ALLAMA IQBAL OPEN UNIVERSITY

ASSIGNMENT SUBMISSION
TOPIC ASSIGNMENT NO 1
COURSE EDUCATIONAL ASSESSMENT AND
EVALUATION(8602)
SEMESTER AUTUMN 2021
SUBMITTED BY KOKAB MEHREEN
(12PJM00677)
SUBMITTED TO MISS SHAZIA PARVEEN
QUESTION NO 1:WHAT ARE THE TYPES OF
ASSESSMENT? DIFFERENTIATE ASSESSMENT
FOR TRAINING OF LEARNING AND AS
LEARNING.
ANSWER:
Kizlik (2011) defines assessment as a process by
which information is obtained relative to some
known objective or goal. Assessment is a broad
term that includes testing. For example, a
teacher may assess the knowledge of English
language through a test and assesses the
language proficiency of the students through
any other instrument for example oral quiz or
presentation. Based upon this view, we can say
that every test is assessment but every
assessment is not the test. The term
‘assessment’ is derived from the Latin word
‘assidere’ which means ‘to sit beside’. In
contrast to testing, the tone of the term
assessment is non-threatening indicating a
partnership based on mutual trust and
understanding. This emphasizes that there
should be a positive rather than a negative
association between assessment and the
process of teaching and learning in schools. In
the broadest sense assessment is concerned
with children’s progress and achievement.
TYPES OF ASSESSMENT

1. Assessment for Learning:

Assessment for learning is a continuous
and an ongoing assessment that allows
teachers to monitor students on a day-to-
day basis and modify their teaching based
on what the students need to be
successful. This assessment provides
students with the timely, specific
 feedback that they need to enhance their
learning. The essence of formative
assessment is that the information
yielded by this type of assessment is used
on one hand to make immediate decisions
and on the other hand based upon this
information; timely feedback is provided
to the students to enable them to learn
better. If the primary purpose of
assessment is to support high-quality
learning then formative assessment ought
to be understood as the most important
assessment practice.

2. ASSESSMENT OF LEARNING:
Summative assessment or assessment of
learning is used to evaluate students’
achievement at some point in time,
generally at the end of a course. The
purpose of this assessment is to help the
teacher, students and parents know how
 well student has completed the learning
task. In other words summative
evaluation is used to assign a grade to a
student which indicates his/her level of
achievement in the course or program.
Assessment of learning is basically
designed to provide useful information
about the performance of the learners
rather than providing immediate and
direct feedback to teachers and learners,
therefore it usually has little effect on
learning. Though high quality summative
information can help and guide the
teacher to organize their courses, decide
their teaching strategies and on the basis
of information generated by summative
assessment educational programs can be
modified.

3. ASSESSMENT AS LEARNING:
Assessment as learning means to use
 assessment to develop and support
students' metacognitive skills. This form
of assessment is crucial in helping
students become lifelong learners. As
students engage in peer and self-
assessment, they learn to make sense of
information, relate it to prior knowledge
and use it for new learning. Students
develop a sense of efficacy and critical
thinking when they use teacher, peer and
self-assessment feedback to make
adjustments, improvements and changes
to what they understand.

Assessment is a purposeful activity aiming to

facilitate students’ learning and to improve the
quality of instruction. Based upon the functions
that it performs, assessment is generally
divided into three types: assessment for
learning, assessment of learning and
assessment as learning.
QUESTION NO 2: WHAT DO YOU KNOW
TAXONOMY OF EDUCATIONAL OBJECTIVES?
WRITE IN DETAIL.
ANSWER:
Following the 1948 Convention of the American
Psychological Association, a group of college
examiners considered the need for a system of
classifying educational goals for the evaluation
of student performance. Years later and as a
result of this effort, Benjamin Bloom
formulated a classification of "the goals of the
educational process". Eventually, Bloom
established a hierarchy of educational
objectives for categorizing level of abstraction
of questions that commonly occur in
educational settings (Bloom, 1965). This
classification is generally referred to as Bloom's
Taxonomy. Taxonomy means 'a set of
classification principles', or 'structure'. The
followings are six levels in this taxonomy:
Knowledge, Comprehension, Application,
Analysis, Synthesis, and Evaluation. The detail is
given below:

1. Cognitive domain: The cognitive

domain (Bloom, 1956) involves the
development of intellectual skills. This
includes the recall or recognition of specific
facts, procedural patterns, and concepts
that serve in the development of
intellectual abilities and skills. There are six
levels of this domain starting from the
simplest cognitive behaviour to the most
complex. The levels can be thought of as
degrees of difficulties. That is, the first ones
 must normally be mastered before the next
ones can take place.

