Guidance For Question Setters | And Markers For Years- 2021

Guidance For Question Setters

Guides for questioners and markers for English in all classes. English is a West Germanic language that was first spoken in medieval England but is now the most widely used language in the world. It is spoken as the first language by the majority population of several sovereign states, including the United States, the United Kingdom, Canada, Australia, Ireland, New Zealand, Singapore, Italy and a few countries in the Caribbean. It is the third most widely spoken local language in the world after Mandarin Chinese and Spanish. It is widely used as a second (2nd) language and is the official language of the European Union, many Commonwealth countries and the United Nations, as well as many world organizations.

1. Multiple Choice Questions (MCQ)

Strategies and skills related to scanning, skimming, reading for guests, inferentiation (comprehension of context) comprehension test etc. if the MCQ number can be set for testing if. Each MCQ item will carry 0.5 mark. However, depending on the level of difficulty some item may have one (1) mark as well.

When preparing MCQ items, questioners will ensure that students need to apply some reading skills or techniques to be able to choose the right options. Depending on the level of the learners, items will be set to test learner's lower order thinking skills (knowing and understanding) as well as higher order and more critical thinking (analyzing, synthesizing, and evaluating). Use synonyms in questions to avoid direct quotes from the original passage. Make the questions a little round so that the students think.

For Example

• Text : The Great Wall of China, one of the greatest wonders of the world, was first built between 220- 226 BC.
• Question : When was the Great Wall first (1st) built? (Don't make this type of question. Student will just the answer from the question paper as 'was born' is common in both the text in the question paper and the answer.)
• Question : What was the initial construction period of the Great Wall? (This question is Okey as learners has to understand that 'was built' and/or 'construction period' are same.)
• Students will write the question number and then just write a/b/c/d which indicates the correct answer. Complete sentences from the question paper are not required.
• The some text can be used for guessing the meaning from the context and Question Answer (open ended and close ended).

Please Note The Following Points When Setting up MCQ Test Items

1. Phrase stems as clearly as possible. Changing questions can generate wrong answer from students who do understand the material.
2. Avoid redundant words and phrases in the stem. External details make a question more complex and less reliable.
3. Include any language in the stem that you need to repeat in each answer option.
4. Options should be similar in and structure
5. The number of answer options should not be more than four.
6. Distracters must be incorrect, but plausible. Try to include common faulty distractor options.
7. To make distracters more plausible, use word that is familiar to students.
8. If a recognized keyword appears in the correct answer, it should also appear in some or all of the confusing ones. Don’t let an oral clue shorten your exam.
9. Avoid using extreme or vague words in the answers. Always, sometimes and never use very common extreme words like vague words or phrases and can usually be the answer.
10. Avoid using All of the above or None of the above as an answer choice.                              (The following classification guidelines should be followed in MCQ design.)

 

MCQ for grades 6, 7 and 8
Altogether ten (10) MCQs will be set. Each MCQ will have 0.5 mark or (half mark) for a correct answer. There should be six (6) MCQs an vocabulary test (guessing meaning from the context) and four (4) MCQs on answering questions (scanning for specific information, search reading, deducing the meaning of unfamiliar words). Eight (8) MCQs as given in NCTB Simple Question. Thus the marks distribution will be:

• Vocabulary 0.5 x 6 = 3
• Questions   0.5 x 4 = 2
• Total                         = 5

Altogether seven (7) MCQs will be set. Each MCQ will have 1 (one) mark for correct answer. There will be two (2) MCQs on vocabulary test (guessing from the context and inferencing) and five (5) MCQs on answering questions (skimming, reading for main ideas and supporting details, reading to info meaning). Thus the marks distribution will be:

• Vocabulary 1 x 2 = 2
• Questions   1 x 5 = 5
• Total                      = 7

2. True/ False Questions

True/ False questions are usually used to measure the ability to identify whether a statement of truth is true. The questions are usually a declarative statement that the student must or must judge as true or false.

