FACULTY FACULTY OF EDUCATION
DEPARTMENT CURRICULUM INSTRUCTION, ASSESSMENT STUDIES
SUBJECT ASSESSMENT AND EVALUATION IN LEARNING
SUBJECT CFE3701/CFP3721/CFU3721
CODE
DATE MAY
DURATION 3 HOURS MARKS 100
REGULAR EXAMINATION
Examiner: Dr D Wolfaardt
Moderator: Dr S.M. Iipinge
This question paper consists of SIX (6) pages excluding the front page
Instructions:
1. Answer ALL the questions in the paper.
2. Write neat and legible.
3. Number the questions correct
CFE3701 Assessment and Evaluation
May 2017 Regular examination
Answer all the questions in this paper. Make sure that your questions are correctly numbered.
QUESTION 1
The questions or statements below are followed by four suggested answer options. Select the
correct answer and indicate your answer by writing e.g. 1(a) in your answer booklet.
1.1 The act of gathering information on a daily basis in order to understand an individual
learner’s learning and needs is:
(a) Evaluation
(b) Assessment
(c) Feedback
(d) Summative (1)
1.2 A generic term used to describe various groups of assessment types is called:
(a) Assessment approach
(b) Assessment method
(c) Basic competency
(d) Evaluation (1)
1.3 Which level of Bloom’s taxonomy will the following test? What can be done to decrease
the number of motor accidents in Namibia?
(a) Synthesis
(b) Application
(c) Evaluation
(d) Analysis (1)
1.4 Authentic assessment is usually an assessment of the learners’ product that is similar to
what might be encountered in
(a) class room tests.
(b) real life school examinations.
(c) external examinations set by DNEA.
(d) the real work found outside the school. (1)
1.5 Multiple choice, True/False, Matching and Fill in selected response test item formats are
known in educational assessment as:
(a) subjective tests.
(b) diagnostic tests.
(c) objective tests.
(d) limited response tests
1.6 Everyday use of assessment refers to how learners are:
(a) progressing.
(b) failing.
(c) writing.
(d) drawing. (Page 1 of 6) (1)
1.7 Teachers use evaluation to …………. the quality of learners’ work.
(a) Disqualify
(b) Judge
(c) Eliminate
(d) Shape (1)
1.8 Assessment is only useful provided it
(a) provides feedback to learners.
(b) exposes the weakness of learners.
(c) predicts the strength of learners.
(d) focuses on the memory power of the learners. (1)
1.9 Self assessment if used appropriately can
(a) help learners to take responsibility for own learning.
(b) provide opportunity for learners to compare with others.
(c) provide opportunity for learners to argue with their teachers.
(d) provide opportunity for learners to judge other learners’ learning. (1)
1.10 The verb …………………….. is commonly used when assessing factual recall.
(a) explain
(b) discuss
(c) name
(d) analyze (1)
1.11 Which is an advantage of essay over multiple choice items?
(a) Assess more skills in a given format.
(b) Assess learners’ ability to evaluate ideas.
(c) Evaluate learners’ ability to communicate ideas.
(d) Facilitate reliable scoring answers. (1)
1.12 One of the following is the guideline for writing matching type of questions. Which
one?
(a) One blank list is needed to respond to entries.
(b) The list consists of homogeneous entries.
(c) The list consists of unequal number of entries.
(d) The list consists of fewer entries in both columns. (1)
1.13 The affective domain outcomes in the Namibian curriculum focus on:
(a) ways to use knowledge outcomes to meet specific problems and challenges.
(b) things learners are able to do as a result of mastering the material presented.
(c) feelings learners might experience as a result of study and application of materials.
(d) things learners are able do when expressing feelings. (1)
(Page 2 of 6)
1.14Feelings learners might experience as a result of study and application of materials Which
assessment tool denotes to an element stated by the DNEA syllabus which is measures in the
center by the center’s teachers or other local teachers and moderated by DNEA?
(a) Tests
(b) Course work
(c) Portfolio
(d) Oral tests (1)
1.15 The recommendation whether or not to promote a learner to the next grade in Namibia
is the responsibility of the:
(a) principal in consultation with the class teacher.
(b) group of class teachers in consultation with the principal.
(c) cluster Head Principal in consultation with the principal.
(d) inspector of Education in consultation with the cluster head. (1)
1.16 Content validity is established by
(a) computing a correlation coefficient.
(b) matching items to a table of specifications.
(c) using high quality distractors.
(d) accurately scoring a test. (1)
1.17 If the internal consistent reliability of a test is 90, how will a group of learners score on
the second half of the test if they got the highest scores on the first half of the test?
