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Educational objectives and goals are derived from tests, assessments, Curriculum-based measurement methods, observation, rating scales, and checklists. Tests can either be objective, essay, performance/ portfolio which varies depending on what decision is required to evaluate the educational objective and goal. Assessments work relatively similar to tests although it covers a broader range of activity that may include both formal and informal measure. The measure is highly used in checklists and rating scales. For a local school and local system, it will be easier to make decisions about a pupil using the goals that are measured through tests. It can also help in defining other education activities that may be suitable for the student or recommend further instructional details. Educational objectives and goals are important in building stronger and efficient local school systems. For students, this are key elements of improving performance by evaluating their understanding, recommending further studies or giving the right instructions through assessments that in turn reflect achievement of goals.
2.
The statement is not a well-stated goal because it is too general and cannot be measured. A “good person” does not exactly give the specific extent of how good. Being good is abstract, and the perceptions vary among people. A well-set goal/objective should have the following attributes: 1) Specificity – the goal should point towards a particular direction. 2) Measurable- one should be able to quantify or qualify the goal. 3) Attainable – the goal should be one that is within a person’s scope. 4) Realistic – One should set a goal that does not seem too strange or beyond their imaginations. 5) Time-bound- the goal should have a certain timeframe for its attainment.
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Non-measurable objectives: The students will demonstrate adequate knowledge of tenses. The students will be able to appreciate the significance of punctuation marks. The students will be able to demonstrate a good command of the English language. Measurable Objectives The students will be able to know the three basic tenses in language. The students will be able to use all the punctuation marks correctly in their written communication. The students should be in a position to score above average in their English assessments. Level of Bloom’s Taxonomy The students will be able to know the three basic tenses in language. – Knowledge. The students will be able to use all the punctuation marks correctly in their written communication. – Application. The students should be in a position to score above average in their English assessments.- Comprehension. Higher Taxonomy The students should be able to validate the three basic tenses in language. The students should be able to illustrate the correct use of all the punctuation marks in their written work. The students should be able to appraise the test results of fellow students based on their average scores.
4.
The validity of a test depends on whether it measures what it purports it measures. For example, if a test says it measures the outcomes of fourth-grade arithmetic ability, it should measure the outcome of third-grade arithmetic ability and not fifth-grade arithmetic ability outcome. A test should be geared towards assessing a certain learning outcome or decision making and should have content sufficiency. Preparing a test for a class designed to assess something rather than what has been taught in class renders the test useless with regards to the particular learning objectives.
5.
A norm-referenced test is used to compare a student’s rank or place about other similar students’ performance using an average performance metric. A criterion-referenced test (CRT) is used to provide information about a student’s proficiency in a certain field or skill. The CRT is usually essential in determining a single student’s strength in some skill and therefore makes an effective intervention for the student. The NRT is more helpful in determining the overall performance of the class and therefore make a collective intervention for the class.
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Multiple Choice Questions The following are oil producing countries except Saudi Arabia Venezuela Angola Serbia Russia Identify the country with the highest per capita GDP Pakistan Canada Seychelles China United States of America According to the United Nations, the least densely populated country is China Yemen India Nigeria Brazil Essay Questions. Describe the role of IMF in developing economies. Evaluate how a country’s population influences the GDP. Using practical examples, explain the correlation between oil production and hostility among nations.
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Summative assessment is designed to evaluate a student’s learning outcomes after the completion of an instructional program or at the end of the unit. The evaluation is done against a standard scale. Summative assessments are usually high stake as they contain an extensive content coverage. The use of summative assessment would be effective when constructing a blueprint to guide the subsequent courses. Formative assessment is designed to progressively evaluate a learning outcome in the course of an on-going instructional programme. The assessment is given intermittently during the program and the feedback obtained is used to strengthen the possible learning gaps. The goal of formative assessment is to inform an on-going instruction process and make necessary modifications.
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Besides the traditional testing systems, there are other strategies that can be used to gather information about student’s learning progress. These methods are the creation of assignments and standards-based projects that require the students to apply their theoretical and practical skills and knowledge in developing and designing different projects. Other methods involve the use of classroom assessment techniques in which the students are singled out and required to answer questions orally or guide fellow students through a problem. The use of concept maps and assessment of group work may also be included. These other ways of assessment may be appropriate to create a holistic assessment system, in which the students are prepared to respond in all circumstances. The standardized testing may also create financial and emotional impedances.
References
Kubiszyn, T., & Borich, G. D. (2016). Educational testing and measurement. 11th Edition. Wiley.ISBN: 978-1-119-23915-4.
