# data[].attributes.headline
Guys i have a question about a bench mark text.

# data[].attributes.subject
Guys i have a question about a bench mark text.

# data[].attributes.body
On addition ,criterion  means that the student's mark is compared with the standard mark.

# data[].attributes.body
I have a question guys , yesterday l tried to do my work but am not seeing it here why?

# data[].attributes.body
TEST CONSTRUCTION ( HOW TO CONSTRUCT A TEST)
A test is constructed easily using a table of specification( shows the time allocation,types of questions to be set as well as  indicating the score on rash of the questions set in the test

# data[].attributes.body
3. Objectivity, it should mead the entire human development in three domains eg cognitive ,affective ,psychomotor
4. Administrative. it should be administered with clarify,ease and uniform,..direction should be simple,concise,clear , specify a time limit

# data[].attributes.body
Characteristics of test
1.validity, test must readily measure what it has 🐝 designed to measure,eg knowledge, comprehension, application,evaluation, ...
2.Reliability it should give similar results even though different testers administer it to different people

# data[].attributes.headline
lets meet on friday at 5 and we discuss and upload our data before weekend

# data[].attributes.subject
lets meet on friday at 5 and we discuss and upload our data before weekend

# data[].attributes.body
There are many ways to assess students' mastery of material besides multiple choice examinations. What follows are some examples of alternative assessments that you might consider.

1. Open book exams. Because students can use books and notes, open book exams encourage students to learn to apply knowledge rather than memorize material. They are usually somewhat less anxiety-provoking than regular tests.

2. Crib Sheets. Allowing students to bring some notes provides the same advantages as an open book exam. The process of deciding what to include in the notes, putting concepts in your own words, etc., is also a good learning experience for the students. The instructor can provide appropriate parameters and guidance.

3. Take home exams. Take home exams allow instructors to give students problems which will take longer than a class period to manage and/or require the students to use a variety of references. However, they limit student studying to only the material related to the questions asked and instructors do not know if students received help in answering the questions.

4. Collaborative testing. Some instructors have students take multiple choice tests in pairs or small groups. This approach which allows students to discuss the materials and ‘teach each other’ usually increases the students’ grasp of the material. There are several alternative ways to use collaborative testing. Some instructors allow students to discuss the test with their group, but ask each student to turn in his/her own answer sheet; group members do not need to agree on answers. Others require the group to come to an agreement on answers; each group hands in one answer sheet and each group member receives the same grade. A third option is a combination of the two: Class members first take the test individually and hand in their answers to receive an individual grade. Then they take the same test (or portion of the test) as a group and individuals are assigned bonus points based on the group’s performance (e.g., for group tests of 95% or better, individuals receive 3 bonus points, 89-94% receive 2 points, etc.). If tests are to be taken collaboratively, test items should be written at the higher levels of the taxonomy.

5. For information about using collaborative testing, including advice from an instructor experienced with using them, see Cooperative Quizzes: Learning Through Group Assessments.

6. Student portfolios. Instructors in many classes ask students to prepare a collection of class assignments. These are most often collections of written work, but could also include computer programs, drawings, video tapes, or problem solving. Because portfolios contain a collection of student work, they often provide a more accurate picture of a student’s achievement than a single test or project could.

7. Performance Tests. In a performance test students are required to perform a complex skill or procedure, or create a product to demonstrate that they can apply the knowledge and skills they have learned while the instructor observes and evaluates the process. These tests are time consuming and often difficult to grade, but are much more appropriate for certain courses than a pencil-and-paper test. For this type of test to be reliable, an instructor should have a scoring guide which specifies the criteria for each grade.

8. Retake policies. Providing students with the opportunity to repeat an exam (using an alternative form of the exam) benefits most students. It decreases student anxiety and provides the opportunity for students to learn from their mistakes. However, this policy demands a large bank of test items and additional instructor time for grading the exams. One professor at this university cuts down on grading time by bringing answer keys to class and having students correct their own tests, in the presence of the instructor, as soon as they finish. This has the added benefit of immediate feedback to the students.

