Assessment Strategies
I. Paper-pencil Strategy
A. Definition:
• Is an assessment in which the student is to identify the one correct answer;
• Is a commonly used procedure for gathering formal evidences about student learning specifically in memory, recall, and comprehension;
B. Purpose:
• Test student learning of subject content knowledge (facts, concepts, principles or generalizations, procedures);
• Assess prerequisite knowledge (e.g., when communicating in a second language , student can be assessed on vocabulary prior to a conservation in that language);
C. Characteristics:
• Can be administered to a large number of student at the same time;
• Can be scored very quickly;
• Is stated in clear, simple language.
D. Teachers Role:
• Identifies the format(e.g., multiple choice, true or false);
• Select the content to be covered;
• Design the questions;
E. Consideration:
• Is always influenced by the students ability to read and understand the items;
• Can utilize computer and optical scanning technology to save time and effort with time development, item storage and retrieval, test printing and optical scan scoring;
• Can make it more difficult to determine how the student arrived at answer with the true or false and multiple choice;
F. Guidelines/Steps:
• Listing topic areas/tasks
For each knowledge/ability qualification that will be assessed by the test, list the topic areas/tasks to be covered.
• Specifying the response format, number of questions, the time limit and difficulty level.
With a multiple-choice response format, a large number of different topic areas/tasks can be covered within the same test and the questions are easy to score.
• Writing the questions and developing the scoring guide
The scoring guide for multiple-choice questions must include a scoring key indicating the correct answer and it may also include a rationale for or explanation of the correct answer. If marks are to be deducted for guessing, this must be determined and stated in
A. Definition:
• Is an assessment in which the student is to identify the one correct answer;
• Is a commonly used procedure for gathering formal evidences about student learning specifically in memory, recall, and comprehension;
B. Purpose:
• Test student learning of subject content knowledge (facts, concepts, principles or generalizations, procedures);
• Assess prerequisite knowledge (e.g., when communicating in a second language , student can be assessed on vocabulary prior to a conservation in that language);
C. Characteristics:
• Can be administered to a large number of student at the same time;
• Can be scored very quickly;
• Is stated in clear, simple language.
D. Teachers Role:
• Identifies the format(e.g., multiple choice, true or false);
• Select the content to be covered;
• Design the questions;
E. Consideration:
• Is always influenced by the students ability to read and understand the items;
• Can utilize computer and optical scanning technology to save time and effort with time development, item storage and retrieval, test printing and optical scan scoring;
• Can make it more difficult to determine how the student arrived at answer with the true or false and multiple choice;
F. Guidelines/Steps:
• Listing topic areas/tasks
For each knowledge/ability qualification that will be assessed by the test, list the topic areas/tasks to be covered.
• Specifying the response format, number of questions, the time limit and difficulty level.
With a multiple-choice response format, a large number of different topic areas/tasks can be covered within the same test and the questions are easy to score.
• Writing the questions and developing the scoring guide
The scoring guide for multiple-choice questions must include a scoring key indicating the correct answer and it may also include a rationale for or explanation of the correct answer. If marks are to be deducted for guessing, this must be determined and stated in