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HEC Workshop on Testing and Assessment January 26 – February 03, 2009 Role of Course File in Assessment Provided by : www.ThemeGallery.com Umar Faiz.

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Presentation on theme: "HEC Workshop on Testing and Assessment January 26 – February 03, 2009 Role of Course File in Assessment Provided by : www.ThemeGallery.com Umar Faiz."— Presentation transcript:

1 HEC Workshop on Testing and Assessment January 26 – February 03, 2009 Role of Course File in Assessment Provided by : Umar Faiz

2 Agenda  The Challenge  What is course file?  Functions of Course File  What is course? (Unit and Lecture)  Contents of course File  Is Assessment Needed for Learning?  Relating Objectives of the course and Assessment  SMART Objectives

3 The Challenge  If I’m your student, what do I have to do to convince you that I’m where you want me to be at the end of this course.

4 What Course File?  It is a sketch (blue print) of teaching activities under taken in the semester on a timeline.  It is the title given to a statement of the objectives to be realized and the specific means by which these are attained as a result of activities engaged during the Semester.

5 What Course File? (continued)  It is to define objectives of the course, selecting and arranging subject matter and determining method and procedure for delivery and assessment.  It is an outline of activities to be presented

6 Functions of Course File  Proper organization of coursework.  Logical development of theme.  Conducive environment for lively and interesting class sessions.  Avoids needless repetition.  Provides means and time for revision.

7 Course  Complete sequence of instructions that is presented to the pupils as a major division of a subject matter or discipline.  A course is usually an individual unit that forms a part of longer period of study  It is called module in Britain

8 Unit and Lecture  Unit  A major subdivision of a course comprising planned instruction about some central theme, topic, issue, or problem for a period of several weeks.  Lecture  A unit or subdivision of a unit to be taught in a single Session.

9 Is Assessment Needed for Learning?  Individuals acquire a skill much more rapidly if they receive feedback about the correctness of what they have done.  One of the most important roles for assessment is the provision of timely and informative feedback to students during instruction and learning so that their practice of a skill and its subsequent acquisition will be effective and efficient.

10 Relating Assessment and Objectives  Effective assessment is directly related to the intended learning outcomes  Learning outcomes must be clearly stated in terms of students performance

11 Objectives (SMART)  Specific  Measurable  Attainable  Realistic  Time-bound

12 What is a Course File?  A Course File is a documented evidence of proposed plan of study, instructional activities, supporting resources and post-course artifacts related to a certain course offered in a semester.  A Course File evolves with the assignment of a semester course to an instructor right through to the submission of the result.  The Course File is to be prepared by the instructor and is to be maintained by the Department’s Course Coordinator for that course.  It is to be placed in a central location where it is readily available to all staff engaged in delivery of units from the course.

13 Contents of course File  Cover Letter  Objectives of the Course  Procedure of Attaining the objectives ( Teaching strategies)  Assessment Procedure  Attendance Record  Question Papers ( Mid+Final)  Marking Scheme (Model Answers+ Checking Hints)  Assignment Topics  Quizzes/ Class Participation  Evaluation Sheet  Photocopy of the Answer sheet (Highest Achiever)  Photocopy of the Answer sheet (Lowest Achiever)

14 Preparation of Course File Provided by :

15 Introduction  An introductory essay about the course to be taught

16 Approval  A letter addressed to Authority of Approval

17 Program/Course/Instructor Information  Program Information  Program Name/Ownership  Course Information  Course Name/Course Code/Credit Hours/Lab. hours  Instructor’s Name Office Location/Office Hours/Phone Contact/ Contact/Personal webpage  Support Staff Information  Support Staff Office/Office hours/Contact  Class Information  Coordinates/Class Timings

18 Learning Outcomes  Student learning outcomes are the specific measurable goals and results that are expected subsequent to a learning experience.  These outcomes may involve knowledge (cognitive), skills (behavioral), or attitudes (affective behavior) that display evidence that learning has occurred as a result of a course or program  Generally, learning objectives are competency-based as they designate exactly what students need to do to demonstrate mastery of course material.

19 Course Description  A general description of the course to be taught  Usually written in one or two passages

20 Course Objectives  Objectives focus on content and skills important within the classroom or course; what the instructor will do.

21 Goals, Objectives and Outcomes  Goals reflect the targets for a course or program. Goals are where you want to go, objectives are how you get there, and outcomes are proof that you have arrived.

22 Course Contents  A topics coverage plan breakdown  Section-wise  Module-wise  Chapter-wise  Unit-wise  Mapping to the numbers of lectures to be delivered  Includes  Assessment Instruments to be executed

23 Weekly Lecture Plan  A lecture-wise breakdown of the course coverage

24 Table of Specifications  What is a Table of Specifications?  A Table of Specifications describes the topics to be covered by a test and the number of items or points which will be associated with each topic. Sometimes the types of items are described, as well.

25 Table of Specifications Standards, objectives What has been taught Creating a table of specifications Identify the domain to be assessed Determine task types Performance TaskPaper & Pencil Task

26 Table of Specifications  Basic Steps  List course goals  List objectives for goals  List instructional content corresponding to goals  Attach "values" to content indicating how prevalent certain types of questions should be on the test.  Create grid.

27 Table of Specifications  Basic Steps  List course goals  List objectives for goals  List instructional content corresponding to goals  Attach "values" to content indicating how prevalent certain types of questions should be on the test.  Create grid.

28 Table of Specifications  TOS Example Assessment Objectives (25 objectives) TopicsLevels in Bloom’s Taxonomy KnowledgeUnderst anding ApplicationAnalysisSynthesisEvaluation Introduction to Biochemisty Water221 Acid Base51 Organic Compounds 322

29 Table of Specifications  TOS Example Test Items (SQ: Short Questions, EQ: Essay Question, OT: Objective-type TopicsLevels in Bloom’s Taxonomy KnowledgeUnderst anding ApplicationAnalysisSynthesisEvaluation Introduction to Biochemisty 10OT2SQ 8 SQ 10SQ9SQ1EQ Water4OT 6SQ 8OT 2EQ 2OT 6SQ Acid Base6SQ7SQ Organic Compounds 6 OT4SQ 3OT 2EQ 4SQ

30 Sample Course File  Handout#1  Handout#2

31 Activity  Please go through the handout and prepare a sample course file yourself.


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