pspacamechanisamqsetting

8/13/2019 PSPACAMechanisamQSetting

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Dr. P. S. Patil, & Dr. A. C. AttarProfessor, Civil Engineering Department ,R. I. T. Sakharale, Dist. Sangli (MS) India


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PRESENT METHOD OF

PAPER SETTING ??

WHY EDUCATION ? ???

Dr. P. S. Patil, Professor civil engg.Dept. RIT Sakharale, 2


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The block diagram of an educational cycle.


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With the introduction of the new outcomes- basedcurriculum, comes the need for rethinking the way weset examination papers.

It is important to recognize that teaching to outcomeswill have an effect on the style of teaching, learning andassessment.

Future examinations need to reinforce the learner-centered approach which is at the core of the autonomy.

For the 21st century, literacy means more than basicreading, writing and computing skills.

The illiterate will not be those who can not read and

write but those who cannot learn, unlearn and relearn.Because we experience in modern times and the rapidexpansion of knowledge development and informationaccessibility.



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New curriculum caters for a more cyclical model of

life long learning which includes essential skills,values and attitudes needed by learners to cope witha changing world.

Readily accessible information means that learnerstends to learn in new and different ways e.g. throughinternet, DSTV, with a bias towards independentresearch and experimentation.

Educators should reinforce the ultimate purpose ofthe content knowledge in the structure of thequestions and introduce questions that giveopportunities for learns to solve real life problems.

Use specific documents to guide the setting ofexamination paper: CS= Curriculum statement,LPG= Learning Program Guideline, SAG= SubjectAssessment Guidelines.



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To set examination papers, educators will need to

develop their abilities◦ Have a deep knowledge of learning outcomes, assessment

standards and subject contents.◦ Be able to set differentiated papers.◦ Be able to provide valid marking guidelines.◦ Be able to recognize sophisticated thinking process even

when expressed in unsophisticated language.

Differentiation could be approached in a number ofways: Using different levels of cognitionUsing different levels of difficultyBy scaffolding questions and tasksBy outcome:By task:



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Cognitive levels are only ONE way of differentiatingbetween levels of learning.

There are three main taxonomies which are closelyrelated:◦ Bloom‟s Taxonomy

◦ Barrett‟s Taxonomy

◦ SOLO Taxonomy.

Bloom‟s Taxonomy collapsed into 3 levels


CognitiveLevel Description Category Description3 Analysis, Evaluation,

Problem solving

C Challenging

2 Comprehension andapplication

B Reproducing answers tosimilar but not the samequestions asked before.

1 Conceptual knowledge A Reproducing same learntknowledge.


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Bloom‟s Original Taxonomy Bloom‟s Revised Taxonomy• Evaluation • Synthesis • nalysis • pplication • Comprehension • Knowledge

• Creating• Evaluating • Analysing• pplying • Understanding • Remembering


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Create a framework for your paper including:◦ Selecting the number of sections,

◦ content,

◦ the learning outcomes to be addressed,

◦ the assessment standards to be addressed,

◦ number of questions per section,

◦ the cognitive levels to be addressed within eachquestion,

◦ the degree of difficulty in each section/question,

◦ number of marks allocated per section and peroutcome according to the weighting of theoutcomes.



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Sections Q no. LO AS Cognitivelevel Level ofdifficulty Marks Totals



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Not all subjects are constructed in thesame way, but assessment in all subjectsis of the learning outcomes andassessment standards.

CONSULT the individual SAG documents. Weight the outcomes if necessary.

Reflect on the critical and developmental

outcomes( CO‟s & DO‟s) The subject learning outcomes alsoaddress the CO‟s & DO‟s



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Which assessment standards (ASs) are youusing? Some SAG documents have alreadyidentified the assessment standards that will beassessed under examination conditions andthose more suited to daily assessment.

Also, some ASs may have already been testedextensively during daily assessment (CASS) andmay not need to be repeated.

Identify each verb in the AS and infer from it theperformance that learners should demonstrate,i.e. what learners must be able to do.



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Collect sufficient resources for compiling the exampaper and make sure the resources are appropriatein terms of the grade level.

