INDUCTION FOR PART TIME LECTURERS (23)

THEME FIFTEEN :ASSESSMENT PRACTICES

INTRODUCTION

In university education two sorts of basic evaluation are distinguished, namely, the evaluation of the lecturer’s teaching (teaching evaluation) and the evaluation of the students’ learning (learning evaluation). In this document attention is given to learning evaluation (cf. Bitzer and Venter,2002).
Learning evaluation is rating of the changes which students undergo as far as knowledge, and/or skills and/or attitude/conduct/values are concerned as a result of the lecturer’s teaching and the student’s learning. It is, in other words, an evaluation of the intermediate or final results of the teaching/learning practices. The assessment or evaluation is done in the traditional way by means of tests, assignments, practical and examinations.

UNIT ONE: OBJECTIVES OF LEARNING EVALUATION

Three kinds of learning evaluation can be distinguished, namely, the commencement of, the course or duration and the completion of evaluation.
Commencement evaluation takes place before teaching begins. The purpose of this is, inter alia, to determine whether the student qualifies for the prerequisites of a certain theme or course as a result of existing abilities and prior achievements.
Included in the course or duration evaluation, also referred to as continued or ongoing evaluation, we understand, is the ongoing assessment of the student’s progress in a relevant module, course or program, feedback of which must be given to him/her in connection with his/her progress, and to identify students with learning problems in good time. Although the course or duration evaluation is also used for the cumulative replacement of a semester or year mark, the emphasis falls on the feedback to the student on his/her progress. Course or duration or ongoing evaluation is thus useful for preparatory or preventative measures.

Preparatory means that the student is assisted or even forced by means of evaluation to come prepared to classes. This kind of ongoing evaluation is, for example, essential if the self-study method is used in self-study modules.

Preventative means that ongoing evaluation of students (also naturally) of lecturers on their teaching) to give feedback on how he/she managed to cope with reasonably small amounts of work, and important facts of knowledge and perceptions. (approximately 1 – 2 weeks work). This does not refer to one to three major tests per semester wherein a much more global perspective is assessed and, in any case, often takes a long time before it has been marked and feedback is given.
Completion evaluation, also known as final evaluation, takes place on completion of a period, phase of cycle of education and learning. It is, in other words, a final test or examination which is especially aimed at testing the student’s ability to analyze, synthetise and critically evaluate factual knowledge, perceptions into concepts in perspective, and to assess globally and selectively with a view to the finishing of a module, theme or course, or the awarding of a qualification or a degree.

1. Criteria and requirements of learning evaluation

In order to scientifically evaluate the student’s learning, the lecturer should ensure that he/she satisfactorily meets the requirements and criteria determined with regard to evaluation techniques (tests, examinations etc.) and procedures.

1.1 Validity

Validity refers to the objective for which a specific test or examination is used; in other words, does the test or evaluation test or evaluate that which must be tested or evaluated? As such, the validity of a test or examination refers to such aspects as clarity, preciseness, accuracy, reasonableness and responsibility.
Validity in evaluation of learning may be divided into two main kinds, namely, validity of module and validity of rating (cf Bitzer and Venter, 2002)

1.1.1. Validity of Module

In this regard, the following applies:
• Validity of Objective is taken into account if the students were rated according to theobjectives and goals which were set for the student in writing at the beginning of the course.
• Extent of Validity is taken into account if the students were evaluated, on the one hand, on the total extent of the learning content and, on the other hand, according the emphasis placed on the respective themes.
• Validity of Content is taken into account if the answers expected of the student correspond with the learning content (themes) which were considered during the presentation of the course.
• Validity of item and validity of test is taken into account when the lecturer uses the correct kind of question (test item), test or examination to evaluate the corresponding abilities of students according to the objectives.
The following applies, as examples:
• Long question production of knowledge is not as thorough as short question tests;
• Oral communication abilities are not assessed to the same extent as written tests or examinations;
• if too many choice questions are used in a question paper, not all students are subjected to the same test of examination.
• Validity of Construction is taken into account if the questions are so formulated that students clearly understand what achievements must be attained in order to earn the appropriate marks.
• Validity of Time is taken into account if all students (i.e. the averages) are given a reasonable opportunity to complete the evaluation within the determined time.
• Validity of Differentiation is taken into account when students are afforded the opportunity to achieve according to their own abilities (included intellect and greater dedication), taking into consideration the learning objectives.
• Continuity Validity is taken into account when students are afforded the opportunity in advance of becoming familiar with the kind of questions they would be expected to answer.

1.1.2. Validity of rating (marking validity)

Validity of rating is taken into account in the setting of validity norms. Norm validity is taken into account according to the ways in which rating of the achievement of students is done as objectively as possible. Norm validity is positively maintained when the following circumstances apply:

• Criteria directed evaluation must be utilised as far as possible. Criteria direct evaluation refers to the assessing of the performances of students by means of objective factual details which are regarded by subject experts as the valid answer(s) to a given question.
• Norm directed evaluation must be avoided as far as possible. This evaluation occurs when students’ performances are assessed on the basis of a general comparison or by means of a general group result. Norm directed evaluation is not exempt from the adjudicator’s subjective assessment.
• Equal assessment in regard to all students who have completed the same examination must be maintained in that all the results of the students involved are adjudged uniformly by means of a memorandum which was set up in advance, and in which the correct allocation of marks for answers/results has been made.
• The total number of students who complete a given examination must be subjected to the same (or similar) circumstances. For example, in the case of an oral examination, all students should, as far as possible, be subjected to the same oral examination test or examination, and an oral re-examination should not follow a written semester/year examination.
• When an arbiter is used for remarking, a memorandum, together with the examination, will not suffice alone. The assessing of the learning performances of a student must be done within the context of the total curriculum of that course. In actual fact, the objectives, goals, study content, teaching methods, education techniques and learning evaluation of the course which preceded the examination must be taken into consideration in their mutual and integrated relationships. It is only in the latter way that the arbiter would be capable of assessing whether the examination followed the didactical criteria in a meaningfully way. It thus appears to be important that the information given to the arbiter must not only include a memorandum, but also a study guide (learning module) or a course description wherein all the elements of the relevant course curriculum were elaborated upon by an examination paper.

2. Reliability

Reliability, however, is related to the measure with which a test of examination (question paper) furnishes constant test results, or whether the same learning achievements (abilities) of students are consequently measured. On the other hand, reliability is related to the comprehensiveness of the assessment of the achievements or abilities of students. A single assessment or assessment of the achievements of a student is not a reliable performance profile of the abilities of that student.

