Page 106 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes (v) Allocate marks to question in terms of value points, which should be functionally operative.
(3 marks for a SAQ with two credit points is not workable)
8.3.3 Development of Outline Answers and Marking Schemes
(i) Varieties of ETQ
In ETQ it is very difficult to outline answer and marking scheme because of unwarranted
extent of variations in developing the marking scheme. The following varieties of ETQ are
in use :
(i) Long answer with extended response (ETQ)
(ii) Long answer with restricted response (ETQ)
(iii) Structured essay-type questions (SEQ)
(iv) Diagram-based, essay-type questions like picture composition (DEQ)
Marking scheme will be more flexible in (i) and (iv) than in (ii) and (iii).
(ii) Basic Principles of Developing a Marking Scheme of ETQ

(i) Develop a comprehensive but flexible marking scheme to include all possible acceptable
responses considered desirable.
(ii) Use the needed criteria on whose basis answers could be rated on a grading system of 3,
4, 5 points representing qualitative evaluation, followed by numerical marking using
proportionate weightage to the criteria used.
(iii) Develop relevant procedure or mechanics to score a question as objectively as possible by
ensuring better comparison of responses by markers (e.g. by marking one question by the
same examiner and second question of all scripts by another examiner).
(iv) In DEQ develop criteria of assessment relating to skill testing (accuracy, symmetry,
neatness, display of contents etc.) and the related functional understanding (accuracy of
details, correct and methodical labelling etc.)
(v) For SEQ, guidelines as described in under SEQ may be followed.
(iii) Training of Markers
With a few exceptions, the markers, coordinators, head examiners or quality controllers are
seldom given training in marking. Basic qualifications and teaching experience are usually
considered adequate to ensure uniformity in scoring and the needed scoring objectivity. The
practice of training the examiner is necessary. More than desired number of markers, quality
controllers or head examiners and coordinators should be invited to such training
programme, which consists of these major activities.
(iv) Developing and Finalising Criteria
(i) On the basis of a parallel model paper, the format of the question paper is explained.
(ii) Trainees are asked to write answers to each question one by one in the paper, as a student.
(iii) Key of MCQ is checked after discussion, as there may sometimes be some problem in the
key.
(iv) In open-ended questions, participants’ answers are written on the blackboard and each
response is discussed to arrive at the final list of acceptable answers.
(v) Writing of marks to be awarded to correct and partially correct answers.
(vi) Listing even the non-relevant and non-correct answers to be awarded zero marks.
(vii) Deciding the mode of deducting marks (if any) for mistakes in spelling etc.
(viii) Deciding how to treat the irrelevant, redundant and unwanted responses.

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