As some subjects have clear indications of whatmust be included in the final examinations, make

sure the resources address all of these areas. Some questions should test the ability to apply

competence, which may require the integration ofmore than one assessment standard, i.e. AppliedCompetence involves:

• Theory Do I understand why I am doing it?

• Practice Do I know how to do it?

• Reflection Can I think of how to do it better?


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You can only determine the final marks when

you have completed the marking memorandum.

Ensure that sufficient marks are allocated toopen-ended questions requiring differentiation

by outcome in answering these questions.



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Some subjects have requirements laid out in the SAGwhich will have to be used when developing questions.

It is also important that all of the questions relate to theassessment standards.• Factual recall• Data response

• Verbal

• Numerical• Critical evaluation• Visual• Closed• Open-ended

• Problem solving• Creative• Provocative questions• Real-life scenarios



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Learners across the perceived spectrum of abilitymust be catered for in the paper.

Be aware, though, that taxonomies do not reflectlevels of difficulties of the questions – theymerely reflect thinking processes.

For example, although „knowledge‟ is at the baseof the traditional Bloom‟s taxonomy, manylearners find recall of knowledge more difficultthan evaluation, which is at the top of the

taxonomy. You can use grid to assess the cognitive levels

addressed in your paper.



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Low Medium HighQuestion

Q1

Q2

Q3

Q4

Q5

Totalmarks

Target 30% ( 90marks) 40% (120) 30% (90)



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Some subjects have requirements in this regard in the SAGdocuments.

The assessment standards in each subject indicate progression, and can be very useful in developing

questions of varying levels of difficulty. Note that cognitive levels are not always good indicators

of levels of difficulty.

For instance, some learners with photographic memories

find recall easy while others find remembering contentknowledge difficult.

Some learners are able to think creatively and synthesismaterial easily while others find this very difficult.



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Accessible to alllearnerswho deserve topassAccessible to aboveaveragelearners

Accessible to themostcapable learners

EASY MEDIUM DIFFICULTY CHALLENGING

Q1.1Q1.2Q1.3

Q2.1Q2.2

Q2.3Totalmarks

Target 30% = 90 MARKS 40% = 120 MARKS 30% = 90 MARKS



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Learners across the perceived spectrum of ability

must be catered for in the paper. You can cater for ex-Higher Grade and ex-

Standard Grade in one question by setting arange of sub-questions that begin with basic

questions and progressing to more challengingquestions with appropriate mark allocations, e.g.

Question 1.1 Start with easy appetizer = 20 – 30% of marks

Question 1.2 Main body moderate = 30 – 50% of marks

Question 1.3 End with challenging/pinnacle =20 – 30% ofmarks



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Consider the appropriate assessment tool.

Should you use a traditional marking guidelineor rubrics or both?

Is the memo accurate? Does it cater foralternative answers?

Rubrics work better for open-ended ordivergent questions



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Can learners answer the questions within thetime given?



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Learners across the perceived spectrum of ability must becatered for in the paper.

You can cater for ex-Higher Grade and ex- Standard Grade

in one question by setting a range of sub-questions that

begin with basic questions and progressing to morechallenging questions with appropriate mark allocations,

e.g.

◦ Question 1.1 Start with easy appetizer = 20 – 30% of marks

◦Question 1.2 Main body moderate = 30 – 50% of marks

◦ Question 1.3 End with challenging/pinnacle = 20 – 30% of marks



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• Data response / Factual recall – expect simple, straight-forwardanswers based on obvious facts or awareness

• Convergent questions – expect answers within a range of acceptableaccuracy – may be at different levels of cognition

• Open-ended / Divergent questions – allow exploration of differentavenues and generate many different variations and alternative

answers. These are often more accessible to the modern learner

• Problem solving / Creative / Real-life scenarios / Provocativequestions / Thoughtful questions/ Values and ethics - challengelearners to think and to apply concepts learnt

• Evaluative – require sophisticated levels of judgment• Probing questions – probe logic or structure and require clarification,

challenges assumptions, reasons and evidence, implications,consequences, viewpoints or perspectives



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• Multiple-choice

• Matching • Data response

• Interpreting diagrams/graphs

• Constructing tables and graphs

• Essay-type questions• Source-based questions

• Case studies

• Hypothesis testing

• Open-ended questions• Closed questions

• Contextual questions

• Transactional writing



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Exam papers should not be crowded withillustrations that do not seem to have a clear order.