9. Adding the option of explanation to an M-C test. Sometimes students feel that a multiple choice question can be interpreted in more than one way with one interpretation leading them to choose one answer while an alternative interpretation leads to another. Allowing students to explain an answer decreases student anxiety and often prevents penalizing the ‘good’ student for interpreting the question at a deeper level than was intended. This entails slightly more grading time for the professor, but those using this option report that students rarely include an explanation for more than one or two questions.

10. Replacing tests with summaries. Some instructors, rather than testing, require students to regularly write summaries of the class readings and lectures which include the main points, a critical reaction to the ideas, and a discussion of what’s most important. This requires a great deal of reading on the part of the instructor, but students report that they prefer the summaries over tests. They feel it is less stressful than taking a test and that they learn more and retain it longer.

# data[].attributes.body
Type of evaluation

# data[].attributes.body
The types are the same like those of assessment however change come in as you align them with differences in their definitions

# data[].attributes.body
1. Diagnostic Assessment (as Pre-Assessment)
One way to think about it: Assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction.
way to think about it: A baseline to work from
For example before the teacher introduce a new topic but goes through a recap of the previous maths lesson.
2. Formative Assessment
One way to think about it: Assesses a student’s performance during instruction, and usually occurs regularly throughout the instruction process.
Another way to think about it: Like a doctor’s ‘check-up’ to provide data to revise instruction
For example a teacher asking Questions during or after a math lesson
3. Summative Assessment
One way to think about it: Measures a student’s achievement at the end of instruction.
Another way to think about it: It’s macabre, but if formative assessment is the check-up, you might think of summative assessment as the autopsy. What happened? Now that it’s all over, what went right and what went wrong?
4. Norm-Referenced Assessment
One way to think about it: Compares a student’s performance against other students (a national group or other “norm”)
Another way to think about it: Group or ‘Demographic’ assessment
5. Criterion-Referenced Assessment
One way to think about it: Measures a student’s performance against a goal, specific objective, or standard.
Another way to think about it: a bar to measure all students against
6. Interim/Benchmark Assessment
One way to think about it: Evaluates student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments.
Another way to think about it: Bar graph growth through a year

# data[].attributes.body
from John Baptist
Evaluation involves collection of information about how mathematics is taught,assessed and the ajudgement is dream which shows that teaching of mathemematics is progressing or not.
Assessment is under evaluation with forms like diagonistic assessment which involves asking questions to learners be for start if math topic if they have any prior knowledge about it.
Formative assessment involves giving out exercises,tests,to check the progress of learners understanding of the math content.
Surmative assessment involves end of term exams,uneb results of s4 and s6...
All the above gives alight to make a measure of value judgment to any mathematics teaching program

# data[].attributes.headline
Assessment involves two major categories that is assessment of learning and assessment for learning.

# data[].attributes.subject
Assessment involves two major categories that is assessment of learning and assessment for learning.

# data[].attributes.body
Assessment for learning is designed to inform instruction whereas of learning is meant to improve the learning process so in general assessment is meant to check the teaching and learning process. Apart from the diagnostic, formative and summative assessments,there also are the following
NORM-REFERENCED ASSESSMENT: In this,an individual's performance is compared to a group or class
CRITERION REFERENCED ASSESSMENT: In this, a students performance is measured against a specific goal say a pass-mark.

# data[].attributes.body
In my own view assessment is collection and gathering of information about a given study being conducted.
When relating to Mathematics it may be like analysing students performances after the test, midterm and final exam and determine the correlation among the marks.
This is quantitatively judgement. Looking at many aspects and then judge.
However
Evaluation refers to the qualitative judgement carried out on particular subject at specific time during or after a given study has taken place.
For example one can evaluate his students as the maths lesson is going on to see whether the've understand.
This evaluation can also be before the lesson or after the lesson even at the end of the term, year even at the end of the four years that is during analysis of the UCE results.
However this judgement is independent of the previous performance.

# data[].attributes.body
Have a blessed night everyone one

# data[].attributes.body
Evaluation. This refers to the process that  involves gathering information about the effectiveness of curricular and measurement is done interms of levels of achievements of the pre- set objectives.
What do we have to evaluate at classroom level? Like a mathematics classroom.

