NUNDLALL TEJASVI NUVISH RAJ 2107

TABLE OF CONTENT

TITLE PAGES

Assessment as, for and of learning 2-4

Application of assessment of learning 5-6

Test blueprint 7-9

Test paper 10- 18

Justification of test paper 19- 21

Ethical Issues 22-23

References 24

Appendices 25-28

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QUESTION 1 (a) (i)

ASSESMENT AS LEARNING

Assessment as learning (systematic) is a learner driven process whereby assessment is addressed

as a process of metacognition. In other words it is a process where students reflecting on their
own learning and making adjustments so that they achieve deeper understanding (Earl& Katz,
2006). Assessment as learning can be carried out through checklists, rubrics or a simple portfolio
by students. The importance of assessment as learning can be addressed to two levels, namely at
the level of the teacher and that of the student. The importance at an individual level is that
students learn to keep track and question their own understanding about their learning and lead
the student to predict the outcomes of their current level of understanding through self-
evaluation. They can also judge their progress and difficulties and take necessary steps to remedy
to their difficulties. Through such assessment they can push their understanding to an advance
level and set personal goals. Through a teacher’s point of view, assessment as learning is
important as after understanding and valuing the learner’s thinking, the teacher can scaffold the
overall growth of the student and guide the learner to develop habits of mind that will promote
persistence in any learning situation. It helps the teacher to decide if students develop further
their approaches to problem-solving and their level of persistence.

ASSESSMENT FOR LEARNING

According to the National Curriculum Framework 2015, assessment for learning (formative) is
‘assessment of learners’ progress and achievement in order to support and enhance learning.
Learners are made aware of their strength and weaknesses while being provided with adequate
support to overcome learning difficulties’. In other words assessment for learning occurs
throughout the learning process. Its purpose is to make each student’s understanding visible, in
order for the teacher to promote progress by helping learners. Assessment for learning can be
carried out through anecdotal records, questioning, observations and rating sales. The importance
of assessment for learning can be addressed at the teacher’s level, the learner’s level and parent’s
level. Assessment for learning is crucial for the teacher as it is determining for the teacher in
terms of what they need to do next to push forward the student’s learning. It helps the teacher to
provide descriptive feedback to the students as well as their parents and to think upon the

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instructional strategies, teaching styles and resources used for teaching. It helps the teacher to
enhance students’ motivation and commitment to learning. As per the learner’s perspective
assessment for learning is important as it promote ownership of the learning aims and a sense of
shared responsibility between the teacher and learner to achieve those aims. It helps the learner
to discover his area of strength and weakness and to remedy to that. Through positive feedbacks
from the teacher it builds confidence and motivation in the student and instigates them to further
progress. Constructive feedbacks through assessment for learning encourage pupils to contribute
to classroom activities. At the parental level, such assessment helps the parents to have consistent
reviews from the teacher about their children performance in class. They can thus have better
monitoring of the child at home level about the level of involvement of the child in learning at
home.

ASSESSMENT OF LEARNING

The purpose of assessment that typically comes at the end of a course or unit of instruction is to
determine the extent to which the instructional goals have been achieved and for grading or
certification of student achievement (Linn and Gronlund, 2000). In other words, assessment of
learning is assessment of learner’s achievement to provide information about what they have
learnt through the use of tests, examinations intended for reporting and certification (NCF,
2015). The importance of assessment of learning is addressed at the teacher’s level, the learner’s
level, the parent’s level, the stakeholder’s and school level and the governmental level. At the
teacher’s level, assessment of learning helps the teacher to determine how effective his teaching
process has been. It also helps the teacher to determine the extent to which students can apply the
key concepts, knowledge, skills, and attitudes related to the curriculum outcomes. As per the
learner’s aspect, assessment of learning is a pivotal point whereby the result will be determining
of their success and further learning endeavours. At the parent’s level, it helps them to identify
where their child stand and what future step are to be taken for the child’s learning process. For
the stakeholders and school level, it is important as it helps to identify the academic level of the
school as a whole. It also helps to determine how effective the management and facilities
provided by the school has been. As for the governmental level, assessment of learning provides
information upon the implications and implementation of the curriculum and whether the

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curriculum has been appropriate or not. It also helps the government to determine about
scholarships and employment opportunities for learners.

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QUESTION 1 (a) (ii)

The application of ‘Assessment for learning’ can be illustrated through data gathering
techniques. Basically observation technique, questioning techniques and rating scales can be
used to address the application of assessment for learning.

