PREPARATION OF QUESTION PAPERS

Transcription

1 PREPARATION OF QUESTION PAPERS ABDUL HAMEED A S S I S TA N T P R O F E S S O R H T T P : / / I N F O R M AT I O N T E C H N O L O G Y. P K

2 Introductions Participants introduce themselves and respond to the following question what do you expect to have gained by the end of day?

3 2 clichés and some begging Take out of this training what you put in Make the most of the opportunity Leave without I wish I d..

4 Our Objectives Today. List and describe the three domains of learning List and provide an example of the levels of Bloom s Taxonomy

5 Our Aims Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains can be thought of as categories. Trainers often refer to these three domains as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goals of the training process." That is, after the training session, the learner should have acquired new skills, knowledge, and/or attitudes.

6 Training Goals Creates an awareness of the standards of paper setting in relation to paper marking To make more knowledgeable about direct and indirect methods of paper setting and marking of students answer script. To avoid the mistakes during paper formulation and paper marking Student satisfaction regarding the paper marking

7 The Future is in your Hands

8 Brain Storming Activity (How to set a question Paper)

9 Exercise - 20 minutes

10 TRAINING NEED ASSESSMENT NEEDS OPPORTUNITIES Threats

11 Descartes Moment What do you know about the three domains of learning? What do you know about Bloom s Taxonomy? Where will WE use this information later?

12 The Three DOMAINS

13 The Three DOMAINS

14 AFFECTIVE DOMIAN EMOTIONAL LEARNING: FEELING Concerned with attitudes, appreciations, interests, values and adjustments.

15 PSYCHOMOTOR DOMAIN PHYSICAL LEARNING: DOING - Emphasizes speed, accuracy, dexterity, and physical skills.

16 COGNITIVE DOMAIN RATIONAL LEARNING: THINKING- Emphasis upon knowledge, using the mind, and intellectual abilities.

17 COGNITIVE DOMAIN What we know as Bloom s Taxonomy

18 How to prepare Question Papers? Level of Difficulty Curriculum Compliance

19 How to prepare Question Papers? Paper should be set on the basis of Bloom Taxonomy (Six Levels) Start from lower level and increase towards more complex and abstract mental level

20 How to prepare Question Papers? Time Pattern Coordinators Text book based Concept Base???????????????

21 Reliability 4 Students Recognition Rs Reassurance Responsibility

22 Who is Dr. Benjamin Bloom?? He was a teacher, thinker, & inventor He worked at a college He created a list about how we think about thinking you may want to read that again!

23 What is it??? Bloom s Taxonomy is a chart of ideas Named after the creator, Benjamin Bloom A Taxonomy is an arrangement of ideas or a way to group things together

24 BLOOM S TAXONOMY OF EDUCATIONAL OBJECTIVES COGNITIVE DOMAIN What do you think of when you hear the word Taxonomy? What is a Taxonomy? Biology Class Taught us: Phylum, Class, Order, Family, Genus, Species, Variety

25 Bloom's Taxonomy of Learning Domains A committee of colleges, led by Benjamin Bloom (1956),identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

26 BLOOM S TAXONOMY Behaviors are taught to be cumulative, going from simple to more complex mental behaviors.

27 COGNITIVE DOMAIN Bloom s Taxonomy is an order of learning with six levels. Analysis Synthesis Evaluation Application Comprehension Knowledge

28 The levels of thinking There are six levels of learning according to Dr. Bloom The levels build on one another. The six levels all have to do with thinking. Level one is the lowest level of thinking of thinking Level six is the highest level of thinking Knowledge Comprehension Application Analysis Synthesis Evaluation

29 New names?? Some people have renamed these levels to make them easier to remember Knowledge- Remembering Comprehension- Understanding Application- Applying Some people even switch the last two levels around Analysis- Analyzing Synthesis- Creating Evaluation- Evaluation

30 BLOOMS TAXONOMY OF COGNITIVE DOMAIN

31 Application

32 Knowledge or Remembering observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Key words: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

33 Knowledge/Remembering- Do it Write a list of vegetables.

34 Comprehension or Understanding understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Key words: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

35 Comprehension/ Understanding- Do it Retell the story of the Three Little Pigs in your own words.

36 Application or Applying use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Key words: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

37 Application/Applying- Do it Make a model of a swing set with paper and explain how it works.

38 Analysis or Analyzing seeing patterns organization of parts recognition of hidden meanings identification of components Key words: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

39 Synthesis or Creating use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Key words: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

40 Synthesis/Creating- Do it Design a magazine cover that would appeal to every one.

41 Evaluation or Evaluating compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Key words assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

42 Evaluation/Evaluating- Do it Make a booklet about 5 rules you see as important. Convince others.

43 Bloom s Taxonomy and Research When doing research you should always start with the lower levels of thinking You must have basic knowledge before you can advance to deeper ideas One great way to improve your knowledge is to READ, READ, READ about your research topic When doing research, always be sure to stretch your thinking to the higher levels of thinking After you ve explored your basic knowledge base, challenge your self to new ideas Always keep a Bloom s Taxonomy cheat sheet with you to help you hit the higher levels of thinking

44 Bloom s Taxonomy- Do it Print out the next slide. This is a friendly copy of Bloom s Taxonomy and put it in your folder for quick reference.

