Abstract:
The Examination and evaluation in an education sector is one of the mandatory function. Without evaluation it is impossible to issue credentials and certificates to students. That's why it is one of the most important topics for discussion now a days due to development of so many online or offline tools and techniques for evaluation purposes.
The examination process is one of the key areas for any educational institution or university. It is a crucial evaluation process to grade students. In the case of theory exams, there is a traditional way of evaluating answer sheets. It is being followed by many universities and education institutes.
Physical handling of the answer sheet has many logistical and administrative activities. The following are some of the key stakeholders of the answer sheet evaluation and result processing.
Keywords: Examination, Evaluation, Question and Answer, Moderation, Results
The blog article contents are outlined as follows:
1. What's evaluation in educational institutions?
2. What's the characteristics and types of evaluation?
3. When evaluation is required and how to step in evaluation?
4. How masking of answer sheet is done?
5. How evaluation is carried out?
6. What's the best evaluation criteria?
7. How to examine answers effectively?
8. What's the role of model question and answer in evaluating answer sheets?
9. What's moderation and how it is done?
10. What's the process of result publication
11. How to handle various students queries?
12. Conclusions
13. References
1. What's Evaluation in Educational Institutions?
Educational evaluation is acquiring and analyzing data to determine how each student's behavior evolves during their academic career. Evaluation is a continual process more interested in a student's informal academic growth than their formal academic performance.
Evaluation is the systematic assessment of the relevance, adequacy, progress, efficiency, effectiveness, and impact of a procedure.
It is relevant if it answers the needs and the policies and priorities it has been designed to meet; it is adequate if it meets its requirements; it makes progress if its activities are being carried out in accordance with a planned schedule; it is efficient if it uses the resources devoted to it in the best possible way; it is effective if the results obtained are in accordance with the objectives and targets for reducing the dimensions of a problem or for improving an unsatisfactory situation. Its impact is the overall effect on people and the environment.
Evaluation is the process of judging something or someone based on a set of standards.
In
clinical medicine, assessment of the patient for the purposes of forming a
diagnosis and plan of
treatment.
In
reseresearch arch, assessment of a treatment or diagnostic test through experiment and measurement.
2. What's the objectives, characteristics and types of evaluation?
The analysis of all the above definitions makes us able to draw following objectives and characteristics of evaluation:
1. Evaluation implies a systematic process which omits the casual uncontrolled observation of pupils.
2. Evaluation is a continuous process. In an ideal situation, the teaching- learning process on the one hand and the evaluation procedure on the other hand, go together. It is certainly a wrong belief that the evaluation procedure follows the teaching-learning process.
3. Evaluation emphasises the broad personality changes and major objectives of an educational programme. Therefore, it includes not only subject-matter achievements but also attitudes, interests and ideals, ways of thinking, work habits and personal and social adaptability.
4. Evaluation always assumes that educational objectives have previously been identified and defined. This is the reason why teachers are expected not to lose sight of educational objectives while planning and carrying out the teaching-learning process either in the classroom or outside it.
5. A comprehensive programme of evaluation involves the use of many procedures (for example, analytico-synthetic, heuristic, experimental, lecture, etc.); a great variety of tests (for example, essay type, objective type, etc.); and other necessary techniques (for example, socio-metric, controlled-observation techniques, etc.).
6. Learning is more important than teaching. Teaching has no value if it does not result in learning on the part of the students.
7. Objectives and accordingly learning experiences should be so relevant that ultimately they should direct the students towards the accomplishment of educational objectives and goals.
8. It should fulfill the needs to assess the students and their complete development through education evaluation.
9. Evaluation is the determination of the congruence between the performance and objectives.
What are Types of Evaluation?
The different types of evaluation are used in various settings to assess the effectiveness, efficiency, and impact of programs, policies, and projects. The selection of the most appropriate type of evaluation depends also on what is being evaluated, the purpose of the evaluation, and the available resources. Here are some common types of evaluations.
Formative Evaluation
Formative evaluation ensures that a program or program activity is feasible, appropriate, and acceptable before it is fully implemented. It takes place during the design and implementation phase of a program or when an existing one is being adapted or modified.
Summative Evaluation
Summative evaluation looks at the impact of an intervention on the target group. It occurs after the program has been completed. The focus is on measuring the overall impact and effectiveness of the program. As such, summative evaluation can also be referred to as ex-post evaluation (meaning after the event).
