ASSESSMENT TECHNIQUES IN HOME ECONOMICS -PAST QUESTIONS AND ANSWERS
QUESTIONS AND ANSWERS
Lesson One
1. Using classroom examples, explain the linkages between the following concepts:
- Assessment: This refers to the systematic process of collecting information about students’ learning to improve teaching and learning outcomes. For instance, a teacher may give a quiz to assess how well students understood a lesson.
- Evaluation: This involves making judgments about the quality, value, or effectiveness of a learning experience or student’s work. For example, after grading the quiz, the teacher evaluates the overall class performance to decide whether to reteach a concept or move on.
- Measurement: This refers to the quantitative data collected during assessment. In the classroom example, it would be the scores the students receive on their quiz, providing a measurable outcome.
Linkage: Measurement provides the data that forms the basis for assessment. Assessment, in turn, provides information that is used in the evaluation of the teaching-learning process to make informed decisions.
2. Differentiate between the following concepts of assessment:
Formative assessment vs Summative assessment:
- Formative assessment: Continuous assessment conducted during the instructional process to provide feedback and improve student learning. Example: Weekly quizzes.
- Summative assessment: Evaluation at the end of a learning period to determine student achievement. Example: End-of-term exams.
Assessment vs Differentiated assessment:
- Assessment: The general process of measuring students’ knowledge, skills, and understanding.
- Differentiated assessment: Tailoring assessment to accommodate the diverse learning needs of students, such as modifying tests for students with special needs.
Interval scale vs Ratio scale:
- Interval scale: Numeric scales where intervals between values are consistent, but there is no true zero point. Example: Temperature in Celsius.
- Ratio scale: Numeric scales with both consistent intervals and a true zero point. Example: Height or weight measurements.
Norm-referenced interpretation vs Criterion-referenced interpretation:
- Norm-referenced: Comparing a student’s performance against that of peers. Example: A student is in the top 10% of the class.
- Criterion-referenced: Measuring a student’s performance based on a fixed standard or set of criteria. Example: A student scores 85% on a test that requires at least 75% to pass.
Lesson Two
1. Explain the following general principles of assessment:
- Clarity: Assessment criteria and expectations should be clear to students so they understand what is required to succeed.
- Need-driven: Assessments should be designed to meet specific learning objectives or address the educational needs of the students.
- Fairness: The assessment should be unbiased, ensuring all students have an equal opportunity to demonstrate their abilities.
- Certificate and credentialing decisions = Summative Assessment
Lesson Three
1. How formative assessment improves student learning:
Formative assessment provides immediate feedback, allowing students to identify areas where they need improvement. It encourages active learning and helps teachers adjust instruction to meet student needs.
2. Characteristics of summative assessment:
- Summative assessments are typically administered at the end of a course or unit.
- They are often standardized and used to certify competence.
- Unlike formative assessments, summative assessments provide little immediate feedback to students.
Lesson Four
1. Continuous assessment:
Continuous assessment refers to the regular evaluation of students over time through various forms of testing, assignments, and observations.
- Focuses on both the process and product of learning.
- Helps in adjusting teaching strategies.
3. Challenges in the use of continuous assessment:
- Time-consuming for teachers.
- Difficulty in maintaining consistency.
- Lack of resources to administer frequent assessments.
- Potential for student stress.
Lesson Five
1. Norm-referenced vs Criterion-referenced tests:
- Norm-referenced: Compares students’ performance to that of a group.
- Criterion-referenced: Measures student performance against predetermined criteria or standards.
2. Five benefits of tests in Home Economics Education:
- Identify knowledge gaps.
- Guide instructional planning.
- Motivate students to study.
- Provide measurable data for evaluations.
- Validate learning objectives.
3. Why criterion-referenced tests are ideal in Home Economics:
Criterion-referenced tests measure specific skills and knowledge in practical subjects like Home Economics, ensuring that students meet necessary competency standards.
Lesson Six
1. Reducing inconsistencies in assessment scores to increase reliability:
- Use clear and objective scoring rubrics.
