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emis_exams_module [2022/08/19 03:09] – [Indicator Count] ghacheyemis_exams_module [2022/08/22 04:04] (current) – [By benchmarks] ghachey
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 ==== Subject Areas, Standards and Benchmarks ==== ==== Subject Areas, Standards and Benchmarks ====
  
-Exams (aka. assessments) are typically given at various stages of a student's education life cycle (e.g. Grade 3, Grade 6, Grade 8, Grade 12, etc.) and on various subject areas (e.g. English, Local Language, Mathematics, Sciences). The subjects are then broken down further into standards which are broken down into benchmarks and finally broken down into indicators all of which students are assessed on. A simplified version of this hierarchical structure is depicted below in the Grade 3 Mathematics subject area.+Exams (aka. assessments) are typically given at various stages of a student's education life cycle (e.g. Grade 3, Grade 6, Grade 8, Grade 12, etc.) and on various subject areas (e.g. English, Local Language, Mathematics, Sciences). The subjects are then organized down further into standards which are organized down into benchmarks and finally organized down into indicators all of which students are assessed on. A simplified version of this hierarchical structure is depicted below in the Grade 3 Mathematics subject area.
  
   * Standard 3.1: Number Sense   * Standard 3.1: Number Sense
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 ==== Exam Items ==== ==== Exam Items ====
  
-To assess students a number of items (questions) make up an exam. This can be anywhere from 40 items to 100 items. There is no hard rule on the number of items but typically it will be a multiple of 4 since the results are usually compiled into 4 levels of achievement discussed in the next section. And since the analysis is possible all the way down to indicators it is usually required to have 4 items minimum to assess a particular indicator. So for the simplified example above the whole test could have 20 items (a small exam).+To assess students a number of items (questions) make up an exam. This can be anywhere from 40 items to 72 items, but it could be more or less. There is no hard rule on the number of items but typically it will be a multiple of 4 since the results are usually compiled into 4 levels of achievement discussed in the next section. And since the analysis is possible all the way down to indicators it is usually required to have 4 items minimum to assess a particular indicator. So for the simplified example above the whole test could have 20 items (a small exam).
  
   * Standard 3.1: Number Sense   * Standard 3.1: Number Sense
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 For simplicity, the levels of achievement will be referred to as simply Level 1, Level 2, Level 3 and Level 4 for the remaining of this document. For simplicity, the levels of achievement will be referred to as simply Level 1, Level 2, Level 3 and Level 4 for the remaining of this document.
-===== Candidate Count =====+===== Analysis Method - Candidate Count =====
  
 The candidate count analysis can be done at various levels including: The candidate count analysis can be done at various levels including:
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 ==== By benchmarks ==== ==== By benchmarks ====
  
-From our original example we have three benchmarks. And based on the benchmarks' indicators and their items on the exams we know how many items for each of our benchmark.+From our original example we have three benchmarks. And based on the benchmarks' indicators and their items on the exam we know how many items for each of our benchmark.
  
   * Benchmark 3.1.1: Use place value understanding and properties of operations to perform … [12 ITEMS] with the cut-offs as:   * Benchmark 3.1.1: Use place value understanding and properties of operations to perform … [12 ITEMS] with the cut-offs as:
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-===== Indicator Count =====+===== Analysis Method - Indicator Count =====
  
 Candidate count is the simpler more natural way to analyze the results. However, it is not the only way. The indicator count traditionally used in SOE Assessment does it differently. Instead of counting students performing at each levels of achievement for benchmarks, standards and whole exams this methods count the indicators performing at the levels of achievement for benchmarks, standards and whole exams. Candidate count is the simpler more natural way to analyze the results. However, it is not the only way. The indicator count traditionally used in SOE Assessment does it differently. Instead of counting students performing at each levels of achievement for benchmarks, standards and whole exams this methods count the indicators performing at the levels of achievement for benchmarks, standards and whole exams.
emis_exams_module.1660878570.txt.gz · Last modified: 2022/08/19 03:09 by ghachey