QUESTION ONE a) Using examples differentiate between formative and summative evaluation (6 marks) b) Using examples explain the factors to consider when selecting a test format (5 marks) (5marks) c) Explain the characteristics of a good instructional objective (6 marks) d) Distinguish between reliability and validity of a test e) Using examples discuss the different scales used in measurement(8marks) QUESTION TWO (5 marks) With relevant examples , explain five characteristics of a good test Explain the major functions of test in education (5 marks) QUESTION THREE (10 marks) specific examples explain how a table of specifications is used when planning for a test QUESTION FOUR (10marks) QUESTION and fair teacher development, an evaluation system must adhere to certain principles Identify and explain these principles QUESTION FIVE (10 marks) QUESTION factors that might hinder effective student evaluation

QUESTION ONE<br /><br />a) Formative evaluation is an ongoing process that involves collecting data and providing feedback during the instructional process to improve student learning. For example, a teacher may use quizzes or class discussions to assess student understanding and adjust instruction accordingly. Summative evaluation, on the other hand, is conducted at the end of an instructional period to measure student achievement. For example, a final exam or a standardized test administered at the end of a course.<br /><br />b) When selecting a test format, factors to consider include the purpose of the test, the content being assessed, the target audience, and the available resources. For example, a multiple-choice test may be appropriate for assessing factual knowledge, while a written essay test may be better suited for assessing higher-order thinking skills. The test format should also be aligned with the learning objectives and appropriate for the age and ability level of the students.<br /><br />c) A good instructional objective should be specific, measurable, achievable, relevant, and time-bound (SMART). It should clearly state what the student is expected to learn or achieve, how it will be measured, and the conditions under which it will be achieved. For example, "By the end of the course, students will be able to analyze and interpret data using statistical methods."<br /><br />d) Reliability refers to the consistency of a test in measuring what it is intended to measure. For example, if a test is administered multiple times, the scores should be consistent. Validity refers to the accuracy of a test in measuring what it is intended to measure. For example, a math test should accurately assess math skills, not reading comprehension.<br /><br />e) Different scales used in measurement include nominal, ordinal, interval, and ratio scales. Nominal scales categorize data without any order or hierarchy, such as gender or race. Ordinal scales rank data in a specific order, such as class rankings. Interval scales have equal intervals between values, such as temperature in Celsius or Fahrenheit. Ratio scales have equal intervals and a true zero point, such as height or weight.<br /><br />QUESTION TWO<br /><br />Five characteristics of a good test are:<br /><br />1. Validity: The test accurately measures what it is intended to measure.<br />2. Reliability: The test consistently produces the same results when administered multiple times.<br />3. Fairness: The test is free from bias and provides equal opportunities for all test-takers.<br />4. Practicality: The test is feasible to administer and score within the available resources and time constraints.<br />5. Efficiency: The test provides meaningful information about student achievement in a cost-effective manner.<br /><br />The major functions of tests in education are:<br /><br />1. Assessing student achievement: Tests provide a measure of how well students have learned the material.<br />2. Diagnosing learning difficulties: Tests can identify areas where students may need additional support or intervention.<br />3. Motivating students: Tests can serve as a motivator for students to study and improve their performance.<br />4. Providing feedback: Tests offer feedback to both students and teachers about student progress and areas for improvement.<br />5. Evaluating instructional effectiveness: Tests can be used to assess the effectiveness of teaching methods and make adjustments to instruction as needed.<br /><br />QUESTION THREE<br /><br />A table of specifications is a tool used when planning a test to ensure that the test covers the intended content and aligns with the learning objectives. It outlines the specific topics or skills to be assessed, the weight or importance of each topic, and the number of questions or items to be included for each topic. For example, if a test is designed to assess knowledge of a specific chapter in a textbook, the table of specifications would list the key concepts from the chapter and indicate how many questions should be allocated to each concept.<br /><br />QUESTION FOUR<br /><br />Principles of an effective evaluation system for teacher development include:<br /><br />1. Alignment with instructional goals: The evaluation system should be aligned with the instructional goals and objectives of the teacher.<br />2. Fairness and objectivity: The evaluation system should be free from bias and provide objective assessments of teacher performance.<br />3. Comprehensive assessment: The evaluation system should assess multiple aspects of teacher performance, including instructional skills, classroom management, and professional development.<br />4. Ongoing professional development: The evaluation system should provide opportunities for teachers to engage in ongoing professional development and improve their performance.<br />5. Collaboration and support: The evaluation system should foster collaboration and support among teachers, promoting a culture of continuous improvement.<br /><br />QUESTION FIVE<br /><br />Factors that might hinder effective student evaluation include:<br /><br />1. Lack of clear learning objectives: Without clear learning objectives, it can be challenging to design effective assessments that accurately measure student achievement.<br />2. Insufficient resources: Limited resources, such as time, materials, or technology, can hinder the development and administration of effective assessments.<br />3. Bias or unfairness: Biased or unfair assessment practices can lead to inaccurate or unfair evaluations of student performance.<br />4. Inadequate training: Teachers may lack the necessary training or expertise to design and administer effective assessments.<br />5. Lack of communication and collaboration: Inadequate communication and collaboration among teachers, administrators, and other stakeholders can hinder the development and implementation of effective evaluation systems