Although reliability and validity are intensely linked, the former places greater emphasis on the following:

• The degree of difficulty of a test or examination must be of a standard whereby student groups who have the same abilities should show the same performance profile on completion of the same theme or course.
• The discrimination value of a test item (question) must be of a standard whereby one can reasonably and justly differentiate between students with different abilities, e.g. based on intellect and/or greater dedication.
• In the assessment of any student, numerous learning achievements in various evaluation opportunities should be used, as far as possible, in order to reasonably or fairly adjudge the student’s abilities. The use of duration (also called continuous or ongoing evaluation) as well as the calculation of the semester and year mark and the examination mark in the calculation of the pass mark during completion evaluation, is meaningfully taken into account within the latter.

UNIT TWO: Kinds of test items

1. Subjective test items

A subjective test item is a question wherein the correctness of the answer or performance of the student partly depends on the correctness of the information and how the examiner assesses it. The quality of the answer can only be assessed by a person who is involved in the subject being taught. The best known subjective test items are the following:

• the test item which has been drawn up (question drawn up)
• the interpretation or interpretative test item
• the performance test item
• the problem-solving test item/computational test item.

2. Objective test item

An objective test item is a question on which the correctness of the student’s answer is dependant on the correctness of the information. There is usually only one correct answer. The most well-known objective test items are the following:

• the completion of answer or completion of supply test item
• matching test item
• two-choice or alternate choice test item
• multiple-choice test item

3. Kinds of tests and assessments

In university education, inter alia, the following kinds of tests (formative assessments) and examinations (summative assessments) are used.

3.1 Open book examination

In this examination the student is allowed to consult certain text books during the test or examination.

3.2 Delayed action examination

On commencement of this type of examination the questions are given to students a week or two before the time and the students are tested under normal examination circumstances. The evaluation moment is especially contained in that which occurs shortly prior to the test/examination.

3.3 Oral examination

In this examination questions are posed to the student orally or in writing and he/she must answer orally.

3.4 Interpretation or Interpretive test

In this type of examination the student is expected to furnish factual information and/or and interpret events in a given situation.

3.5 Problem-solving test

In this examination the student is given a problem for which he/she must find a solution based on existing knowledge and new perceptions.

3.6 Practical Test

In this examination the student is placed in a situation in which the mastering of a certain skill and ability must be demonstrated within a certain period of time.

4. General suggestions for the compiling of a test/examination paper.

4.1 Planning

Decide ahead of time what your objectives are and decide what ratio (in marks) each must consist of. In this process it is advisable to draw up a table on which all the factors are brought into account. The following is an example of how these can be planned.

Percentage marks allocated for
Subject or
Department Factual
Knowledge Knowledge
Perception Application Analysis Synthesis Evaluation Total

a
b
c
d
e

10
5
5
-
- 10
5
5
-
5 -
5
5
5
5 -
-
-
5
5 -
-
-
5
5 -
-
5
5
- 20
20
20
20
20


Total 25 25 20 10 10 10 100

4.2 Emphasis on important sections

The emphasis which is placed on certain sections of the lecture must be reflected in the question paper, so as not to confuse and mislead students.

4.3 Connection between test/examination questions

Tests and final examination question papers should favourably compare with one another so that there is a high correlation between semester or year marks and examinations. Please ensure that the final examination ties in with tests and is not suddenly something completely different.

4.4 Maintain a balance

Students, for the most part, regard tests as an incentive and they should, therefore, be sufficiently difficult to be challenging, but not so difficult that most students would not be afforded an opportunity to achieve success. Guard against a question paper which is only designed to trap candidates or to expose their shortcomings. (Especially first years become frustrated over this and it immediately creates antagonism against the lecturer and antipathy towards the subject).

4.5 Verbs for setting of questions

Ensure that the verb(s) which are used for the setting of questions are suitable to the nature of the performance (attitude) which must be evaluated. When the perception ability of the student is, for example, being assessed, suitable words such as “compare” “contrast” could be used for the setting of questions. Explain in advance to the student what is expected of them when a specific verb is used in the question.

4.6 Control
Ask a colleague(s) to look at your question paper in advance.

4.7 Memorandum

The preparation of a memorandum will determine the equitableness of the question, whether the field of study has been sufficiently covered, and if the question is clearly set and the time permitted is sufficient.
When a group of lecturers assess the question paper, the following questions could serve as guidelines:

Is the question unambiguous – will the candidate who is targeted understand what is required of him/her.

Is the question correct in terms of language usage and terminology?
If a question includes the setting of a problem (e.g. in Economics, Mathematics or Physics), does it represent the correct application of the study material?
Has sufficient time been allocated to answer the question(s)?
Do the questions test what is supposed to be tested, i.e. the objectives/goals of the study material/course?

Further discussions in the learning evaluation are as follows:

Le1: A few important practice matters on learning evaluation.
(Provide more details on revision, allocation of marks, setting of questions, and Marking techniques)
Le2: Guidelines for moderators and external examiners. (Provide guidelines)
To moderator(s) and external examiner(s) of questions papers to determine the validity of learning evaluation instruments)
Le3: The analysis and interpretation of test and examination results.

(Provide a few basic guidelines to the lecturer to interpret test and examination results)

UNIT THREE : A FEW IMPORTANT PRACTICE MATTERS ON LEARNING EVALUATION

In this part of our training sessions for part time lecturers, the following important matters are discussed:

• Regular assignments and clear explanations on exactly what is required of students – help students not to fall behind.
• All work handed in by students must be marked and handed back as soon as possible.
• Complete the marking of the answers of one problem before going to the next problem and the answer system becomes mixed up.
• Inform the class what the class average is of the test.
• Furnish correct answers to students once the tests have been marked.
• Test your question papers for length, degree of difficulty and wording.
• Use various types of written work in order to evaluate students.
• Your test questions must naturally ensue from the learning objectives which have been set.
• Be on the alert for a pattern of incorrect answers.
• Keep a list of good questions which could be used at a later stage.
• Enter the students’ marks correct and safeguard the mark sheets for a few years.
• Work out your own marking/allocation of marks policy/ philosophy
• Use a red pen; mark clearly and positively; never make sarcastic remarks
• Set up a scheme of marking in advance.
• Rest in between marking question papers.
• Carefully add up marks, clearly enter these and keep in a safe place.
• Make comments on an assignment/test as a whole; make recommendation for improvements; endeavour to be critically positive.
• Globally assess essay type answers, but take all facts which have been written into consideration.
• A class discussion of the best answer is useful for the whole class, but do not embarrass students.
• Ensure that you personally collect all assignments and tests so that there is no confusion as to who handed in and who did not.

