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) c) Explain the characteristics of a good instructional objective (5marks) d) Distinguish between reliability and validity of a test (6 marks) c) Using examples, discuss the different scales used in measurement (8 marks) QUESTION TWO a) With relevant examples,explain five characteristics of a good test. (10 marks) b) Using specific examples explain how a table of specifications is used when planning for a test (10 marks) Page 1 of 2 QUESTION THREE a) Explain the factors that influence the validity of a test (8 marks) b) With relevant examples.identify the different cognitive levels of educational objectives according to Bloom's taxonomy (12 marks) QUESTION FOUR a) Explain the major functions of test in education (10 marks) b) Discuss the three major steps in test development (6 marks) c) In a class of 80 students, 50 students correctly answered a question. What was the difficult index of the question? (4 marks)

QUESTION ONE<br /><br />a) Formative evaluation is an ongoing process that allows teachers to monitor student progress and adjust instruction accordingly. For example, a teacher may use quizzes or class discussions to assess student understanding during a unit of study. Summative evaluation, on the other hand, is conducted at the end of a unit or course to determine student achievement. For example, a final exam or project that assesses student learning at the end of a semester.<br /><br />b) When selecting a test format, several factors should be considered. For example, the purpose of the test, the content being assessed, and the characteristics of the students. A multiple-choice test may be appropriate for assessing factual knowledge, while a short-answer test may be better for assessing higher-order thinking skills. The test format should also be appropriate for the students' language proficiency and cultural background.<br /><br />c) A good instructional objective should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, "Students will be able to identify the main idea of a text" is a specific and measurable objective. It is achievable, relevant to the learning goals, and time-bound (e.g., by the end of the week).<br /><br />d) Reliability refers to the consistency of a test's results. For example, if a student takes the same test twice and gets the same score both times, the test is considered reliable. Validity, on the other hand, refers to the accuracy test that includes questions on algebra and geometry but not calculus is not valid for assessing calculus skills.<br /><br />e) Different scales used in measurement include nominal, ordinal, interval, and ratio scales. For example, a nominal scale may be used to categorize students into different groups based on their preferred learning style (e.g., visual, auditory, kinesthetic). An ordinal scale may be used to rank students based on their performance on a test (e.g., first place, second place, third place). An interval scale may be used to measure temperature in degrees Celsius or Fahrenheit, while a ratio scale may be used to measure weight or height in kilograms or centimeters.<br /><br />QUESTION TWO<br /><br />a) Characteristics of a good test include validity, reliability, fairness, practicality, and transparency. For example, a test that accurately measures what it is intended to measure and produces consistent results is considered valid and reliable. A test that is fair and unbiased, and can be administered easily and cost-effectively, is considered practical. Transparency refers to the clarity of the test's purpose, content, and scoring criteria.<br /><br />b) A table of specifications is a tool used when planning a test to ensure that the test covers the desired content and assesses the desired skills. For example, a table of specifications may be used to determine the number and type of questions to include in a test on a particular topic. The table may include columns for different content areas and rows for different cognitive levels, allowing the test developer to ensure that the test covers the desired content and assesses the desired skills.<br /><br />QUESTION THREE<br /><br />a) Factors that influence the validity of a test include the test's content, the test's format, and the test's administration. For example, a test that covers the desired content and uses appropriate question types and formats is more likely to be valid. The test's administration, such as the instructions given to students and the time allowed for the test, can also affect its validity.<br /><br />b) Bloom's taxonomy is a framework for categorizing educational objectives based on cognitive complexity. For example, the lowest level of Bloom's taxonomy is "remembering," which involves recalling previously learned information. The next level is "understanding," which involves explaining ideas or concepts. The next level is "applying," which involves using information in new situations. The next level is "analyzing," which involves breaking down information into its component parts. The highest level is "evaluating," which involves making judgments based on criteria and standards.<br /><br />QUESTION FOUR<br /><br />a) The major functions of tests in education include assessing student achievement, diagnosing learning difficulties, providing feedback to students and teachers, and guiding instruction. For example, tests can be used to determine whether students have met learning objectives and to identify areas where additional support may be needed. Tests can also provide feedback to students on their strengths and weaknesses, and to teachers on the effectiveness of their instruction.<br /><br />b) The three major steps in test development are test construction, test validation, and test administration. Test construction involves creating the test items and determining the test format. Test validation involves ensuring that the test accurately measures what it is intended to measure. Test administration involves administering the test to students and scoring their responses.<br /><br />c) The difficulty index of a question is calculated by dividing the number of students who answered the question correctly by the total number of students. In this case, the difficulty index would be 50/80 = 0.625 or 62.5%.