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EPB2034 TESTING AND EVALUATION IN EDUCATION

MORRIS MIDIN-KK1080219 Page 1

General.

1. Key terms in educational assessment is:

1.1 Educational Assessment .Assessment is a general term that includes the full range of procedures used to gain

information about student learning observation, ratings of performance or projects, papers

and pencil test and the formation of value judgment.

In my understand , assessment in education refers to about the level of student

understanding and mastery of teacher learning in the classroom.

Way of evaluation of student achievement in school is to expand the oral test in school,

quizzes exams each semester and forth. In the school plays own important role in the

evaluation handle any aspect of the class teacher, teacher assessment exams, and the

teacher at each subject

According to the ministry of education Malaysian, they assess student achievement

through the UPSR,PMR,SPM,STPM. At a higher level, the lecturer will be the student

performance assessment.

1.2Test.A test is a particular type assessment that consist of a set questions administered during

a fixed period of time. Assessment is a much more comprehensive than testing. Teacher

providing test questions to student, and through the teacher can assess student

achievement is student, student achievement, student achievement reflect mastery

through learning for example, if there are student who scored high marks then is already

excellence in learning sessions and if there are student whit low test scores the student of

a level that is still unsatisfactory in the following sessions. Say the word test, and what

most persons think of will probably be school examination college entrance examination.


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1.3 Measurement

Measurement is the assigning of numbers to the results of a test or other type assessment

according to a specific rule as example is counting, correct answer , awarding points for an

essay. Measurement is limited to quantitative description of student , the result are expressed in

numbers as example Alex correctly solved 35 of the 40 math problem.

Measurement can our do through evaluating ,analyze ,monitoring ,organize and making

decision. Measurement also can considering and evaluating and finally be statistic of data.

According to broader and ,perhaps clearer definition or measurement is a procedure for

assigning numbers, usually call of score to specified attribute of characteristic of persons in such

a manner as to maintain the real world relationships among the persons with regard to the

attribute being measured.

Reference

Nitko, A.J (1983), educational test and measurement An Introduction, New York , Harcourt

Braca jouanouich, inc

Note Testing and evaluation in education(2012), when retrieved(29.02.2012).


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2.Purpose and type of test

Used of test in certain classes of decisions, test are used for great many reason and test scores

serve as information for a variety of kind of decisions. It is helpful to review some of the

categories of decisions or situations, because the usefulness of a test will depend very much on

the type at decision contexts well, but not others.

2.1 purpose test is:

i. Diagnosis

Test conduct by teachers in school in the classroom will be able to provide feedback to

teachers about student knowledge and skills that were tough with the teacher can identify a

student progress at a satisfactory, satisfactory ,fair ,weak or no progress at all.

ii. Achievement

Test carried out at the end of teaching and learning can provide information on the level of the

student knowledge ,skills and attitudes conveyed by the teacher. In addition a valuation ,carried

out at the end of the study was to determine the grade for student as a whole for example is year

6(UPSR) form 3(PMR) form 5(SPM). Assessment at this stage more formal pattern with a view

ultimately to give certificates to the student.

iii. Selection and placement decisions

Test are often used to provide part of the information on which to base selection decision for

example is applicants for positions as hospital admitting clerks may take. Medical terminology

spelling test, a typing test ,a personal interview and complete an application blank containing

biographical information. When tests are used for selection, it is imperative to show that the

scores on these test bear a relationship to success in the program of job for which the intuition or

organization to select person.

Placement decision very need in test such school determination are placement decision and

are characterized as follow. Persons are assigned to different levels of same general types of

instruction or work.


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iv. Guidance and counseling.

Test will so be used for guidance and counseling to student who need it. Each student should

have the motivation to learn and if may be intrinsic/internal of a motivated student.

Such a study because they want something in depth will have a good track and will then pursue

higher.

