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Test Development and Evaluation (EDU 431)

Assignment 2 (Fall 2019)
Total Marks: 20
(Topic 55-113)
Late assignment will not be accepted.
• If the file is corrupt or problematic, it will be awarded zero.
• Plagiarism will never be tolerated. Plagiarism occurs when a student uses work done by someone else as if it was his or her own; however, taking the ideas from different sources and expressing them in your own words will be encouraged.
• No assignment will be accepted via e-mail.
• The file should be in Word document form, the font color should be preferably black and font size should be 12 Times New Roman.

Q1: Develop five extended response questions keeping in view the guideline for developing these questions. (2 * 5 = 10 marks)

Note: you have to select any one subject of elementary/secondary level to answer question 1. Mention the subject and topic you have selected in the start of your answer.
Guidelines for constructing restricted response essay type items
1. Frame questions so that the examinee’s task is explicitly defined.
2. Specify the value and an approximate time limit for each question.
3. Prepare a tentative scoring key in advance of considering examinee responses.
4. Make prior decisions regarding treatment of such factors as spelling and punctuation.
5.
Q2. Differentiate between Classical Test Theory and Item response Theory of item analysis. (2*5 = 10 marks)

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Plz send solution of assigment 2

need solution plzz share your ideas...

ap ny assignment submit krwa di?

Test Development and Evaluation (EDU 431)Test Development and Evaluation (EDU 431)
Assignment 2 (Fall 2019)Total Marks: 20(Topic 55-113)                                                          Late assignment will not be accepted.If the file is corrupt or problematic, it will be awarded zero.Plagiarism will never be tolerated. Plagiarism occurs when a student uses work done by someone else as if it was his or her own; however, taking the ideas from different sources and expressing them in your own words will be encouraged.No assignment will be accepted via e-mail. The file should be in Word document form, the font color should be preferably black and font size should be 12 Times New Roman.
Q1: Develop five extended response questions keeping in view the guideline for developing these questions.  (2 * 5 = 10 marks)
Note: you have to select any one subject of elementary/secondary level to answer question 1. Mention the subject and topic you have selected in the start of your answer. Guidelines for constructing extended response essay type itemsFrame questions so that the examinee’s task is explicitly defined.Specify the value and an approximate time limit for each question.Prepare a tentative scoring key in advance of considering examinee responses.Make prior decisions regarding treatment of such factors as spelling and punctuation.
Q2. Differentiate between Classical Test Theory and Item response Theory of item analysis. (2*5 = 10 marks)

yahi assignment file 2 times upload hui h matlb assignment 2nd and 3rd assignment b yahi file h to iska ak e solution ho ga na

g 2nd main mistake thi so 3rd wali thk hai

2nd mn kia mistake h aur 2nd ka solution dena h k ni extend date show ho rhi h kia kren

watch the lesson video topic no 99 and 100 to make assignment for question no 1.

2nd ka solution nae dena 23 date last 

kr den share

Questions No: 1

Develop five extended response questions keeping in view the guideline for developing these questions.

Answer:

Class:
“9th”
Subject:

“English”
Topic:

“Quaid’s Vision and Pakistan”
Question No: I

Discuss the Quaid’s personality in your own words in detail. Keep your response limited to1000-1500 words.
1. I want to check the student’s knowledge through this question. I want to know through this question how the students have knowledge about the Quaid’s personality.
2. To write this answer I allowed to you 30minutes.So complete your answer in allowed time. You do not get extra time.
3. According to my think to describe the personality are very important. If students write a complete answer of (1000-1500 words) this question then he/she gets 25 marks. Then her/his writing is good.
4. I cut the 1marks on one grammar and spelling mistake. This is very important to realize the importance of grammar and spelling.

Question No: ii
Quaid –e-Azam is a great leader. Tell me are we working according to the expectation of the great leader?

1. In this question I asked your work. So you write your work. This is main point of this question.
2. I want to give the 15minutes to the students to write the answer of this question.
3. Students get 10/10 marks than they write the answer of this question in simple words.

4. I cut the 1marks on one grammar and spelling mistake. This is very important to realize the importance of grammar and spelling.

Question No: iii

What was the Quaid’s role in the freedom movement of Pakistan?
1. Write the role of Quaid-e-Azam in the freedom of Pakistan. Write the answer according to the question. Do not add unnecessary things.
2. To write this answer I allowed to you 15minutes.So complete your answer in allowed time. You do not get extra time.
3. Students get 10/10 marks than they write the answer of this question in simple words.
4. I cut the 1marks on one grammar and spelling mistake. This is very important to realize the importance of grammar and spelling.
Question No: IV

Share the information you already have about the Quaid-e-Azam.
1. Write the answer of this question in your own words.
2. To write this answer, I allowed to you 20minutes.So complete your answer in allowed time. You do not get extra time.
3. In this question I check the student’s prior knowledge. Students get 15/15 marks than they write the answer of this question in your own words.
4. I cut the 1marks on one grammar and spelling mistake. This is very important to realize the importance of grammar and spelling.

Question No: v
Discuss in detail why did Quaid-e-Azam ignore his ever failing health?
1. Write the answer according to the question. Do not add unnecessary things.
2. To write this answer I allowed to you 15minutes.So complete your answer in allowed time. You do not get extra time.
3. In this question I check the student’s discussion sense and writing skills.
4. I cut the 1marks on one grammar and spelling mistake. This is very important to realize the importance of grammar and spelling.

Question No.2

Differentiate between Classical Test Theory and Item response Theory of item analysis.

Answer:

“ Difference between Classical Test Theory and Item response Theory”

Classical Test Theory
(CTT) Item response Theory
1. The test is the unit of analysis.
2. The measures with more items (longer) are more reliable than their counterparts.
3. Total score are very important.
4. In this theory depends on the items.
5. Missing data a huge problem.
6. Only apply to those students taking that test.
7. Classical test theory is regarded as the “true score theory.”
8. Classical test theory is all about reliability.
9. Classical test theory is unable to reconcile Norm-Referenced testing to measurement.
10. It is a theory of testing based on the idea that a person’s observed or obtained score on a test is the sum of a true score and an error score.

1. The item is the unit of analysis.
2. The measures with lesser item (shorter) can be more reliable than their counterparts.
3. The individual items are very important.
4. In this theory item independent.
5. Missing data much less important.
6. This is provided sample-free measurement.
7. Another branch of psychometric theory is the item response theory (IRT).
8. Item response theory (IRT) is a bit more complicated than CTT.
9. Item response theory is able to reconcile Norm-Referenced testing to measurement.
10. The item response theory (IRT), also known as the latent response theory refers to a family of mathematical models that attempt to explain the relationship between latent traits and their manifestations.

I want to share with you a picture related to this question.

These four differences are very important. We cannot ignore these differences because these are very important at that time.
(1) IRT estimates of item difficulty do not change across samples as compared with CTT with inconsistencies; (2) difficulty indices were also more stable across forms of tests than the CTT approach; (3) IRT internal consistencies are very stable across samples while CTT internal consistencies failed to be stable across samples; (4) IRT had significantly less measurement errors than the CTT approach. Perspectives for stakeholders in test and measurement are discussed.
I want to share a picture about the Classical test theory.

I want to share a picture with you about the Item response theory.

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