45 Creating Generating new ideas, products, or ways of viewing things BLOOM S REVISED TAXONOMY Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Designing, constructing, planning, producing, inventing. Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Source: Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

46 Sources

47 Curriculum compliance

48 Table of Specification One Way of Table of Specification Two Way Of Specification

49 Title of Contents % of Content s in course Questions Bloom Taxonomy Total % MCQ Short Questio ns Fill in the Blanks Essay Type Questio ns Knowle dge base Unders tanding applica tion Chapter 1 Chapter 2 Chapter 3 Chapter 4 Total

50 Think, Pair, Share

51 Assignment of coordinator Coordinator should be dead honest and experienced/highly qualified teacher having full knowledge /command over the subject. Coordinator should be fully aware of scheme of studies, examination, division of marks and syllabus related to the question paper of the subject concerned as well as paper setting technique. The sets of question papers would be prepared as per requirement of all board of Punjab.

52 Coordinator should carefully examine that any question or part of the question should be repeated in the same paper. The weightage (EQUAL WEIGHTAGE) of the question should be maintained equally. In case of any deficiency, Coordinator is authorized to amend /re-set the question paper.

53 Coordinator will be full responsible to set the question papers having the equal weightage of the question. Coordinator will be bound to maintain full secrecy in all aspects. Office Copy and press Copy of the question paper should have similarity. The question should be clear, definite in language and in direct narration.

54 The objective question should have definite answer and within the content of syllabus and portion allotted to the question. References and page of the book be mentioned against each question on the office-copy only. The question should be accurately translated in English and Urdu version. (Double version)

55 The abbreviations of all kinds, expect those in special subjects, should be avoided. The marks assigned to various questions and their parts and also the total should exactly to each other. Question should be legible and corrections should be duly initiated. The key and instructions for marking should be attached within the office copy. The question paper should cover whole the syllabus.

56 The ERROR FREE question paper is the whole responsibility of the Coordinator.

57 Paper Setter Follow the instruction of coordinator Implement the Six levels of Bloom Taxonomy Set question paper for the candidate only

58 Pattern of Question Paper 2014 MCQ Short Question Subjective or essay type

59 Construction of Essay Type question Avoid giving students a choice.giving choice in essay question is not good practice.(. )But The nature of the question should be clear Do not ask students simply Discuss the rules for preparing a time table.but ask develop a time table for class X when time duration is 6 hours and elective subjects are.. One essay question may be useful to measure more than one objective.

60 Question should reflect command of the paper setter over the essential knowledge of the subject matter being evaluated. Question should be so worded that all the examiner interpret them in the same way as the examiner wants.

61 The paper setter should have answer of the question in his mind. The paper setter should have in mind the approximate time required to complete the paper. While preparing question,it should be kept in mind that the maximum subject matter content it covered.

62 The examiner should clearly indicate the weight/marks of each part of the question so that student may determine the time to be devoted to each part of the question Multiple answered question should not be asked. The number of questions may be large and the expanded within reasonable limits.

63 The use of essay type question should be restricted to the learning outcomes which can not be measured by objective question so satisfactory. Reasonable time should be allowed to ensure that essay type question does not become a test of speed in writing, rather a power test. It should include a variety of question to asses abilities, knowledge, understanding, analysis, synthesis application and evaluation.

64 The question should not be general and vague comprehensive. It should define the task for candidate indicating clearly the scope of the answer. A large number of short and more specific question should be avoided and be preferred to a few long questions in essay type. The time allowed for the examination should be so time that students are usefully engaged for the whole duration. Clear instruction to the student regarding the number of question to be attempted, marks given to each part.

65 As far as possible equal marks may be allotted to each question Marks should be indicated against every question or part The distribution of marks should be according to the subject matter asked for in the question. Question should not be repeated.

66 Question paper may be reviewed before it handed over to the coordinator

67 Level of difficulty EASSY (SIMPLE QUESTION) Knowledge :40% Understanding/Comprehension :30% Application :20% Analysis :05% Synthesis :05%

68 AVERAGE(LESS DIFFICULT) Knowledge :30% Understanding/Comprehension :30% Application :20% Analysis :10% Synthesis :10%

69 DIFFICULT QUESTIONS Knowledge :05% Understanding/Comprehension :05% Application :20% Analysis :25% Synthesis :25% Evaluation :20%

70 ESSAY QUESTION Verify by experiment s that heat given out during anaerobic respiration. Describe the aims of binomial nomenclature. Write short article on Analyze the impact of human beings on biodiversity. Determine the importance of Evaluate how taxonomy helpful in classification of an organisms. Conti

71 Explain the importance of. Identify the causes of deforestation. Contrast mitosis and meiosis. Correlate Necrosis and Apoptosis. Compare respiration and photosynthesis. State that oxygen is important in photosynthesis Specify the food sources and metabolic function of Vit A and Vit C.

72 Thank you

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