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C. CONTENT VERSUS EXPRESSION-It is frequent claimed that essay item allows
the students to present his/her knowledge and understanding. More often or not,
factors like expression, grammar, spelling and the like are evaluated in relation
to content. If the teacher has attempted to develop students’ skills in expression,
and if these learning outcomes are included in the table of specifications,
assessment of such skills is just right and valid.
I. RECALL
a) SIMPLE RECALL
II. UNDERSTANDING
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1. What is the central idea of communism as an economic system?
III. APPLICATIONS
A. CAUSE/EFFECTS
1. Why did Fascism prevail in Germany and Italy but not in Great
Britain and France?
B. ANALYSIS
C. STATEMENT OF RELATIONSHIP
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F. REORGANIZATION OF FACTS
G. JUDGMENT
b) DISCUSSION
A. KNOWLEDGE
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• Explain why Egypt came to be called the gift of the Nile.
B. COMPREHENSION
C. APPLICATION
D. ANALYSIS
E. SYNTHESIS
There are four (4) sources of difficulty that are likely encountered by
teachers in the use of essay test (Greenberg et al, 1996) and they are
enumerated are as follows:
A. QUESTION CONSTRUCTION
B. READER RELIABILITY
C. INSTRUMENT RELIABILITY
D. INSTRUMENT VALIDITY
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1) Limit the problem that the question possesses so that it will have a
clear or definite meaning to most students.
2) Use simple words which will convey clear meaning to the students.
12) Do not judge papers on the basis of external factors unless they
have been clearly stipulated.
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2. Student papers should be scored anonymously and that all answers
to a given item be scored one at a time, rather than grading each
total separately.
1. Handwriting
2. Style
3. Grammar
5. Neatness