Objective a statement of what a learner is expected to learn by the end of a training course,expressed in terms which are specific, measurable, attainable, relevant and time-bound. tests
These do not relate to the learning objectives, but are termed this way because the assessment should be ‘objective’, or free from bias. For an objective test, there is only one correct answer. This makes writing such tests quite difficult! The other problem with objective tests is that they tend only to assess lower levels in the domains of learning, particularly those of knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit) and comprehension. It is possible to write objective tests for higher levels but it becomes increasingly difficult, especially in a practically oriented subject like agroforestry.
Five types of objective test are commonly used:
The way in which these questions are set is crucially important. It is always a good idea to pre-test questions on others, e.g. colleagues, a sample of learners, etc. All public examination questions are pre-tested to ensure that the answers are those that are expected.
Restricted and extended response
There are several types of these. They differ from objective tests in that the answer cannot be predicted exactly, although obviously certain information a source of data or sensory input, organized or arranged into a pattern which can be interpreted. is expected in the answer. Restricted response answers are restricted by content and by form. They are normally concerned with a smaller aspect of the subject area and therefore deal with fewer objectives than the extended response answer. The way in which the topic should be tackled is also specified, e.g. ‘list five factors...’ or ‘explain in no more than two paragraphs...’. This type of answer is sometimes called the ‘short answer’, or ‘structured’ question.
Extended response answers, or ‘essays’ have fewer restrictions on content and form. There may be restrictions on length and time allowed, but the content can be as wide as the examiner decides. This of course makes marking that much more difficult.
If the range of possible types of test from the objective to the extended response type is placed on a continuum, it will appear as follows:
Although less objective tests take longer to mark, they do take much less time to set; this will be a deciding factor when deciding what proportion of each type of question will be used in an examination.
Practical skills testing
This is of great importance in agricultural and forestry-related education, since at least half the learning time should be allocated to practical work. This should therefore be reflected in the assessment procedure.
In order to assess a skill it is necessary to break down the skill into its component parts. This is known as skill analysis. The various parts can then be assessed in order to indicate whether the objectives have been achieved. The objectives themselves must be carefully devised so that the assessment is purposeful.
Areas of practical work that can be assessed are:
— skill in observation and recording observations;
— ability to assess and interpret the results of practical work;
— ability to plan practical procedures and techniques for solving particular problems;
— manipulative skills;
— attitudes towards practical work.
There are a number of assessment methods which can be used for practical skills:
— set exercises;
— project work;
— course work;
— oral questioning;
— assessment by impression (observation).
The nature of practical assessment makes it difficult to perform externally. Internal assessment is therefore frequently used; the teachers or trainers assess the learners and then either use the results themselves or, in the case of public examinations, forward the results to an examination board. The tests may be moderated by an external examiner to ensure that standards are comparable between different institutions.