SCENARIOS DEVELOPMENT, SELECTION AND VALIDATION FOR SCENARIOS-BASED FORMATIVE ASSESSMENT TO ENHANCE STUDENT ENGAGEMENT AND CRITICAL THINKING FOR A B.ED. HONORS COURSE

Abstract

The current paper describes the way a scenario-based assessment was chosen and created. It also covers the reviews by experts. How well it worked with students. This type of assessment is one way to help students learn better during their B.Ed. (Hons.) course “Research Methods in Education”. The paper focuses on the steps taken of just the end result for a scenario-based assessment. It shows how a set of tasks that were meant to check learning was made and used in the classroom. Based on what has been written about scenario-based learning and checking four steps are explained. These steps are connected to each other: choosing scenarios validating the scenarios using the scenarios for intervention and thinking about the contextual use. Seven ideas were generated from classroom situations. These tasks were looked at. Checked carefully by a group of three experts from two public teaching universities of Pakistan. The experts said the tasks were good in terms of what they covered how relevant they were and how easy they would be to use in teacher training classes. This made the set of scenarios ready for the next step. The paper shows, by looking at one study that's part of a bigger study for a doctorate how a thesis has many parts that each look at different stages of the research process for new PhD students. The effects, on how much students paid attention and how well they thought critically are not talked about here. These will be covered in parts of the doctorate work when the approach is used.