OBSERVATION TECHNIQUE

Observation technique is an intuitive process that allows the teacher to collect information about
learners by viewing and considering their actions, behaviors, knowledge and understanding
during lessons. When observation is more formal, tools such as audiotapes, videotapes,
checklists, and anecdotal scales may be used (Arhar, Holly, & Kasten, 2001). Observation
technique can be very useful as it helps the teacher to know the strengths and weakness of each
individual child thus giving room to make adjustments to improve a child’s behavior and
facilitate learning. It also helps a teacher to keep track of every aspect of development of a child.
Furthermore any identified learning difficulty can be identified and remedied. Observation
accounts for assessment for learning as precise observations about the child as a whole can be
better carried out in the classroom. Below is an anecdotal record which can be used during a
class for the observation technique.

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QUESTIONING

Questioning is not only a pedagogical tool but also as a deliberate way for the teacher to find out
the level of understanding of a student and also a way to get information about their prior
knowledge. There are basically two types of questioning namely formal, where questions have
already been prepared and informal, where questions come along with the explanation process.
Questioning technique can be very useful as it develops interest and motivate students to become
actively involved in lessons. It enables the teacher to evaluate the learner’s understanding about
the current lesson as well as to review and summarize previous lessons. It also develops critical
thinking skills and inquiring attitudes and stimulates students to pursue knowledge on their own.
Questioning accounts for assessment for learning as it is carried out during classes during and
after explanation processes enabling teachers to assess the learning of their students both in terms
of what they bring to the lesson and what they are taking from the lesson. The application of
questioning during classes is usually done during classes in relation to the lesson being explained
to the learners.

RATING SCALES

A rating scale is a tool used for assessing the performance of tasks, skill levels, procedures,
processes, qualities, quantities, or end products, such as reports or drawings through a range of
values or criteria. Rating scales are useful as it provides accurate criteria for success based on
expected outcomes from the student. It has clearly defined, detailed statements which give more
reliable results. Students can visually compare their work to the standards provided. Rating
scales accounts for assessment for learning as it can be used to assess the behaviour of students
during classes, the works or activities they perform during classes and lessons. Below is an
example of a rating scale which can be applied during classes to assess a short essay of a student.

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QUESTION 1 (b) (i)

TES
T
BLU
EPRI GRADE: 3

SUBJECT: SOCIAL SCIENTIFIC AND ENVIRONMENTAL

STUDIES

NT
ABILITY OF STUDENTS: MIXED ABILITY

LEARNING AREA: LIVING AND NON-LIVING THINGS,

WATER, AIR

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Topic Sub-topic Learning Test Items (X*Y) = (Number of questions* Number of marks)
TEST BLUEPRINT
objectives R U A A E C
1. Living Classification To identify Checkmark (6*1)
& Non- of living things living things (tick/cross)
Living into plants and in their
Things animals environment
.
To classify Fill ups (10*1)
the living (table)
things into
animals and
plants.
Characteristics To describe Short (3*2)
of living things that plants answer
and animals
grow, need
food and
breath.
Non-living To Short (3*2)
things differentiate answer
between
living and
non-living
things.
2. Water Sources of To identify Labeling a (7*1)
water common picture
sources of
water. Fill ups (8*1)

MCQ (6*1)

To compare Fill in the (6*1)

the blanks
difference
between Short (2*2)
fresh and answer
sea water.
Uses of water To describe Short (4*2)
some uses answer
of water.

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Conservation To Short (3*2)

of water. recommend answer
some ways
how to save
water

3. Air Presence of air. To identify Matching (5*1)

some uses
of air.

To explain Short (2*2)

that air is answer
present all
around us.
Labeling. (3*1)
To
demonstrate (6*1)
experiments Fill in the
to show that blanks.
air is (7*1)
Drawing&
present all
labeling
around us
(1*2)
Short
answer.

Total number of marks 35 28 12 10 8 7

Weightage [% L.O: H.O] 75 25

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TE
ST
PA
PE
NAME

R
GRADE 3
SUBJECT SOCIAL SCIENTIFIC AND ENVIRONMENTAL
STUDIES
SEMESTER 2
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TIME ALLOCATION: 1HR 30 MINS

INSTRUCTIONS

1. Answer all the questions in the paper itself.

2. Use pencil only to answer the questions.

3. The number of marks is given at the end of every question.

4 Write your name and grade in the space provided above.

QUESTION 1

Observe the pictures below and tick the living things and cross the non- living things. (6 marks)

(i) (ii) (iii)

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(iv) (v) (vi)

QUESTION 2

Match the following uses of air with their appropriate words. (5 marks)

(i)

(ii)

(iii)

(iv)

(v)

QUESTION 3

For each of the multiple questions question below, encircle the correct answer. (6 marks)

1. __________ water is salty.