2.2 Type of test:

i. Achiement test- The test may use to measure the extent to which a student can master the

topics that were taught teachers, who often test is given at the end of term or end of the school

year.

ii. Intelligence test- Used as a mental test, the test used to measure an individuals mental or

differences between individuals.

iii. Performance testis a test used to measure capacity/ efficiency of the students to do a job

that involves the manipulation of concrete objects and it requires student to several other tasks as

an additional measure.

iv. Diagnostic testis a test used to identify the problems faced in teaching and learning process

and also to determine the souses that causes the occurred.

v. Efficiency test and Aptitude testis a test used to measure student ability or efficiency of

someone performing a task. Aptitude testis a test used to make prediction about the talent or

field by a student and as a result of this test can be used for students to choose on appropriate

field of study for him.


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Reference

Nitko, A.J (1983), educational test and measurement An Introduction, New York , Harcourt

Braca jouanouich, inc

Gay ,L.R(1985). Education and evaluation and measurement. Competencies for analysis and

application.2nd

ed. Charles E. Merril. when retrieved(6 march 2012)

Linn, R.L & Gronlund, N.E(2000) . measurement and assessment in teaching.(8th

.Ed.) new

Jersey: printice Hall. when retrieved(4 march 2012).


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3. Teacher responsibility in testing.

i. Create teacher goals based on learning and teaching.

Teacher needs to transfer knowledge to student based on their knowledge, experience,

ingenuity and abilities. Learning and teaching is a tool how to student get the knowledge because

all of student come from different background, abilities, attitude, amount of knowledge and

aptitude. So, teachers should to know what is the best way for their student catch given by

teacher.

ii. Providing kind of testing.

The multiple-choice test one of the Fixed-choice tests, the item widely used, highly efficient,

objective scoring, high reliability and cost effective. Complex performance assessment such

written essays, open-ended mathematics, laboratory experiment, orals presentation and projects.

Regarded as authentic assessment and reflect long-term instructional goals.

iii.Examine and counting correct answer and awarding point for an essay.

Teacher could to measure the performance of student in testing. For example, student correctly

solved 10 of the 20 mathematics problems and describing several point in essay with the fact or

possible reason. In the pedagogy, Mastering Learning when student scoring 80% of the 100%

question.

iv. Get feedback from student.

Based on the testing result teacher can conclude the achievement of student either their

mastering learning. In other hand, teacher can evaluate their abilities of student based on their

solving the assignment. Teacher also, get the feedback from the student when their student give

reason the question is so hard or I dont how to answer and lot of reasons.


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v. Develop of student abilities.

Encourage student to develop comprehensive knowledge of specific facts. Development of

understanding and thinking skills, For example, student are given freedom in making their

responses, permit to decide which fact they think are most pertinent or select their own methodof organization and to write as much as necessary for a comprehensive answer.

Reference:

Note EPB3024 Testing and Evaluation in education(2012) When retrieved(6 march 2012).

Http:/ www.natd. Org./code of professional Responsibilities.html.when retrieved(6 march 2012)


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4.Sample of tests.

i.

Achievement test.

Determine whether the underlined word is an adjective or an adverb. Remember: adjectives

modify nouns or pronouns. Adverbs modify verbs, adjectives, or other adverbs.

1. Omar was earlyfor the interview.A. adjectiveB. adverb

2. The children ate greedily.A. adjectiveB. adverb

3. Please go to the grocerystore and buy some milk.A. adjectiveB. adverb

4. Mark studies very hard.A. adjectiveB. adverb

5. Jamie is quite smart.A. AdjectiveB. Adverb

6. Tom felt sorry for his pastmistakes.


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A. adjectiveB. adverb

7. Mike's new girlfriend is friendly.A. adjectiveB. Adverb

8. We spent the money tooquickly.A. adjectiveB. Adverb

9. Phoebe is an onlychild.A. adjectiveB. adverb

10.Danny was an exceptionallysmart child.A. adjectiveB. Adverb

Identify the part of speech for each of the underlined words in the reading.

From "The Boy whose Identity went Missing"

Marcus (1) woke up in a sweat. (2)Whowould play (3) meif they made a movie of my (4)

life? Of course, no one (5) wasgoing to make a movie of his life, at least not yet. But Marcus

was (6) totallysure that someday someone would make an (7) epicfilm about his life. Marcus

(8) alwaysthought that the (9) brilliantactor, Bill Pratt, would play (10) him. Since the (11) age

of nine, Marcus thought Pratt had (12) everything that would bring out Marcuss (13) best

qualities. He was sure never to miss any of Pratts films.


