1. Designing effective assessment
tools for higher learning
Assessing factual Do lecturers teach students to
or applied cut down jungles or to irrigate
deserts?
knowledge?

2. QUALITY LEARNING
Learner-centric content
Quality T&L
Meeting national and global
Outcome based Learning
needs

3. Words of Wisdom
ALI (A.S)
Assessment is not about finding faults from students but to ensure all succeed

4. Change the way we perceive on
assessment
Assessment becomes a celebration of learning
Students will look forward for EXAM
Students are assessed fairly from all aspects.
Students can solve real life problems
Students become skillful

5. Why assessment?
guides and encourages effective approaches to learning;
validly and reliably measures expected learning outcomes,
that reflects the higher-order learning that suits higher
education; and
Through grading, it will define and protects academic
standards.

6. Traditional way of test
revealonly whether the student can
recognize, recall what was learned
limited to paper-pencil, one answer
question.
ask the student to select or write correct
responses, irrespective of reasons.
standardizes objective "items" with one
right answer for each
multiple-choice test is determined merely
by matching items to the curriculum
content.

7. Authentic or
performance test
Conducting research; writing, revising and
discussing papers; providing an engaging oral
analysis of a recent political event;
collaborating with others on a debate
Student can construct, with justifiable answers,
performances or products.
Emphasizing and standardizing the appropriate
criteria for scoring such (varied) products with
the use of a rubric
The test simulates real world tests of ability

8. Authentic or performance
assessment
GROUP
INDIVIDUAL
WORK
• Apply the principles of classroom assessment
• Construct and administer various types of
classroom assessment
• Interpret and analyze test scores
• Conduct item analysis and forming item bank
• Describe other forms of classroom assessment
• Identify latest trend development on current
issues in testing and evaluation

9. Example:
Performance
assessment
• Portfolio 10%
• Article/seminar paper review 10%
• Case study (assessment practices) 20%
• Project (test construction and evaluation) 40%
• Test 20%

10. Modes of
assessment
Mode Area of learning
assessed
Essay type: essay exam, open book, Rote learning, question spotting, coverage
assignment, take home reading widely, organize, apply and copy.
Objective:multiple choice Recognition, comprehension, coverage
hierarchies of understanding
Performance assessment: practicum, Real life context,, application and
presentation, critical reviews, case study, professional skills reflected.
portfolio

11. How to grade
performance
assessment?
• List the criteria for A, A-,B+,B, C+,C, C-, ….
• Then the grade is awarded that describes
students’ performance.
RUBRICS
example:
A: clearly met all the objectives and display
deep knowledge, original. Critical thinking.
B: all objectives have been met
C: all objectives are satisfied and effective.
Less than C, work plagiarism.

12. Creating test questions
Must be parallel with the objectives;
Address the cognitive, psychomotor , affective
and social domains.
Questions are clear and correct

13. Bloom’s Cognitive
Processes
Create – put elements together to form a coherent or functional whole;
reorganize into new pattern or structure (Generating, planning, producing,
designing, constructing, inventing)
Evaluation - make a judgment based on criteria & standards (Checking,
critiquing, hypothesizing)
Analyze - break material into parts & determine how they relate to one
another & to overall structure or purpose (differentiating, organizing,
attributing, deconstructing, integrating)
Apply – carry out or use a procedure (concept) in a given (new ) situation
(execute, implement)
Understand – construct meaning from instructional messages [oral,
written & graphic communication](Interpreting, summarising, paraphrasing,
classifying, comparing, explaining
Remember - retrieve facts, concepts, definitions from LTM (Recognizing,
Recalling, listing, describe)

14. Cognitive domain
OBJECTIVES
 describe the underlying Islamic economic principles
relevant to Islamic Finance;
 explain the meaning and concept of riba and why it is
prohibited;
QUESTIONS
 What? (Knowledge and Concepts)
 How? (Procedures and Performances)
 Why? (Problem Solving and Reasoning)

15. Affective domain
• Affective objectives typically target the
awareness and growth in attitudes, emotion,
and feelings.
• Describe the way people react emotionally
and their ability to feel another living thing's
pain or joy
• There are 5 levels:
Receiving, responding valuing, organizing and
internalizing

16. Affective domains
(attitude or feelings)
objectives Example of questions’ key verbs
Receiving giving, following, replying etc. (student passively pays
attention )
Responding reading, answering, selecting (student actively participates
in the learning process)
Valuing Demonstrating, studying, justifying. (student attaches a
value to an object)
Organizing values comparing, relating and elaborating on what has been
learned (student can put together different values,
information, and ideas and accommodate them within
his/her own schema)
Internalizing Performing, modifying, discriminating (student holds a
particular value or belief that now exerts influence on
his/her behaviour)

17. Social domain
Objectives Example of questions’ key verbs
Collaborating Inviting interactions, performing a team, living in
society
Empowering Leadership Envisioning, maintaining commitment,
Managing Managing people, managing communication,
managing resources
Communicating Preparing message, receiving message, delivering
message

18. Exercise 1
Which level of cognitive domains involve in the
following questions?
1.How does the Murabaha contract avoid Riba
elements?
2. Elaborate on what Islamic finance is and give
examples of how it differs from conventional
finance.
3. Has the financial crisis affected Islamic
finance? Discuss.

19. Exercise 2
Identify which learning domain is involved.
1. Produce a management report .
2. Use the computer software to produce
business account.

20. Multiple choice
questions
Multiple choice items consist of a stem and a
set of options
Multiple choice tests are best adapted for
testing well-defined or lower-order skills.
Problem-solving and higher-order reasoning
skills are better assessed through short-
answer and essay tests.

21. Common practice among the experts
Experts keep changing their
minds No time to prepare questions.
Confusing students with too
many negatives in a question. All statements are not true except:
Just like giving clues for students
Using incomplete sentences to answer easily
Lacking current knowledge
Asking yesterday’s knowledge

22. Summary
Questions given to our students must be at
higher level of cognitive domain as it will
ensure the students to think beyond the text.
BUT….not too many.
Ensure students are assessed from different
types of tests.
We are trying to ensure student mastery of
the subject content. Thus, only test students
on what has been taught.