There should not be a lot of cutting and pasting asthe writing can be retyped even if there is not ascanner available to scan images.

A messy paper disadvantages the learners.

It is crucial to make sure that any illustrations,graphs, photographs, drawings, etc. are clearenough to ensure good reproduction in the paper.

If an illustration is not going to reproduce well,discard it however useful you think it might be forthe examination.



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Ask yourself the following:

• Do questions contain both variations in cognitive levels AND different degrees of

difficulty (not always the same thing), i.e. is there differentiation within eachquestion?

• Are questions accessible and relevant?

• Do the questions use knowledge as a barrier to skills, values and attitudes?

• Do the questions focus on significant content (are topics avoided that are insignificant,irrelevant or unimportant)?

• Are the questions at various cognitive levels of difficulty or not?• Do they incorporate real-life situations or problems?

• Are they provocative?

• Are they formatted to be user-friendly?

• Are they posed in language that is user-friendly (unnecessary verbiage is reduced)?

• Are optional questions clearly indicated?

• Are questions free from bias (gender, racial, political, social and cultural)?• Were the spelling and grammar corrected?

• Are marks allocated accurately?

• Are question papers properly formatted and easy to use?



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Checklist


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1. Design of question paper

2. Preparation of blue print

3.

Preparation of model question paper4. Preparation of marking scheme

5. Refining of question paper

6. Editing of question paper

7. Review of question paper

30Dr. P. S. Patil, Professor civil engg.

Dept. RIT Sakharale,


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Writing questions Model answer

Marking scheme

Preparation of questionwise analysis chart

Review/ Moderation of question paper

Editing the question paper

Refining questions

Preparation of blue print

Design of question paper setting




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A. WEIGHTAGE TO BE GIVEN TO DIFFERENT FORMS OF QUESTIONS

i.e ESSAYS – HOW MANY

MCQ

so that a balanced question paper is formed

NUMBER OF QUESTIONS – NUMBER OF QUESTION PAPERS IN A SUBJECT




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MARKS

TOTAL NUMBER OF QUESTIONS

NUMBER OF SECTIONS

MAXIMUM TIME ALLOTED




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MUST KNOW, DESIRABLE TO

KNOW AND NICE TO KNOWCATEGORIES

should be adapted in the question paper




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QUESTION PAPER SHOULD AIM AT FINDING

OUT WHETHER THE MINIMAL SKILLS /KNOWLEDGE REQUIRED HAVE BEEN

ACHIEVED BY THE STUDENT OR NOT.

QUESTION PAPER SHOULD NOT BE MADE

VERY DIFFICULT




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GUIDE LINES REGARDING THE USE OF OPTIONS,

NATURE OF SECTIONS AND DIFFICULTY LEVEL OFTHE PAPER ARE ALSO REQUIRED TO BE

DELINEATED

THEN WRITE THE QUESTIONS IN CLEAR AND

SIMPLE TERMS. SUCH A DOCUMENT IS CALLED

BLUE PRINT




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BLUE PRINT

SYLLABUSTYPES OF QUESTIONS

MARKS DISTRIBUTION

TAXONOMY OF EDUCATIONAL OBJECTIVES

OR TABLE OF SPECIFICATIONS




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NUMBER OF

QUESTIONS AND

MARKS

OBJECTIVES

TESTED BY ITEMS

CONTENT AREA AND

FORM OFQUESTIONS




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PREPARATION OF A MODEL QUESTION PAPER

PREPARATION OF MARKING SCHEME

Once a model question paper is prepared, then make amarking scheme. This is to assign proportions of marks to

different parts of the answer.