A Sea B Tap

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C Rain D Vital

2. Tap water comes from ____________.

A Bottles B Trees

C Reservoirs D Juice

3. ____________ water is muddy.

A Clean B River

C Sea D Crystal

4. We can find water in a __________.

A Door B Table

C Ball D Lake

5. The sources of fresh water are ___________________.

A Ocean and sea B Lakes and Reservoirs

C Reservoirs and sea D Ocean and tap

6. The sources of salty water are _________________.

A Ocean and tap B Lakes and Reservoirs

C Reservoirs and sea D Ocean and sea

QUESTION 4

(i) Fill in the table below to classify the words provided as plants and animals. (10 marks)

Horse, Coconut tree, dog, bird, Flower, Cat, Aloe Vera, Banana tree, Grass, Rabbit

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ANIMALS PLANTS

(ii) Fill each word below in column A or B. (8 marks)

Sea Lake Reservoir River Ocean Tap Rain Source

Column A: Fresh Water Column B: Salty water

QUESTION 5

(i) Write down the correct words in the boxes given in the picture below from the list provided to
you. (7 marks)

River Source Rain Waterfall Sea Mountain Mouth

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1
3
2

6
7

(ii) Label the following diagram to show the presence of air in water. (3 marks)

QUESTION 6

(i) Fill in the blanks with the words provided. (6 marks)

Fresh sea reservoir lakes salty tasteless

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1. I drink ______________ water.

2. Sea water is ______________ but fresh water is ____________.

3. ____________ and ____________ are sources of fresh water.

4. We get salt from ___________ water.

(ii) Fill in the blanks with the words provided to show that air is present in an empty bottle.
(6 marks)

empty bubbles water air empty cap bottle

1. First, I remove the ____________.

2. Then, I place the bottle in a basin of _______________.

3 I see _____________ of ____________ rising up.

4. The air bubbles come out from the _______________.

5. This experiment shows that air is present in an ________________ bottle.

QUESTION 7

(i) Write down three important features of living things. (6 marks)

______________________________________________________________________________

______________________________________________________________________________

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______________________________________________________________________________

(ii) Write down two differences between living and non-living things and give an example of
each of them. (6 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

(iii) Write down two differences between fresh and sea water. (4 marks)

______________________________________________________________________________

______________________________________________________________________________

(iv) Write down four uses of water (8 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

(v) Write down three ways of saving water (6 marks)

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(vi) Write down two reasons to show that air is present around us. (4 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

QUESTION 8

(i) A lump of soil was put in a jar of water. After some time bubbles of air were seen. Draw and
label in box below the bubbles of air coming out from the lump of soil in the jar of water.
(7 marks)

(vii) What does this experiment show? (2 marks)

______________________________________________________________________________

______________________________________________________________________________

JUSTIFICATION OF TEST DESIGN IN TERMS OF VALIDITY AND RELIABILITY

Validity is arguably the most important criteria for the quality of a test. The term validity refers
to the degree to which a test is consistent and stable in measuring what it is intended to measure.
To address the validity of my test design, face validity, content validity and construct validity.

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Face validity is an overview of the appearance of the test paper in terms of usefulness and
construct. To ensure face validity in my test design, a cover page has been made whereby the
time allocation and instructions have been mentioned. Also sufficient space has been provided so
that the student may write his or her name. The test items have been grouped and categorized
together to provide a flow in the test paper and enough space is provided for answers.

Content validity is when the content being assessed in the test paper reflects the content provided
during the learning process. To ensure content validity the use of a table of specifications has
been made whereby the amount of content for a specific topic in the paper reflects the amount of
sessions devoted for that topic which is reflected upon the number of marks allocated to that
topic. (Refer to appendix for table of specification). Thus this ensures that the test design
contains only content which has been covered in class.

Construct validity in short means that in constructing a test, we must ensure that it evaluates
what it sets out to test. For instance we cannot set a test paper which has an objective to test the
knowledge acquired by children in science but it is actually testing grammar. To ensure construct
validity in my test design, the questions are related to only what has been done in class. Also the
questions related to thinking skills are easily answerable. The objectives of the test paper are
both of lower and higher order to ensure construct validity.

