Psy407 Handout 2

Educational Psychology (PSY406) VU
Planning for Testing

Research has shown a number of things about testing students for their academic achievement. Research
has also clarified three useful things about testing.
1. Frequent testing encourages retention of information on the part of the students.

2. Tests promote learning if they are given soon after the students have learnt something
new.
3. Cumulative testing is a key to effective learning.
Cumulative testing refers to the fact when testing involves presently learned material and previously
learnt material.
Unfortunately, the curriculum in many schools is so full that there is little time for frequent test and
reviews.
Categories of Tests
Teachers have two broad categories of choices available to them for testing students.
1. Objective testing
2. Essay testing
Objective Testing
Objective testing in relation to teaching in class means that the testing material is not open to many
interpretations. It is therefore not subjective, or open to different kinds of answers. Multiple choice
questions, matching exercises, true/false, short answers and fill in the blanks are all kinds of objective
testing. Scoring of these tests is relatively straightforward compared to the scoring of essay questions
because the answers are more clear-cut than essay answers.
Multiple Choice Tests

Multiple choice tests can assess not only recall or recognition, but they also require a student to apply
what he/she has learned. When writing a multiple choice test the aim of the teacher is to measure a
student’s achievement, and not his test taking or guessing skills.
Prerequisites for Objective Test Construction

Teachers must keep the following in mind when making up multiple choice exams.
1. Students should not be tested for their guessing skills.
2. Questions should be simple and clear.
3. The problem in the questions should be stated in positive terms and not in negative
terms.
4. Students should not be expected to make very fine choices and distinctions in answer
choices.
5. A teacher should avoid exact wording as found in the text book.
6. Categorical words such as always, only, never, should be avoided.
7. The teacher should avoid the over use of such phrases as “all of the above”, “none of the
above”.
Essay Testing
The other choice in testing available to the teacher is using the essay type exam. Essay type exam
requires a student to create his/her own answers. However this kind of testing poses a difficulty to the
examiner that involves judging the quality of the answer.
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©Copyright Virtual University of Pakistan 1
Lesson 44
CLASSROOM ASSESSMENT AND GRADING II
Educational psychologists agree that assessment of students is one of the most complex tasks of
teaching. Teachers in assessing their students need to know a number of things.
1. What the students have learned.

2. What can the students do with their gained/learned knowledge?
3. Teacher should be knowledgeable about the subject matter he/she is assessing students.
4. Teacher needs to be familiar with the purposes of assessment.
5. Teacher needs to know how to assess.
6. Teacher should know the value of assessment in the overall educational effort.
7. Teacher should be familiar with different assessment techniques, i.e., essay type, MCQs, short-
answers etc.
8. Teacher must know how assessment affects students.
All of above requires a keen and sensitive mind on the part of the teacher. And it requires an up-to-date
knowledge of assessment techniques.
Feedback
Feedback or knowledge of results is a very important factor in teaching. Feedback shows to the students
why the students are wrong, if they have erred in answering a question. Showing or pointing out the
reasons of students mistakes sensitizes students towards committing mistakes and helps them in future to
avoid making mistakes/errors. Experts are often asked what are the most effective ways of providing
feedback to students.
Strategies of Effective Feedback

There are some strategies of effective feedback. Feedback should
1. be provided in written comments.
2. be personalized rather than impersonal.
3. include constructive criticism, should not criticize for the sake of criticism, but with the purpose
of effecting improvement in the performance of a student.
4. contain specific comments on errors committed by the student.
5. point out and comment upon faulty strategies adopted by students for writing the answers.
6. contain suggestions on how to improve.
7. include comments on positive aspects must also be a part of the feedback.
Lesson 45
CLASSROOM ASSESSMENT AND GRADING III
While assessing students a teacher has two types of standards to follow and emulate. He can choose
anyone of the criterion to assess and grade students. The first one of those two is what is called norm
referenced grading.
Norm Referenced Grading

Norm referenced grading refers to the fact when a teacher assesses his students in relation to one
another. A student compares and contrasts anyone students score in an exam with the score of another
student. If a student studies very hard and almost everyone else does too, the student may receive a
disappointing grade, perhaps a C or D. However one big disadvantage of this type of grading or scoring
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that it damages relationships between students. Some students may become resentful to other students
with whom their score or grade is being compared and contrasted.
Grading on the Curve

Some teachers may also use what is termed as grading on the curve. This is a variation of norm
referenced grading that compares a student’s score on a test with the average group or class score. It
fixes the average score and then compares a given student’s score against that average score.
Percentage Grading System

Teacher can assign grades based on how much knowledge each student has mastered, what percentage of
the total knowledge he or she understand. To do this, the teacher might score tests and other class work
with percentage scores (based on how much is correct, 50%, 85% etc.) and then average these scores to
reach a course score. These scores can them be converted into letter grades according to predetermined
cutoffs. Any number of students can earn any grade. This procedure is very common. You may have
experienced it yourself as a student.
While grading, teachers must keep in mind the influence of what is called Halo effect. Halo effect refers
to a general tendency on the part of a teacher to grade or assign marks on a test to a student based upon
the teacher’s impression of the student rather than his actual performance on a test. Halo effect may be
positive or negative. It is positive when more marks are given on the basis of impression and it is
negative when marks may be deducted on the basis of negative impression of a student. The teacher
needs to be careful and try to avoid both of these tendencies.
Once the students are graded these grades have to be conveyed to the parents, teachers, and other
students.
Beyond Grading: Communication

While communicating the teacher must keep the following in mind.
 The student’s files/report cards must be appropriate.
 The reports cards must be accurate.
 The report cards must be supported by evidence.
 The report cards must be appropriate, such that the result must be communicated in non-
technical easy terms for parents to understand.
 Notes attached to report cards.
 Phone calls that may convey important news and views to parents and guardians.
 The result may be put on school or class web pages for parents/guardians.
 Student portfolios may be exhibited for parents/guardians to see.
 Result can be conveyed through open houses.
 And finally in special cases school teachers may carry out home visits to student’s houses, when
some disability may prevent parents/guardian to meet with teachers.
Important Things about Conveying the Results

Experts recommend that while conveying results the teachers should
 Plan ahead for such communication
 Begin communication on a positive note
 Listen to parents/guardians carefully
 Plan and carryout follow-up contacts
 End on a positive statement
The more a teacher follows the above recommendations the more helpful and successful he will be.
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Educational Psychology (PSY406) VU

Planning for Testing

1. Frequent testing encourages retention of information on the part of the students.

Multiple Choice Tests

Prerequisites for Objective Test Construction

1. What the students have learned.

Strategies of Effective Feedback

Norm Referenced Grading

Grading on the Curve

Percentage Grading System

Beyond Grading: Communication

Important Things about Conveying the Results

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