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ANALYTICALOBJECTIVE TYPE

SHORT ANSWER TYPE

GLOBALLONG ANSWER

TYPE




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REFINING OF THE QUESTIONS

1. Does the question test an important learning outcome?

2. Is it based on a predetermined objective?

3. Is the scope of the question well defined as regards to

clarity

language

length of answer

marking scheme

appropriate difficult level




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1. 60% OF QUESTIONS - AVERAGE

STUDENTS

2. 20% OF QUESTIONS – GOOD STUDENT

3. 10% OF QUESTIONS –

VERY GOODSTUDENTS

4. 10% OF QUESTIONS – EXCELLENT

DISTINCTION

STUDENTS




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•The questions should be relevant to the

set objectives of the course•Emphasis should be on professional skill

and competence•The length of the question paper should

be such that it should be reasonably

feasible for an average student to answer

with in the stipulated time.



M k f h ti i d t i d


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•Marks for each question is predetermined

•Should be proportional to the length and

difficulty level of the question

•An uniform coverage of the entire curriculum

is done

•Avoid spelling and grammatical errors

•Open ended questions are apt to encouragerambling by a student




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EDITING

1. Grouping of questions according toobjectives, form of questions, content

area

2. Numbering questions

3. Instruction for administration




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REVIEW

REVIEW WITH A CHECK LIST

FINAL STEP IS TO ENSURE

CONFIDENTIALITY BY SENDING THE

ROUGH SHEETS TO THE UNIVERSITY/

EXAMINATION CENTER OR

DESTROYING THEM AS PERINSTRUCTIONS




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General Guidelines to the Paper Setter s)1. Make sure you have the latest version of the syllabus and you are familiarwith the assessment criteria.

2. Work on a Specification Grid. Before and after setting the paper, checkthat all the test items are based on the respective syllabus and that theitems are graded in difficulty.

3. Do not use material reflecting race, ethnic or sex bias.

4. Develop a Marking Scheme alongside the Specification Grid.

5. Check that the duration of the examination is entered correctly on the

paper and that the time allotted is sufficient to enable the studentscomplete the paper and revise their work.


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Proof read the text.

7. Pass on the finalized draft of the paper to an external reviser who has to

proof read the text again, ensure that no test item is out of syllabus, checkthat all set tasks are workable (particularly in mathematics and sciencesubjects) and that the paper can be completed in the set time.

8. Make the necessary changes in the examination paper and the marking

scheme as advised by the reviser. Proof read the text once again and passon the paper to the Reviser for the final proof reading.

9. Hand in the Marking Scheme together with the Examination Paper forprinting.


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6. Proof read the text.

7. Pass on the finalized draft of the paper to an external reviser who has toproof read the text again, ensure that no test item is out of syllabus, check

that all set tasks are workable (particularly in mathematics and sciencesubjects) and that the paper can be completed in the set time.

8. Make the necessary changes in the examination paper and the markingscheme as advised by the reviser. Proof read the text once again and pass onthe paper to the Reviser for the final proof reading.

9. Hand in the Marking Scheme together with the Examination Paper forprinting.

10. Examine printed papers for printing defects (e.g. unclear diagrams orpictures) and for any Errata Corrige that may be required.


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B) Layout1. The layout of the paper should be as clear as possible to make it asstudent friendly as possible. For write-on papers enough space for working

or writing must be provided.

2. Instructions to candidates should be clear and unambiguous. Theyshould be presented in bold type.

3. Wherever possible, use a straightforward and consistent format with

regular line lengths.

4. Use typesetting features such as bold, italics, indentation or boxeseffectively to help candidates focus their attention on the task. (Note: Printin italics may present reading difficulty for young children.)

5. Long complex questions are best split up by the use of subsidiarynumbering systems.


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6. Structured questions should follow a graded and logical sequence.Directorate for Quality and Standards in Education 3

7. The information contained on a page should be well structured through

the appropriate use of headings and sub-headings. This would helpcandidates organise text in advance of reading.

8. Check that the diagrams, pictures or photographs used are necessary,helpful and of high quality.

9. Place the text close to the relevant diagrams or pictures to enable thecandidates relate the two effectively. Comprehension text and questionsshould be set on the same page or on adjacent pages.

