ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of Science Education)

ASSIGNMENT No. 1
(Units 1–4)

Course: Assessment in Science

Education (8628)

Submitted to: Afshan Bukhari

Submitted by: Sadia Mushtaq

Roll#: CA654332

Reg #: 20pri03840

Smester: Autumn, 2020

Group: Science

Date: 15 Feb, 2021

Semester: Autumn, 2020

Total Marks: 100
Pass Marks: 50
 1

Question # 01
Explain the types of assessment. How a good assessment can play a substantial role in
science education. (20)
Answer
Assessment:

Assessment is a process of collecting evidence of what students know and can do. Administering a
paper and pencil test at the end of a lesson to evaluate students, provides one measure of student
achievement. However, this approach does not capture the full potential that a comprehensive
assessment process can provide to teachers and students. A comprehensive assessment process can
be used by teachers to assess student readiness for new content, measure student progress during a
lesson, evaluate student learning and provide students self-evaluative strategies.
Types of assessment:

Assignment # 01
 2

Formative assessment
Formative assessment is an integral part of teaching and learning. It does not contribute to the final
mark given for the module; instead it contributes to learning through providing feedback. It should
indicate what is good about a piece of work and why this is good; it should also indicate what is not
so good and how the work could be improved. Effective formative feedback will affect what the
student and the teacher does next.
Summative assessment
Summative assessment demonstrates the extent of a learner’s success in meeting the assessment
criteria used to gauge the intended learning outcomes of a module or programme, and which
contributes to the final mark given for the module. It is normally, though not always, used at the end
of a unit of teaching. Summative assessment is used to quantify achievement, to reward
achievement, to provide data for selection (to the next stage in education or to employment). For all
these reasons the validity and reliability of summative assessment are of the greatest importance.
Summative assessment can provide information that has formative/diagnostic value.

Assignment # 01
 3

‘Authentic’ or work-integrated assessment

‘Authentic’ or work-integrated assessment is an assessment where the tasks and conditions are more
closely aligned to what you would experience within employment. This form of assessment is
designed to develop student’s skills and competencies alongside academic development. The
Collaborate project at Exeter developed a set of tools to support academic staff in the design of
authentic assessments, including a dimensions model, iTest and associated Tech Trumps. There is
also an online Assessment Designer available which will allow you to design an assessment using a
PC or tablet device.
Diagnostic assessment
Like formative assessment, diagnostic assessment is intended to improve the learner’s experience
and their level of achievement. However, diagnostic assessment looks backwards rather than
forwards. It assesses what the learner already knows and/or the nature of difficulties that the learner
might have, which, if undiagnosed, might limit their engagement in new learning. It is often used
before teaching or when a problem arises.
Dynamic assessment
Dynamic assessment measures what the student achieves when given some teaching in an unfamiliar
topic or field. An example might be assessment of how much Swedish is learnt in a short block of
teaching to students who have no prior knowledge of the language. It can be useful to assess
potential for specific learning in the absence of relevant prior attainment, or to assess general
learning potential for students who have a particularly disadvantaged background. It is often used in
advance of the main body of teaching.
Synoptic assessment
Synoptic assessment encourages students to combine elements of their learning from different parts
of a programme and to show their accumulated knowledge and understanding of a topic or subject
area. A synoptic assessment normally enables students to show their ability to integrate and apply
their skills, knowledge and understanding with breadth and depth in the subject. It can help to test a
student’s capability of applying the knowledge and understanding gained in one part of a programme
to increase their understanding in other parts of the programme, or across the programme as a whole.
Synoptic assessment can be part of other forms of assessment.

Criterion referenced assessment

Each student’s achievement is judged against specific criteria. In principle no account is taken of
how other students have performed. In practice, normative thinking can affect judgements of
whether or not a specific criterion has been met. Reliability and validity should be assured through
processes such as moderation, trial marking, and the collation of exemplars.
Ipsative assessment
This is assessment against the student’s own previous standards. It can measure how well a
particular task has been undertaken against the student’s average attainment, against their best work,
or against their most recent piece of work. Ipsative assessment tends to correlate with effort, to
promote effort-based attributions of success, and to enhance motivation to learn.

