Ensure that the benchmarks established are specific and operational to the assessment. Operational benchmarks will also help you carry out realistic improvements after the assessment is completed. Next, establish the assessment methods for gathering the related evidence.
Assessment tools are functional only to the extent that they are able to gather cognitive, behavioral and statistical outputs of those being assessed. Consider designing a tool that clearly indicates the competencies, skills, attributes and behaviors of candidates against the benchmarks.
Item analysis. Organising the test items. Conducting the test and marking. Establishing the reliability and validity of the test. Estabilishing the objectivity of the test and, ix. Usage of the test The validity of measuring tool includes the following. This tool measures all the dimensions of a thing to be measured. If a measuring tool shows outwards that it can fulfil the measuring needs of a teacher, then it is called the measuring tool with the face validity It should be similar to a measuring tool that is based on the same criterion.
It means that this measuring tool should concur with the standardised measuring tool that is constructed already that measures the same aspect of an object. It includes the following in it. It indicates the stability of measures of the measuring tool. If we conduct a test immediately one after another one the same students and if we get the same responses from them, then the measuring tool question paper has the parallel form reliability. It is the consistency between two items of the tool measuring the same aspect of a thing.
If the tool measures the same value for its different items for the same aspect of a thing then it has internal consistency of measures.
So, the practicability of a measuring tool is its easy usage in practice. Planning the Test 1. Determining the general objectives the thing to be measured and using marks awarded in the valuation of the test. Consulting experts in the subject matter.
Determining the time limit for the test. Determining the conduction of field try - out. Determining the difficulty level of the test items so that the awarding of marks and the conduction of test may be practicable. Writing the Test Items i. The test items should be written considering the accuracy of it, suitability to the content of the subject and its revelence to educational standards. Test items should be properly worded and its meaning should not be confusing.
It should be written so that it gives proper guidance to the students. Examples may be given how it can be answered.
All items in the test should be reliable and they should have validity. Field Try Out of the Test i. It is useful in improving the strength of the test item. It is useful to find the difficulty level and discriminant of the test items. T-test C. Correlation D. Regression analysis Advantage of Multiple-choice Test 1.
Measure learning outcomes from the knowledge to evaluation level. Scoring is highly objective, easy and reliable. Scores are more reliable than subjective type of test. Measures board samples of content within a short span of time. Distracters can provide diagnostic information.
Item analysis can reveal the difficulty of an item and can discriminate the good and poor performing students. Disadvantage of Multiple-choice Test 1. Time consuming to construct a good item. Difficult to find effective and plausible distracters. Scores can be influence by the reading ability of the examinees. In some cases, there is more than one justifiable correct answer. Ineffective in assessing the problem solving skills of the students. Guidelines in constructing Matching Type of Test 1.
The description and options must be short and homogenous. The description must be written at the left side and marked it with Column A and the options must be written at the right side and marked it with Column B to save time for the examinees.
There should be more options than descriptions or indicate in the directions that each option may be used more than once to decrease the chance of guessing. Matching directions should specify the basis for matching.
Avoid too many correct answers. When using names, always include the complete name first and surname to avoid ambiguities. Use numbers for the descriptions and letters for the options to avoid confusions to the students that have a reading problem. Arrange the options into a chronological order or alphabetical order. The descriptions and options must be written in the same page. A minimum of three items and a maximum of seven items for elementary level and a maximum of seventeen items for secondary and tertiary levels.
Advantage of Matching Type Test 1. It is simpler to construct than a multiple-choice type of test. It reduces the effect of guessing compared to the multiple-choice and true or false type of test. It is appropriate to assess the association between facts. Provides easy, accurate, efficient, objective and reliable test scores. More content can be covered in the given set of test. Guidelines in constructing True or False Test 1. Avoid writing a very long statement. It should contain only one idea in each item except for statement showing the relationship between cause and effect.
It can be used for establishing cause and effect. Avoid using opinion-based statement, it it cannot be avoided the statement should be attributed to somebody.
Avoid using negative or double negatives. The number of true items must be the same with the number of false items. Avoid grammatical clues that lead to a correct answer such as the article a, an, the. Avoid statement directly taken from the textbook. Directions should indicate where or how the students should mark their answer. Advantage of a True or False Test 1. It covers a lot of content in a short span of time. It is easier to prepared compared to multiple- choice and matching type test.
It is easier to score because it can be scored objectively compared to a test that depends on the judgement of the caters.
It is useful when there are two alternatives only. The score is more reliable than essay test. Disadvantages of True or False Test 1. Limited only to low level of thinking skills such as knowledge and comprehension, or recognition or recall information.
Constructed response test are classified as: A. Short answer or completion type B. Essay type items restricted or extended response Completion Type or Short Answers Test - Is an alternative form of assessment because the examinee needs to supply or create appropriate words, symbols or numbers to answer a question or complete a statement.
The item should require a single word answer. Be sure that the language used in the statement is precise and accurate in relation to the subject matter being tested. Be sure to omit only key words. Do not leave the blank at the beginning or within the statement. Use direct question rather than incomplete statement. Be sure to indicate the units in which the statement requires numerical answers.
Be sure the answer of the student is required to produce is factually correct. Restricted Response Essay Questions Restricted response usually limits both the content and the response by restricting the scope of the topic to be discussed.
Useful for measuring learning outcomes requiring interpretation and application of data in a specific area. Do not use those examples discussed in class. Extended Response Essay Questions Extended response question allows student to select information that they think is pertinent, to organize the answer in accordance with their best judgment, and to integrate and evaluate ideas as they think suitable.
Industry Focus Groups. Industry Experts in Estimating, Structures, Mechanical, Electrical and Plumbing, Management and Computers and Technology are invited to the Rinker School to participate in a round table discussion of these five topical areas. One topic is discussed per year. The workshops will be held in conjunction with the Construction Career Fair. After a presentation of the course material, the industry advisory group works with the appropriate faculty on identifying appropriate topics to further enhance the course s being reviewed.
These comments are documented and an implementation plan is proposed. Once the implementation plan is approved by the industry focus group participants and the Rinker School Curriculum Committee, the changes are incorporated into the course.
Construction Capstone Class Capstone is a project simulation class where the students participate in a project from the very beginning of an idea to its construction and turnover. The intent is to create a long-term project that produces recurring revenues and profits for the owner.
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