1. ASSIGNMENTS, TESTS AND EXAMINATIONS, ALLOCATION OF MARKS

1.1 Assignments

In a system where courses cause students to compete with their time, those lecturers who do not give regular assignments and clearly specify their expectations will soon lose out. Students who follow such courses will get so far behind that they will not be able to keep up with questions nor the new study material.

Students are inclined to gauge their understanding of the work in terms of how well they do in their assignments, thus lecturers must be extremely careful when setting assignments. You task as a lecturer is not to assist them with their homework, but to merely help them to solve some problems without doing everything for them. When a problem is given to students to solve at home, you must keep in mind that, when planning problem solving in the class, you do not sabotage home assignments by solving identical problems in class.

Home assignments which are handed out at a lecture to be handed in at the following lecture probably work the best. You and the student obtain regular feedback, and students become used to regular work and not getting behind. The lecturer gets to know the students better, lectures are livelier (because students are prepared) and the course becomes much more exciting. To make marking work easier, the lecturer may actually only mark one problem/section, and further just check that everything has been done, but this approach could be frustrating for students. The best solution is thus to set home assignments each day, but limit these to one problem/section.

In both courses the home assignments do not count so much towards the grand total, because students are working together on these. However, they should be taken into consideration in the case of borderline cases.

The most important matter in connection with home assignments is to mark these as soon as possible – thus, that they are taken in at one lecture and handed back during the following lecture. It has to be marked as some or other time – while the work is still reasonably fresh in their memories. General problems may be discussed in class, because this will still tie in with the study material being considered. Swift handling of assignments is also good for the students’ morale – it gives students the feeling that the lecturer is interest in their work and takes it seriously. They will react to this by putting in extra effort.

1.2 Tests and examinations

Students take examinations very seriously, which means that, irrespective of what they may think of examinations as evaluation mechanisms, you must take them as seriously.

1.2.1. Revision sessions

Students expect you to go through their work with them during the last period beforethe examinations. In order to present a good revision class, it means that you put in extra preparation work, but the lecturer will be rewarded for this because students will hang on to your every word and, finally, questions will also be set by the students!

Thus, a revision class can usually be handled as follows: briefly mention what content will be covered in the examination, make a few comments and give a few pointers on the sections where you think students might incur problems, give students an opportunity to ask questions, and work together on a few questions from previous papers if time allows.

At such a time, students will always endeavour to trap you directly into helping them with spot questions. Remember, the main aim of a revision period is to revise material and to help students to see the information in perspective not to merely help them to pass the examination.

1.2.2. Allocation of examination marks

Every department usually has their own clear directions on how the allocation of marks in a specified course must be made. If there are no such directions in your department, you must use your own discretion. If you have presented a specific course/subject/section, it would be good to consult with experienced personnel in the course/subject/section. Ask whether you may use some of their questions papers which have already been vetted as examples or guidelines in order to develop a clear understanding of the standards required.

You may also look at a few sets of answers before you begin with marking to find out the general mistakes which occurred, and decide in advance how these will be penalised. It is more equitable to first mark the same question on all the sets of answers and then to mix up the question papers before going to the next question than to mark all the questions on one set of answers and then proceed to the following one.

1.2.3. Feedback on tests/examinations

Besides all these points, students usually want to know the average mark of the whole class. Some lecturers even go so far as to make a list of all the marks attained available, while others only give each student his/her own marks confidentially. The latter usually occurs with a view to avoiding unnecessary competition, and to prevent students feeling they are being played up against one another.

The lecturer must also provide the correct answers to students following the test. Discuss general mistakes, because all can learn from others’ mistakes, but ensure that there is an interchange of work between you and the students when this is done. It is also wise to use good answers and solutions found on the sets of answers, and present these to other students as examples.

1.2.4. The failed evaluation

It often happens: the question paper was too long or too difficult – the class average is about 40 and your students are devastated. They have never previous attained such low marks.

Or the class average was actually 65, but one question was so formulated that half the students misinterpreted it and they feel badly done by, because they would have had 20 marks more had the question been more clearly formulated.

The average is 92 and all students are so pleased with themselves because of their high marks, but after a few days, they face reality. If all attained such high marks, it’s merely child’s play!

What must be clear to the lecturer from all this is that he/she was clearly not successful for one or more reasons. All you can do is to reassure the students, listen sympathetically to their problems, and work to prevent a repetition of these. The reasons for such a failed evaluation could be that the lecturer was inexperienced in the setting of question papers, and might have had problems in formulating various types of questions, or the work was so thoroughly covered over such a long period of time, that the test ultimately looked too easy. The lecturer may, in future, show his question paper to colleagues or another knowledgeable person and ask them whether the questions are comprehensible and clearly formulated and whether they think sufficient time has been allocated.

1.2.5. Final Marks

The students must already be informed at the commencement of the course on how much each evaluation session will count in towards the final marks. In borderline cases, class participation, class test marks and whether the student always handed in home assignments on time may also be taken into account.

1.3 Various kinds of written assignments/evaluations

All written work done by students does not necessarily have to consist of pages and pages - they can also be short extracts – or a few sentences to a few paragraphs. A final mark does not always have to be allocated for all written work. A shorter assignment can form part of a bigger, more complex assignment. Fellow students may be given the opportunity to critically assess the assignments, after which the student may do it over – especially if it going to form part of a final assignment to be evaluated.

Examples of written assignment are the following:

• Analyses of data, problems or cases, including the analyses of factors which contribute to problems, and suggestions on how to find solutions to problems.
• The formulating of questions or hypotheses on the basis of given facts or information.
• The writing of a paragraph on a subject, with the emphasis on meaningful and accurate use of language within the context of the subject.
• The writing of observations, article or reports on certain activities and projects.
• The making of comparisons between either the critical assessment of data, reading, reactions, video tapes or films, experiments, etc.
• The conversion of theories or principles into hypothetical, concrete applications.
Written assignments may also be used to supplement other kinds of assignments. The field of experimentation may be broadened in certain disciplines, except for various types of written assignments which lecturers can provide.
• Experimental projects may be small mini-research projects, or larger literature studies/interviews/surveys/experimental activities – carried out by individuals or by teams.
• Working assignments to be carried out and created consist of the student reflecting ideas, information or processes, in diagrams, graphic representations, maps, models, sketches, photo’s, exhibits and productions. Certain assignments may be finally presented in the form of an audiovisual production, such as a slide show, video recording or computer program. Criteria for the assessing of this type of assignment must be determined in advance, and conveyed to the students (although there should always be room for the recognition of originality and insight).
When students have done extraordinary work, the lecturer may feel free to ask the student for permission to make copies thereof to be used as an example or demonstration model. (Such a request is a great compliment for the student).