Assignment # 01
 4

Characteristics of Good Assessment:

The following are some characteristics of a good assessment.

1. When to Assess What?
There are two important considerations to make when planning assessment: when to assess and what
to assess. As with other assessment guidelines, fairness and transparency are the principles that
should always guide your practice. There is a balance that should be struck in the timing of
assessments, between the student having learnt enough to be realistically assessed and sufficiently
early in the course so the student and teacher have a good idea on how they are progressing.
Feedback also has to be given promptly after assessment so that there is sufficient time for the
student to reflect on the teacher’s feedback, and act on the advice given. The teachers should also be
aware of student workloads, so that assessment is distributed over a period of time. Assessment
environments to be carefully selected so that are the appropriate type of assessment being conducted.
For example, if examinations are offered, these should be held in a space to avoid students
colluding or cheating.
2. Selecting the Children
The greatest benefit of planning assessment is perhaps that it ensures that information is gathered
equitably about all the children, not just the ones who need help or claim most attention. It depends
upon keeping records and carrying out the assessment systematically. Children must be assessed in
relation to the same skill.
3. Using the Children to help
The use of children’s self-assessment in helping their progress is not well developed in primary
schools, apart from the area of language where some materials have built in means of children
testing and recording their achievement to certain level.
4. The Nature and use of Information

Assignment # 01
 5

What kind of information results from gathering it as part of regular teaching? The use of the
information for the purpose of helping individual children is part of the answer to the question of
whether it matters that the children’s skills and ideas are not assessed on the same activities. There is
no comparison being made between children and therefore no need for the subject matter to be
controlled providing each activity gives opportunity for the skills and /or ideas to be assessed.
5. Validity
Validity refers to how well a test measures what it is purported to measure? Validity in research
refers to how accurately a study answers the study question or the strength of the study conclusions.
For outcome measures such as surveys or tests, validity refers to the accuracy of measurement. Here
validity refers to how well the assessment tool actually measures the underlying outcome of interest.
Validity is not a property of the tool itself, but rather of the interpretation or specific purpose of the
assessment tool with particular settings and learners.

References:

1.Ejaz, M. (2017). ASSESSMENT IN SCIENCE EDUCATION (First ed.). Islamabad, Pakistan:

Allama iqbal open university.

2. Hussain, A. (2019, September 07). AIOU assignment bed 1.5 Year 2.5 year 8628 critical
thinking and reflective Practices Assignment 1. Retrieved February 14, 2021, from
https://bedmedassignment.blogspot.com/2019/09/aiou-assignment-bed-1-5-year-2-5-year-8611-
critical-thinking-and-reflective-practices-assignment-1.html

3. 6 types of assessment of learning. (2019, April 13). Retrieved February 15, 2021, from
https://classful.com/6-types-of-assessment-of-learning/

Assignment # 01
 6

Question # 02:

Distinguish between instructional and behavioral objectives. (20)

Answer

Writing Instructional or Teaching Objectives:

Learning can be defined as change in a student’s capacity for performance as a result of experience
(Moore, 2009). The intended changes should be specified in instructional objectives. Viewed in this
context, an objective can be defined as a clear and unambiguous description of your instructional
intent. An objective is not a statement of what you plan to put into the lesson (content) but instead a
statement of what your students should get out of the lesson.

Teachers make broad variety of instructional decisions that directly affect the learning of their
students. These decisions range from the choice of materials, pacing and sequencing of learning
activities, to the ways of reinforcing pupil's learning are means of assessing whatever students have
learnt. Different types of learning require different types of objectives however the following two
main types are very much used in practice by teachers.

Instructional or
teaching
objectives

Teaching
objectives

Behavioral or
performance
objectives

Assignment # 01
 7

Instructional objectives:

Instructional objectives are less abstract, more specific and are behavioral in nature. Instructional
objectives are specific statements of intermediate learning outcomes necessary for acquiring a
terminal behavioral objective, expressed from the learner’s point of view and written in behavioral
terms. Instructional objectives are stated in terms of teacher’s behavior. These objectives guide
teachers to help his/her students to achieve the specific kind of behavior the students should exhibit.

