Page 28 - EVALUATION ENGLISH

Evaluation Reforms

Assessment Article/ Essay Writing
Type
Nature Individual long, written assignment
Advantage Scope for individual expression & creativity; Can show depth of learning;
omprehensive test of written communication; Examine students’ ability to form
coherent arguments; Can show breadth of student knowledge and understanding;
Plagiarism can be difficult to detect; Useful later for students’ research activities
and develop critical skills for students to a wide range of material.
Limitations Some students may not be able to show their abilities in the essay format due to not
having been well trained in essay writing; Very time consuming
to mark objectively; ‘Halo effect’: the level of the essay just marked can change
expectations of the essay about to be marked; Essays are time consuming to write and
so cannot test all of the syllabus; Students can be rewarded for simply regurgitating
‘all they know’ on a topic; grading can vary from marker to marker so grades can be
subjective
Suggested One per course per semester
Frequency
Suggested Topics be well selected to test critical, reflective thinking, and extended reading;
Usage Rubrics for marking be developed & shared with students; Variety of topics for same
and different learner levels be prepared; Students must be first oriented to essay
writing skills according to UG/PG level.

Assessment Quizzes/ Objective Tests / Recognition Type (such as MCQs; True or False;
Type Matching; Classifying) /Recall Type -Filling Blanks; One word / Phrase
Answers
Nature Structured Tests; short duration
Advantage Can be very reliable; Excellent validity as greater syllabus coverage; Can show how
fast students think; Can be carried out quickly; Requires less effort in correction; Can
be used to test interpretation and decision skills
Limitations Students may be guessing; Takes skill to design good questions - especially questions
to test high level learning outcomes; Needs careful planning to ensure the answer
choices are clear; Risk of hacking; Risk of impersonators; Not always available to
students with certain disabilities
Suggested 4 per semester including 1 Makeup & 1 Surprise Quiz; Also valuable as “End of the
Frequency class quiz”
Suggested Teachers be trained in construction, advantages, disadvantages and precautions
Usage while preparing different types of objective items; Balance between recognition
and recall types; Go beyond factual information to HOT Skills.

Assessment Annotated Bibliographies
Type
Nature Individual or group assignment
Advantage Good test of students’ abilities to scan and evaluate literature; Can stimulate higher
order thinking skills as students review; stimulates group work and discussion; Good
preparatory skill for research
Limitations The material for review may not be available to the student; The range of material
may vary in relevance and degree of difficulty
Suggested Once in a semester in 1- 2 courses
Frequency
Suggested Topics should be based on students’ interests and course requirements; Referencing
Usage skills be first taught to students.

26 Evaluation Reforms in Higher Educational Institutions