2. EVALUATION

The presentations of lecturers and other class activities are often seen as the pleasant part of teaching, while the evaluation of students’ work is not always as pleasant. Unfortunately, a student’s marks are just as important to him as what he is learning.

2.1 Set the correct questions and answers correctly

The first problem with regard to evaluation is to choose the correct things to evaluate. When a set of clear learning objectives is furnished by the lecturer, it is naturally much easier for all as the question will issue from this. We all know cases such as the one where the lecturer set the course objective as: “The student will understand the broad course of the history, as well as the influence of social and economic factors on the progress thereof, as well as the way in which history has a connection between all things.” Then this lecturer goes and sets an examination question consisting of 100 multi-choice questions, and everything has to do with names, dates and place names! This may sound outrageous, but there are many similar digressions from original objectives which sometimes occur between the first lecture and the day on which the examinations commence.

Tests are supposed to be diagnostic instruments with which students are helped to identify sections which they understand and those which they do not understand. Tests can serve as motivation, as nearly all students work harder in order to obtain good marks with a view to a semester or year mark. When student prepare for tests, they learn to reflect on their material, evaluate it, arrange it, synthesise and apply. Finally, good marks for a test serve as a reward for students’ good work.
The first step in the setting of a test is to list all the course objects and/or goals. It is not always easy to measure all these goals/objectives, but it does not change the fact that it is the lecturer’s responsibility to at least endeavour to set questions in order to measure the goals/objectives. In order to design test items which synthesise or measure the abilities of students is difficult, but this is not sufficient reason to only ask questions which test memorised knowledge (facts).

Reflect on the goal of the test. In a lecture, one might use deductive reasoning to guide students to reach wrong conclusions, and then guide them to see where their reasoning failed. This is an educative method. To perform the same in a test or examination which counts toward the semester of year mark of a student does not need teaching ability merits. Lecturers may not set out to trap students in tests or examinations, as this would give no indication of what precisely the student knows. Set your questions clearly and formulate them as unambiguously as possible.
If the goal of tests is to encourage students to learn and to reward them when they do well, they must regularly be encouraged and rewarded. Regular tests have another advantage. If a student has merely had “a bad day” when he wrote a test, or if the lecturer was less successful in the setting up of a test questionnaire, regular testing makes it possible to identify such cases and possibly put the matter right. If there were only one or two tests during an entire course, it would be far more difficult to determine the true level of a student’s performance.

In order to increase the self-evaluation and motivational value of tests, the sets of answers must be marked as soon as possible and given back to students. It is also good to discuss the tests with students in order to assist them to perceive why they have made mistakes. In this way, problems which students possible encountered with the way in which the paper was set up or formulated could also be identified.
According to an authority on learning research, the following questions mostly asked by students on campus are: “Will this be asked in the test?” and “Will the questions in the test be essay type questions or short objective questions?” The impact on the teaching professional of an answer to the first questions is obvious. As far as the second question is concerned, studies have shown that students prepare in a different way for essay type questions than for objective questions (true/false, multi-choices, etc.) These types of answers are the most difficult to evaluate. Short questions test the ability to recall as well as skills in analytical or problem solutions. Multi-choice questions are the most difficult to set up, but when correctly done, these types of questions test both information memory and concept application. True/false questions are also difficult to set up, and cause the most evaluation errors, because the students are able to guess with a 50% chance of being correct.

2.2 Allocation of symbols/marks

Symbols/marks have a far greater impact as what was generally believed. To allocate a D or F symbol to a student for a test or examination may be quite fitting, and could be a rude awakening for a student which could encourage him to work harder. Symbols or marks are, however, not only a way in which a lecturer conveys a message to the student, but also influence retention at the university, admission to post-graduate studies, employment opportunities, relationships with family members, family and friends, the self-image of the student, and many others. Added to this are other factors which are taken into account for marks as direct academic performance, for example, rewards for participation in class and penalisation for assignments not handed in on time or classes not attended. When symbols are allocated, another factor comes into play, namely, the fact that there is no general standard for the value of a C (or any other letter of the alphabet). For some, a C is an indication of a borderline case, hardly acceptable, while another lecturer may allocate a C for acceptable, a satisfying performance, where very little work was done on own initiative. Finally, the whole question of allocation of marks is further defined as what it can ever hope to be through average marks calculated to the second decimal. The result of this is the assessing of many shortfalls, but which carry much weight. A solution to all the problems which go hand in hand with the allocation of marks will not easily be found, but lecturers must endeavour to ensure that the marks/symbols that they allocate must be done as accurately and fairly as possible.

The first step is to mark accurately. Set every question as clearly as possible. As a colleague to peruse the question paper before you use it for any ambiguous or unclear questions which may present themselves. Do the test/examination yourself before you begin marking and take note of the expected answers. While you are marking, be on the alert for a general pattern of incorrect answers which could indicate a different (valid, but not what you expected) interpretation of the question. If a specific question misled the students so that most of the students did not provide the answer you expected, then totally ignore the question.
After you have marked the answer papers, you should make a list of the number of incorrect answers to each question and also what kinds of mistakes were made. Use this list to establish what questions identify that the students who knew their work and understood it. After a few years of smoothing work, a lecturer will have built up an item bank of hundreds of reliable and value questions from which literally hundreds of question papers can be compiled.

In the course of a course the lecturer should use different evaluation methods. Different types of tests focus on different learning styles. Other assignments, such as essays or short study reports add another dimension to evaluation. If an assignment is judged by means of different criteria (e.g. content, plus use of language, style and technical exposition) the marks must e allocated separately and this should also be noted. It is easier to determine a student’s actual potential if different abilities (such as retention ability, insight of and knowledge of subject content, language ability) are evaluated separately than when a single global mark is allocated.

Always be open, honest and just toward students. Discuss tests before and after they are completed. If a student questions his/her marks, go over the answer sheet again, without taking the previous mark into consideration. If your mark is the same as the previous one, inform the student exactly why you allocated the mark. Listen to the student’s reasons for a higher mark, and show him/her where his/her reasoning is incorrect.

Ensure that you have written all the marks down and keep a mark register for a few years.

Marks/symbols are in no way perfect assessments, and it is sometimes not clear exactly what has been assessed. Do your duty by being clear and precise in what you are doing.

3. MARKING

Marking can be one of the most interesting but also one of the most boring aspects of a lecturer’s work, The type and amount of marking done by a lecturer greatly depend on the course. Every lecturer must always keep in mind that the marking work will determine whether a student passes or fails. Every lecturer should develop a certain philosophy in respect of marking and if he makes use of assistants for marking, their approach should be discussed in detail. The lecturer must analyse his opinion and view of marking, and discuss these with his assistant. For example, determine what criteria you use to distinguish between a B+ and an A-.