Examples:

Examples of instructional objectives include:

✓ The student can correctly punctuate sentences.
✓ Given five problems requiring the student to find the lowest common denominator of a fraction,
the student can solve at least four of five.
✓ The student can list the names of the Pakistani provinces and territories.

Instructional objectives focus teaching on relatively narrow topics of learning in a content area.
These concrete objectives are used in planning daily lessons.

Instructional objectives are related to and necessary as behaviors in order to acquire a terminal
behavioral objective. Instructional objectives can be thought of as intermediate behaviors to be
acquired during the instructional period but not the final behavior toward which the learning is being
oriented. They are intermediate in that they occur between the initiation of instruction and the
learner’s arrival at the desired terminal behavior. Generally, they are logically and empirically
derived, and thus necessary as acquired behaviors before the learner can obtain the terminal
behavior. Sometimes they are called enabling objectives.

Assignment # 01
 8

GENERAL rules:

The following "GENERAL" rules should prove useful in writing instructional objectives
1. Be Concise: at the most, objectives should be one or two sentences in length.
2. Be Singular: An objective should focus on one and only one aspect of behavior.
3. Describe Expected behaviors: An objective should indicate the desired end product, not merely
a direction of change or a teacher activity.
4. Be Realistic: An objective should focus on observable behavior, not on teacher illusions or un-
definable traits.
5. Use Definite Terms (verbs): Terms such as "write, define, list and compare" have definite
meanings, whereas terms such as "know, understand, and apply" have a multitude of meanings.

Writing Behavioral or Performance Objectives:

A behavioral objective is stated in terms of student’s behavior to achieve desired behavior.

Behavioral objective is a clear and unambiguous description of your educational expectations for
students. When written in behavioral terms, an objective will include three components: student
behavior, conditions of performance, and performance criteria.

Assignment # 01
 9

Example:

Example of a Well-Written Behavioral Objective:

In an oral presentation, the student will comment on the Newton’s third law of motion, mentioning at
least 3 of the 5 major points discussed in class.

Behavioral objectives can be written for any of the domains of instruction (i.e., cognitive, affective,
or psychomotor.)

Tips on Writing Objectives Using Behavioral /Performance Objectives:

Before writing objectives, you have to decide how specific your objectives should be. It heavily
depends on the purpose(s) of your objectives. Different teachers adopt different way to write
behavioral /performance objectives.
Some teachers do not include specificity during the initial plan, but they add specificity in the later
stage. On the other hand, the teachers, who require more precision, include specificity from the
starting point.
ABCD of writing objectives While writing the objectives, you must remember that each objective
must address the following components: Audience the who. Your objectives had better say, "The
student will be able to…"

References:

1. Ejaz, M. (2017). ASSESSMENT IN SCIENCE EDUCATION (First ed.). Islamabad, Pakistan:

Allama iqbal open university.

2. https://www.google.com/search?q=Distinguish+between+instructional+and+behavioural+objectiv
es.&rlz=1C1CHZL_enPK832PK832&sxsrf=ALeKk00AVq8yBnXnKrBLFze9c1PMzuH4PA:1612

3. Google search. (n.d.). Retrieved February 15, 2021

Assignment # 01
 10

Question # 03:

How can we differentiate between knowledge of ways and means from knowledge of
specifics for the purpose of classification? (20)

Answer

The cognitive domain as proposed by Bloom includes remembering, reasoning, problem solving,
concept formation and creative thinking. It is arranged in the following six divisions.

1. Knowledge

6. Evaluation 2.
Comprehensio
n
Cognitive
domain
proposed by
Bloom

5. Synthesis 3. Application

4. Analysis

In this arrangement each succeeding division builds on and includes all the preceding division.

For example, a student must have certain knowledge and comprehend the meaning of this
knowledge before he is able to make intelligent application of it.
Developing Tests for Different Categories of Knowledge Knowledge It is the most important and
reputable component of the tests and has been divided by Bloom in three categories.