Process Evaluation or Implementation Evaluation
Process evaluation or implementation evaluation determines whether program activities have been implemented as intended. It evaluates the implementation process of the program. The focus is on understanding the activities and methods used in the program, and how well they were carried out.
Outcome Evaluation or Effectiveness Evaluation
Outcome evaluation or effectiveness evaluation measures program effects on the target population by assessing the progress in the outcomes or outcome objectives that the program is to achieve. It measures the results or outcomes of the program. The focus is on the impact the program has had on participants and the larger community.
Impact Evaluation
An impact evaluation provides information about the impacts produced by an intervention. Impact evaluation assesses program effectiveness in achieving its ultimate goals. It evaluates the long-term effects of the program and measures changes that can be attributed to it. An impact evaluation must establish the cause of the observed changes.
Performance Evaluation
It evaluates the performance of individuals or teams involved in the program, and assesses their ability to carry out specific tasks. Performance Evaluation strives to assess the success of projects, programs, or initiatives by collecting evidence and making a judgment about the success or failure of that project. Performance Evaluation also helps organizations identify areas for improvement, which can guide decisions about how best to allocate resources.
3. When evaluation is required and how to step in evaluation?
Evaluation is the continuous process.
During the planning phase, the evaluation focuses on understanding how to optimally design the project to best meet its goals.
During the implementation phase, the evaluation seeks to understand how the initiative is taking shape, where there is early progress, and how to maximize the ongoing success of the project.
Evaluation is done in Six Steps as follows:
- Plan the program/Collect information.
- Write objectives.
- Decide what, how and when to measure.
- Conduct the program and monitor progress.
- Collect information and interpret findings.
- Use results.
4. How masking of answer sheet is done?
Answer Sheet Masking Process
Prior to starting the activity of the answer sheet evaluation process, it is mandatory to mask the Roll No, Name of any individual information entered on the main page by the student.
It is an important activity to ensure that the identity of the student should remain hidden while evaluating the answer sheet. Most of the universities need to get an answer sheet on an individual basis and manually put masking paper on the main sheet of the answer sheet.
It is manual activity and takes a lot of time considering the volume of answer sheets available for the masking process.
Bar Code During Answersheet Evaluation Process
Bar Code During Answersheet Evaluation Process
Some of the institutions are moving towards having a bar code on the answer sheet. The bar code of the individual answer sheet should be mapped with a particular Roll Number and Subject.
The presence of only a bar code can ensure that the identity of the student is hidden from the evaluator. In order to implement a bar code, the education institution needs to ensure that the mapping of the bar code with a student is accurate.
QR Code:
It is a new technology and method to store information in a single image in the form of a QR code.
The institution can also have a mechanism where a QR code would have all the information of students including Name, Roll No, Subject Name, etc.
QR Code During Answer sheet checking process
QR Code During the Answer sheet checking process
Shifting information to a Bar code/ QR code can help the masking process of the answer sheet.
5. When evaluation is carried out?
The evaluation process mirrors the lifespan of a program. It ideally begins when the program is initially formulated and ends after a program ends. Evaluation helps in different ways at different times in the program's life. Each time provides important information that can strengthen or improve a program.
6. What's the best evaluation criteria?
Relevance, coherence, effectiveness, efficiency, impact, and sustainability are widely used evaluation criteria, particularly in international development co-operation
7. How to examine answers effectively?
Process
The first level of answer sheet evaluation is done by the professor or teacher in the respective subject.
Experts of a particular subject/topic are assigned the task of checking answer sheets. All the evaluators need to gather at the central location (typically the university’s central location/ hub) to complete the process.
Evaluators are assigned examination answer sheets. Each evaluator needs to physically access answer sheets and mark each page with annotations and assign marks according to answers written by the student.
The evaluator needs to keep track of question paper patterns and the total max marks associated with each question.
An onscreen evaluation system can help to eliminate the physical handling of answer sheets. This system scans each answer sheet and it is made available for the onscreen marking process.
8. What's the role of model question and answer in evaluating answer sheets?
While developing good questions may seem like a pretty straightforward task, it is not as simple as it looks. A good question needs to have a personality of its own which is made of specific characteristics.
It must be
Relevant
Clear
Concise
Purposeful
Guiding But Not Leading
Stimulates Thinking
Single-Dimensional
9. What's moderation and how it is done ?
There are rules and regulations defined for each university where a certain percentage of mark sheets need to be re-evaluated by the moderator. Moderator is the person assigned to recheck some of the answer sheets already evaluated by the evaluator in the first step.
