1 Setting Assessment Questions and Providing Constructive Feedback

2 Discuss within your group Discuss within your group “What are the characteristics of a ‘good’ question?” “What are the characteristics of a ‘good’ question?” Identify two characteristics Identify two characteristics

3 Students’ Perceptions of a “good” question Wordings Wordings. Clear indication of - direction of answer. Clear indication of - direction of answer - requirements - requirements - weighting of different parts - weighting of different parts. Straight forward and not vague. Straight forward and not vague Degree of cognitive challenge Degree of cognitive challenge. Based on the knowledge students have learned. Based on the knowledge students have learned. Requires students to rearrange, think in-depth, and analyze. Requires students to rearrange, think in-depth, and analyze Refers to real life situations Refers to real life situations

4 Types of Keywords Content related What is required? What is required? Context related What is the situation for application? Quantity related How many/much is required? Depth related Depth of answered required Each keyword forms a part question

5 Setting Assessment Questions. Clarity the purpose. Clarity the purpose What learning objective(s) is the question supposed to address?.Select the different appropriate keyword.Select the different appropriate keyword (part questions). Select the appropriate depth keyword. Select the appropriate depth keyword (action verb). Review the question, the depth keyword in particular. Review the question, the depth keyword in particular

6 Analyze some of the questions that you Analyze some of the questions that you have set, and discuss with your partner have set, and discuss with your partner to identify what types of keywords you to identify what types of keywords you have used have used

7 SOLO levelsAssociated depth keywords SOLO levelsAssociated depth keywords UnistructuralIdentify, name, UnistructuralIdentify, name, MultistructuralCombine, describe, enumerate, MultistructuralCombine, describe, enumerate, Perform serial skills RelationalAnalyze, apply, argue, compare, RelationalAnalyze, apply, argue, compare, contrast, criticize, explain causes, relate, justify, discuss Extended abstractGenerate, hypothesize, reflect, theorize Extended abstractGenerate, hypothesize, reflect, theorize

8 Depth Keywords Reflective questions: Reflective questions:. Do we as teachers know exactly what we mean,. Do we as teachers know exactly what we mean, especially when applied to a particular subject especially when applied to a particular subject content? content?. Do the students understand the meaning and the. Do the students understand the meaning and the implicated requirements? implicated requirements?. Is there an effective communication between the. Is there an effective communication between the teachers and the students? teachers and the students?

9 Depth Keywords Choose a common “depth” keyword that the Choose a common “depth” keyword that the group members use in assessment questions group members use in assessment questions Discuss in your group what do you expect the Discuss in your group what do you expect the students to include in the answer to that keyword students to include in the answer to that keyword

10 Help students appropriately analyze Help students appropriately analyze question requirements. Constructive alignment between objectives, teaching. Constructive alignment between objectives, teaching and assessment and assessment. Discussion on assessment criteria. Discussion on assessment criteria. Illustration and discussion of past questions on. Illustration and discussion of past questions on meaning and level of cognitive requirements of depth meaning and level of cognitive requirements of depth keywords keywords. Achievement of an integrated approach in analyzing. Achievement of an integrated approach in analyzing a question: a question: - Consider each keyword as a part question - Consider each keyword as a part question - Form parts to an overall question - Form parts to an overall question

11 Constructive Feedback. An essential element of formative assessment. An essential element of formative assessment. Informative. Informative Identifying strengths, weaknesses and ways to improve Identifying strengths, weaknesses and ways to improve. Criterion-referenced Relating to subject objectives Relating to subject objectives. Motivating Giving encouragement whenever possible Giving encouragement whenever possible. Timely As soon as possible As soon as possible

12 Some Useful Guidelines for Giving Feedback. A continuous process in teaching and learning. A continuous process in teaching and learning. Return all assessment scripts to students. Clear and precise comments to individual student work. Include both positive and critical comments. Be constructive, give advice on how to improve. Be organized in giving feedback e.g. separate / structure feedback sheet in relation to assessment criteria involved. Open discussion and clarification of common mistakes or misconceptions. Appropriately identify good performance for students to learn from each other. Be communicative – provide opportunity for discussion with students. Write legibly