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The (14) problem, however, is that Pratt has (15) recentlybeen playing a (16) lousycharacter in

a science-fiction romantic (17) comedy, The Intergalactic Lover. It was upsetting enough when

Pratt (18) startedthis series, but despite poor box office returns, he has (19) mistakenlychosento act in part four of this series. And in the new movie, he (20) falls in love with a (21) five-

leggedwoman from Jupiter. They fall madly in

love, but as they (22) enterPratts (23) shiny red space cruiser, the Jupiterians jealous lover

from Xeron enters the scene. Marcus walked out of the theater at that point. (24) No longer

could this (25) hackof an actor play such an important role as Marcuss character in his biopic.

This (26) leftMarcus in a dilemma. He didnt know (27) howto act once he got out of bed. For

the last eight years (28) every action he performed was made with the thought of how would

Pratt be able to replicate the (29) behavioron screen. Now (30) whatdid he have?

ii.

Aptitudes test.

Total questions : 14

Time allowed : 3 mins

1. Ocean is to Pond as Deep is to

Shallow Well Sea Lake

2. What does Frozen mean?


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Glued Liquid Solid Water

3. What means the same as Portion?

Whole Part Chip None

4. Wise is to Foolish as Vain is to

Modest Pretty Conceit Proud

5.Acquiesce is the opposite of

Clumsy Obstacle Quit Protest

6. Sentence is to Paragraph as Word is to

Letter Sentence Paragraph Phrase

7. Which is the odd one out?

Seminal Germane Preoperative Derivative

8. Never is to Seldom as Always is to


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Occasional Usual Often Every time

Attitude/Personal Test.

Situation 1.

You are on a flight to an unfamiliar, rural airport. Flight service states that VFR flight is not

recommended since heavy coastal fog is forecast to move into the destination airport area about

the time you expect to land. You first consider returning to your home base where visibility is

still good, but decide instead to continue as planned and land safely after some problems. Why

did you reach this decision?

a. You hate to admit that you cannot complete your original flight plan.

5 4 3 2 1

b. You resent the suggestion by flight service that you should change your mind.

5 4 3 2 1

c. You feel sure that things will turn out safely, and that there is no danger.

5 4 3 2 1

d. You reason that since your actions would make no real difference, you might as well continue.

5 4 3 2 1

Situation 2.


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While taxiing for takeoff, you notice that your right brake pedal is softer than the left. Once

airborne, you are sufficiently concerned about the problem to radio for information. Since strong

winds are reported at your destination, an experienced pilot who is a passenger recommends that

you abandon the flight and return to your departure airport. You choose to continue the flight andexperience no further difficulties. Why did you continue?

a. You feel that suggestions made in this type of situation are usually overly cautious.

5 4 3 2 1

b. Your brakes have never failed before, so you doubt, that they will this time.

5 4 3 2 1

c. You feel that you can leave the decision to the tower at your destination.

5 4 3 2 1

d. You immediately decide that you want to continue.

5 4 3 2 1

iii. Oral test.Sample oral exam: Roseland Gear Works (budget 30 minutes)

Do not look at the sample exam until you have read the instructions below. For the oral exam,

you will be asked to explain how you would handle a communications problem at the Roseland

Gear Works. You will be given 15 minutes to review the materials provided for this exam. These

include basic facts about the company and supporting reports, messages, memos and articles.

You may write on the materials or make notes as you see fit. The proctors will collect your notes

and all other materials at the end of the oral exam. Following your review of the materials, you

will be asked to make an informal, seven- to ten-minute presentation to the examiners. Your


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presentation should describe the problem as you see it, the general solution you'd propose and

your supporting rationale.

In addition to the information given, you may supply whatever facts or assumptions you deemnecessary and logical under the circumstances. Just make sure to clearly state what they are, so

the judges can take them into account in evaluating your presentation. Begin your 15-minute

preparation period when you finish this paragraph. Do not exceed the allotted time. For purposes

of self-evaluation, you may find it helpful to record your presentation, then review the tape and

grade yourself in accordance with the evaluator's guidelines. Be fair to yourself. Don't look at the

evaluation guidelines until you have completed the oral exam. After you've recorded your

presentation, look over the guidelines for content and then grade your taped presentation.