When you have determined exactly what your approach to marking is, you must also be prepared to make adjustments, when necessary.

The amount of marking done by a lecturer is a big problem. When one knows one has to mark 50 papers, and each one is going to take about 20 minutes, this could make one become despondent in advance. Thus, a number of suggestions are given on how to speed up the process, but one must always ensure that quality is never lost.

• Use a red pen so that your “correct” mark or remarks clearly stand out.
• Mark according to the questions so that you mark the same question in all the answer sheets before you proceed to the next question.
• Compile a memorandum and scheme according to which you are going to mark, after you have gone over a few sets of answers to determine what types of answers you expect. When you are marking an essay type of answer, determine in advance how much emphasis is to be placed on content, arrangement, style and use of language.
• If there are other lecturers in the course, discuss the question paper, the memorandum and marking process with them. This helps to alleviate problems in respect of different approaches in the marking of the same question.
• Take regular breaks if you have a lot of marking to do – this helps prevent that you penalise students because you are tired of bored.
• In time, you can adjust the type and number of questions you set so that evaluation is still complete, but you can mark quicker.
As you determine what kind of marking approach you are going to follow, you must take note of the following:
• Mark clearly and positively ( ) so that the student knows what facts/statements have earned marks. Do not mark the sections which are incorrect with an (x) or put a scratch through the work – rather give an alternative and briefly explain why it is incorrect.
• Never make sarcastic or arrogant remarks. This will only serve to estrange the student from the subject.
• Carefully add up marks together and make a note of these for your own purposes. Do not leave lists of the marks on your desk for all to see, or where they could easily be misplaced. Carefully store all the assignments which students have handed in, and make a note of when you handed them back to the students.
• Where possible, make a general comment on the answer paper or assignment and make recommendations for improvements. Your approach must always be constructively critical. If a section of an assignment was particularly good, mention this pertinently, (or in the case where the work was bad, only good for those points which qualify for this). Praise is always an incentive for better work.
• If the same mistake is repeatedly made by different students, you can always save time by discussing this in class.
• When marking an essay type of answer, you must take the facts in the essay into consideration, and award a mark as a whole.
• At times where work is merely an exercise or learning activity and does not count towards the semester mark, students may mark one another’s work in class.
• A general discussion of the best answers/essays/assignments can be of great help to students. Be careful not to embarrass any student whose work is being discussed.
• When taking in question papers or assignments, do so in such a way that there will be no doubt as to whose work has been handed in. When handing it back, hand it back individually to each student. Do not leave it to the class to take in assignments.

4. Conducting tests
4.1 The setting of tests

The setting up of tests is a serious matter for most lecturers, and tests also form an integral part of a course. Formative evaluation helps lecturers and students to determine how much learning has taken place. Summative evaluation again provides information on how much has been learned during a term, a course, a semester or per year.

The following list of items was compiled from various student evaluation questionnaires. With regard to your tests, if you can answer “yes” to all answers, you are an outstanding assessor of student learning:

• Tests are fair and objective.
• Students are afforded the opportunity to discuss these tests.
• Tests are effectively integrated in the course.
• Expectations with regard to the standard of performance are clearly elucidated upon at the beginning of the course.
• Tests avoid unnecessary memorising.
• Test items do not require that an unreasonable amount of details must be provided.
• Test papers are quickly handed back.
• Tests are not too long.

4.2 Objective Tests

The following are a number of useful suggestions for the setting up of multi-choice test items. First, group the test items according to kinds. Secondly, start with easy items and let them gradually build up to the more difficult. Thirdly, increase the taxonomy level gradually (from knowledge to comprehension to application to analysis to synthesis to evaluation). Fourthly, the order of the questions must compare, as far as possible, with the sequence in which the tutoring took place. Other suggestions include:

• The problem must be clearly set in the basic question. (Monkey puzzle).
• Use most of the words in the basic question, so that the choices are as concise as possible.
• The basic question must be set in positive terminology as far as possible.
• Use of language must be consequent (all the possibilities in the basic question must be grammatically correct).
• The student should not be able to be guided to the correct answer from the basic question. (e.g. The same word in the basic question is in the correct answer).
• All the incorrect possibilities must be credible.
• Arrange the choices in logical sequence if there is one, but otherwise, the correct answer must be placed at random in between the incorrect answers.
• void choices which connect with or overlap each other.
• Avoid text book language.
• Provide the same number of choices at each test item.

4.3 Essay type tests

4.3.1. Kinds of essay type items
Just as is the case with objective test items, the items (questions) for essay type tests much also be set up with great transparency. Items for essay type tests can usually be divided up into one or two categories, those for a “limited” answer and those for an “extended” answer. In the first case the response is limited and the type of response expected must be clearly defined. Verbs used in the case of items for limited responses include make a list of, define or provide reasons. These items are especially used when the lecturer wants to test the student’s understanding and the ability to analyse and apply; this cannot be used too well to test the ability to integration, organisation or the composition of own responses.

4.3.2. A few suggestions for the writing of essay type items

• Only use essay type questions for complex learning outputs.
• Clearly word the question so that the students understand precisely what is being evaluated.
• Formulate your question so that it precisely informs the student what he must do.
• Do not allow students a choice of answers to the question, unless the learning outputs require this.
• Allow sufficient time for the answering of all questions and give suggestions on how much time should be spent on each question.

4.3.3. Marking of essay type tests

As it is more difficult to mark essay type responses as objective tests, it is important to decide how you are going to mark and award marks before the test/examination is written. A few suggestions for the marking of this type of response are the following:

• Evaluate the responses in terms of the learning outputs you wish to assess.
• Award marks for limited responses by using the memorandum with the division of marks.
• Award marks for extended responses by using the appraisement method (i.e. general awarding of marks), and use pre-determined criteria as guidelines.
• Evaluate all the students’ answers to one question before you proceed to the next question.
• Evaluate answers without looking at the student’s name.
• Where possible, at least one answer to each question should also be evaluated by someone else.

5. Test your own tests

An expert compiled the following control list for multi-choice questions, based on research on evaluations practices done by John C. Ory (1998), The Teaching Profession (Magna Publications, Madison). Assess one of your multi-choice tests by means of the following:

Where possible I (the compiler of the questions):
• set a direct question rather than making an incomplete statement
• provided a definite, clear and simple question or problem in the basic question.
• did not use a number of words in a roundabout way or provided irrelevant information in the basic question.
• used all words in the basic question which would have otherwise been repeated.
• used as few as possible negative statements/question in the basic question - where these were used, the negative word(s) were underlined or in capitals.
• selected all alternatives in such a way that they would be as acceptable to the student who was not well-informed.
• made the alternatives mutually exclusive.
• avoided giving clues such as a corresponding grammatical structure, associations and relations between the basic questions and the alternatives.
• used at least four alternatives for each basic question.
• used the alternatives “none of the above” and “all the above” as little as possible, when this was sometimes the correct answer.