In this case, there is a second to the third level of physical handling of the answer sheet. Previously entered marks should be masked manually to avoid influence on the moderator from the first-level evaluator of the answer sheet.
The remaking of the answer sheet is manual work and it may take a lot of time. It adds up to delays in the evaluation of the answer sheet. There is the second level of data entry work to enter marks issued by the moderator.
There are various criteria set by the university/ education institution. In case of a large difference in marks issued by the evaluator and moderator, higher marks need to be assigned to the student. This criterion varies for each university as per their rules and regulations.
10. What's the process of result publication?
Post examination activities are crucial to publish examination results on time. Many education institutes and universities face many challenges to publish results within 30 to 45 days after completion of the exams.
Each entity from the examination department right from the controller of examination, registrar, answer sheet evaluator professor or teachers, moderators, result printing team are involved in this co-ordinated task to complete result publishing activity in stipulated deadlines. The steps of result publication are as follows, tentatively in any institution.
1. Collection of evaluated Answer Sheet
2. Collection of continuous evaluation marks
2. Segregation of subject wise data to put in student wise
3. Summing of marks
4. Analysis of results
5. Moderation if required
6. Making of marksheets according to rules
7. Making of Transcripts/ Certificates
8. Declaration of results
Here are brief illustrations of the different processes of evaluation department
1. Calculation of Total Marks for the Answer Sheet
Manually Entering marks during answer sheet checking
Each evaluator needs to keep track of the total no of questions attempted by the student.
If the exam pattern is to attempt any 3 out of 5 questions and the student has attempted all 5 questions, in such a scenario evaluator needs to consider the top 3 questions with max marks obtained by the student while calculating the total.
Manually calculating the total is a time-consuming task. The onscreen evaluation system automates to score calculation process. The system takes into consideration examination patterns, optional/ compulsory questions, student attempts, etc. The system automatically calculates the score.
It helps to speed up the answer sheet evaluation process along with total marks calculation.
The evaluator can evaluate a number of answer sheets compared to the traditional way of physically handling answer sheets using an onscreen marking system.
2. Data Entry of Marks Obtained by Individual in Particular Subject
After the answer sheet evaluation work is completed, the next important task is data entry of the marks obtained by an individual in the respective subjects.
The data entry person needs to manually enter marks in the system/ excel sheet for each individual answer sheet.
This data is useful for result generation and assigning the grade to students based on total marks obtained. The onscreen marking system can simplify this process as entire manual data entry work can be eliminated. The onscreen marking system can directly generate result records for each answer sheet evaluated.
3. Moderation/Rechecking of Answer Sheet
There are rules and regulations defined for each university where a certain percentage of mark sheets need to be re-evaluated by the moderator. Moderator is the person assigned to recheck some of the answer sheets already evaluated by the evaluator in the first step.
In this case, there is a second to the third level of physical handling of the answer sheet. Previously entered marks should be masked manually to avoid influence on the moderator from the first-level evaluator of the answer sheet.
The remaking of the answer sheet is manual work and it may take a lot of time. It adds up to delays in the evaluation of the answer sheet. There is the second level of data entry work to enter marks issued by the moderator.
There are various criteria set by the university/ education institution. In case of a large difference in marks issued by the evaluator and moderator, higher marks need to be assigned to the student. This criterion varies for each university as per their rules and regulations.
Answer sheet with Annotations added
Answer sheet Checking using Onscreen marking
The onscreen marking system can eliminate this hassle as the moderator is assigned a fresh digital copy of the answer sheet. Scores are automatically calculated so final marks to the student can be assigned as per criteria set by the university/ education institution.
Moderation Criteria
The moderation process is an important aspect to scrutinize, and correct inconsistencies in the marks allotment process. Typically the role of the moderator is to recheck answer sheets that are already evaluated by one of the examiners.
While assigning answer sheets for moderation there are various criteria and algorithms used by the education institute and Universities.
Let’s see what the General Rules for Moderation, but not mandatory
a) If Marks are in the range of say 28% to 34% and passing is 35% then assign 100% of those answer scripts for moderation.
b) If marks are above 90% then assign 50% of the answer scripts for moderation
c) If marks are in the range of 50% to 80% then assign 10% of the random answer sheets from it for moderation
d) If marks are in the range of 35% to 50% then assign 5% of the answer scripts for moderation
Above mentioned rules are customs according to the rules of the educational institute. In the case of an onscreen evaluation system, you can easily configure such rules and randomly select answer sheets for moderation from the pool and range of percentage marks.
