IOTAQB

 

IOTAQB (Instructional Objectives Task Analysis Question Bank)

       IOTAQB Stands for Instructional objectives Task Analysis Question Bank. In teaching-learning process many developmental procedures are being practical by the teachers.

     A teacher has to prepare unit plan, lesson plan, a unit test etc. in an academic year. In doing all these, preparation of instructional objectives, task analysis and question bank helps a lot.

Meaning:

     This is a type of strategy where in instructional objectives for a content one written exhaustively based on which different tasks or activities are listed and for each one of the task possible number of questions are constructed in variety of forms. All these put together forms the strategy IOTAQB.

IMPORTANCE OF IOTAQB: (USES)

The IOTAQB is helpful in the following ways,

1.       It makes the teaching effective.

2.       It avoids ambiguity in teaching.

3.       It helps in achieving the instructional objectives.

4.       It helps in constructing questions.

5.       It helps in writing the task for teaching points.

6.       It helps in the construction and administration of a test.

7.       It helps in selecting relevant learning experiences.

8.       It leads to improvement of instruction.

9.       It promotes better learning on the part of the pupils.

10.   It enables the teacher to diagnose the natural and recurring learning difficulties that a pupil experience in learning a subject.

QUESTION BANK

      Every teacher is expected to prepare a large number of questions on different topics in all the subject, one as he is interested to teach. He is also expected to prepare questions for evaluating pupils’ achievements in out of classroom activities.

      The paper setters of different subjects who are invariably experienced and knowledgeable person in their own subject, one has to find it difficult to prepare a good question paper. It is therefore important that a pool of ready-made quality questions is made available to teachers and examiners, so that they may select appropriate questions to assess the predetermined objectives.  These questions can be pooled together through co-operative efforts of teachers, educators and other concerned personnel and deportment in a “Question Bank”.

      A question bank is a planned library of test items designed to fulfil certain pre-determined purposes to improve the teaching-learning process and to judge the pupils’ growth in terms of instructional objectives.

     A good question pool will be one which contains questions on all the abilities and all the topics in a subject.

Ø  It makes the teaching effective.

Ø  It avoids ambiguity in teaching.

Ø  It helps in achieving the instructional objectives.

Ø  It helps in constructing questions.

Ø  It helps in planning the task for teaching points.

Ø  It may help to improve the content validity.

Ø  It defines scope and emphasis of the test.

Ø  It relates objectives to the content.

Ø  It provides greater assurance that test will measure learning outcomes and course content in balanced manner.

Ø  It serves as a monitoring agent and keeps the teacher from the staying of instructional track.

Diagnostic Test

         Educational diagnostic testing is a form of assessment that occurs before instruction begins. The purpose of administering diagnostic tests is to try to determine what students already know about the concepts and skills to be covered by instruction.

Definition of Diagnostic Test

·         A diagnostic test is a test designed to locate specific learning deficiencies in case of specific individuals at a specific stage of learning so that specific efforts could be made to overcome those deficiencies.

·         It helps the teachers in identifying the status of learner at the end of a particular lesson, unit or course of learning as to what specific teaching or learning points have been properly grasped by the learners.

Characteristics of Diagnostic test

1.       It must provide a series of scores, each representing performance in a specific skill.

2.       The respective skills must be critical to the overall performance being evaluated, such as reading achievement or arithmetic achievement.

3.       The sub test used to access each of these skills must represents a valid measre.

4.       Each subtest must be high reliability.

5.       The correlation among subset must be low.

Construction of Diagnostic Test

        Diagnostic test may be either standardized or teacher made. Teacher-made test besides being more economical are also more effective, as each teacher can frame it according to the specific needs of students.

Preparation of Diagnostic Test

Construction of Diagnostic Test:

       The following are the broad steps involved in the construction of a diagnostic test. Diagnostic Test may be Standardized or Teacher made and more or less followed the principles of test construction i.e., preparation, planning, writing items, assembling the test, preparing the scoring key and marking scheme and reviewing the test.

The Unit on which a Diagnostic Test is based should be broken into learning points without omitting any of the item and various types of items of test is to be prepared in a proper sequence:

1. Analysis of the context minutely i.e., major and minor one.

2. Forming questions on each minor concept (recall and recognition type) in order of difficulty.

3. Review the test items by the experts/experienced teacher to modify or delete test items if necessary.

4. Administering the test.

5. Scoring the test and analysis of the results.

6. Identification of weakness

7. Identify the causes of weakness (such as defective hearing or vision, poor home conditions, unsatisfactory relations with classmates or teacher, lack of ability) by the help of interview, questionnaires, peer information, family, class teacher, doctor or past records.

8. Suggest remedial programme (No set pattern).

Elements of Diagnostic Tests: