Class room Assessment

Submitted To
Mam Sadia Jabeen

Department of Education

Submitted By
Sania irshad
Rafia Farooq

University Of Lahore
BACHELLOR OF EDUCATION MANAGEMENT
Assembling, administering and appraising
classroom test and assessments
Classroom assessment:
Assessment is a systematic process of gathering information about what a student knows, is able
to do, and is learning to do.

Why do we need to perform assessment in the classroom?

Assessment is a key component of learning because it helps students learn. Assessment can also
help motivate students. ... Just as assessment helps students, assessment helps teachers.
1. Assembling the classrooms tests:
 Record items
 Reviewing items appropriately
 Arranging items

 Record items:
Each individual test items should be recorded separately and contain information regarding the
instructional objectives, specific learning outcomes and content Recording test items/tasks
When constructing the test items, it is desirable to write each one on separate index card. In
addition to the test items, the card should contain information concerning the instructional
objective, the specific learning outcomes, and the content measured by the items. A space should
also be reserved for items-analysis information, usually on the back of the card, to allow room to
record the data each time the time is used.

 Reviewing items appropriately:

Such technical defects can be most easily detected by
(1) Reviewing the items after they have been set aside for a few days
(2) Asking a fellow teacher to review and criticize them.
  Arranging Items in the Test:
There are various methods of grouping items in achievement test, and the method will vary
somewhat with the use to be made of the result. For most classroom purposes, the items can be
arranged by a systematic consideration of
The types of items use,
The learning outcomes measured,
The difficulty of the items,
The subject matter measured.
When two or more item types are included in a test, there is also some advantages in keeping the
simpler item types together and placing the more complex ones in the test, as follows:
1. False or alternative-response items
2. Matching items
3. Short-answer items
4. Multiple-choice items
5. Interpretive exercises
6. Essay question
2. Administering & Scoring Classroom Tests
Administration:
Test instructions should include information about guessing, use of time, and marking the answer
sheets. It may be helpful to warn examinees to do their own work. Caution students to double
check coding of Name and ID Number and Section Number on each test - especially the first test
if a cumulative record is to be maintained.
Distribute tests systematically by sequence number. If possible, distribute and collect alternate
forms by rows with adjacent rows receiving different test forms
Have examinees record test book numbers on their answer sheets. After completion of the test
have them sign the answer sheet in the signature box on side 2 of the answer sheet.
When giving tests it is important that everything possible be done to obtain valid results.
Cheating, poor testing conditions, and test anxiety, as well as errors in test scoring procedures
contribute to invalid test results. Many of these factors may be controlled by practicing good test
administration procedures. Practicing these procedures will prove to be less time consuming and
less troublesome than dealing with problems resulting from poor procedures.
The following guidelines are intended to:
• Ensure that examinees do their own work.
• Create a comfortable physical and mental test climate.
• Provide order and control
 3. Appraising classroom tests:
Effective classroom testing begin with a test plan that specifically describes the instructional
objective and content to be measured and the relative emphasis to be given to each intended
learning outcomes.

 Determining items:
The effectiveness of each item can be determined by analyzing student responses to it. Item
analysis includes
Did the item function as intended?
Difficulty level of test items
Irrelevant clues and other defects
Effectiveness

 Simplified item analysis procedures

A simplified form of item analysis is all that is necessary to classroom tests. Because most
classroom groups consists of 20 to 40 students. Of the 10 lowest scoring students. Compare the
responses of the 10 highest scoring students with the responses