4. System of Evaluation
In University
The examination system of University are designed keeping in view the best available options of evaluation & certification along with their global acceptability. The basic principle of the system is that it is “scientific, objective and transparent” with least possibility of subjectivity caused due to the individual evaluator, particular subject or a particular batch of students.
The examination system is divided as follows:
Theory Examination
1. Internal Assessment:
It includes 1st hourly test, 2nd hourly test, surprise test, quiz, tutorials and assignments.
2. External Assessment:
At the end of semester, final examination is conducted to evaluate student’s performance.
Practical Papers
A. Internal Assessment/Evaluation
Each lab has 10 to 12 experiments during a semester in every practical subject and students are required to conduct all the experiments.
Each experiment is to be performed by the student himself in practical class.
Each syllabus is divided into 3 segments as Unit -1, Unit-2 and Unit-3 for the purpose of evaluation.
Each experiment is evaluated in following three components:
Conduct of the practical 12 marks
Viva- Voce 8 marks
Recording of the Experiment 10 marks
Total Marks 30 marks
Evaluation for the conduct and viva-voce is carried out and recorded on the note book of the student immediately after the conduct of experiments during the practical class.
A student absent during the conduct of experiment is not given any credit for the practical and shall get zero marks.
The marks in all the experiments conducted during semester are be added.
The total marks obtained by the student are reduced out of 45marks.
15 marks are allotted to internal practical tests to be held twice during the semester.
First internal practical test has 5 marks and is conducted after completion of 1/3rd of the practicals. The second practical test has 10 marks and is conducted after completing 2/3rd of the practicals.
The internal assessment of a student is the sum of marks obtained for individual practical & marks obtained in the internal practical tests (i.e. Out of 60).
3 marks are deducted for each mass bunk.
B. External Examination:
During the practical examination the student required to perform the experiment and he will record the details of the experiments on the answer sheets, followed by viva-voce examination by the external and internal examiner.
Practical Examination marks will be split as under.
1. Conduct of experiment, job preparation or program preparation and implementation whichever is applicable: 20 marks
2. Recording on answer sheet 10 marks
3. Viva –Voce Examination 10 marks
Total 40 marks
Salient Features
The salient features of the examination system are listed below:
The papers for the final exams set through automated software base process out of the question banks created for this purpose.
The evaluation of the final semester examination would be done through Table Marking at the University. Question wise evaluation will be done to maintain uniformity.
10% of the answer books shall be randomly evaluated by outside experts to ensure fairness and equity.
The evaluated answer books shall be shown to the students. The student will see & sign the Answer books for having agreed to the evaluation.
In case a student disagrees with the evaluation, he/she can get the answer sheet reviewed by the Evaluation Review Board constituted for the same purpose, on payment of prescribed fee. No change in marks shall be done by any individual teacher.
The decision of Evaluation Review Board shall be final and binding.
If the increase in marks recommended by the Evaluation Review Board is more than 10% of the maximum marks for the subject, the fee submitted for the review shall be refunded to the students.
Final Internal Evaluation shall be displayed by the departments/Institutes, before submission to the University.
The total marks obtained in Internal and External Examination shall be submitted to the Registrar Office for conversion into grades based on relative grading system.
Grade shall be awarded to the obtained marks in each paper using Normal Distribution, without any subjectivity.
A student getting less than 35% of the highest marks obtained in the class shall be awarded ‘F’ grade.
A student getting more than 50% of the highest marks scored in the class shall not get ‘F’ Grade.
The final grades of the semester will be displayed along with SGPA (Semester Grade Point Average) at the time of declaration of results.
Prevention of unfair means
Credit and Grade point system of evaluation system
Any student found to be using unfair means including talking to each other, getting any kind of help from outside, carrying any written material or mobile phone inside the examination hall etc, shall be awarded punishment varying from cancellation of one paper up to disqualification from any examination up to two years. For this purpose a special committee for prevention of unfair means (CPUM) is constituted.
At the end of the semester, the students will be awarded a letter grade in each registered course for the semester depending on the total performance that consists of mid semester examinations, tests and quizzes(announced and surprise) , laboratory evaluation, tutorial work, seminars, home assignments and end semester examination.
