ASSESSMENT OF ESSAY TYPE QUESTIONS

CONSTRUCTING QUESTIONS Construct questions that test HIGHER LEVEL PROCESSES SUCH AS Construct questions that test HIGHER LEVEL PROCESSES SUCH AS ANALYSIS ANALYSIS SYNTHESIS SYNTHESIS EVALUATION EVALUATION CREATIVITY CREATIVITY

ESSAY TYPE QUESTIONS WHY/HOW TYPE QUESTIONS TEST HIGHER ORDER THINKING PROCESSES/SKILLS WHY/HOW TYPE QUESTIONS TEST HIGHER ORDER THINKING PROCESSES/SKILLS ENCOURAGE DISCUSSIONS AND ENCOURAGE DISCUSSIONS AND INDEPENDENT THINKING INDEPENDENT THINKING TEACHER MUST: GIVE REGULAR PRACTICE IN ESSAY TYPE QUESTIONS TEACHER MUST: GIVE REGULAR PRACTICE IN ESSAY TYPE QUESTIONS ENCOURAGE FEEDBACK TO IMPROVE ENCOURAGE FEEDBACK TO IMPROVE SKILLS SKILLS

SUGGESTIONS FOR CONSRUCTION OF ESSAY TESTS ASK QUESTIONS THAT REQUIRE THE EXAMINEE TO SHOW PERFORMANCE OF SPECIFIC TASKS E.G. SYNTHESIS OF INFORMATION ASK QUESTIONS THAT REQUIRE THE EXAMINEE TO SHOW PERFORMANCE OF SPECIFIC TASKS E.G. SYNTHESIS OF INFORMATION MAKE QUESTIONS AS EXPLICIT AS POSSIBLE MAKE QUESTIONS AS EXPLICIT AS POSSIBLE TEST CONSTRUCTOR SHOULD PREPARE IDEAL ANSWERS TO ALL QUESTIONS TEST CONSTRUCTOR SHOULD PREPARE IDEAL ANSWERS TO ALL QUESTIONS INTIMATE THE EXAMINEE ABOUT DESIRED LENGTH OF THE ANSWERS INTIMATE THE EXAMINEE ABOUT DESIRED LENGTH OF THE ANSWERS

CONT… TEST CONSTRUCTOR SHOULD GET HIS TEST REVIEWED BY ONE OR MORE COLLEAGUES TEST CONSTRUCTOR SHOULD GET HIS TEST REVIEWED BY ONE OR MORE COLLEAGUES QUESTIONS SHOULD BE CLEARLY WORDED SO THAT ALL EXAMINEES INTERPRET THEM IN THE SAME WAY AS THE EXAMINER WANTS QUESTIONS SHOULD BE CLEARLY WORDED SO THAT ALL EXAMINEES INTERPRET THEM IN THE SAME WAY AS THE EXAMINER WANTS

SUGGESTIONS FOR SCORING ESSAY TESTS PREPARE SCORING GUIDE IN THE FORM OF OUTLINE PREPARE SCORING GUIDE IN THE FORM OF OUTLINE PARTICULAR QUESTION SHOULD BE SCORED AT ONE TIME FOR ALL THE EXAMINEES PARTICULAR QUESTION SHOULD BE SCORED AT ONE TIME FOR ALL THE EXAMINEES IDENTITY OF THE EXAMINEE SHOULD NOT BE COMMUNICATED TO THE EXAMINER IDENTITY OF THE EXAMINEE SHOULD NOT BE COMMUNICATED TO THE EXAMINER IF POSSIBLE APPOINT MORE THAN ONE EXAMINERS. THE EXAMINERS SHOULD NOT KNOW WHO IS THE OTHER EXAMINER IF POSSIBLE APPOINT MORE THAN ONE EXAMINERS. THE EXAMINERS SHOULD NOT KNOW WHO IS THE OTHER EXAMINER

CONT... THE SUBJECT MATTER SHOULD BE SCORED SEPARATELY FROM GOOD HANDWRITING, BETTER LANGUAGE. THE SUBJECT MATTER SHOULD BE SCORED SEPARATELY FROM GOOD HANDWRITING, BETTER LANGUAGE. IF THEY ARE TO BE GIVEN ANY WEIGHT, IT SHOULD BE CLEARLY INDICATED IF THEY ARE TO BE GIVEN ANY WEIGHT, IT SHOULD BE CLEARLY INDICATED

SCORING ESSAY TESTS SIMPLE SCORING SCHEME TESTS CONTENT OF THE ESSAY SIMPLE SCORING SCHEME TESTS CONTENT OF THE ESSAY DEATAILED SCORING TESTS CONTENT, ORGANIZATION, PROCESS OR OTHER FACTORS DESIRED DEATAILED SCORING TESTS CONTENT, ORGANIZATION, PROCESS OR OTHER FACTORS DESIRED THE RATING METHOD GRADES ARE BASED ON GLOBAL IMPRESSION OF THE WHOLE RESPONSE THE RATING METHOD GRADES ARE BASED ON GLOBAL IMPRESSION OF THE WHOLE RESPONSE

HOLISTIC SCORING SYSTEM Holistic scoring is used for EXTENDED ESSAY TESTS OR TERM PAPERS It estimates the OVERALL QUALITY OF PERFORMANCE AND ASSIGNS NUMERICAL VALUE TO THE QUALITY TESTED RATHER THAN GIVING POINTS TO SPECIFIC ASPECTS OF PERFORMANCE.

RATING SCALE FOR ESSAYS QUALITY AND ACCURACY OF IDEAS QUALITY AND ACCURACY OF IDEAS DETAILS UNRELATED TO FACTS ATTENTION TO FACTS RELEVANT DETAILS LOGICAL DEVELOPMENT OF IDEAS LOGICAL DEVELOPMENT OF IDEAS ORGANIZATION OF IDEAS ORGANIZATION OF IDEAS STYLE, INDIVIDUALITY STYLE, INDIVIDUALITY WORDING AND PHRASING WORDING AND PHRASING

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