ASSESSMENT PROCEDURES AND

TECHNIQUES

Unit # 9

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Teacher made Tests

Sociogram

Checklist

Interview

Inventory

OVERVIEW

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Inventory

Interest Inventory

Reading Inventory

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The purpose of using interest inventory in the classroom is to gain information about your students.

Interest inventory include questions about personal traits, hobbies, interests, likes, dislikes, learning style and students’ ages and what specific information you want to learn.

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Student interest inventories can help you build rapport and create connections with your students. Then, you can use the information in a variety of ways. For example, Student interest inventory is used in my classroom to plan lessons and seating charts, as a way to start conversations with students.

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Reading inventory is mostly used in kindergarten, first and second grades classrooms.

In reading inventory, There are no right and wrong answers, and the result are usually used to plan classroom activities or to develop individual learning programs.

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According to Thill and Bovee, “An interview is any planed conversation with a specific purpose involving two or more people”.

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The word interview comes from Latin and middle French words meaning to “see between” or “see each other”.

Interview means a private meeting between people when questions are asked and answered.

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The person who answers the questions of an interview is called in Interviewee. The person who asks the questions of the interview is called an Interviewer.

Interviewee

Interviewer

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Types of Interview

Structured interviews

Unstructured interviews

Informal, Conversational interview

General interview guide approach

Standardized, open-ended interview

Closed, fixed-response interview

Other Types of Interviews10

Structured interview tend to follow formal procedures; the interviewer follows a predetermined agenda or questions.

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When the interview does not follow the formal rules or procedures, it is called an unstructured interview.

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In the conversational interview, No predetermined questions are asked; even the wording of questions and the topics are not predetermined.

During the interview the interviewer “goes with the flow”

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In this approach, the interviewer has an outline of topics or issues to be covered, but is free to vary the wording and order of the questions to some extent.

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The major advantage is that the data are somewhat more systematic and comprehensive than in the informal conversational interview, while the tone of the interview still remains conversational and informal.

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In this format, the interviewers bond to a strict script, and there is no flexibility in the wording or order of questions.

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All interviewees are asked the same questions and asked to choose answers from among the same set of alternatives.

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The purpose of conducting interview is

to collect information from a single or more than two persons through a systematic and structured format.

in looking for in-depth information on a particular topic.

to provide the instructor with insight about students' understandings in order to refine and target instruction.

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• To build rapport• Makes interviewee comfortable

• Desired information is gathered through questions• start with easy questions to complex questions

• Summarize the key points• End by thanking

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Create a friendly and open environment .

Wait to establish rapport, before asking sensitive questions.

Pay close attention to your own language; maintain appropriate levels of eye contact.

Questions should be clear and directly related to the topic.

Keep eye on the time.

Always thank the interviewee at the end of the interview.

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Interview provide in Depth information.

The interviewer can observe the non‐verbal behaviors of an interviewee.

Individuals may offer information in interviews that they wouldn’t offer in a group context.

Interview is highly individualized and relevant to individual.

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Less-structured interview data is difficult to analyze.

Interview is time-consuming in terms of identifying subjects, preparation, analyze and evaluate.

As the objectivity, sensitivity and insight of the interviewer are high level expertise is required to conduct an interview.

the interviewer’s presence and behavior bias the interviewee’s response.

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Checklists contain a list of behaviors or specific steps, which

can be marked as Present/Absent, Complete/Incomplete,

Yes /No, etc.

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For Teacher:

Checklist is assessment tool that state specific criteria that allow teachers to make judgments about developing competence.

They list specific behaviors, knowledge, skills, attitudes, and strategies for assessment, and offer systematic ways of organizing information about individual students or groups of students.

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For Student:

students use checklists to ensure that they have completed all of the steps and considered all of the possibilities.

Checklists help to provide structure for students and they are great tools to use when you want to note the completion of a task, but do not need to assign a rating scale.

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Checklist saves time, effort and Improve memory recall.

Checklists put everything you need to do right in front of you.

Checklists organize what needs to be accomplished so nothing is forgotten.

Checklists put tasks in order so you can accomplish the most important things first.

Checklist will keep you focused and on-track.

The checklist is comprehensive.

The checklist is individual documentation on each child.29

The checklist loses details of the event.

Organizing a checklist might be too time-consuming.

The checklist may be biased by the recorder.

The checklist depends on the criteria to be clearly observable.

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Questionnaire is generally a series of written questions for which the respondents has to provide the answers

(Bell 1999).

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Devaus (1996) sees a questionnaire in a much wider context (namely as a technique in

which various persons are asked to answer the same set of questions.

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In closed ended questions, respondents’ answers are limited to a fixed set of responses.