Follow the general guidelines below when writing true/ false items for your students:

1. Base the item on a single idea.
2. Write items that test an important idea.
3. Avoid lifting statements right from the text.
4. Make the statements a brief as possible.
5. Write clearly true or clearly false statements.
6. Try to avoid such words as all, always, never, only, nothing, and alone.
7. The use of words like more, less, important, unimportant, large, small, recent, old, tall, great, and so on, van easily lead to ambiguity.
8. State items positively. Negative statements may be difficult to interpret. This is especially true of statements using double negatives. If a negative word, such as "not" or "never" is used, be sure underlie or capitalize it.
9. Beware of detectable answer patterns.

3. Match The Parts of Sentences

There is no need for separate text lessons to match. The question itself will have a context after the texts of Part B and Part B have been properly matched. This column may contain A number of texts i. ii. iii, iv ........ and may be text in B column a, b. c, d ........  Students only match numbers in two columns, such as (in column A) i. ii. iii. iv etc. and a, b, c, d etc. (in column B). You can also use three (3) columns with texts to match.

4. Gap Filling With/ Without Clues

The text of the gap- filling activity is separate and complete. The text of this item will also have a meaningful context. There will be five gaps in the text. The gap can be used in the article, preparation or any other part of the passive speech as there are separate tests for it. A question setter will choose one particular item mentioned earlier to set a question and use a gap at the particular place. 

For Example- if the question setter wants to test the article then there will be a gap at the position of a, an, and the or before a noun that dose not take any article. For a question of three (3) marks, there will be six gaps in the text; for four (4), there will be eight (8) gaps; and for five (5) marks there will be ten gaps.

Follow the guidelines when writing gap filling test items:

1. Prepare a scoring key so that there are all acceptable answers for each item.
2. Prefer single word or short phrase answers.
3. Beware of open questions that invite unexpected and reasonable answers.
4. Make all the blanks of an equal length.
5. Avoid grammatical clues such as "an."
6. Place the blanks near the end of the statement. Try to present a complete or almost complete statement before responding.
7. Limit the number for blanks to one or two per sentence. Statements with too many blanks waste item as students figure out what is being asked.
8. If a numerical answer is called for, indicate the units (e.g. currency) in which it is to expressed. 

5. Close Test With/ Without Clues

Close examination is a blank activity that assesses students' comprehension of vocabulary and knowledge of paragraphs or grammatical items in the text. In close tests there are recurrent gaps at every fourth (4th), fifth (5th), sixth (6th) or seventh (7th) word. If the first gap, for example, is used at the fifth (5th) place, all through the text the gap will be at the fifth (5th) place. Unlike the gap filling activity that tests a particular grammar item (as appropriate preposition, article, pronoun, or verb) it is a test for vocabulary (key words) in general. This is why gap filling activity in the reading section is usually a close test. In contrast, gap filling activity is merely a grammar test item.

A close test with fifth (5th) marks will have ten gaps (5 for each gap). Considering the level of difficulty close tests without clues a grade ten (10) can have five (5) gaps (1 mark for each gap).

In case of answering the question, an examinee does not need to reproduce the text in the answer script. It is enough to write the missing word with the corresponding question number. 

However, the whole text with suitable words in the gaps will neither earn any extra credit for discredit.

6. Information Transfer

Depending on the difficulty and length of the text, data can be transferred from the same text and true/ false questions can be set. However, if the text is too small, do not use the some text for both the tests as the content will be inadequate for sitting questions. Make sure there is no overlapping or duplication in the question you set. Alternatively you can use two different texts for these two test items.

The marks allocated for information transfer is 1 x 5 = 5 or 0.5 x 10 = 5 (depending on the level of difficulty)

7. Substitution Table

It's a grammar test item. It tests whether students can form grammatically correct sentences by following certain structures/s. It's different from matching item. In matching there might be equal number of texts in each column in a table and students need to make sentences using a text from each column. In the case of designing the test item, the questioner can write the texts in column A in such a way that the hierarchical arrangement of the sequence creates a context. 