10. Ensure that marks assigned for each item / exercise / section areclearly indicated on the paper.


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C) Sentence Construction1. Use the simplest language and structure possible to convey clearly andunambiguously the meaning of the question.

2. Split down even relatively short sentences if they contain a lot ofcondensed information.

3. Do not use the passive if it can be avoided because it can make asentence impersonal and complex. Avoid also using the conditional form

(sentences starting with “if”) and the double negative.

4. Eliminate superfluous words and any abstract and metaphoricallanguage which is not necessary.

5. Make sure that introductory statements in questions contain only the

information which is required for answering those questions relevantly.


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A guide to Productive Pedagogies: Classroom reflection manual states that:Higher-order thinking by students involves the transformation ofinformation and ideas. This transformation occurs when studentscombine facts and ideas and synthesise generalise explain

hypothesise or arrive at some conclusion or interpretation.Manipulating information and ideas through these processesallows students to solve problems gain understanding anddiscover new meaning. When students engage in the constructionof knowledge an element of uncertainty is introduced into theinstructional process and the outcomes are not alwayspredictable; in other words the teacher is not certain what thestudents will produce. In helping students become producers ofknowledge the teacher‟s main instructional task is to createactivities or environments that allow them opportunities toengage in higher-order thinking.

(Department of Education, Queensland, 2002, p. 1)

56Dr. P. S. Patil, Professor civil engg.Dept. RIT Sakharale,


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1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds ofthinking Adapted for classroom use as a planning tool Continues to be one of the most universally appliedmodels Provides a way to organise thinking skills into sixlevels, from the most basic to the higher order levels ofthinking 1990s- Lorin Anderson former student of Bloom)revisited the taxonomy As a result, a number of changes were made

(Pohl, 2000, Learning to Think Thinking to Learn pp. 7-8 ) 57Dr. P. S. Patil, Professor civil engg.Dept. RIT Sakharale,


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Evaluation

Synthesis

Analysis

Application

Comprehension Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering



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The learner is able to recall, restate and rememberlearned information.◦ Recognising◦ Listing◦

Describing◦ Identifying◦ Retrieving◦ Naming◦ Locating◦ FindingCan you recall information?



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List Memorise Relate Show Locate Distinguish Give example Reproduce

Quote Repeat Label

Recall Know Group Read Write Outline



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Teacher roles Directs Tells Shows Examines Questions Evaluates

Student roles Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient



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The learner grasps the meaning of information

by interpreting and translating what has beenlearned.◦ Interpreting

◦ Exemplifying

◦ Summarising◦ Inferring

◦ Paraphrasing

◦ Classifying

◦ Comparing◦ Explaining

Can you explain ideas or concepts?



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Restate

Identify

Discuss

Retell

Research Annotate

Translate

Give examples of

Paraphrase

Reorganise

Associate

• Describe• Report

• Recognise

• Review

• Observe• Outline

• Account for

• Interpret

• Give main idea

• Estimate

• Define



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Teacher roles Demonstrates Listens Questions Compares Contrasts Examines

Student roles Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant



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The learner makes use of information in acontext different from the one in which it waslearned.

◦ Implementing◦ Carrying out◦ Using◦

ExecutingCan you use the information in another

familiar situation?



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Translate

Manipulate

Exhibit

Illustrate

Calculate Interpret

Make

Practice

Apply

Operate

Interview

•Compute

• Sequence

• Show

• Solve

• Collect

• Demonstrate

• Dramatise

• Construct

• Use

• Adapt

• Draw



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Teacher roles Shows Facilitates Observes Evaluates Organises Questions

Student roles Solves problems Demonstrates use ofknowledge Calculates Compiles Completes Illustrates Constructs Active recipient



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The learner breaks learned information into its

parts to best understand that information.◦ Comparing

◦ Organising

◦ Deconstructing

◦ Attributing◦ Outlining

◦ Finding

◦ Structuring

◦ IntegratingCan you break information into parts to explore

understandings and relationships?