Yes/no question

The respondent answers with a "yes" or a "no".

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Responses are graded on a scale.The respondent has several options from which to choose.

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No options or predefined categories are suggested.

It allows for the respondent to provide their own answer without forcing them to select from fixed possible options.

For example, "What is your opinion on questionnaires?"

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Questions should flow

logically from one to the next.

from the more general to the more specific.

from the least sensitive to the most sensitive.

from factual and behavioral questions to attitudinal and opinion questions.

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Brief and Limited Questionnaire

Simple and Clear

Use of Proper Words

Sequence of the Questions

Objective Questions

Attractive Questionnaire

Instructions

No Personal Questions38

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Personally AdministeredElectronic

TelephonePostal

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They are cheap, simple and quick for the respondent to complete.

They should be Large amounts of information can be collected from a large number of people in a short period of time

They can be used for sensitive topics which users may feel uncomfortable speaking to an interviewer about

Respondents have time to think about their answers; they are not usually required to reply immediately.

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It is sometimes difficult to obtain a sufficient number of responses, especially from postal questionnaires

There is no way to tell how truthful a respondent is being

Open-ended questions can generate large amounts of data that can take a long time to process and analyze.

Respondents may ignore certain questions and misunderstood.

Some people may not be willing to answer the questions.

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A Sociogram is a Socio-metric instrument which diagrammatically indicates the formation and changes of a

group.

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It is a map and a graphic representation of social links that a person has.

The purpose of Sociogram is to highlight the feeling of attraction, indifference and rejection that occur within a group and between its members.

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A Sociogram is a teacher-made device that is used to provide additional information regarding a student and how s/he interacts with peers.

It is a valuable tool for determining how a student is viewed by his/her classmates.

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A Sociogram is to uncover the underlying relationships between people.

A Sociogram will help the teacher to know the child’s position in the group and the kind of position the child wants to occupy. Knowing this will provide insight into the child’s attitudes and values.

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It is important for understanding the relationships within classroom.

Once this relationship is understood by the teacher, group work can be better facilitated for greater learning to occur.

When working with students who tend to socially withdraw or isolate themselves

These results can then be used when assigning groups and arranging seating.

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Interaction develops between students.

Allowing a student to work with a chosen peer may be a motivational tool.

Social isolates (those not selected by others) could be placed in interaction situations with accepting peers.

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It is difficult to construct.

It can be very confusing to understand.

Caution and professionalism are required when using this technique. (Can harm any youngster's self-esteem)

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Teachers made tests are classroom tests and are developed by the teachers.

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ELEMENTS TEACHER-MADE TESTS TEST

PURPOSE Measure the outcome of a teacher’s

teaching or outcome of learning in his

class.

SCOPE Its scope is limited.

ACCURACY Less accurate

REFINEMENT It is simple and rough.

SOURCES Based on experience of teacher

COVERAGE OF CURRICULUM Covers small area of curriculum

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Simple to use.

Motivate the students

Help the teacher to assess individual pupil’s strengths and weaknesses and needs.

Provide feedback for teachers as to assess the effectiveness of teaching methods.

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ObjectiveTest

Essay Test

Combine Test

Comprised of alternative choice, multiple choices, matching and completion items.

Include supply item that student respond in own words.

Combine objective and essay test characteristic.

Type of Test

Items

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Ebel (1965) has described the following differences and similarities of objective and essay tests:

DIFFERENCES

Objective Tests Essay Tests

Requires student to choose among

two or more alternatives.

Requires student to plan his/her own

answer and express it in his/her words.

Consists of many rather specific

question requiring only brief answers.

Consists of relatively few, more general

questions.

Students spend most of their time in

reading and thinking.

Students spend most of their time in

thinking and writing.

Quality is determined by the skill of

the test constructor.

Quality is determined largely by the

skill of the grader reading.

Difficult to prepare Easy to prepare

Easy to score Difficult to score

Courage guessing Courage bluffing

Highly reliable Less reliable54

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Make sure the test is correlated to course objectives or mental level of student.

Use Simple and Clearly Sentences.

Give clear directions for each section of the test.

Arrange the questions from simple to complex.

Vary the question types (true/false, fill-in-the-blank, multiple choice, essay, matching).

Give sufficient time for all students to finish.

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Teachers made tests are much less expensive to construct and administer.

They present the same question to all the students under nearly identical conditions.

They can be evaluated easily.

When a teacher creates his/her own tests, she/he has complete control over the format.

Teacher can make as many or as few as she/he wants.

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Tests are narrow in scope.

Tests are either too short or too lengthy.

Tests serve limited purpose.

Results cannot be generalized beyond the program or institution.

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