2. Affective domain: The affective domain

is related to the manner in which we deal
with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes. The five levels of
this domain include: receiving, responding,
valuing, organization, and characterizing by
value.

3. Psychomotor domain: Focus is on

physical and kinesthetic skills. The
psychomotor domain includes physical
movement, coordination, and use of the
motor-skill areas. Development of these
skills requires practice and is measured in
terms of speed, precision, distance,
procedures, or techniques in execution.
There are seven levels of this domain from
the simplest behaviour to the most
complex. Domain levels include: Perception,
set, guided response, mechanism, complex
or overt response, adaptation.
AN IMPORTANT PREMISE OF BLOOMS
TAXONOMY IS THAT EACH LEVEL MUST BE
MASTERED BEFORE PROGRESSING TO THE
NEXT.

When writing educational objectives, a

teacher must know that for a good
objective it is necessary to use the clear
verb that clearly indicates the type of
observable behaviour. The following table
will not only help you to understand the
level of cognitive domain but will guide you
what action verbs can be used to state
objectives of that particular level.
QUESTION NO 3: HOW WILL YOU DEFINE
ATTITUDE? ELABORATE ITS COMPONENTS.
ANSWER:
Attitude is a posture, action or disposition
of a figure or a statue. A mental and neural
state of readiness, organized through
experience, exerting a directive or dynamic
influence upon the individual's response to
all objects and situations with which it is
related. Attitude is the state of mind with
which you approach a task, a challenge, a
person, love, life in general. The definition
of attitude is “a complex mental state
involving beliefs and feelings and values and
dispositions to act in certain ways”. These
beliefs and feelings are different due to
various interpretations of the same events
by various people and these differences
occur due to the earlier mentioned
inherited characteristics’.

Components of Attitude
1. Cognitive Component: It refers that's
part of attitude which is related in general
know how of a person, for example, he says
smoking is injurious to health. Such type of
 idea of a person is called cognitive
component of attitude.
The cognitive component of an
attitude refers to the beliefs,
opinions, knowledge, or information
held by a person-for instance, the
belief that “discrimination is wrong.”
This component of attitudes
indicates the attributes, beliefs, and
thoughts that people would relate to
an object. This is an attitude’s belief
or opinion segment.
2. Effective Component: This part of attitude is
related to the statement which affects another
person. For example, in an organization a
personal report is given to the general
manager. In report he point out that the sale
staff is not performing their due
responsibilities. The general manager forwards
a written notice to the marketing manager to
negotiate with the sale staff.
An affective component of attitude
relates to a person's feelings or emotions
towards an object. There are hundreds of
different emotions that humans can
experience and any one of these could
be an affective component of attitude.
Emotions towards an object or event
could be fear.

4. Behavioral Component: The behavioral

component refers to that part of attitude
which reflects the intension of a person in
short run or long run. For example, before
the production and launching process the
product. Report is prepared by the
production department which consists of
the intention in near future and long run
and this report is handed over to top
management for the decision.

Behavior component of an attitude

consists of a person’s tendencies to
behave in a particular way toward an
object. It refers to that part of attitude
which reflects the intention of a
person in the short-run or long run.
QUESTION NO 4: WHAT ARE THE TYPE OF
EVERY QUESTIONS? ALSO WRITE ITS
ADVANTAGES AND IS AVANTAGES.
ANSWER:
A question is an utterance which
typically functions as a request for
information, which is expected to be
provided in the form of an answer.
Questions can thus be understood as a
kind of illocutionary act in the field of
pragmatics or as special kinds of
propositions in frameworks of formal
semantics such as alternative semantics
or inquisitive semantics. Questions are
often conflated with interrogatives,
which are the grammatical forms
typically used to achieve them. 