6. Summary

Learning evaluation thus involves the assessment of any change, movement, progress or adjustment with regard to the thinking abilities of students, their attitudes and their abilities as a result of a lecturer’s tutoring. Such evaluation does not only involve the assessment of student’s performances to a lecturer’s question on given study material. Learning evaluation is involves much more. If one keeps in mind that students much make the teaching objectives of their lecturers their own, that they correspondingly must select the essentials from the given study material, that they must master the study material by means of one or more study methods, and then evaluate their own learning inputs, then it is clear that learning evaluation involves the assessing of students’ success in putting in place a learning subject in collaboration with the lecturer’s teaching subject.

If one keeps in mind that students are assessed in respect of their knowledge, skills and abilities before the period of tutoring (i.e. a course, theme of class lecture), then learning evaluation also includes such assessment.
Learning evaluation involves that the lecturer assesses:

• The nature of the students’ attitudes, knowledge and skills with regard to the proposed course,
• To what extent students have achieved their education goals of a course and transformed them into objectives,
• To what extent students have selected the essentials in the study material and can use these within the context of their objectives,
• To what extent students were successful in their own rate of direction in the light of their own objectives.
Thus, learning evaluation has two basic characteristics, namely it provides students with feedback with regard to their potential and disposition to a certain course, or it gives students feedback on the success of a whole study program.

UNIT FOUR: THE ANALYSIS AND INTERPRETATION OF FORMATIVE AND SUMMATIVE ASSESSMENT RESULTS.

1. Introduction

Information with regard to the candidates’ performances can be obtained by means of statistical analyses of test results. The determining of whether the test met the psychometric requirements is also done by means of such an interpretation. Of course the analyses and interpretation of tests and examination results also give feedback regarding the tutoring.

As the statistical analyses of the test results are done with the aid of computer technology, it is not necessary for the lecturer to understand all the calculations. However, it is essential that the lecturer is able to interpret the statistical analyses.

The following statistical details are provided by means of the computer:

• the frequency distribution of marks
• the accounting average.
• the standard digression
• the median and quartile
• the degree of difficulty
• the value of discrimination
• the effectiveness of distracters
• the reliability

2. The frequency distribution of marks

The frequency distribution indicates the number of times a certain mark has been obtained, or how many students obtained a certain mark. One of the ways on which a frequency distribution of marks is easily reflected and interpreted is by means of the so-called branch-and-leaf representation of marks.

FOR EXAMPLE:
50 XXX
51 XXXXX
52 XXXXXXXX
53 XXXXXXXX
54 XXXXXX
55 XXXXX
56 XXX
57 XXX
58 XX
59 X

From such a branch-and-leaf representation it can be assumed:

• What marks were obtained by most of the students, and
• How the marks were distributed in terms of batching or extremes (drawn-out).

3. The arithmetical average

The arithmetical average (AA), or just called the average(A), of a class or group is calculated by the sum of the total of all the marks divided by the number of students. The average indicates how the class or group did as a whole. This is used as a criterium in norm-directed evaluation by comparing individual performances. However, the average has limited value for the analysis and interpretation of marks as this is extremely sensitive to extreme values, for example the AA of 0 + 0 + 5 = 5 and the AA of 4 + 5 + 6 = 5.

4. The standard distraction

The standard distracter(s) indicates how much the marks distract from the average in a distribution or group. The standard distracter presents a picture with regard to the variation of the marks from the average, and can be used to conclude how “normal” a gifted class or group performs in comparison to a “general class”. In a normal standardised distribution of marks approximately two-thirds (68.2%) of the members of a class or group do not detract more than once the standard detraction lower or higher than the average. (AA – 1 x S or AA + 1 x S). If the standard detraction is small, it means that the marks are batched around the average. If the standard detraction is great, the marks are spread more widely around the average. In the academic training at a university, the lecturer must display great caution in the interpretation of the standard distracter. If one keeps in mind that university students are generally relatively intelligent and that, on the one hand, learned students in your specific group are capable of mastering a specific subject science and, on the other hand, gradually select or screen, then the matter of a normal distribution with a constant of great standard distraction could come into play. As a 50% pass mark applies at most universities, there cannot consequently be the same number of students in a given subject in each year of study, and the average performance cannot have one standard distraction higher or lower than the average one. The many changes, as previous mentioned, have too great an influence on university training to be, in any way, able to reach any significant universal conclusions.

The standard detraction can be used by groups who have completed the same course at various times to compare their performances with one another. This, however, only applies if changes can remain or be kept constant as far as possible.

5. The median and the quartile

5.1 The median (Me)

The median is the point of achievement in the distribution which divides the classified distribution, class or group into two equal parts. This is obtained by determining the middle value in the distribution of marks which are classified from low to high (or vice versa), for example the Me of 52, 54, 56 and 58 is 55 and from 52, 54, 57, 58 is 55,5.

This mark in a distribution is not sensitive to extreme values, thus the median provides a better picture of the general class performance.

5.2 The quartiles (Q1, Q2 and Q3)

On a mark list which is classified from smaller to greater (or vice versa), the quartile values represent those marks which divide the classified list, class or group into exactly four equal parts. The second quartile and the median represent the same mark in the group. Between Q1 and Q3 we find 50% of the observations is the so-called “middle fifty percent”. Further we find 25% above Q3 and 25% underneath Q1.

By using the quartiles and the median, a more complete representation of the general performance of the class or group, as well as the distribution of the marks in the class or group is obtained, than when the arithmetical average and the standard distracter is used for this specific purpose.

6. The degree of difficulty of items (or questions)

By this we understand the percentage of candidates in a class or group who have correctly answered a certain item. The higher the percentage correctly answered, the easier the item, and vice versa. In general, questions with a degree of difficulty of between 20% and 80% can be regarded as acceptable.

However, it should be stated that the interpretation of the degree of difficulty of an item should be done with great circumspection. In actual fact, the degree of difficulty of items may never be interpreted aside from the tests, the examination and the relevant item.