RELIABILITY

Reliability is the degree to which an assessment produces stable and consistent results. To
address the reliability of my test design, the use of an assessment rubric will be made, test retest
reliability, inter-rater reliability and split half reliability will be applied. A rubric is an assessment
tool that clearly indicates marking criteria. To support the rubric a marking scheme has also been

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made (refer to appendix). Through assessment rubrics fair marks are allocated for the answers
produced by the learners. For example below is the assessment rubric for question number 8 of
my test design whereby the mark allocations is clearly described. Thus this accounts for the
reliability of the paper.

Marks 7 6 5 4 3 2 1
allocated
Criteria -Draws - Any one -Any two -Any -Any -Any five - Only one
A jar filled of the of the three of four of of the required
with water required required the the required element
and a lump element element required required elements mentioned.
of soil and missing. missing. element elements missing.
air bubbles missing. missing.
in the
water

-Label the
lump of
soil, air
bubbles
and water

-Neatness
of work

TEST RETEST RELIABILITY

Test retest reliability is when the same test is administered to a group of learners at two different
occasions. This process is carried out to ensure validity by comparing the two set of scores and
evaluating their correlation. Upon application of this type of validity, it was observed that the
scores of the students were practically the same, thus ensuring reliability.

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INTER-RATER RELIABILITY

Inter rater reliability is estimated by administering the test once only, but having the answers
corrected by different examiners. The different scores are then compared and the influence of
different raters can be determined. Upon application of this process in my test design, the scored
were compared and were the same thus addressing reliability.

SPLIT HALF RELIABILITY

In this reliability, after a test is administered, it is divided into two equal halves after the students
have returned the test, and the halves are then correlated. A reliable test will have high
correlation, indicating that a student would perform on both halves of the test. Upon application,
it was observed that the correlation coefficient of both halves were the same, thus the test design
is reliable.

QUESTION 1 (b) (ii)

ETHICAL ISSUES

Ethics are based upon founded standards that classify actions as right and wrong by applying
values such as integrity, discipline and honesty among others. In simple, ethics is a system of

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moral principles. There are various ethical considerations we must take while designing a test
paper and reporting the results which are as follows:

6. CONFIDENTIALITY
It is important that the teacher maintains confidentiality about the test paper. It should not
be accessible to students or other colleagues before the test. The teacher must also not
provide hints or exams questions before hence.

7. FAIRNESS
The test paper should be equally fair. It should be achievable by both low and high ability
students by setting both low and high order questions. The test paper should be well
balanced

 ACHIEVABLE
The question set should be achievable within the time allocated for the test. The time
given to complete the test paper should reflect on the types and number of questions.

 CONTENT APPROPRIATE
The content of the test paper should reflect the content which has been explained in class.
It should consist of what is mentioned in the syllabus and not on external information. It
should be grade appropriate.

 NO FAVORITISM
While correcting the paper, the teacher should be fair. The answers of the students should
not be modified to help them get more or less marks.

While reporting the results we should also take some ethical considerations which are as follows:

 CONFIDENTIALITY

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The results must be maintained confidential. Only the student, his responsible parties and
the teacher should have information about the results of the learner and the report books
must be kept safe.

 ACCESSIBILITY TO RESULT
Every student must have access to his result. It should not happen that only the students
who have passed get their detailed results and those who have failed have no information
at all of their results.

 PRIVACY WHILE GIVING FEEDBACK

Any feedback provided to parents must be done in private. Other parents or school
personnel must not have information about the feedback being given about the learner or
his result.

 PROTECTING THE INTEGRITY AND SELF-ESTEEM OF THE LERNER

The integrity and self-esteem of a student must not be harmed. This applies mostly for
students who have failed. The teacher must not make a joke out of that student or an issue
for gossip.

 NO COMPARISION AMONG RESULTS

The teacher must not compare the results of the students. Often this may create
differences among student and may lower down the confidence of students. Students
must be encouraged for better performance.