In a substitution table, depending on marks, there will be four or five (4 or 5) texts in the left column, one or two (1 or 2) grammar words that shows she form in the middle column, and extensions at the right column. Every meaningful sentence made using the text and the logical word will have merit.

8. Gap Filling With Right Forms of Verbs

Sentences will be written in the essay on the question paper. Some verbs can be omitted or given in parentheses without any form. A list of verbs will be provided separately in a box if verbs are omitted completely from the text. Students will use the verb in place of their correct forms according to the context of the work and other grammatical considerations. 

Alternatively the base form of the verb can be provided in the first parentheses.

Students will write the correct answer with the question number. 

However, if someone uses the text with words in the space, it should be taken as the correct answer.

9. Changing Sentences

A text be designing with a certain context. The first sentence will contain instructions on how to change them in a few sentences of the text. Depending on the marks in the test item, students will be asked to change five or ten (5 or 10) sentences. Students will simply write the changed sentence as their answer. They can write the changed sentence in the given text.

10. Rearranging 

Measures the ability of rearranged students to organize some isolated sentences into coherent and coherent texts. Use ten (10) detached sentences for classes six, seven, and eight (6, 7, and 8) (See the sample questions for these grades). For SSC, Ss will rearrange eight parts of a story/ passage (See the simple question for SSC). Test sequence of the answer very. If the answer varies and each variation has a full meaning, redesign the test. Use connecting word/ sentence connectors to connect and maintain consistency with text. Students do not need to reproduce the text in their answer scripts. If they sort the corresponding serial of writing correctly (such as b. d. a, f or v, iii, vi. i ..... etc), they will get full credit. Please note that the purpose of the test is to organize the sentences here, not to copy the texts from the questionnaire.

However, if a student comes up with a sentence in random writing, there is no need to punish him. Students will get credits for the correct answers. The test has nothing to do with the texts used in the previous test items.

11. Writing Summary

Use a text not exceeding 150 to 200 words for classes six to eight (6 to 8) and not exceeding 300 words for classes nine-ten (9-10) in the question paper. Students will create a summary using one-third of the words in the given lesson. For example, if the original text contains 150 words, students will create a 50- word summary. 

However, 5% plus minas is okay. This answer should be written in random text, not in individual sentences. There is no question of counting short sentences. So do not mention in the questionnaire how many lines or sentences will be used to create the summary. The number of words used here is important. Make sure they are writing in their own language, not copying specific sentences from the text. Practice avoiding examples or explanations when writing briefly. A new text should be given to create the summary. No text used in previous test items can be used here.

12. Writing a paragraph answering questions

Make sure while answering questions your students will be guide to write a well structured paragraph. In other words, if the students answer the question correctly, there will be a paragraph of appropriate sentence box to follow the argument/ idea to support the subject sentence and the decision to summarize the content and what is said in the body. There cannot be any new ideas in the conclusion.

However, if there are five (5) questions to answer, it does not mean that students will write only five sentences. They will use sentences at their discretion but the whole paragraph will answer the question. If there are ten (10) marks for this item, learners should be able to make at least ten (10) sentences. The word limit for classes six-seven (6-7) is 150 words, for class eight (8), it is 170 words, and for nine-ten (9-10) it is 200 words at least. 10% plus minus can be accepted. Keep an eye on the content rather then the mechanical calculation of sentences. 

Assess the paragraph from different aspects such as grammar, ideas, organisattion of ideas, communication, punctuation, and spelling. Do not evaluate in paragraph only from the point of view of grammatical accuracy. Regarding the composition writing in paper two (2) (which is structurally an essay) the word limit will be 250 for classes six-seven (6-7), 300 for class eight (8), and for nine-ten (9-10).

13. Completing a Story

The question paper will start with a story. Students will continue the story and complete it. The answer will very here. Completing a story when given at classes six-eight (6-8) should be more guided (See sample question for class 6-7.) Where the question does not just start a story but provides some clues for the expansion of ideas. Students will complete the story following the clues. It is a good idea for students to have no word limit when evaluating a paragraph from different angles such as grammar, concept, communication, organization, etc.; Don’t just evaluate the paragraph from the point of view of grammatical accuracy. 