Fundamental to this exhortation the following applies:

• the gradual selection which is coupled with the progress of students in a certain subject science, influences the validity of the degree of difficulty.
• the quality or effectiveness of the teaching influences the degree of difficulty.
• the purpose of the teaching ( which relates to the aim of the test or item) exercises a great influence on the degree of difficulty;
• the degree of difficulty of items often differs from class to class or group to group, and
• previous question papers can significantly influence later questions papers or items.
In considering whether an item with a too high or too low degree of difficulty should be left out, this must be decided by thoroughly taking the various factors into consideration.

7. THE DISCRIMINATION VALUE OF ITEMS

The measure in which a specific item is distinguished, differentiated or discriminated between candidates with a high and those with a low level of potential, is called the discrimination value of an item.

Besides the degree of difficulty of an item, the discrimination value must also be calculated, because all items with the same degree of difficulty do not necessarily discriminate as well between candidates with a good or weak level of performance. The ideal situation is achieved when all the best achievers answer a certain item correctly, while all the weak achievers answer the same question incorrectly. In practice, this seldom happens. The extreme limits which the discrimination value can achieve vary from -1 to +1. (For more details: Consult Adey, A.D.: “Introduction to the evaluation of multiple-choice questions”. 1989)

8. THE EFFECTIVENESS OF DISTRACTERS.

The effectiveness of distracters is reflected by the number of candidates in a class or group who indicate such a distracter as the key. A distracter should, however, not be so accepted that it distracts the attention of the key.

There are many opinions on the minimum percentage candidates that each distracter must select before the distracter is acceptable. The most acceptable and practical criteria are the following: every distracter must be selected by at least 2% of the candidates while three of the four distracters should each attract at least 5% of the candidates.

The generating or selecting of distracters must continually take into consideration the purpose for which distracters have been used. Distracters are selected on the basis of the knowledge or the supposition that the application thereof represents one or more general logical misunderstandings, misconceptions or errors of thought in candidates in a course or question paper. Distracters are not included in an item to unnecessarily make the item difficulty or easy. Distracters are selected in the light of the teaching or learning potential contained therein. The choice of a certain distracter by a certain number of candidates exposes the applicable problem or deficiency in their equipment for which the item is included. Such a problem or deficiency must be corrected in the following teaching period. Distracters are thus selection on the basis of the potential that it has for further learning experiences. (According to Adey, A.D.: “Introduction to multiple-choice questions.”1989).

9. THE RELIABILITY OF AN ITEM AND A TEST

The reliability of a test means the stability with which the tests determine the characteristics that it is supposed to assess. A repeated application of the test on the same or in an equivalent group of candidates must more or less provide the same results.

Various factors can influence the reliability of the test, for example:

• Indistinctness or ambiguous items and/or instructions;
• The circumstances under which the tests are done. Factors such as temperature, lighting and noise can often influence the performances of candidates;
• The physical, emotional and mental aptitude of the candidates;
• The length of the test. The more items included in a test, the more reliable the results. On the other hand, the reliability of the test will wane if the lengths are so that they start playing an exhaustive role.

UNIT FIVE :GUIDELINES FOR MODERATORS AND EXTERNAL EXAMINERS

Part time lecturers are expected to assess their own students as well as to act as external examiners and moderators. To assist the new part time lecturer, the following explanotary list of professional nomenclature in the assessment practices golden could be very helpful in evaluating his or her students:

1. ABILITIES

The abilities, with which the students are equipped, may be divided into 3 categories, namely, cognitive category (knowledge), affective category (attitudes) and psychometric category (skills).

1.1 Cognitive abilities

Intellectual abilities or skills

1.1.1. Knowledge ability

The ability to be able to recall certain information (facts, definitions and statements.)
(Example: The ability to name the presidents of the USA)

1.1.2. Ability to Understand

The ability to understand the content of the study material (to know, to comprehend).
Example: The ability to recognize and write down metaphors and comparisons in unknown poetry.

1.1.3. Ability to apply

The ability to use abstract ideas, theories or principles in solving problems.
Example: The ability to forecast the weather by means of a synoptic chart.

1.1.4. Analysing Ability

The ability to divide a determined idea into its various components, so that the underlying relations between these components become exposed.
Example: The ability to analyse the underlying relationships between a statement and an argument and to separate the relevant and irrelevant ideas.

1.1.5. Integrating ability (synthesis)

The ability to combine various parts to a new whole.
Example: The ability to design a set of principles which can serve as guidelines to make facilitate the division between decision-making powers between the work and the manager.

1.1.6. Evaluation ability

The ability of the student to strongly assess comes into play. Here the student especially uses knowledge, comprehension and application abilities, combines this with a certain inherent appraisement system, and is thus able to furnish real, quantitative and qualitative opinions on criteria.
Example: The ability to evaluate accepted theories on creativity, by using the guidelines as set ut by Paul Terrence as a standard for evaluation.

1.1.7. Creative Abilities

The ability to create something – to think creatively.

1.1.8. The ability to be able to reason
The ability to develop a line of thought and to reason on the matter.

1.1.9. Ability to formulate

The ability to clearly and efficiently express a thought in words (a formula).

1.1.10. Ability to explain

The ability to explain a thought/s in a written form.

1.1.11. Ability to communicate (orally)

The ability to exchange ideas orally.

1.1.12. Ability to take a stand

The ability to give one’s point of view/take a stand on a matter.

2. Affective abilities

The cultivating of interest, attitudes, ideals and general values.

2.1 View of life and the world

An assessment of the meaning and purpose of life, and a philosophical view of these.

2.2 Professional ethics

Norms and rules related to a certain profession

2.3 Scientific disposition

The cultivating of an attitude on how to approach a matter according to the methods of the science, i.e. systematically.

2.4 Independence

Ability to stand on one’s own two feet.

3. Psychomotor abilities

The ability to implement actions, such as physical skills, co-ordination and manipulation.

3.1 Presentation methods

Presentation methods in which the lecturer, to a large extent, uses his voice to convey knowledge or to make information available.
Characterised by: One-way communication

3.2 Discussion methods

Discussion methods in which the lecturer arranges discussions with a small group of students of the students arrange group discussion with one another.
Characterised by: Two-way communication.

3.3 Self-study methods

Self-study methods are methods which enable the student to gain knowledge, skills etc. by means of his own participation in purposeful activities.
Characterised by: Self-activities by the student.

3.4 Methods aimed at gaining experience.

Methods aimed at gaining experience are a means of study whereby general principles are mastered by involving students in a complex constructed real situation.

4. Practical

Practical work, e.g. in a laboratory.

4.1 Close book test/examination

Students are not permitted to consult examination text books in the examination venue.

4.2 Open book test/examination

Students are permitted to consult examination text books in the examination venue.

4.3 Delayed-action test/examination

The questions are handed out to students a week or two before the time. During the preparation time students must gather as much information as possible on the subject, systemise and assimilate it and then express this under normal examination circumstances.