WORD COUNT: 2207 WORDS

REFERENCES

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1. Earl, S. and Katz, S (2006) Rethinking classroom assessment with purpose in mind
[online]
Available at: http://etd.lsu.edu/docs/available/etd-04152013-112448/unrestricted/
ArmstrongThesis.pdf
Accessed on: 15 May 2017
2. National Curriculum Framework, 2015. Assessment for learning. [online]
Available at: http://www.mie.ac.mu/curriculum.html
Accessed on: 15 May 2017
3. Linn, Robert L, Norman Edward Gronlund, and Robert L Linn. Student Exercise Manual
For Measurement And Assessment In Teaching. 1st ed. Upper Saddle River, NJ: Merrill,
2000. Print.
4. Arhar, J. M., Holly, M. L., & Kasten, W. C. (2001). Action research for teachers:
Traveling the
yellow brick road. Upper Saddle River, NJ: Merrill/Prentice Hall [online]
Available at: http://evokedevelopment.com/uploads/blog/commonData.pdf
Accessed on: 16 May 2017
5. Kathleen Cotton, 1988. Classroom Questioning [online]
Available at: http://educationnorthwest.org/sites/default/files/ClassroomQuestioning.pdf
Accessed on: 16 May 2017
6. British Columbia Institute of Technology, 2010. CHECKLISTS ANDRATING
SCALES. [online]
Available at: http://www.northernc.on.ca/leid/docs/ja_developchecklists.pdf
Accessed on: 17 May 2017
7. Cecil R.Reynolds, Ronald B.Livingstong, Victor Willson. Measurement and Assessment
in Education. Second Edition PEARSON. Pages 117-120.
8. Colin Phelan and Julie Wren, 2005. EXPLORING RELIABILITY IN ACADEMIC
ASSESSMENT. [online]
Available at: https://chfasoa.uni.edu/reliabilityandvalidity.htm
Accessed at: 17 May 2017
APPENDICES

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TABLE OF SPECIFICATIONS

Topic Number of % time spent % marks Number of marks

sessions
Living & Non-living 11 (11/40)x 100 27.5 (27.5/100)x100
things = 27.5 = 27.5
Water 18 (18/40)x 100 45 (45/100)x100
= 45 = 45
Air 11 (11/40)x 100 27.5 (27.5/100)x100
= 27.5 = 27.5

MARKING SCHEME

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QUESTION 1 QUESTION 2 QUESTION 3

(i) Cross (i) Blowing Part 1 2 3 4 5 6

a balloon
(ii) Tick (ii) Flying a Answer A C B B B D
kite (6*1) marks
(iii) Cross (iii) Inflate a
tire
(iv) Tick (iv) Breathing
(v) Cross (v) Burning
(vi) Tick (5*1) marks
(6*1) marks

QUESTION 4

(i) Animals Horse Dog Bird Cat Rabbit

Plants Coconut tree Flower Aloe Vera Banana tree Grass
(10*1) marks

(ii) Fresh Water Reservoir Lake River Tap Rain Source

Salty water Sea Ocean
(8*1) marks

QUESTION 5

(i) 1 Rain (ii) 1 Glass

2 Mountain
2 Water
3 Source
4 Waterfall 3 Bubbles of air
QUESTION 6
5 River
(3*1) marks
6 Mouth
(i) 71 Sea
Fresh (7*1) marks (ii) 1 Cap
2 Water
2 Salty, tasteless
3 Bubbles, air
3 Reservoirs, lakes
4 Bottle
4 sea
5 Empty
(6*1) marks
(5*1) marks

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QUESTION 7

(i) Characteristics of living things

- Three complete sentences with keywords ‘breathe’, ‘grow’ and ‘move’ respectively.
(3*2) marks

(ii) Compare the differences between living and non-living things. Any two of the following or
any other possible answer. (2*2) marks

- Living thing alive/ non-living not alive

- Living thing breath/non-living thing does not breathe

- Living thing grow/non-living thing does not grow

Any example of living and non-living thing. (2*1) marks

(iii) Differences between sea and fresh water. Any two of the following or any other possible
answer. (2*2) marks

- Sea water salty/fresh water tasteless

- Drink fresh water/cannot drink sea water
- Sea water has a smell/ fresh water odourless

(iv) Uses of water. Any four of the following in complete sentences or any other possible answer.
(2*4) marks

- Drinking/ Cooking/ Washing/ Brushing teeth/ bathing

(v) Ways to save water. Any three of the following in complete sentences or any other possible
answer. (3*2) marks

- Close tap when brushing

- Do not wash car too often

- Repair leakage

- Turn off tap while washing hands

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(vi) Presence of air around us. Any two of the following in co complete sentences or any other
possible answer. (2*2) marks

- Feel air on our skin

- Clouds move with air/wind

- Leaves moves with air/wind

QUESTION 8

(i) Drawing and labeling. The following seven factors must be present. (7*1) marks

-Draw jar/lump of soil/water/bubbles of air in water

- Label water/lump of soil/bubbles of air

(ii) Conclusion about experiment. (1*2) marks

- Lump of soil or dry soil contains air

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