Provide documents on process-based assessment for staff, teachers and students; organize training courses on how to conduct process-based assessment. How to calculate scores and weights for each subject. How to calculate the number of regular tests. How to use software to enter test scores and exam scores of students, etc. Organize seminars at the faculty and school levels to exchange experiences in process-based assessment and the combination of assessment methods in a subject.
According to the characteristics of each subject, according to the objectives of the subject, based on the advantages and limitations of each testing and evaluation method, teachers need to choose and combine appropriate testing and evaluation methods in each subject to improve its effectiveness.
Introduce the subject of Measurement and Evaluation in Education into the teaching of faculties in the school, helping students become familiar with the methods of measuring and evaluating learning outcomes. Let teachers and students practice measuring learning outcomes during the teaching and learning process, and design measuring and evaluating learning outcomes toolkits.
During the teaching process, teachers can flexibly choose the time to introduce this measure, helping students understand the position and role of process-based assessment; analyze for students the relationship between assessment and teaching and learning quality; create conditions for students to self-assess.
3.2.2. Measure 2: Training teachers on the techniques of constructing TNKQ exam questions and how to process results to improve quality.
After studying the current situation of assessment of students' quality of professional tests at the Central College of Education, we found out the shortcomings. The author surveyed the opinions of teachers. They all wanted the school to foster knowledge about assessment of professional tests such as compiling test questions, analyzing and processing test results. To complete our research and at the same time meet their wishes, we organized training for teachers on the techniques of constructing professional test questions and how to process test results. At the same time, we provided relevant documents for teachers attending that training session.
Training purpose: Provide teachers with knowledge about test construction techniques and how to process results to improve quality.
Training target: Teachers in the Disabled Children Education Group. (Detailed information in Appendix 3.8)
Training content: Addresses the following 3 issues:
Exam preparation and testing process
Techniques for constructing TNKQ questions
How to analyze TNKQ questions and exams
Training method:
Theoretical document research method: Select and synthesize relevant documents
Presentation: Prepare slides and present to teachers in the group about 3 experimental contents
Group discussion: Divide teachers into 2 groups and discuss the experimental content.
Training process:
* First: Provide training materials for teachers
Requirements for documents:
Materials must be easy to understand and use for all teachers.
The process and techniques need to be complete so that each teacher can perform all stages when evaluating student learning outcomes.
Present the implementation process in a detailed and organized manner so that all participants know exactly what steps to follow to perform their tasks.
Contents of the document
The document covers the following three main topics:
o TNKQ exam preparation process: (See details in section 1.5,)
o Techniques for constructing TNKQ questions : (See details in section 1.4)
o How to analyze questions and TNKQ exams: ( See information in section 1.6)
* Second: Organize training for teachers
The training is divided into 3 sessions as follows:
- First session: Presentation through slides about the process of compiling TNKQ exam questions
- Second session: Presentation through slides on TNKQ exam construction techniques
- Third session: Presentation through slides on how to analyze questions and TNKQ exams. All 3 sessions allow teachers to discuss in groups about related issues and answer them.
question.
3.2.3. Measure 3: Organize teachers to build and test their own TNKQ exam questions to assess students' QHT results.
After the training, we let the teachers of each department build their own sets of TNKQ questions. Then we tested the set of TNKQ questions that the teachers themselves made. Below, the teachers in the Department of Education for Children with Disabilities together built and tested the set of TNKQ questions for the assessment of the CTS subject for children with disabilities after being trained.
3.2.4.1. Organize teachers to develop their own set of questions for students of the course on CTS for children with intellectual disabilities.
a/ Characteristics of early intervention for children with autism
Early intervention for children with disabilities is one of the specialized knowledge subjects of the Special Education major at the regular college level. Students graduating from the Special Education major can organize activities to care for and educate children with disabilities at preschool level. Among the subjects of the major, this is one of the three main subjects: Early intervention for children with disabilities, Early intervention for children with hearing impairments and Early intervention for children with visual impairments. This subject consists of 5 units taught to second-year students in the fourth semester. Early intervention for children with disabilities includes 4 chapters: Chapter 1: Detection, diagnosis and assessment of children with disabilities; Chapter 2: Content of Early intervention for children with disabilities; Chapter 3: Organization of implementation of Early intervention for children with disabilities; Chapter 4: Organization of individual teaching. b/ Objectives of the Early intervention for children with disabilities course
This course has 5 credits corresponding to 75 lessons taught in the 4th semester of a 3-year training course with 6 semesters. This course aims to provide knowledge on detecting, diagnosing and assessing children with autism, Early intervention content for children with autism, Organizing the implementation of intervention content for children with autism and organizing individual teaching. The following are the objectives of the intervention course for children with autism:
After completing the course on CTS for children with autism, students will understand:
* Signs of recognition, how to evaluate children with autism and basic contents in early intervention for children with autism.
