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Types of Assessment,
Item Development and
Paper Setting

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Measurement, Assessment
& Evaluation
• Measurement “is to obtained
information in quantitative form.”

• Assessment “involves the

interpretation of measurement
data. It makes sense of the data
collected on student
performance.”

• Evaluation “usually refers to

making judgements about
student performance &
behaviour and the use of that
information to enhance both
learning/teaching & the
curriculum.”

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 Activity

Why to assess?
Give as many reasons as you
can..

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Using Assessment for
Different Purposes
• Two basic types of assessment

– Some assessments are formative and assess

students’ knowledge before or during instruction.
• Homework assignments, in-class assignments,
quizzes

– Some assessments are summative and assess

students’ achievement after instruction.
• Exams
 Other Purposes of
Assessment
• To promote learning
• In order for assessment to promote students’ learning
and achievement, it should:
– Provide specific & concrete feedback
– Act as a learning experience, letting students know what
they have and have not mastered
– Act as a motivator—students should know what to study
and when
– Act as a review mechanism
– Influence cognitive processing
 Other Purposes of
Assessment

• To guide instructional decision making

• To assist in the diagnosis of learning and
performance problems
• To promote self-regulation
• To determine what students have learned
 By Conducting
By Purpose Authority

Types of
ASSESSMENT

By
By Method
Interpretation

Paper-Pencil vs
Performance
 TYPES OF ASSESSMENT
(By Purpose)

• Placement Assessment “Determine

pupil performance at the beginning of instruction.”
• Formative Assessment “Monitor learning
progress during instruction.”
• Diagnostic Assessment “Diagnostic
learning difficulties during instruction.”
• Summative Assessment “Evaluate
achievement at the end of instruction.”
 TYPES OF ASSESSMENT
(By Conducting Authority)
• Teacher Made Test :
When the test is developed by
classroom teachers.
• Standardized Test:
When the test is developed by a team
of experts.

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 TYPES OF ASSESSMENT
(By Interpretation)
NORM REFERENCED ASSESSMENT
Gives children a mark and a rank. It tells us how an
individual is compared with other persons who have taken
the same test.

CRITERION REFERENCED ASSESSMENT

An individual’s test performance without referring to the
performance of other individuals.
For example: What outcomes the students have achieved in
computer typing within 25 minutes.
 TYPES OF ASSESSMENT
(By Method)
 Subjective/Essay type test
• Extended Response
• Restricted Response
• Short Answer
 Objective Type Test
• Multiple Choice Questions (MCQs)
• True/ False
• Fill in the blanks
• Matching Column
Instructions For Writing
MCQ’s

Preparation of MCQ’s
Paper developer should read concept
and learning outcome and then write
stem of Question .

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Instructions For Writing
Stem
 Brief: avoiding extra language in stem.
 Meaningful: as a complete statement.
 Simple: using easy language words.
 Clear: using reference of any statement
 Free from content so that exact statement
doesn’t matches with content in book
because in SOLO Taxonomy rote learned
responses have no level.

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 Instructions For Writing
Options
• All options should be written using logic.
• Options should be related to main concept.
• Order of correct option should be different in
different questions.
• Order of options can also be used for
adjustment of difficulty level.
• If a recognizable key word appears in the
correct answer, it should appear in some or
all of the distracters as well.

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Instructions For Writing
Options

– Avoid putting negatives in both the stem and the

alternative
– Use “all of the above” or “none of the above”
seldom if at all
– Avoid giving logical clues about the correct answer

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General Guidelines for Constructing
Paper-Pencil Assessments

• Define tasks clearly and unambiguously

• Decide whether students should have access to
reference materials
• Specify scoring criteria in advance
• Place easier and shorter items at the beginning
of the instrument
• Set parameters for students’ responses
 Administering the
Assessment

• Provide a quiet and comfortable environment

• Encourage students to ask questions when

tasks are not clear

• Take steps to discourage cheating

 Strategies for Scoring
Students’ Responses
• Specify scoring criteria in concrete terms
• Unless specifically assessing grammar skills, score
grammar and spelling separately from the content
of students’ responses
• Skim a sample of students’ responses ahead of time
• Score item by item rather than paper by paper
• Try not to let prior expectations of students’
performance influence judgments of their actual
performance
• Keep students’ scores confidential
 Activity
(Group Work)

• Develop 15 MCQS for the subject of

your own choice..

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