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ENG520 Assignment 2 Solution and Discussion

ENG520 - Testing and Assessment

zareen Cyberian's Gold last edited by

MA ELT
Testing and Assessment (Eng520)

Fall 2019
Assignment No. 2
Total Marks: 20
Lectures: 21-33

Instructions:

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Q1. The process of test development includes different steps and phases. In order to contribute to learning any test, there is a need to provide teachers and learners with the reliable and useful information. There are two widely perceived theories of test development, discuss their pros and cons.
(52 =10Marks)
Q2. Test administration procedures are developed for an exam program in order to help reduce measurement error and increase the likelihood of fair, valid, and reliable assessment. There are certain issues which are faced by the teachers while administrating a test. You are supposed to write a note on the issues in test administration and also explain their coping strategies as a test administrator.
(52 =10Marks)
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Solution Code
<!DOCTYPE html> <html> <head> <style> #nav { display:block; padding:5px; border-width:0.5px; width:500px; } </style> <title></title> </head> <body style="background-color:powderblue; align: center;"> <center> <img src="Student_support_system.jpg"> <form> <table > <tr> <td> Student Name: </td> <td> <input type="text" name="stdname"> </td> </tr> <tr> <td> Roll No: </td> <td> <input type="text" name="rollno"> </td> </tr> <tr> <td> Mobile No: </td> <td> <input type="text" name="mobileno"> </td> </tr> <tr> <td>Choose type of Problem:</td> <td> <input type="radio" name="issue" checked> Email realted Issue<br> <input type="radio" name="issue" > LMS related Issue<br> <input type="radio" name="issue" > Password related Issue<br> <input type="radio" name="issue" > Exam related Issue<br> <input type="radio" name="issue" > Result related Issue<br> <input type="radio" name="issue" > Other </td> </tr> <tr> <td>Comments:</td> <td><input type="text" multiple name="Comments" style="width: 300px; height:100px;"> </td> </tr> <tr> <br> <td></td> <td > <input type="submit" style="width:100px;" value="Submit" style="";></td> </tr> </table> </form> </center> </body> </html>
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@zaasmi said in MGT301 GDB 1 Solution and Discussion:

Re: MGT301 GDB 1 Solution and Discussion

MGT301 GDB NO.1 2020

Digital payment services such as internet banking and mobile phone banking, hard cash continues to be avoided as it is considered to be one of the carriers of this virus.
To further control the spread, as well as with the systematic shutdown of public dealing, it became inevitable for banks and other financial institutions to go digital entirely.
Providing them with a digital tool that not only lets them track their financial transactions, but also sorts them in terms of priority and notifies them when to put their spending on hold could help customers better understand their financial standing.
It’s just idea solution kindly make your GDB own your wording don’t submit same GDB.
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@zareen said in ENG520 Assignment 1 Solution and Discussion:

Q2. SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops from simple to complex when learning different subjects or tasks. Bloom’s Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. Keeping this in mind, write down any five differences between SOLO Taxonomy and Bloom’s Taxonomy.

Advantages of the SOLO model for evaluation of student learning
There are several advantages of the SOLO model over the Bloom taxonomy in the evaluation of student learning.
* These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive processes.
* Unlike the Bloom taxonomy, which tends to be used more by teachers than by students, the SOLO can be taught to students such that they can learn to write progressively more difficult answers or prompts.
* There is a closer parallel to how teachers teach and how students learn.
* Both teachers and students often progress from more surface to deeper constructs and this is mirrored in the four levels of the SOLO taxonomy.
* There is no necessary progression in the manner of teaching or learning in the Bloom taxonomy.
* The levels can be interpreted relative to the proficiency of the students. Six year old students can be taught to derive general principles and suggest hypotheses, though obviously to a different level of abstraction and detail than their older peers. Using the SOLO method, it is relatively easy to construct items to assess such abstractions.
* The SOLO taxonomy not only suggests an item writing methodology, but the same taxonomy can be used to score the items. The marker assesses each response to establish either the number of ideas (one = unistructural; _ two = multistructural), or the degree of interrelatedness (directly related or abstracted to more general principles). This can lead to more dependability of scoring.
* Unlike the experience of some with the Bloom taxonomy it is relatively easy to identify and categorise the SOLO levels.
* Similarly, teachers could be encouraged to use the ‘plus one’ principle when choosing appropriate learning material for students. That is, the teacher can aim to move the student one level higher in the taxonomy by appropriate choice of learning material and instructional sequencing.
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Looking at these VMs at the highest-level, the differences between the CLR and JVM seem almost negligible. However, in many (if not most) cases, the differences at the VM-level mirror the key differences between the languages that use them. Because of the way these VMs, and their corresponding languages, were built, each functions slightly differently in order to provide the functional capabilities that their creators wanted to provide.

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