* Initially forming for students some skills of CTS workers
+ Skills in organizing child care and education activities
+ Skills in working with young parents
* Gradually create for students the right attitude, always respecting children and their families in early intervention work for children with autism.
With the above objectives of the course, the weight table for the multiple choice test of the course on CTS for children with autism focuses more on the detection, diagnosis, assessment of children with autism and the organization of implementation of CTS content for children with autism.
c/ Develop a set of TNKQ questions to check the level of goal achievement
To prepare a set of TNKQ exam questions, it is necessary to go through the 12 steps in section 1.5. Specifically, the implementation process is as follows:
Step 1 : First, the teachers decided to collect documents related to the CTS module for children with autism spectrum disorder.
Step 2: Among those documents, they choose the official sources (lecture documents and reference documents for students).
Step 3: Determine objectives, analyze content & build weight table: After step 2, teachers proceed to step 3
WEIGHTING TABLE (TEST BLUE PRINT)
Name of the exam/test: Final exam for the course Early intervention for children with autism spectrum disorder.
Objective of the exam or test : To evaluate the learning outcomes of the course on CTS for children with disabilities for second-year students of the Faculty of Education and Training.
Curriculum or background knowledge of the candidates: students have studied early intervention programs for children with disabilities, introduction to special education and KHGDCN.
Description of contestants: 2nd year students, Faculty of Special Education, Central Pedagogical College
Exam format: objective test
Exam time for the whole course: 75 minutes Exam time for each question: about 1.5 minutes
Purpose of using exam results: Assessing students' learning outcomes to better understand the current status of QA and thereby proposing innovative measures for this activity. Through the use of exam results, the ability to master knowledge can be assessed, thereby promoting and adjusting teaching and learning activities to suit students' abilities.
Other related conditions: The exam organizer ensures adequate desks and chairs, the invigilators supervise the exam seriously, etc.
Lecturers in the Department of Education for Children with Disabilities have jointly developed the structure of the multiple-choice test for the Early Intervention for Children with Disabilities course, which includes 49 questions covering most of the main content of all 4 chapters in the course. These questions are designed to evaluate the course results at 3 levels: knowledge, understanding and application. The questions that candidates answer will be analyzed according to the modern testing theory model. The final multiple-choice test will include 49 questions with different levels of difficulty, suitable for the course objectives and ensuring that all the competency levels stated in this course are covered.
Table 3.1: Weight table of CTSCPTTT course
Level
Chapter
Know | Understand | Manipulate | Total | |
Chapter 1: Detection, diagnosis Diagnosis and assessment of children with CPTTT | 5 sentences 0.2 points/1 question | 9 sentences 0.2 points/1 question | 5 sentences 0.2 points/1 question | 19 |
Chapter 2: Contents early intervention for children with autism | 3 sentences 0.2 points/1 question | 3 sentences 0.2 points/1 question | 1 sentence 0.3 points/1 question | 7 |
Chapter 3: Organization of internal implementation CTS for children with CPTTT | 5 sentences 0.2 points/1 question | 7 sentences 0.2 points/1 question | 5 sentences 0.2 points/1 question | 17 |
Chapter 4: Teaching organization individual | 2 sentences 0.2 points/1 question | 3 sentences 0.2 points/1 question | 1 sentence 0.3 points/1 question | 6 |
Total number of questions Total score | 15 sentences 3.0 points | 22 sentences 4.4 points | 12 sentences 2.6 points | 49 sentences 10d |
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Step 4: Prepare each TNKQ question in the set of questions
Based on the weight table, teachers draft test questions that cover most of the content of each chapter and are capable of assessing different levels of cognition (knowing, understanding, applying). The question system is drafted in a logical sequence of knowledge from chapter 1 to chapter 4.
Step 5: First, I ask the group of teachers to proofread for spelling and typos and especially review each question. Then, they will discuss each question in a meeting with their colleagues and give constructive comments to improve the quality of the questions. I will guide the teachers to review the questions together, take notes and then edit them accordingly according to the requirements below.