(a) Highest scores
(b) Lowest scores
(c) Unpredictable scores
(d) Moderate scores (1)
1.18 Most teachers “teach the question papers” and do not necessarily follow the syllabus.
This concept in educational assessment is known as teaching to:
(a) test.
(b) spotting.
(c) role learning.
(d) assessment. (1)
(Page 3 of 6)
1.19A learner lamented his Mathematics teacher for returning his assignment with a “C”
letter grade written on the cover page. The learner’s behavior demonstrates a good
example of unsatisfactory:
(a) assessment.
(b) evaluation.
(c) feedback.
(d) marking. (1)
1.20 The first group of Grade 12 candidates wrote the new Namibia Senior Certificate Ordinary
and Higher level examinations in:
(a) 2005
(b) 2006
(c) 2007
(d) 2008 (1)
[20]
QUESTION 2
Match the following six levels of Cognitive domains in Column A with their correct examples of
question in Column B. Write your answer as follows: 5.1 B
COLUMN A COLUMN B
2.1 Stereotyping A. The content of the assessment that creates a negative affect for
a particular students or a subgroup of students.
2.2 Unfair penalization B. Fill-in blanks, true-and false, essay, multiple choice and types
2.3 Objective questions C. Explain why a teacher might carry out an action research.
2.4 Descriptive response D. Guessing is reduced as follow-up questions can reveal it.
question
2.5 Oral assessment E. Involves students in aspects of assessment.
2.6 Offensiveness F. Fill-in blanks, short answer, true-and false, and multiple choice
types
2.7Norm reference G. Content that makes it difficult for students from some groups to
assessment perform as compared to students from other groups
2.8 Criterion reference H. Set of criteria used as a scoring guide to assess a performance.
assessment
2.9 Rubric I. Grading that is determined by what level of performance is
obtained.
2.10 Self-assessment J. Grading by comparison to the achievement of other students or
level of performance
K. Boys do better in mathematics
[10]
(Page 4 of 6)
QUESTION 3
State whether the following are True or False by writing your answer E.G. 1 F:
3.1Through assessment, educators meet responsibilities to learners and to the public.
3.2 Criterion reference compares scores of some learners.
3.3 Summative assessment informs various people at different levels about learners’
achievement.
3.4 Continuous assessment should not occur continuously as part of instruction.
3.5 Peer assessment is the learner or student’s ability to observe, analyze and judge his or her
own work.
3.6 Summative assessment has to do with assessment for learning.
3.7 Self-assessment provides opportunity for learners to judge their teachers’ teaching
capabilities.
3.8 Teachers usually conduct assessment in order to evaluate the learners or students’ learning
strength or weakness.
[8]
QUESTION 4
Indicate whether each of the following allows a criterion-referenced (CR) or norm-referenced
(NR) interpretation or neither (N). Write your answer e.g. 4.1 CR, OR 4.2 NR; 4.3 N
4.1 Tunga obtained a score of 100.
4.2 Using a periodic table Lazarus can name each of the elements.
4.3 Using a grapher paper, a ruler and a protractor, Eugenia can determine the sine, cosine and
tangent of angles.
4.4 Maria scored 90 on a history exam.
4.5 Using a map of Namibia, Gaugentia can show the location of the largest war battles.
4.6 Fillipus passed geography test.
4.7 Bernadine can select the specified number of objects when verbally given the numbers 1
through to 12.
4.8 Gerhard passed the oral portion of his Portuguese final exam.
4.9 Ndapewa knows more vocabulary words than 80% of her second year English class.
[9]
(Page 5 of 6)
QUESTION 5
Define the following concepts:
5.1 Summative assessment (3)
5.2 Evaluation (3)
5.3 Cognitive domain (2)
5.4 Reliability (4)
[12]
QUESTION 6
Discuss the checklist you must keep in mind when you construct multiple choice items.
[10]
QUESTION 7
Discuss the characteristics of good marking practices.
[9]
QUESTION 8
Thirteen learners (12) in a Social Studies test of 30 marks obtained the following scores:
16, 5, 9, 18, 11, 14, 22, 27, 20, 19, 18, 15
Use the above scores to calculate:
8.1 Range (2)
8.2 Mode (2)
8.3 Mean (2)
8.4 Median (2)
8.5 As a committed teacher, how would you use standard deviation in your
classroom setting? (4)
[12]
QUESTION 9
Give a brief description on how feedback in assessment can be useful to the learner.