Facts about the Roseland Gear Works

1. You are the communicator at Roseland Gear Works. You work directly for the plantmanager, Jack Johnson, who is out of the office most of the day, attending a planningmeeting of the Minority Business Development Division of the Chamber of Commerce.

He is expected back at the plant today at 4 p.m.

2. You have been employed at Roseland Gear Works for only one week. Johnson hired youbecause he felt his quarterly "open forum" meetings with employees were "just gripe

sessions." The open forum meetings were the only formal communications medium in

place when you joined the organization. In community relations and with the outside

media, Johnson says he's tried to stay "low profile, to keep our name out of the papers."

3. Roseland Gear Works has 327 employees, making it the largest industrial employer inRoseland County.

4. You've been out of the office all day on unavoidable personal business. You've justreturned to the office at 3:30 p.m. and find the following materials on your desk.


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5.Features of schoolbased assessment(SBA) and central-Based assessment.

5.1 Purose school-based assessment

I Outrace the development of a comprehensive student.

ii .Identify strenghs and weaknesses in the early study from time to time.

iii.Determined the effectiveness of teaching

iv.teacher can plan and modify instruction

v.Teachers are also able to carry out the appropriate action immendiately

5.2 Features of the school-based assessment.

i. School based-assessment is from of assessment and evaluation carried out in schoolsii. It is managed and administered as planned in accordance with procedures set by the

Malaysian examination board

iii. Divided into formscoursework assessment format: AWERE and school based oralassessment(PLBS)

5.3 Coursework/ aware.

i. Candidate are assessed through the many varieties skills in the context of teaching andlearning situations

ii. LPM provide guidanceiii. LPM,JPN,PPD appointed watch/coordinatoriv. Scoring and reporting by schoolsv. Score are send by schoolsvi. Scores are sent to the LPM


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vii. School issue.

5.4 Oral schoo-based assessment (PLBS)

i. Candidates are assessed through the many varieties skills in the context ofteaching and learning situations

ii. LPM provides guidanceiii. LPM,JPN,PPD appointediv. Scoring and reporting by schoolv. School issue

5.5 Principle of school-based assessment.

i. Planned at the school level refers to the following plan:Student will be assessed, when the evaluation is done, the frequency of assessment,

who is involved in the assessment, selection or construction of assessment instrument,

scoring, grading and reporting is made by the school according to the guide for the

subjects PBS.

ii. Administered school level refers to the process of assessment and informationgathering efforts undertaken by the appraiser teachers involve in student learning and

management evident.

iii. Graded at the school level refers to the process of assessment based on the scores tothe scoring scheme.

iv. Reported refers to the formulation of school level scores by teacher appraisers toobtain the level of proficiency.


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v. The formulation of scores will be made on the basis of formulas set by the gradingrules that have been built

vi. Framework set refers to the principles and concept of school-based assessment.

5.6 Aspect of evaluation

i. Creativity-for example design and Paintingii. Science process skills-for example observing, are making inferences.iii. The behavior and practices-for example help, self-reliant.iv. Attitudes- for example Eager to learn , hard workv. Health and fitness-for example healthy, vibrant and activevi. Kinesthetic skills-for example sport, creative movesvii. Talent and interests- for example commitment to do something, an edge in

afield.

B) CENTRAL-BASED ASSESSMENT

Example of central-based assessment:

i. Ujian penilaian sekolah rendah(UPSR)ii. Penilaian menengah rendah(PMR)iii. Sijil pelajaran Malaysia(SPM)iv. Sijil pelajaran tinggi Malaysia(STPM)

Conducted by.

i. Lembaga peperiksaan Malaysia(LPM)ii. Majlis peperiksaan Malaysia(MPM)iii. Kementerian pendidikan Malaysia(KPM)


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As additional.

The result are can provide information based on performance students across the country.

School-based assessment and central-based assessment is complementary in the evaluationsystem.

Reference:

http://bmm3103nursarahpsv.blogspot.com/2010/11/tajuk-13penilaian-berasaskan-sekolah.html

when retrieved 10 march 2012 on Saturday.