‘’ a sentence worded or expressed so

as to elicit information’’
 TYPES OF QUESTION
 MULTIPLE CHOICE QUESTIONS
 MATCHING COLUMN
 FILL IN THE BLANKS
 ESSAY TYPE QUESTIONS
 SHORT ANSWER QUESTIONS
 TRUE AND FALSE/TICK AND CROSS

MULTIPLE CHOICE QUESTIONS:

A multiple-choice question is a type
of questionnaire/survey
question that provides respondents
with multiple answer options.
Sometimes called objective
response questions, it requires
respondents to select only correct
answers from the choice options.
MCQs are mostly used in
educational testing, customer
 reviews, market research, elections,
etc.
ADVANTAGES
Potential benefits of multiple-choice test
questions when done right. On too many
multiple-choice tests, the questions do
nothing more than assess whether students
have memorized certain facts and details.
But well-written questions can move
students to higher-order thinking, such as
application, integration, and evaluation.
DISADVANTAGES
Disadvantage of multiple choice
examinations is that a student who
is incapable of answering a particular
question can simply select a random
answer and still have a chance of receiving
a mark for it. It is common practice for
students with no time left to give all
remaining questions random answers in the
hope that they will get at least some of
them right
MATCHING COLUMN:
Matching questions consist of two columns,
typically one column is on the left and one
column is on the right. We will refer to the left
side as 'Clues' and the right side as 'Matches'.
The objective is to pair the clues on the left side
with their matches on the right.
ADVANTAGES
The major advantage of the matching column
question is like it is easy for the students to
solve as there are two columns which help to
recognize the information between the two
columns.
DISADVANTAGE
 Can take time to create questions
  Disengaging for the user, if having to search
through too many matches
 Time consuming for user taking Tests,
especially if Test is timed

FILL IN THE BLANKS:

A Fill in the Blank question consists of a phrase,
sentence, or paragraph with a blank space
where a student provides the missing word or
words. You can also create a question with
multiple blanks. Example: [Patriarchy]
translates to "rule by the father." Fill in the
Blank questions are graded automatically
AVANTAGES
Benefits of practicing
this Fill in the blanks English Quiz The
main benefits you are accounted are You
can get knowledge of how to fill with the
appropriate word. You become skilled in
English language usage. Confidence is built
up by practicing this Quiz.
DISADVANTAGES
At first, fill-in-the-blank questions would seem
to be a revolutionary improvement upon
multiple choice questions. Yet they are
relatively rare in most assessments. Why?
 The simple answer is that most assessments
are scored automatically. Grading multiple
choice questions is straightforward, since you
either picked the correct answer or you didn’t.
In contrast, grading fill-in-the-blank questions is
complicated because you have to decide what
counts as a correct answer, whether something
should earn partial credit, and so on. For each
question, the item writer must specify each and
every combination of letters that earns credit

ESSAY TYPE QUESTIONS:

Essay questions are supply or constructed
response type questions and can be the best
way to measure the students' higher order
thinking skills, such as applying, organizing,
synthesizing, integrating, evaluating, or
projecting while at the same time providing a
measure of writing skills. The student has to
formulate and write a response, which may be
detailed and lengthy. The accuracy and quality
of the response are judged by the teacher.
Essay questions provide a complex prompt that
requires written responses, which can vary in
length from a couple of paragraphs to many
pages. Like short answer questions, they
provide students with an opportunity to explain
their understanding and demonstrate
creativity, but make it hard for students to
arrive at an acceptable answer by bluffing. They
can be constructed reasonably quickly and
easily but marking these questions can be time-
consuming and grade agreement can be
difficult.
 ADVANTAGES
• Students less likely to guess
• Easy to construct
• Stimulates more study
• Allows students to demonstrate ability to
organize knowledge, express opinions, show
originality.
DIASADVANTAGE
• Can limit amount of material tested,
therefore has decreased validity.
• Subjective, potentially unreliable scoring.
• Time consuming to score.