1. Knowledge of specifics

Assignment # 01
 11

a) Knowledge of terminology
b) Knowledge of specific facts

2. Knowledge of ways and means of dealing with specifics

a) Knowledge of conventions
b) Knowledge of trends and sequences
c) Knowledge of classifications and categories
d) Knowledge of criteria
e) Knowledge of methodology

3. Knowledge of the universals and abstractions in a field

a) Knowledge of principles and generalization

b) Knowledge of theories and structures

Assignment # 01
 12

Knowledge of Specifics
In each subject there are many specifics that one has to learn at the initial stage. These are given
below:
i) Knowledge of Terminology A teacher should know that which word/ term in the concerned
subject the student should know. For example:
1. Example from Gen. Science A meter is a unit of a) Energy b) Force c) Distance d)
Pressure e) Work
2. Example from Biology What is production of a new and useful material by cells called? a)
Agglutination b) Secretion c) Digestion d) Induction
3. Example from Chemistry Air is classified as a a) Compound b) Electrolyte c) Element d)
Mixture
4. Example from Physics Which of the following is a unit of work? a) Coulomb b) Dyne c) Erg d)
Pound

The students are required to select one of the most suitable answers. A minor variation requires
selection of a single phrase from the test.

ii) Knowledge of Specific Facts There are a lot of words or a mass of facts including the names of
peoples, dates, historical developments and discoveries or inventions. Here, too the teacher has to
decide what to use Bloom says that the facts in a field, “can be distinguished from the terminology in
that the terminology generally represents the conventions or agreements with a filed while the facts
are more likely to represent the finding which can be tested by other means than determining the
unanimity of workers in the field or the agreements they have for the purposes of communication.”

Knowledge of Ways and Means of Dealing with Specifics:

This area of knowledge is a bit more complex than the measurement of terminology and facts. It
includes the knowledge which is mostly the result of agreement and convenience rather than the
knowledge which is more directly a matter of observation, experimentation and discovery. This
knowledge is more commonly the reflection of how workers in the field think and attack problems
rather than the results of such thoughts or problem solving. i. Knowledge of Conventions The
tradition or mutual agreement upon some areas of knowledge by all the people of the world fall into
this category.
For example, mathematics symbols and sheets of music. Such convections must be learned on the
way to mastery of a field.

i. Example From General Science The customary way of naming the magnetic poles a) Anode
and cathode b) East and west c) North and south d) Plus and minus

Assignment # 01
 13

ii. Knowledge of Trends and Sequences It means the order of events i.e.; how things happen or
how they have happened over a period of time.
References:

1. https://tophat.com/marketplace/social-science/education/course-notes/oer-taxonomy-of-
educational-objectives-blooms-and-ncert-dr-rafeedalie/1195/
2. Ejaz, M. (2017). ASSESSMENT IN SCIENCE EDUCATION (First ed.). Islamabad, Pakistan:
Allama iqbal open university.

Assignment # 01
 14

Question # 04:

Develop at least ten learning objectives for comprehension ability by using three-step process.
(20)

Answer

Assessing Comprehension Objectives Comprehension:

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by
translating material from one form to another (words or numbers), by interpreting material
(explaining or summarizing, and by estimating future trends (predicting consequences or effects).
These learning outcomes go one step beyond simple remembering of material, and represent the
lowest level of understanding.

Application:

Application refers to the ability to use learned material in new and concrete situations. This may
include the application of such things as rules, methods, concepts, principles, laws, and theories.
Learning outcomes in this area require a higher level of understanding than those of comprehension.
Science teachers should write learning objectives that communicate and describe intended learning
outcomes. Objectives should be stated in terms of what the student will be able to do when the
lesson is completed. Objectives should include verbs such as listed below to define specific,
observable, and measurable student behavior.

A learning objective contains:

(1) A statement of what students will be able to do when a lesson is completed,

(2) The conditions under which the students will be able to perform the task, and
(3) The criteria for evaluating student performance.

While goals describe global learning outcomes, learning objectives are statements of specific
performances that contribute to the attainment of goals. Learning objectives should help guide
curriculum development, instructional strategies, selection of instructional materials, and
development of assessments.