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Distinguish

Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize

• Compare

• Contrast• Survey• Detect• Group• Order

• Sequence• Test• Debate• Analyse• Diagram

• Relate• Dissect• Categorise• Discriminate




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Teacher roles Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects

Student roles Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant




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The learner makes decisions based on in-depth

reflection, criticism and assessment.◦ Checking

◦ Hypothesising

◦ Critiquing

◦

Experimenting◦ Judging

◦ Testing

◦ Detecting

◦

MonitoringCan you justify a decision or course of action?


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Judge Rate Validate Predict Assess Score Revise

Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure

• Choose• Conclude• Deduce• Debate• Justify• Recommend

• Discriminate• Appraise• Value• Probe• Argue

• Decide• Criticise• Rank• Reject

Judging the value ofideas, materials and

methods bydeveloping and

applying standards

and criteria.

Judging the value ofideas, materials and

methods bydeveloping and

applying standardsand criteria.


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Teacher roles Clarifies Accepts Guides

Student roles Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant


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The learner creates new ideas and information

using what has been previously learned.◦ Designing

◦ Constructing

◦ Planning

◦

Producing◦ Inventing

◦ Devising

◦ Making

Can you generate new products, ideas, or ways ofviewing things?


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Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate

• Formulate• Improve

• Act

• Predict

• Produce

• Blend

• Set up

• Devise• Concoct

• Compile

Putting togetherideas or elements todevelop a originalidea or engage increative thinking.


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Teacher roles Facilitates Extends Reflects Analyses Evaluates

Student roles Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant


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C+

Pass/Fail A

A-

85%F

S

Unsatisfactory

67%

D

C

B

93%


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Assessment -- The process of measuringsomething with the purpose of assigning a

numerical value.

Scoring -- The procedure of assigning anumerical value to assessment task.

Evaluation -- The process of determining theworth of something in relation to establishedbenchmarks using assessment information.




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Formative - forperformanceenhancement

Formal - quizzes,tests, essays, labreports, etc.

Traditional - tests,quizzes, homework ,

lab reports, teacher

Summative - forperformanceassessment

Informal - activequestioning duringand at end of class

Alternative - PBL‟s,presentations,

essays, book reviews,peers




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Alternative to what? Paper & pencil exams

Alternatives:◦ lab work / research projects◦ portfolios◦ presentations◦

research papers◦ essays◦ self-assessment / peer assessment◦ lab practical◦ classroom “clickers” or responder pads




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Quick-fire questions

Minute paper◦ 1) What did you learn today?◦ 2) What questions do you have?

Directed paraphrasing (explain a concept to aparticular audience)

The “muddiest” point (What is it about thetopic that remains unclear to you?)




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Validity -- Is the test assessing what‟sintended?◦ Are test items based on stated objectives?◦ Are test items properly constructed?

Difficulty -- Are questions too easy or toohard? (e.g., 30% to 70% of students shouldanswer a given item correctly)

Discriminability -- Are the performance onindividual test items positively correlated with

overall student performances? (e.g., only beststudents do well on most difficult questions)




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Criterion-referenced evaluation -- studentperformance is assessed against a set ofpredetermined standards

Norm-referenced evaluation -- student

performance is assessed relative to the otherstudents

The “curve” -- sometimes a combination ofcriterion- and norm-referenced processes




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Based on a predetermined set of criteria. For instance,

◦ 90% and up = A

◦ 80% to 89.99% = B

◦ 70% to 79.99% = C◦ 60% to 69.99% = D

◦ 59.99% and below = F


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Pros:◦ Sets minimum

performanceexpectations.

◦ Demonstrate whatstudents can andcannot do in relationto important

content-areastandards (e.g, ILS).

Cons: ◦ Some times it‟s hard

to know just where toset boundary

conditions.◦ Lack of comparison

data with otherstudents and/or

schools.


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Based upon the assumption of a standardnormal (Gaussian) distribution with n > 30.

Employs the z score:◦ A = top 10% ( z > +1.28)◦ B = next 20% (+0.53 < z < +1.28)◦ C = central 40% (-0.53 < z < +0.53)◦ D = next 20% (-1.28 < z < -0.53)◦ F = bottom 10% ( z < -1.28)

z XX


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Pros: ◦ Ensures a “spread”

between top andbottom of the classfor clear grade

setting.◦ Shows student

performance relativeto group.