[10]
TOTAL = 100 MARKS
(Page 6 of 6)
FACULTY FACULTY OF EDUCATION
DEPARTMENT CURRICULUM INSTRUCTION, ASSESSMENT STUDIES
SUBJECT ASSESSMENT AND EVALUATION IN LEARNING
SUBJECT CFE3701/ CFP3721/CFU3721
CODE
DATE MAY
DURATION 3 HOURS MARKS 100
REGULAR EXAMINATION
MARK SCHEME
CFE3701 Assessment and Evaluation
May 2017 Regular examination
Mark Scheme
QUESTION 1
1.1 (b)
1.2 (a)
1.3 (c)
1.4 (d)
1.5 (c)
1.6 (a)
1.7 (b)
1.8 (a)
1.9 (a)
1.10 (c)
1.11 (c)
1.12 (c)
1.13 (d)
1.14 (b)
1.15 (a)
1.16 (b)
1.17 (a)
1.18 (b)
1.19 (a)
1.20 (c)
[20]
(Page 1 of 5)
QUESTION 2
2.1 K
2.2 G
2.3 F
2.4 C
2.5 D
2.6 A
2.7 J
2.8 I
2.9 H
2.10 E
[10]
QUESTION 3
3.1 T
3.2 T
3.3 F
3.4 F
3.5 F
3.6 F
3.7 F
3.8 T
[8]
QUESTION 4
4.1 Norm referenced
4.2 Criterion referenced
4.3 Criterion referenced
4.4 Norm referenced
(Page 2 of 5)
4.5 Criterion referenced
4.6 Neither
4.7 Criterion referenced
4.8 Neither
4.9 Norm referenced
[9]
QUESTION 5
Define the following concepts:
5.1 Summative assessment
It is assessment made at the end of a year or unit
It measures the cumulative product of achievements
Helps with decision making and certification
(3)
5.2 Evaluation
It is a process that indicates the quality of a performance
It is based on predetermined values/categories
It is a judgment of work done
(3)
5.3 Cognitive domain
It has to do with acquiring knowledge
Deals with intellectual processes
(2)
5.4 Reliability
It refers to the consistency of assessment results.
The consistency, stability and precision of results.
It measures what it is supposed to measure
If more than one marker marks the paper, the marks should be the same
(4)
[12]
(Page 3 of 5)
QUESTION 6
Discuss the checklist you must keep in mind when you construct multiple choice items.
Is the type of item appropriate for measuring the intended outcome/objective?
Does the item task match the learning task to me measured?
Does the stem of the item present a single, clearly formulated problem?
Is the stem is simple clear language?
Is the stem worded so that there is no repetition of material in the answers?
Is the intended answer correct and clearly best?
If negative wording is used in the stem, is it emphasized (capital letters)?
Are all alternatives grammatically consistent with the stem and parallel in form?
Are all alternatives free from verbal clues to the answer?
Are the distrators plausible and attractive to the responses?
To eliminate length as clue, is the relative length of the correct answer varied?
Has the alternative of “all the above” been avoided and “none of the above” only used
when appropriate?
Is the position of the correct answer varied so there is no dectable pattern.
Does the item format and grammar usage provide for efficient test taking?
(Any ten)
[10]
QUESTION 7
Discuss the characteristics of good marking practices.
Provides model answers
It reduces assessment load
Use good marking schemes
Marking conventions must be upheld
The use of halve marks must be spelt out
Explain procedures to follow when choice of questions is given to be adhered
Strike out blank spaces – in order for students not to write in something afterwards
Show individual marks per question and total marks per section
Mark one particular question at a time
When there is more than one marker they should discuss the mark scheme to ensure
reliability
Add comments where necessary
Streamline feedback procedures
Assess several outcomes in one task
Choose sources, methods and instruments that are less time intensive.
(Any nine) [9]
(Page 4 of 5)
QUESTION 8
8.1 Range = 27 – 5 = 22 (2)
8.2 Mode = 18 - appears twice (2)
8.3 Mean =Total - 194 divided by 12 = 16 (2)
8.4 Median = 16/18 most in the middle (2)
8.5 As a committed teacher, how would you use standard deviation in your
classroom setting?
Compare scores of boys and girls
Compare scores of two classes
Compare one learner’s performance to that of the class group.
Apply other statistical procedures, e.g. correlation and significance tests.
(4)
[12]
QUESTION 9
Give a brief description on how feedback in assessment can be useful to the learner.
Could help learners to think critical about their work.
Learners could have a good idea about their own progress.
It could encourage learners to take more responsibility for their own learning.
Might lead teachers to finding out what learners’ value as important in their own work.
Might lead to teachers giving learners much more feedback.
Facilitates the development of self assessment in learning.
Helps to clarify what a good performance is.
Feedback provides opportunities to close the gap.
Delivers high quality information to learners about their performance.
Encourage positive motivational beliefs and self-esteem.
Requires analysis of information that can be used to help shape the teaching.
Gives information to parents and guardians about learners’ progress.
(Any ten)
[10]
TOTAL = 100 MARKS
(Page 5 of 5)