Comprehension is understanding more than just what something is. According to the taxonomy of
educational objectives, the following verbs may be used to write objectives for comprehension skill:
associate, classify, convert, describe, differentiate, discuss, distinguish, estimate, explain, express,

Assignment # 01
 15

extend, group, identify, indicate, order, paraphrase, predict, report, restate, retell, review, select,
summarize, translate, and understand.

Generally, learning objectives are written in terms of learning outcomes:

What do you want your students to learn as a result of the lesson? Follow the three-step process
below for creating learning objectives.
➢ Create a stem. Stem Examples: After completing the lesson, the student will be able to . . .
After this unit, the student will have . . . By completing the activities, the student will . . . At the
conclusion of the course/unit/study the student will . . .
➢ After you create the stem, add a verb: analyse, recognize, compare, provide, list, etc.
➢ One you have a stem and a verb, determine the actual product, process, or outcome: After
completing these lesson, the student will be able to recognize foreshadowing in various works of
literature.

Given below are some examples of learning objectives used by teachers. After completing the
lesson, the student will be able to:
✓ recall information about the reading . . .
✓ Develop a basic knowledge of _____ (the solar system, etc.)
✓ record observations about . . .
✓ Record and compare facts about _____ (the sun, moon, etc.)
✓ collect, organize, display, and interpret data about _____
✓ demonstrate an understanding of _____ in terms of _____
✓ Create a visual representation of _____ (the water cycle, etc.)
✓ understand the basic structure of _____ (an atom)
✓ identify states of matter . . .
✓ create a concept map of . . .
✓ identify relevant questions for inquiry
✓ sequence and categorize information . . .
✓ demonstrate learning by producing a _____
✓ present their findings of _____ to the class

Examples of learning outcomes

Obviously those examples might be far away from your project idea, but mind the terms used and
the elements that these few points try to set out:
1. Capacity to integrate knowledge and to analyze, evaluate and manage the different public health
aspects of disaster events at a local and global levels, even when limited information is available.

Assignment # 01
 16

2. Capacity to describe, analyses and evaluate the environmental, social, cultural, economic, legal
and organizational aspects influencing vulnerabilities and capacities to face disasters.
3. Capacity to work theoretically and practically in the processes of disaster management (disaster
risk reduction, response, and recovery) and relate their interconnections, particularly in the field of
the Public Health aspects of the disasters.
4. Capacity to manage the Public Health aspects of the disasters.
5. Capacity to obtain, analyze, and communicate information on risks, relief needs and lessons
learned from earlier disasters in order to formulate strategies for mitigation in future scenarios with
the ability to clearly present and discuss their conclusions and the knowledge and arguments behind
them.
6. Capacity to design and perform research on the different aspects of the emergencies and disaster
events while demonstrating insight into the potential and limitations of science, its role in society
and people’s responsibility for how it is used.
7. Capacity to analyze and evaluate research work on the field of emergencies and disaster while
demonstrating insight into the potential and limitations of science, its role in society and people’s
responsibility for how it is used.
References:

1. Ejaz, M. (2017). ASSESSMENT IN SCIENCE EDUCATION (First ed.). Islamabad, Pakistan:

Allama iqbal open university.

2. Staff, E. (2020, May 15). 7 examples of learning Outcomes & how to write them! Retrieved
February 15, 2021, from https://www.erasmusnet.org/single-post/2018/01/22/7-EXAMPLES-
OF-LEARNING-OUTCOMES-HOW-TO-WRITE-THEM
3. Google search. (n.d.). Retrieved February 15, 2021, from
https://www.google.com/search?q=learning%2Bobjectives%2Bexamples&tbm=isch&rlz=1C1C
HZL_enPK832PK832&hl=en&sa=X&ved=2ahUKEwjzjZSH59ruAhXQ34UKHasSAZoQrNwC
KAB6BQgBENQB&biw=1349&bih=581#imgrc=IVNY5qJOrBN26M

Assignment # 01
 17

Question # 05:

Construct at least ten test items appropriate to the evaluation of application objective.
(20)

Answer

Testing for Application:

1. The problem situation must be new, unfamiliar, or in some way different from those used in the
instruction. The difficulty of the problem will be determined in part by how different it is from
problems encountered during instruction.
2. The problem should be solvable in part by the use of inappropriate principles or generalizations.
3. One or more of the behaviors listed under “ability to apply” should be sampled by the test
problem.