◦ Con: In a group withgreat performance,some will be ensuredan “F.”

Cons: ◦ Top and bottom

performances cansometimes be veryclose.

◦ Dispenses withabsolute criteria forperformance.

◦ Being above average

does not necessarilyimply “A”performance.


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Norm-Referenced: ◦ Ensures a

competitiveclassroom

atmosphere◦ Assumes a standard

normal distribution

◦ Small-groupstatistics a problem

◦ Assumes “this” classlike all others

Criterion-Referenced: ◦ Allows for a

cooperative classroom

atmosphere◦ No assumptions about

form of distribution

◦ Small-group statistics

not a problem◦ Difficult to know just

where to set criteria


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The “curve” might represent a mixture of norm-and criterion-referenced grading.

The “curve” is a highly subjective process.

The “curve” is normally applied only at the end

of a term.


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Scientific Process Skills (intellectual skills closelyassociated with inquiry learning)


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Observing Communicating

Classifying

Measuring

Inferring

Predicting


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Identifying variables Constructing a table of data Constructing a graph Describing a relationship between variables

Acquiring and processing data Analyzing investigations Constructing hypotheses Defining variables operationally Designing investigations Experimenting


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Solving complex, real-world problems Establishing empirical laws Synthesizing theoretical explanations Analyzing and evaluating scientific

arguments Constructing logical proofs Generating principles through the process

of induction Generating predictions through the process

of deduction


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Study guides can be created to setobjectives. Prepare tests from objectives. Assess broad spectrum: content AND skills.

Make a rubric for questions that do nothave forced-choice answers.

Create an answer key for forced-choicequestions.

Double-check your answer key. Grade ASAP, providing corrective feedback.


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Encourage students to learn from theirmistakes.

Accept appeals in writing, due by a certaindate.

Refuse to discuss question if student will beappealing the answer.

Appeals include the following:◦ Question being appealed◦ Teacher and student responses◦ Explanation of why student‟s response is as good as or better

than teacher‟s expected response. ◦ Teacher responds in writing.◦

No class-wide correction: each student must make ownappeal. Benefit: students feel they are treated fairly.


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Have students prepare an ongoing, extensiveportfolio of their work.

Maintain these portfolios in an open butsupervised setting.

During parent-teacher conferences, havestudent in attendance and have parents gothrough portfolio with student under thewatchful eyes of the teacher.


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Keep copies of your grade book or computerprogram in widely separated locations.

Keep up to date.

Respect confidentiality laws....

QUESTION PAPER BLUE PRINT PROGRAME: M. Tech Civil Construction Management.

COURSE C i P j M COURSE CODE CEC 501


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Dr. P. S. Patil, Professor civil engg.

Dept. RIT Sakharale, 99

Name of Topic/Sub Topic Weightage(%)

Marks out

of 100

Q. No. Remark Construction scope. Project management phases and processes. Construction managers’ role and skills Construction failure

8 % 8 Q1 a Average Students. (Must Know)

W.B.S. Project activities and duration. Scheduling- Bar chart and Network

16% 8 8

Q1 b Q2 a Average Students. (Must Know)

Precedence Network. Resource Leveling.

18% 9 9

Q3 a Q3 b Good Students. (Desirable to know)

Linear Scheduling. Multiple Project Scheduling. Updating of Network.

16% 8 8

Q2 b Q5 a Good Students. (Desirable to know)

Net work Compression. Earned Value Management. 18%

12

6 Q4 a

Q4 b Very good / ExcellentStudents.

Computer application in project management. 8% 8 Q5 b Average Students. (Must Know)

Lean Construction. Construction Safety.

16% 8 8

Q6 a Q6 b Average Students. (Must Know)

100%

COURSE: Construction Project Management COURSE CODE: CEC 501


100/101

A good teacher makesyou think even whenyou don‟t want to

(Fisher, 1998, Teaching Thinking) 10

0

Dr. P. S. Patil, Professor civil engg.



101/101

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