Objective Test

Objective tests are intended to measure abilities.  In order for the test to be objective, it must be scored without bias or judgment.  Objectivity does not hinge on material being tested, questions, or structure of the test, but on the scoring procedures.  An objective test must be valid, which is not completely possible, unfortunately (Does it measure what it is supposed to measure?). It must be reliable or replicable (Does it produce the same results on re-tests and with similar cohorts of students?).  Lastly, it must be fair (Does it ensure that everyone has an equal chance of getting a good assessment?).  Even alternative assessments can be objective if the outcome is graded based on set criteria, previously identified, based on specific learning objectives.  Remember reliability, validity, and fairness; key components!
Read more: Assessment http://www.learningandteaching.info/teaching/assessment.htm#ixzz1Km9Rr9RP
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Types of Objective Assessment Questions:

Multiple choice questions (MCQs) are the traditional 'choose one from a list' of possible answers.

True/False questions require a student to assess whether a statement is true or not.

Assertion-Reason questions combine elements of MCQ and true-false.

Multiple response questions (MRQs) are similar to MCQs, but involve the selection of more than one answer from a list.

Graphical hotspot questions involve selecting an area(s) of the screen, by moving a marker to the required position. Advanced types of hotspot questions include labeling and building questions.

Text/Numerical questions involve the input of text or numbers at the keyboard.

Matching questions involve linking items in one list to items in a second list.

Sore finger questions have been used in language teaching and computer programming, where one word, code, or phrase is out of keeping with the rest of a passage. It could be presented as a 'hot spot' or text input type of question.

Ranking questions require the student to relate items in a column to one another and can be used to test the knowledge of sequences, order of events, and level of gradation.

Sequencing questions require the student to position text or graphic objects in a given sequence. These are particularly good for testing methodology.

Field simulation questions offer simulations of real problems or exercises.  Other question types require students to identify and/or manipulate images. Students may be asked to plot a graph, complete a matrix, draw a line, or build up an image using parts provided.

More information about assessments: http://schools.utah.gov/curr/science/Perform/PAST3.htm
Guidelines for constructing effective alternative assessments: http://ctl.byu.edu/showCollection.php?&pageUID=faPVHjlsf0gM&mainCategoryUID=3cWTQBMJazSk

Technology Infused Classroom

Technology influences how and what we teach and evaluate.  Technology requires that we re-evaluate some of what we have and are teaching to determine what should be eliminated or revised.  Technology forces us to think in a different way about how we understand our world.  Technology can greatly influence how any subject is taught, including math.
Technology can be used to eliminate repetitive paper-and-pencil computations (addition, multiplication, division, decimals, and fractions, e.g.).  Calculators and computers can perform the most redundant tasks more effectively.  Students can learn to see the connections between skills through technology based projects (Map Quest, online projects such as google earth lessons, digital simulations, virtual worlds, e.g.).  In these same setting students can apply their knowledge to real-world settings and problems.  These types of learning opportunities not only help students to connect the skills they've learned to real-world situations but make connections to other strands of mathematics.
As technology improves student learning by offering different modalities and giving students greater access to information, it also improves teaching.  Teachers can move away from rigid drill-and-practice mathematics and move toward inquiry-based technology focused assignments which help to bridge students' understanding with real-world applications.  Teachers can create meaningful assignments using technology (spreadsheet of city or fish populations to create box-and-whisker plots or circle graphs or predict future populations based on trends, create parabolas through dynamic simulations of real-world activities, group explorations using Internet search engines, reflective assessments with the use of discussion boards, blogs, Instant Messaging and chat rooms, differentiate based on student needs using Integrated Learning Systems and software, assess learning by allowing students to create authentic and personal multi-media presentations using Power-Point, e.g.
Effective use of technology has to power to change the way teachers and students function in a classroom.  Even creating greater opportunities for teachers, students, parents, administrators, and the community to connect and stay connected (websites, student and teacher blogs, remote conferences using Skype, e.g.). 
Technology can change every level and aspect of the educational process from enrollment, assessment, curriculum building, communication, teaching, learning, and more.  In the future, technology will become such a vital and focal part of the educational process that it will the be common thread of each and every facet.