Classification of test items:

On the basis of what types of behavior/ knowledge or skill is required to exhibit ability to apply
knowledge or skill, test items (problems) are classified into eight categories, A, B, C, D, E, F, G and
H.

Examples:

Below and on following pages examples of each type of problem are given.
1. Test Problems for Application Behavior A and B
The student can determine which principles or generalizations are appropriate or relevant in dealing
with a new problem situation. (Problem situation – A).
Assignment # 01
 18

The student can restate a problem so as to determine which principles or generalizations are
necessary for its solution. (Problem situation – B).

Problems which require the student to determine the principles or generalizations which should be
applied to solve the problem. In this type of problem, all they need to do is identify the principles, or
generalizations which are appropriate. There are test problems which require the students to restate
the problems or generalizations are necessary for its solution. In this type of problems students must
do little more than exhibiting a grasp of problems is about and what principles and generalizations
are relevant, useful or pertinent?

One cannot be sure from such problems that the students could actually solve the problem in a
detailed way, but one can be sure that they have some grasp of what is required. The great value of
this grasp of problem is the efficiency with which one can sample a great variety of problems and
principles of generalizations.

Example Directions: For each statement of fact below, blacken the answer space corresponding to
the one explanatory principle, from the list preceding the statements, which is most directly useful in
explaining the fact. If none of the principles listed is applicable, blacken answer space E. NOTE
THAT EACH ITEM REQUIRES ONE ANSWER ONLY. Explanatory principles [A-E]
1 Force is equal to mass times acceleration
2 Friction exists between any two bodies in contact with each other.
3 Conservation of momentum
4 Conservation of energy
5 None of the foregoing

Assignment # 01
 19

Set of questions:
1. To be opened slowly a given door requires a small force; to be opened quickly it requires a much
greater force.
2. The velocity of a body moving along a curve cannot be constant
3. A brick can be pulled along a fairly smooth surface by means of a string; the string would break,
however, if jerked sharply.

The next set of questions is very similar to the preceding set. However, the problems are more likely
to be different from the illustrations used in the instruction given to explain the principles. It would
be slightly more difficult if the student were asked to supply new illustrations for the principles or to
state the principles relevant to each fact or observation.

Direction: Blacken the answer space corresponding to one principle which is most useful in
explaining each statement of fact.
a. Force is equal to mass times acceleration
b. The momentum of a body tends to remain constant
c. The moment or turning effect of a force is proportional to its distance from the axis of rotation
d. Friction exists between bodies in contact and moving bodies in contact and moving with respect to
one another
e. The sum of kinetic and potential energies in an isolated system is a constant
a. Shears used to cut sheet metal having long handles
b. The force exerted on a break by the driver’s foot is much less than that exerted on the break
drums
c. A rocket can propel itself in a vacuum
d. If a rapidly rotating grindstone bursts, the fragments fly outward in straight lines
e. Streamlining an automobile reduces the amount of power necessary to maintain a speed of 60
miles per hour.

2 Test Problems for Application Behavior C and D:

The student can specify the limits within which a particular principle or generalization is true or
relevant. (Problem situation – C).

The student can recognize the exceptions to a particular generalization and reasons for them.
(Problem situation – D).

When these behaviors are being tested, the problems should include applications which go beyond
the limits of the generalization or principle as well as applications where the generalization or
principle is applicable. It should be remembered that these problems have the purpose of

Assignment # 01
 20

determining whether or not the student is aware of the boundary conditions under which the
principles or generalizations are operative. For the most part, the evaluation procedures for these
behaviors can be relatively simple, and may be asked to do little more than recognize or supply
illustrations which are within or outside the limits and in some cases to indicate the reasons the
application or illustration is outside the limits within which the principles or generalization is true,
useful, or relevant. In the following question, the student is to recognize the limits, special
conditions, or assumptions under which generalization or principle may be true or useful. This type
of behavior is essentially useful in subjects where principles or generalizations have limited
applicability. The form suggested here is the simple form for testing this behavior.