1. The mathematics content that one has.
2. A mathematics teacher's performance interms of content delivery methods.
3. Pupils/ learners' performance interms of acquisition of knowledge and skills.
4. The learners abilities to learn.
5. The quality of planning.
Why do we do evaluation in mathematics teaching?
1. To gather information about various mathematics teaching methods in the school system.
2. To create a basis for promotion from one level to another in the school system.
3. To gather information for parents and guardians about the performance of their children.
4. To motivate learners through the feedback inform of report cards and comments on their work.
Evaluation has got two types that is;
1. Formative evaluation which takes place during the teaching and learning process. Like tests , homework , assignments.
2. Summative evaluation which comes at the end of an education process like PLE, UCE and others.

# data[].attributes.body
Also in my own view to explain the types outlined by Mr. Wallen, diagnostic form of assessment usually occurs at the beginning of the school year, term or before a lesson like a mathematics lesson to determine what the students know and don't know as a measure against what they should know upon completion of the objectives like those for mathematics, Formative assessment is just an ongoing process conducted to generate information which is used to improve the teaching and learning process of mathematics. It is school based and usually conducted regularly mainly to assist students improve  the learning of mathematics to move forward in their learning and its through assignments, continuous tests and the final examination, summative assessment  this is conducted at some logical terminal point such as at the end of the lesson or academic term or a year to establish whether students have learnt. This usually marks the movement in mathematics from one cycle of education to another. This at times is called a common entrance examination .

# data[].attributes.body
I have a question, am l allowed to give some of the different types of students' evaluation instruments? If yes , the most commonly used instruments include; questions and discussion, essay tests and objective tests of which  we have  multiple choice questions, true or force and matching.

# data[].attributes.headline
My own overview about the this week's discussion

# data[].attributes.subject
My own overview about the this week's discussion

# data[].attributes.body
Evaluation, far from being an onerous task for both teachers and students, can and should be meaningful, creative and lead to improved understanding and communication around students' learning needs, and teachers' ability to repsond appropriately and to communicate their own teaching approaches.

Evaluation is an important part of an aligned curriculum and an overall teaching and learning strategy because it is part of the feedback and development cycle that should be a part of any responsive and up-to-date teaching and learning strategy or plan. Evaluations give students opportunities to speak to the teacher about their experiences and impressions of the course content and the pedagogical approaches that have been used, and it therefore gives teachers valuable insights into how the knowledge being taught and the teaching styles and assessments have been managed by the students. Where things have gone well, a well-deserved part on the back can be enjoyed, and where they have not, thinking and development for the next course can begin from an informed place.

# data[].attributes.body
The types of assessment are; Diagnostic Assessment; formative assessment and summative assessment

# data[].attributes.body
Hello members, u r reminded not to send articles typically from Google without reading through.

# data[].attributes.headline
current and alternative type of assessment

# data[].attributes.subject
current and alternative type of assessment

# data[].attributes.headline
types of assessment and evaluation in school in mathematics

# data[].attributes.subject
types of assessment and evaluation in school in mathematics

# data[].attributes.headline
modes of assessment and evaluation in school in mathematics

# data[].attributes.subject
modes of assessment and evaluation in school in mathematics

# data[].attributes.body
here right definition and dimensions of assessment and evaluation

# data[].attributes.body
Where is the work to discuss

# data[].attributes.body
Hello everyone.... It's a great pleasure for me to be in this discussion padlet and share views with everyone

# data[].attributes.headline
good morning group three members  today we meet at 11 and we discuss for like 10 minutes thank you 

# data[].attributes.subject
good morning group three members  today we meet at 11 and we discuss for like 10 minutes thank you 

# data[].attributes.body
hello thanks for adding me

# data[].attributes.body
Hello members,,, thanks for this

# data[].attributes.body
Greating

# data[].attributes.body
Welcome dia

# data[].attributes.body
Hello dia thank u for inviting me on this platform

# data[].attributes.body
Hello members, welcome to this padlet