4.4 Interpretation test/examination

The student is expected to interpret certain factual material and/or events in a given situation. The student must present arguments, assess and reach conclusions by means of memory knowledge.

4.5 Practical test/examination

The student is placed in a situation wherein he must demonstrate the mastering of specific proficiencies and skills within a given period of time.

4.6 Simulation test/examination

The simulation test or examination is used when there is a lack of proper real-life opportunities in practice to assess the student’s circumstances so that it corresponds with reality as far as possible.

4.7 Oral Examination

In an oral examination or test the questions are asked orally and the students must then provide verbal answers.

5. Subjective questions

A subjective question is one in which the correctness of the answer of the student partly depends on the correctness of the information and of the assessment by the examiner. The quality of the answer can only be assessed by a person who is involved in the professional science being taught.

5.1 Long Essay-type question

The long essay question usually requires that the student has to recall factual knowledge and to structure and present it in a logical, integrated manner. The answers consist of 2 or more paragraphs.

5.2 Short Essay-type question

The short essay question has the same requirements as the long essay question but the answer only consists of one paragraph.

5.3 Problem –solving question

In this question, the student is confronted with a problem situation or task and requires a demonstration of work procedures and a correct solution or only a correct solution.

6. Objective questions

An objective question is a question of which the correctness of the student’ answer only depends on the correctness of the information. There is usually only one correct answer.

6.1 Memory questions

The question requires the student to recall a specific term, definition, date and formula.

6.2 Filling in questions

This question requires the candidate to fill in the missing word, number of phrase in a sentence.

6.3 True/False Questions

The true-false question (yes-no question, correct-incorrect question) is a question in which two possible answers are explicitly set and where the candidate must indicate which one of the two he chooses as correct.

6.4 Matching- up questions

In general, matching-up questions consist of a column of stimuli on the left-hand side of the answer sheet and a column of responses on the right-hand side of the page. The students are expected to match up the responses which relate to the given stimuli.

6.5 Multi-choice questions

Multi-choice questions normally consist of a question or a statement or an incomplete allegation and a number of possible answers (possibilities, option or choices) of which one or more key(s) are correct, while the incorrect possibilities are acceptable word, but definitely the incorrect answer.


QUESTIONNAIRE/MARK LIST WITH REFERENCE TO LEARNING EVAUATION

(Where necessary, consult the attached explanatory list of words)
1. Does the main setting of the question paper test the learning unit/course as it was presented to the students? [ } Yes [ ] No
Comment: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


2. Which of the following abilities of students are evaluated by means of the specific test/examination?
2.1 Cognitive abilities
2.1.1 Knowledge ability ________
2.1.2 Comprehension ability ________
2.1.3 Application ability ________
2.1.4 Analysing ability ________
2.1.5 Integration ability ________
2.1.6 Evaluation ability ________
2.1.7 Creative ability ________
2.1.8 Reasoning ability ________
2.1.9 Formulating ability ________
2.1.10 Exposition ability ________
2.1.11 Communication ability ________
2.1.12 Ability to take one’s stand ________
2.1.13 Other abilities
(a)_____________________________________________ ________
(b)_____________________________________________ ________
(c)_____________________________________________ ________
2.2 Affective abilities
2.2.1 View of life and the world ________
2.2.2 Professional ethics ________
2.2.3 Scientific pre-disposition etc. ________
2.2.4 Other
(a)____________________________________________ ________
(b)____________________________________________ ________
2.3 Psychometric abilities
Skills in relation to communication, decision-making, by using
computer skills, techniques, etc. ________
3. Indicate accordingly what emphasis the question paper places on each of the following abilities in a test/examination by attributing a percentage to each one:
Abilities %
Cognitive abilities
Affective abilities
Psychometric

TOTAL 100

Sub-division of sub-total with regard to cognitive abilities:

Abilities %
Reproduction of knowledge
Understanding of relations, definitions etc.
Application of knowledge
Analysis
Synthesis/Integration
Evaluation
Reasoning
Formulating
Written Exposition
Having one’s own standpoint
Oral communication
Other:
(a)
(b)
(c)

Sub-Total 100
4. What percentage of the goals/objectives as set out in the course planning are being evaluated by means of this question paper? [ ] %
Is it sufficiently representative? [ ] Yes [ ] No [ ] Not sure
5.1 Closed book test/examination _______
5.2 Open book test/examination _______
5.3 Delayed action test/examination _______
5.4 Interpretation test/examination _______
5.5 Practical Test/examination _______
5.6 Simulation test/examination _______
5.7 Oral test/examination _______
5.8 Other
(a)____________________________________________ _______
(b)____________________________________________ _______
6. Which of the following kinds of QUESTIONS were used in the test/examination?
6.1 Subjective questions
6.1.1 Long essay questions _______
.1.2 Short essay questions (paragraph question) _______
6.1.3 Problem solving question _______
6.2 Objective questions
6.2.1 Memory questions _______
6.2.2 Filling in questions _______
6.2.3 True/False questions _______
6.2.4 Matching-up questions _______
6.2.5 Multi-choice questions _______
6.2.6. Did the examiner ensure that students understood the questions?
Yes [ ] No [ ] Not sure [ ]
6.2.7. Do you use a memorandum during the controlling of the test/examination answers?
Yes [ ] No [ ] Not sure [ ]

7. Conclusion

Learning evaluation consists of the assessing of any change, movement, progress or amendment with regard to the thinking ability, attitudes and abilities of students as a result of the tutoring of the lecturer. Such evaluation does not only involve the assessment of the performances of students to the questions posed by the lecturer. Learning evaluation has far reaching effects. When one keeps in mind that students must make the teaching objectives of the lecturer their own, that they must accordingly select the essentials from the study material provided, that they must master the study material by means of one or more study methods and that they must evaluate their own learning inputs, then it is clear that learning evaluation involves the assessing of the success enjoyed by students in collaboration with the tutoring subject put in place by the lecturer.

Learning evaluation thus consists of the assessment of the lecturer as to:

• The nature of the attitudes, knowledge and abilities of students in regard to a prospective course.
• What extent students have created and realised the teaching objectives of a course to learning objectives.
• What extent students have selected the essentials in the study material and used such study material within the context of the objectives.
• What extent students have successfully or meaningfully made progress in their study methods?
• What extent students’ own target assessment in the light of established goals has been successful?

These few ideas and examples mentioned in this document are naturally only starting points to discussion about learning evaluation. Every subject discipline and profession has its own unique requirements and characteristics which have to be taken into consideration. Thus, only lecturers/scholars will ultimately be able to meaningfully assess their own learning evaluation.