Example: The statement is made that the altitude of the celestial pole is equal to the geographic
latitude of the observer. This is correct a. if the diameter of the earth is considered negligible
compared to the distances to the stars. b. Only if the earth is considered spherical c. only if the
latitude is measured from the plane of the ecliptic d. only if the observation is made at 12:00 noon
e. Only if the altitude of the celestial pole is equal to its zenith distance.

Example: In using the equation s=1/2gt2 to calculate the time it takes a given body to fall from a
height “h” to the ground, which of the two factors [below] would introduce the greater error? 1.
Factor 1 (variation in gravity) 2. Factor 2 (Variation in air resistance) 3. Factor 1 for heights above a
certain value; factor 2 for lesser heights 4. Factor 2 for heights above certain value; factor 1 for
lesser heights

3 Test Problems for Application Behavior E:

The student can explain new phenomena in terms of known principles or generalizations. (Problem
situation – E).

Assignment # 01
 21

The problems testing for this behavior should include new phenomena, new illustrations, or new
situations which must be explained by use of principles or generalizations. The explanations most
frequently take the form “A occurs because of Y”, where “Y” is a particular principle or
generalization. The explanation may use the principle or generalization to show why something
happens how it happens or under what conditions it occurs.

The following questions require a relatively precise recognition of the principles or generalization
which can explain the given phenomena. These simple test forms are useful for a wide range of
application problems.

Example: If one frequently raises the cover of a vessel in which a liquid is being heated, the liquid
takes longer to boil because
a. Boiling occurs at a higher temperature if the pressure is increased.
b. Escaping vapour carries heat away from the liquid
c. Permitting the vapour to escape decreases the volume of the liquid

4 Test Problems for Application Behavior F:

The student can predict what will happen in a new situation by the use of appropriate principles or
generalizations. (Problem situation – F).

In tests for this behaviour, the new situation may be a common observation, or it may be a situation
in which something has happened or will happen and for which the student is to predict the outcome.
The predictions may involve qualitative or quantitative changes likely to occur. With respect to the
quantitative changes the predictions may be very precise or only accordingly to rough orders of
magnitude. The difficulty of the problem may be determined by the precision with which the change
must be estimated or calculated in many of the problems, the student must use a principle or
generalization to predict but may not be asked to state or cite the basis for the prediction. In other
problems, the student must not only predict but also indicate the basis for the prediction/

Example: Suppose an elevator is descending with a constant acceleration of gravity “g”. If a

passenger attempts to throw a rubber ball upward, what will be the motion of the ball with respect to
the elevator? The ball will a. remain fixed at a point the passenger releases it b. rise to the top of the
elevator and remain there c. not rise at all, but will fall to the floor d. rise, bounce, then move
towards the floor at a constant speed e. rise, bounce, the move towards the floor at an increasing
speed
5 Test Problems for Application Behaviour G:
The student can determine or justify a particular course of action or decision in a new situation by
the use of appropriate principles and generalizations. (Problem situation – G).

Assignment # 01
 22

This behaviour involves decision making of some type-on policy, practical occurs of action, ways of
correcting a particular situation, and so forth-and the use of principles or generalizations to support
or justify the action or decision. Behaviour G is especially relevant to policy decisions in the social
sciences.

6 Test Problems for Application Behaviour H:

The student can state the reasoning he/she employs to support one or more principles or
generalizations in a given problem situation. (Problem situation – H).
Behaviour “H” is the most complex behaviour application, since it requires the examinee to explain
the reasoning used as well as to determine the principles and generalizations which are relevant to a
given situation.
It is likely that items of the essay form could well be used in testing for this type of behaviour.

References:

1. Ejaz, M. (2017). ASSESSMENT IN SCIENCE EDUCATION (First ed.). Islamabad, Pakistan:

Allama iqbal open university.

Assignment # 01