- Train graders to ensure consistency.
- Use multiple assessment methods.
- Pilot test questions before the actual assessment.
2. Types of Validity:
- Content validity: Ensures the test covers the entire range of content.
- Construct validity: Measures the degree to which a test assesses the intended construct.
Types of Reliability:
- Test-retest reliability: Consistency of scores across time.
- Inter-rater reliability: Consistency of scores when graded by different people.
3. Conditions that reduce test score validity:
- Poorly designed test items.
- Unclear instructions.
- Inconsistent test conditions.
- Test anxiety or external distractions.
Lesson Seven
1. Steps in constructing test items:
- Define the purpose of the test.
- Determine the learning outcomes to be assessed.
- Select the type of test items (multiple-choice, essay, etc.).
- Write the test items and instructions.
- Review and revise the test items.
2. Craft a table of specification for 10 test items using a set of topics or learning outcomes in Home Economics.
A Table of Specification (TOS) is a two-way chart that aligns test items with the learning objectives, topics, and cognitive levels (such as knowledge, application, analysis, etc.) to ensure a balanced assessment. It helps ensure that the test assesses both the breadth and depth of student learning.
Explanation of Each Column:
1. Content Area: This column lists the topics being covered in the assessment. In this example, the teacher has selected five key areas from the Home Economics curriculum:
- Nutrition Basics
- Balanced Diet
- Food Preparation Techniques
- Dietary Guidelines
- Food Safety
2. Learning Objective: Each content area has a specific learning objective that defines what students should know or be able to do after instruction. For example, for “Nutrition Basics,” students should be able to identify the six essential nutrients and their functions.
3. Cognitive Level: This indicates the level of thinking required for the assessment item, using Bloom’s Taxonomy. These cognitive levels range from simple recall of facts (knowledge) to more complex thinking, like applying knowledge (application), analyzing information (analysis), or evaluating a concept (evaluation).
4. No. of Items: The number of items allocated to assess each learning objective. In this example, two items are assigned to each learning objective, making a total of 10 items.
5. Test Item Type: This indicates the type of question format used to assess each learning objective. The table includes various item types like:
- Multiple Choice (for basic knowledge recall)
- Short Answer (for application-level tasks)
- Essay (for deeper analysis)
- Matching (for evaluation-level understanding)
- True/False (for comprehension)
1. Nutrition Basics (Knowledge, Multiple Choice):
Question: Which of the following is an essential nutrient required for energy?
- A) Protein
- B) Carbohydrate
- C) Water
- D) Fiber
2. Balanced Diet (Application, Short Answer):
Question: Create a balanced meal plan for a teenage athlete considering their nutritional needs.
3. Food Preparation Techniques (Analysis, Essay):
Question: Compare steaming and frying as methods of food preparation. Discuss how each method affects the nutrient content of vegetables.
4. Dietary Guidelines (Evaluation, Matching):
Question: Match the following dietary guidelines with their health benefits:
- Guideline 1: Reduce sodium intake.
- Guideline 2: Increase fruit and vegetable consumption.
- Guideline 3: Drink at least 8 glasses of water daily.
5. Food Safety (Comprehension, True/False):
Question: True or False: Cross-contamination occurs when raw food comes into contact with cooked food.
Summary:
The table shows a balanced and structured approach to creating a test. It covers key topics in the curriculum, ensuring that questions assess both basic knowledge and higher-order thinking skills (like analysis and evaluation). The mix of test item types (multiple-choice, short answer, essay, etc.) ensures diverse assessment methods for a fair evaluation of students’ abilities.
Lesson Eight
1. To measure higher mental processes using multiple-choice items, the examiner should:
- Cast the item in a novel situation.
This requires students to apply their knowledge to a new context, assessing their understanding and critical thinking.
2. Which part of a multiple-choice item should present a problem to be solved?
- Stem: The stem is the part of the question that sets up the problem for the student to solve.
3. A good true and false item should be worded so that superficial knowledge suggests a right answer:
- False: True/false questions should avoid being too obvious or relying on superficial details.
