiner
variability and intra-examiner variability in scoring.

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8602 Assignment Autumn 2017

Introduction to Objective tests


Objective tests measure both your ability to remember facts and figures and your understanding of
course materials. These tests are often designed to make you think independently, so don't count on
recognizing the right answer. Instead, prepare yourself for high level critical reasoning and making fine
discriminations to determine the best answer. The most common objective test questions are multiple-
choice, true false, and matching items. Doing well on these questions requires that you not only master
the information but also interpret the test maker’s intentions.
Objective tests require a user to choose or provide a response to a question whose correct answer is
predetermined. Such a question might require a student to :

 select a solution from a set of choices (MCQ, true-false, matching)


 identify an object or position (graphical hotspot) or
 supply brief numeric or text responses (text input)

Because the correct answers to objective test questions are pre-determined, they are well suited to the
many forms of CAA that involve automated marking. The electronic marking of the responses is
completely non-subjective as no judgment has to be made on the correctness or otherwise of an answer
at the time of marking. However, it is worth noting that in terms of in-built bias, an objective test is only
as objective as the test's designer makes it. The tutorial below offers an introduction to a selection of
question types in popular use with advice on construction and best practice. As the question type most
commonly associated with CAA is multiple choice, particular emphasis has been given to this and should
be viewed first. The principles detailed within that section should however, be of use when considering
other types.

A Comparison of a Multiple Choice and an Essay Test


Below is a guideline prepared by iwriteessays.com on the difference between an essay exam and a
multiple-choice test. Below is a comparison of Essays vs. Multiple-Choice Exams.

1. Preparation
Preparing for a multiple-choice test is an easy task that requires the writer to identify important
information when he/she see it.
An essay exam requires that the writer gather enough knowledge on the subject matter; such the writer
can be able to answer to answer any prompt questions with a detailed explanation of ideas.

2. Speed
It is very easy for you to complete a multiple-choice essay in a short time be it you know the answers or
not.
However, you should not ignore the intensity of your essay exam. The writer should make sure that he
organizes his thoughts in order. In addition, you should be aware of your handwriting if you want your
teacher to read and understand your essay. It is useless for the writer to write an essay that is not
readable.

Smudging
If your multiple-choice exam is in the form of a fill-in-the-bubble sheet, it is not advisable to use pencils
because they increase the chances of smudging. Smudging is disadvantageous because it complicates
the functioning of the electronic-grading-robot.

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8602 Assignment Autumn 2017

A lucky instance includes that when your teacher will allow you to use a pen in the essay exam. Pens
ensure you produce a clean paper that is appealing to the eye. However it the teacher does not permit
the use of a pen, be careful not mess your essay paper through smudging.

Creativity
An essay exam gives you the chance of presenting your ideas creatively using language, constructive
sentences that express the meaning of your thesis.
With a multiple-choice test, you have the limitation of expressing your ideas creatively by sacrificing
your scores in order to decorate patterns on your sheet.

Hard questions
For a multiple-choice test, you can guess answers if you not have an idea of what the right answer might
be.
On the other hand, for an essay exam, you can construct a sensible and convincing answer even if you
do not have an idea of the main topic.

Giving Up
It is practically hard to give up in a multiple-choice test, since you can decide to assign randomly a choice
to every question and chances are minimal that you will get below average marks.
Giving up in essay exams a hard alternative for any student . The student will be in a tough dilemma as
to writing either repetitive phrases or handing in a blank paper

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