SHORT QUESTIONS:
 Short answer questions (or SAQs) can be

used in examinations or as part of

assessment tasks. They are
generally open-ended questions that
require students to construct a
response.
ADVANTAGES
 Quick and easy to grade
 Quick and easy to write

DISADVANTAGE
 Encourage students to memorize terms and
details, so that their understanding of the
content remains superficial

TRUE AND FALSE QUESTIONS:

True or false questions are a type of choice
questions where you present your
respondents with a statement and ask them
to choose the correct answer between two
answer options, which are “true” or “false”,
of course. There’s no limit to the kind of true
or false questions you can ask.
 ADVANTAGE
 Quick and easy to score

DISADVANTAGES
 Considered to be “one of the most unreliable
forms of assessment”
 Often written so that most of the statement is
true save one small, often trivial bit of
information that then makes the whole
statement untrue
 Encourage guessing, and reward for correct
guesses

QUESTION NO 5: CONSTRUCT A TEST,

ADMINISTER IT AND ENSURE ITS
RELIABILITY?
ANSWER:
There are 4 steps to construct a test stated
below:
 Step # 1. Planning the Test: Planning of
the test is the first important step in the
test construction. ...
 Step # 2. Preparing the Test: After
planning preparation is the next important
step in the test construction. ...
 Step # 3. Try Out of the Test: Once the
test is prepared now it is time to be
confirming the validity, reliability and
usability of the test.
 Step # 4. Evaluating the Test: Evaluating
the test is most important step in the test
construction process. 
ADMINISTERING A TEST
For standardized exams, this could mean
reading a script designed to ensure that
the uniformed nature of the exam is
maintained.
TEST RELIABILITY
 Test reliablility refers to the degree to
which a test is consistent and stable in
measuring what it is intended to measure.
Most simply put, a test is reliable if it is
 consistent within itself and across time. To
understand the basics of test reliability,
think of a bathroom scale that gave you
drastically different readings every time
you stepped on it regardless of whether
your had gained or lost weight. If such a
scale existed, it would be considered not
reliable.
The reliability of a test is important,
specifically when dealing with
psychometric tests; there is no point in
having a test that will yield different
answers each time measured,
particularly when it can influence the
decisions of employers and who they
may employ to lead their company.
Often, test scores are used to make
decisions about test takers or to classify the
test takers into groups. The reliability of
those decisions or classifications will
depend on the amount of inconsistency in
the scores. But it will also depend on the
score distribution and on the cut points for
the decisions or classifications. If a test
taker’s score is near the cut point, that
person’s classification can be affected by
anything that has even a small effect on the
test score. If many test takers have scores
near the cut points, the classifications for
the group as a whole will tend to be less
reliable. If fewer test takers have scores
near the cut points, the classifications will
be more reliable.
When we compute statistics to describe the
reliability of classifications or decisions,
• The selection of questions or problems on the
test, and/or
• the specific day and time of testing, and/or
• the raters who score each test taker’s
responses
There are six general classes of reliability
estimates, each of which estimates reliability in
a different way. They are:
i) Inter-Rater or Inter-Observer
Reliability
To assess the degree to which
different raters/observers give
consistent estimates of the same
phenomenon. That is if two teachers
mark same test and the results are
similar, so it indicates the inter-rater
or inter-observer reliability.
ii) Test-Retest Reliability: To assess
the consistency of a measure from
one time to another, when a same
test is administered twice and the
results of both administrations are
similar, this constitutes the test-
retest reliability. Students may
remember and may be mature after
the first administration creates a
problem for test-retest reliability.
iii) Parallel-Form Reliability: To
assess the consistency of the results
of two tests constructed in the same
way from the same content domain.
Here the test designer tries to
develop two tests of the similar
kinds and after administration the
results are similar then it will
indicate the parallel form reliability.
iv) Internal Consistency Reliability:
To assess the consistency of results
across items within a test, it is
correlation of the individual items
score with the entire test.
v) Split half Reliability: To assess the
consistency of results comparing
two halves of single test, these
halves may be even odd items on
the single test.
vi) Kuder-Richardson Reliability: To
assess the consistency of the results
using all the possible split halves of a
test. Let's discuss each of these in tu
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