Furthermore, the use of solidarity (interconnection of sentences) and solidarity (transition from one concept to another) is important here. The word limit here would be like writing a paragraph.

14. Open- Ended Questions

Open ended or essay format question are excellent for measuring higher level cognitive learning and overall comprehension of a reading text/passage. They allow students to select materials for their feedback, organize their thoughts in a logical way, and present their ideas on a given topic. Overall, these types of experimental questions allow teachers to test for a broader understanding of a reading item.

• Make sure the test question clearly states the answer you want from the student. For example, "Discuss the results of environmental pollution" is a weak test question. However, "Describe the possible effects of environmental pollution on the people of the coastal areas of Bangladesh" or what are the causes and effects of environmental pollution on the people of the coastal areas of Bangladesh? This is a much better test question, as it clearly gives the student something to compare and contrast in a concentrated area.
• If you are looking to test comprehension, a good opening line for the test question is, 'Explain the following ...."
• If you are seeking to test the student's ability to analyze a concept, a good opening phrase fir your test question is, 'compare and contrast ...... "
• Don't give students the option to pick 2 or 3 questions from among five (5). This can add confusion for students and complexity for the teacher during grading in the classroom. This type of test format often compromises the validity and reliability of the test.
• Here you are sitting recalling questions, design the question in a way so that examinees do not have opportunity to pick answers by matching the vocabulary in the question and answer.

 

The following classification guidelines need to be followed to decide the questions in the question setter :

• Grades 6-8: There will be five (5) open ended questions each bearing 2 marks for the correct answer. There will be two (2) questions fir recalling answer, 2 questions to check students' understanding, and 1 (one) question for analyzing information.
• Grade 9-10 : There will be five (5) open ended questions each bearing 2 marks for the correct answer. There will be 1 (one) question to recall answer, 2 questions to check students' understanding, 1 (one) question for analysing information or evaluating something. 

15. Dialogue Writing

In real life, a dialogue is the exchange of information. This should be reflected in the dialogue written by the test provider. A dialogue cannot be a mere combination of fragmented sentences or snappy phrases or collocation like Hi/ Hello/ Yes/ No/ Very/ Good/ Thank you/ Welcome/ See you/ Bye etc. The full sentence must contain some questions and answers. A dialogue has to contain at least five (5) questions and their answers or ten (10) exchange of statements including some questions in full sentences other then greetings.

16. Writing Letters/ E-mails

If it is informal letter, content is important. If it is an official letter, both the content and the form are important. The official letter can be written in British style (Indicated for a place at the beginning of each paragraph, date in the top right corner, name in the bottom right corner) It can also be written in American style (All paragraphs in a line without indenting, date name everything at the left hand corner). An envelope or stamp photo is not required but the address can be written.

However, if a student provides them, it will not earn any additional credit or penalty.

For e-mails, students enter the email id, subject and content as incorrect genuine emails. Students should be taught in class that there should be sufficient margins in the answer script. However, if there is no margin in the answer script, there will be no penalty for any examinee. Margin has nothing to do with the evaluation of the answer.

The word limit should be mentioned in the question paper. Again the word limit is 150 words for classes 6-7, 170 words for class 8, and 200 words for classes 9-10 with 10% plus minus.

17. Describing Graphs and Charts

Graph should be authentic. Teachers can collect charts from various sources such as newspapers, magazines, books or the internet. Alternatively, teachers can use authentic data and create simple charts by themselves. Specific language skills are required to describe graphs or charts. 

Graphs and charts presented in the textbook show it. An indicator of answer scripts should monitor whether those languages ​​are used. Answers will include the written presentation of data shown in the graph following by a concluding remark. A word limit should be specified to describe a graph or chart of a question setter. Do not ask students to create a graph on the answer sheet. They will simply describe it.