4. Good true and false items are statements that possess one central theme:
- True: Effective true/false items should focus on one clear, unambiguous fact or concept to avoid confusion.
Lesson Nine
1. Four guidelines the Home Economics teacher should consider when constructing supply-type objective questions:
- Ensure questions are clear and unambiguous.
- Avoid overly broad questions that are difficult to answer.
- Tailor questions to the level of the learners.
- Use precise language to prevent misinterpretation.
2. Two disadvantages of constructing matching-type objective questions for the teacher:
- It can be challenging to create lists with enough variety to avoid guesswork.
- Matching questions often test simple recall rather than higher-order thinking skills.
Lesson Ten
1. Explain the following and give examples of a test item suitable for each:
- Restricted response essay type items:
These require students to answer within a limited scope, often with a specific word or time limit. Example: “Briefly explain the process of food preservation using refrigeration.”
- Extended response essay type items:
These allow students to explore a topic in depth, with fewer constraints. Example: “Discuss the factors affecting food security in developing countries, and suggest strategies for improvement.”
2. Four advantages of using essay-type items:
- Tests higher-order thinking skills like analysis and synthesis.
- Allows students to demonstrate understanding in their own words.
- Provides insight into students’ reasoning processes.
- Encourages the integration of knowledge from multiple areas.
Lesson Eleven
1. What is a marking scheme?
A marking scheme is a structured guide used to assess and score student responses in an exam. It includes a breakdown of how marks should be awarded for each part of the answer.
2. Explain the purpose of a marking scheme in scoring a test:
- It ensures consistency in grading by providing clear criteria for awarding marks.
- It reduces bias and subjectivity in scoring.
- It helps students understand how their answers are evaluated.
3. Set ten (10) objective and two essay items and design a marking scheme for them.
Here’s an example for a unit on “Meal Planning and Nutrition” in Home Economics:
Objective Questions:
1. Which of the following is an example of a carbohydrate?
- A) Chicken
- B) Rice
- C) Fish
- D) Milk
2. Which vitamin is essential for vision?
- A) Vitamin A
- B) Vitamin C
- C) Vitamin D
- D) Vitamin K
3. What is the minimum safe internal cooking temperature for chicken?
- A) 55°C
- B) 65°C
- C) 75°C
- D) 85°C
4. The process of emulsification is most closely associated with:
- A) Proteins
- B) Fats
- C) Carbohydrates
- D) Vitamins
5. Which of the following is a method of dry-heat cooking?
- A) Boiling
- B) Grilling
- C) Steaming
- D) Poaching
6. Anemia is commonly caused by a deficiency of:
- A) Iron
- B) Calcium
- C) Vitamin D
- D) Protein
7. Food-borne illnesses are most commonly caused by:
- A) Excess sugar
- B) Insufficient salt
- C) Contaminated food
- D) Overcooked food
8. Which of the following is NOT a function of water in the body?
- A) Regulating body temperature
- B) Lubricating joints
- C) Building muscle tissue
- D) Transporting nutrients
9. The best source of dietary fiber is:
- A) Meat
- B) Fruit
- C) Cheese
- D) Eggs
10. To reduce cholesterol intake, it is best to avoid:
- A) Whole grains
- B) Leafy greens
- C) Red meat
- D) Fish
Essay Items:
1. Restricted Response Essay:
“Explain the significance of protein in the diet and describe the effects of protein deficiency in humans.”
- Marking Scheme:
- Definition of protein and its role in the diet: 5 marks
- Examples of protein-rich foods: 2 marks
- Effects of protein deficiency (kwashiorkor, muscle loss, etc.): 8 marks
- Total: 15 marks
2. Extended Response Essay:
“Discuss the role of nutrition in maintaining a healthy lifestyle. Include an analysis of
how poor dietary habits can lead to chronic diseases.”
- Marking Scheme:
- Introduction to the importance of nutrition: 5 marks
- Analysis of essential nutrients: 8 marks
- Discussion of poor dietary habits and chronic diseases: 10 marks
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