Target requirements: knowledge, skills and education through 3 levels: knowing, understanding and applying.
Content requirements: is the topic capable of covering the entire curriculum?
The balance of the exam
Exam time
Program suitability
Probability of correct answer of the candidate
Quality of exam questions (wording in leading sentences, distracting options or sensitive biased content,...)
Predictive and explanatory value.
After the meeting, constructive comments for better question sets from colleagues will be edited, supplemented and completed accordingly by the teachers who compiled this set.
Step 6: Build a scale: See details in table 3.1.
Step 7 : Print the test sets: After receiving the test papers, the faculty will print and photocopy enough papers according to the number of candidates taking the test, with a few spare sets in case of situations such as incorrect binding, incorrect page numbers, printing errors or blurred photocopying, etc. Carefully paste and seal the test bag with the sealer's signature to prevent the papers from being leaked.
Steps 8 to 12 are included in the test organization section of the compiled questionnaire.
Step 8: Testing Enter data into Quest and then Clean data
Step 9: Review the exam questions a second time: When you have the analysis data, you need to check the questions again to see if there are any problems? Is it because the questions are not good or because the candidates answered carelessly?
Step 10: Edit the question
If the question is not good, it should be edited or removed if necessary.
Step 11: Do I need to write more questions?
Yes: After removing some questions, if the number of questions is not large enough, new questions must be written. When writing more questions, return to step 3.
No: Go to next step
Step 12: Collect final exam questions
Thus, designing a scientific and reasonable assessment tool will assess the knowledge and skills objectives to be achieved in a course.
3.2.4.2. Testing test questions compiled by teachers themselves
This is an initial experimental test conducted under the condition (teachers have been trained in the techniques of constructing TNKQ exam questions).
a.
Test purpose
- Testing the test papers compiled by teachers in section 3.2.4.1. to evaluate the quality of the questions and test papers; Processing and analyzing the test papers and test questions;
- Draw out the advantages and disadvantages of the test and edit it.
- Testing the feasibility and effectiveness of using the TNKQ test in assessing the learning outcomes of the CTS module for children with disabilities of students of the Faculty of Education and Training, Central College of Education to improve objectivity, fairness and suitability.
b. Test subjects
- All 38 second year students of the Faculty of Education and Training. Class 05-CĐCQDBTU A1
c. Test scope
Testing limitations: Testing is limited to simple initial testing.
- The test only focuses on assessing the difficulty of the questions and the suitability to the model,
reliability, validity and discrimination of the question.
- Experimental use of only one TNKQ method to evaluate the students' learning outcomes of the Faculty of Special Education, Central College of Education as a main method
d. Basis for proposed testing method
- Based on the current situation of assessing students' learning outcomes in chapter 2 and combining it with the wishes of teachers and students about using the TNKQ method to assess students' learning outcomes.
- Based on the abilities and knowledge gained from the master's training course on DL and EG in education
e. Research methods during testing
Test method
Presented in section 4.3.3 introduction
Expert opinion method.
Presented in section 4.3.4 introduction
Support methods during testing
Observation method
Using observation method to get more information about the organization of exams, tests, and evaluation of learning outcomes of students of Central Pedagogical College of the control group and experimental group
Interview method
Interview students to get feedback on the tests, content of the questions in the test - test the results of the test after the experiment to compare between the experimental group and the control group
Data processing method
Presented in section 4.3.6 of the introduction
f. Request for testing
Each room has 02 teachers to supervise and monitor the candidates' test taking.
The exam rules and requirements are clearly and specifically instructed by the exam supervisor.
Each student is assigned a table and given 1 multiple choice test and an answer sheet. Students will answer according to the requirements of each question.
When time is up, collect all papers and answer sheets to avoid revealing questions.
g. Test results
Table 3.2: CTS course score sheet for children with autism spectrum disorder
STT
Exam results (scores) | Classify | Number of candidates achieved | |
1 | 1 | Least | 0 |
2 | 2 | 1 | |
3 | 3 | Love | 1 |
4 | 4 | 5 | |
5 | 5 | Medium | 8 |
6 | 6 | 9 | |
7 | 7 | Rather | 6 |
8 | 8 | 5 | |
9 | 9 | Good | 2 |
10 | 10 | 1 | |
Total | 38 |
The data in the figure below gives the following information:
The result with the most candidates achieving: 9 candidates achieved score 6 - Mode
+ Maximum score: 1 candidate achieved 10 points.
+ Minimum score: 2 points achieved by 1 candidate.