Letter grades will be awarded to the students as indicated below. Each letter grade indicates the level of performance in the course and grade point for the purpose of computing the SGPA, AGPA and CGPA.
Sample grade list
Letter Grade, Performance and Grade Point
A⁺ - Outstanding 10
A - Excellent 9
B⁺ - Very Good 8
B - Good 7
C⁺ - Average 6
C - Below Average 5
D - Marginal 4
E - Exposed 0
F - Fail/Poor 0
I - Incomplete 0
Choice based grading system as per UGC guidelines
Requirement for award of degree
For Undergraduate Courses
A student is deemed to have completed the requirements for a program and is eligible for the award of degree if, she/he has earned a CGPA of greater than or equal to 4.50 for UG programs.
For Post-graduate Courses
The minimum CGPA required for the award of all Post-graduate degrees is 5.0.
If you want assessments to reach their full potential, their quality should be as high as possible.
Three (quality) requirements are important in this respect: Reliability,
Validity and
Transparency (Van Berkel et al, 2014).
To work on reliability you can design a model answer – also known as a response model, correction key or correction prescription - which allows you to assess as accurately and objectively as possible. When there are several evaluators for the same exam a model answer is highly recommended: this creates a consensus on the criteria that must be used to assess and makes sure that everything is evaluated from the same point of view.
Requirement for award of degree based on Percentage
In India, many universities and institutes rank their students in percentage of marks they get from the examinations and credits. Many universities have their ranking on point system.
Academic grading in India is based on a percentage system and they are called GPA or CGPA
The percentage system is very simple. According to following percentage the division or class is determined
1. 75% and above distinction,( or %set up by the institution)
2. 60% and above up to 74%- First division
3. Below 60% but above 44%-2nd division
4. 33% - 44% Third division.
5. Below 33%-fail.
Note: The above percentages and indicated marks are just for illustration purposes only. They depend on the regulation of the university or institute.
What is a model answer?
A model answer indicates which elements you should focus on during your assessment. Based on these response elements or assessment criteria, you indicate which students’ answers get which grades. The model answer also includes the maximum score for each question and (where appropriate and possible) the division of the maximum scores into subscores (Van Berkel & Bax, 2014). Decide in advance whether you want every response element or assessment criterion to carry its own weight or whether there are several different elements that will make up one rating point and whether there are certain elements with greater weight.
You can also record in the answer model how you will deal with,
for example:
Partially correct answers and answers that you didn’t think of in advance,
Recurring errors (an earlier error that makes the rest of the answer wrong),
Identical mistakes,
Language or spelling errors,
Whether there is the possibility that a score lower than zero can be obtained.
A model answer is intended as a guideline for the assessor and is best made during the formulation of the exam questions. Based on the students’ responses you can, if necessary, refine or modify the model answer. It may be useful to put the model answer to the test at the start of the assessment by, for example, taking a sample of some exams and checking them with the key. In case it is necessary, you can make adjustments in time. This is highly recommended, especially when you are assessing as a team.
Examples
In practice, there are different kinds of model answers. Which type is best, depends on the type of assessment (and its questions) that you wish to set. For some exams correct (response) elements or assessment criteria can be formulated, the so-called 'model answers'. For other exams, e.g. in a paper (essay question) and design projects, it is more about describing those various aspects which should be taken into account throughout the assessment and the respective weights assigned to them, the so-called 'rubrics'. Importantly, the assessment criteria used should include unambiguous formulations, should not overlap with one another and should be based on the learning objectives of the course.
Written examination
In a written exam with open questions the model answer consists of a model answer with clear indications of the essential components that should be included in the answer.
What's the Things to Consider While Checking Exam Papers?
When your students appear in the exams of your school, college, or university, you have to check their exam papers as a teacher. As a teacher, you have to check the exam paper of your students in a liberal way. This will give immense benefits to your students. Appearing in tests and examinations is a symbol of completing and grasping the entire study syllabus for your students. Therefore, when your students appear in exams, you will need to see some tips related to checking the test papers your students.
How to Break down the student’s answer sheet
The student's answer sheet can be broken down into 3 levels
While checking your students’ exam papers, you have to take some basic precautions.
Level 1: First, you have to take some steps. You have to break your student’s answer sheet into 3 levels or parts. In the first level, just check whether your students have answered all questions or not.
Level 2: You have to also check how many words count your students have completed on the answer sheet.
Level 3: Finally, just check how many rough worksheets your students have filled when appearing in practical subject exams like Mathematics.
These checking tips can also be applied to other practical and theoretical subjects.
Identifying tricky questions and awarding more marks
As a teacher, you check your students’ answer sheets and see how they solve tricky questions. Naturally, these questions must be solved with great care when your students appear on any online test. However, such kind of tricky questions can be solved by your students afterward at last.
Test-giving style of students for practical subjects
When you take any kind of evaluation test from your students, you also have to take some precautions.
For example, in the case of practical subjects like Math and Physics, you will need to see and judge the problem-solving ability of your students.
In such cases, just check your student’s answer sheet’s rough sheet. With it, you can check how your students solve practical questions in their unique style. Only then can you give fair marks to your students in a long way according to their exam performance.
Checking of use of related terms in practical subject tests
When your students solve an answer paper related to practical subjects, you will need to check one essential thing. This is to see whether your students are using the related terms seen in practical tests. For example, in the Biology test paper, let your students use and mention all those terms that are concerned with this subject. When your students use the related terms of any subject, this will prove that they have sincerely prepared for their exams.
Checking performance quality of students concerned in subjects taken
Nowadays you might see that many students who are good at practical subjects might not be as good in theoretical subjects like English. In such cases, you can make these students strong in these subjects in many ways.
First, take practice tests of theory subjects every week so your students may prepare well for these subjects before the forthcoming final examination. In this way finally, you can take exams online to judge the skill of your students in theoretical subjects.
11. How to deal on the matter of a student requesting a photocopy of the answer sheet
There are cases when a student is not happy about the total marks assigned to him/her in the examination result for a particular subject.
Students can make certain fee payments to get an individual photocopy of the answer sheet. This would be the fourth to fifth level of the physical handling of answer sheets. Someone needs to get a physical copy of the answer sheet from the storage, scan it, photocopy it and issue it to the respective student.
Imagine when thousands of students request a photocopy of the answer sheet and such thousands of mark sheets need to be photocopied and issued to students situated across multiple colleges/ institutes associated with the university.
This process involves many administrative activities along with paperwork.
The onscreen marking process can handle such a task in a simpler way.
If a student requests a photocopy of the evaluated answer sheet then using online software, evaluated answer sheet access can be issued to the student for a certain number of days.
Students can view answer sheet copies on desktop/ mobile using valid credentials. Entire manual work can be eliminated immediately.
12. Conclusions
Finally, we want to conclude that checking the exam paper of your students is a very tricky task. This is because your students’ temperaments might differ from each other. Thus, in such cases, we suggest you adopt effective tips when you check their answer sheets during unit tests, half-yearly tests, and final exams.
When you follow the above-given tips given in this article then you will save your time and efforts. You can also judge your students’ performance in exams online in a fair way. Just see how you can track the record of your students in any exam to satisfy their parents mentally. Results Analysis will help you understand how your students are learning, and how they have performed in each area of the syllabus. You can use the information to identify areas of strength and weakness in order to focus your teaching where it's most needed.
13. References
1. Teaching with rubrics: The Good, the Bad and the Ugly College Teaching, 53 (1), 27- 30. See more at:http://www.facultyfocus.com/articles/educational-assessment/rubrics-the-essentials/#sthash.j3KM887d.dpuf
2. Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Education Higher: A practical guide. Open University Press.
3. Clement, M. & Laga, E. (2006). Doceerpraktijk index cards. Guarantee
Cito Test guide: A guide to key manufacturers with information about the eight steps of the test construction process to look through. Http://toetswijzer.kennisnet.nl/html/toetsconstructie/home.htm
4. Dochy, F., Heylen, L. & Van Laer Moss, H. (2002). Assessment in education.Utrecht: Lemma.
5. Dunn, L. et al. (2004). The Student Assessment handbook. New direcMtions in traditional and online assessment London:Routledge Falmer.
6. Teelen Knowledge (2004). Test development in practice: how do I make good questions and buttons.
7. Van Berkel, H., Bax, A. & Joosten-ten Brinke, D. (Eds.) (2014). Keys in Higher Education. Wood: Bohn Stafleu of Loghum.
8. Sadler, DR (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34 (2), 159-179.
Comments
Post a Comment
"Thank you for seeking advice on your career journey! Our team is dedicated to providing personalized guidance on education and success. Please share your specific questions or concerns, and we'll assist you in navigating the path to a fulfilling and successful career."