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B.TEST PRODUCTION

1. Planning for test

1.1 Overall test plan.

Knowledgeable in mathematic is important in our daily life. Mathematic is one of important

subject in Malaysian educational syllabus. Mathematic are introduced to student science in

primary school but it seems to be not appreciated by many students and majority of the society

until it is needed. To make student understand what is mathematic actually and interested to themathematic, we had decided to do a test on mathematic subject to.

I was suggest and study KBSR syllabus, record book, teaching material teacher at Kota Kinabalu

high school in order to retrieve all information about the mathematic. These purposes to give an

idea and guidelines like what should be doing at first until the end for our group before

administrated a test.

After all the information obtain we plan to construct questions from form four mathematic

syllabus chapter one to chapter five because from the interview made teacher tell us that he

already though student until chapter five . we construct a multiple choice question(MCQ) and it

consists of 40 questions. We then decided specific issues like how long the best will last, how

many items each section will contain, who will set which items, what the best construction,

vetting, printing and marking schedule will be. We conducted this mathematic test at Kota

kinabalu high school on the 7th

April 2012. This test was given to 40 students and the test will

last for one hour and fifteen minutes. Lastly, we collected all the test paper and mark all the

questions accordingly and get the final percentages.


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CURRICULUM COGNITIVE LEVEL

CONTENT Knowledge Understanding,

Comprehension

And application

Analysis(higher

mental process)

Total

(total of

the

question)

CHAPTER SUBTOPIC

Chapter 1:

Standard

from

i) significant figures

ii) standard from

7.5% 7.5% 7.5% 3

Chapter 2:

Quadratic

Expressions&

Equations

i) Quadratic

expressions.

ii) Factorisation of

Quadratic Expressions

iii)Quadratic Equations

iv)Roots of Quadratic

Equations

20% 20% 20% 8

Chapter 3

Sets

i) sets

ii) subsets ,universal sets

& complement

iii) Operations on set

15% 15% 15% 6

Chapter 5

Mathematical

Reasoning

i) statement

ii) Quantifiers

iii) Operation On

statement

iv) implications

v) argument

vi)Deduction&Inductions

5% 5%


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Chapter 5:

The straight Line

i) The gradient of

straight line.

ii) Gradient of astraight line in

Cartesian

coordinates

iii) intercepts

iv) Equations of a

straight line

v) Parallel lines

15% 6

Chapter 6:Statistic

i) class intervalsii) Mode& mean of

Grouped Data

iii) Histogram

iv) Frequency

polygon

v) Cumulative

Frequency

vi) Measures of

dispension

2.5% 1

Chapter 7:

Probablity

i) sample space

ii) event

iii)probability of an

Event

7.5% 3

Chapter 8:

Circles 111

i)Tangents to a

circle)

ii) Angle between

tangent and a

chord.

12.5% 5


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Chapter 9

Trigonometry 11

i) The Values of sin,cos and Tan

Graph of sine,cosine and tangent.

5% 2

Chapter 10

Angles of Ele-

Vation and Dep-

ressions angels of

elevation

i) Angels Of elevation 5% 2

Chapter 11:

Line&planes in 3

dimensions.

5% 2

Chapter 1-11 TOTAL 100% 40

Percentage count: The total of questions x 100

_______________________

40( total of the Questions)

Examination Configuration: All Multiple Choice Questions.

Reference:

Http://www.moraviaworldwide.com/en/services/testing-engineering/test- planning-

strategy/When retrieved( 20 March 2012)

Http://www.bced.gov.bc.ca/exams/specs/grade12/ama/08 table specs.pdfwhen retrieved (20

March 2012)
http://www.moraviaworldwide.com/en/services/testing-engineering/test-%20%20planning-strategy/http://www.moraviaworldwide.com/en/services/testing-engineering/test-%20%20planning-strategy/http://www.moraviaworldwide.com/en/services/testing-engineering/test-%20%20planning-strategy/http://www.bced.gov.bc.ca/exams/specs/grade12/ama/08%20table%20specs.pdfhttp://www.bced.gov.bc.ca/exams/specs/grade12/ama/08%20table%20specs.pdfhttp://www.bced.gov.bc.ca/exams/specs/grade12/ama/08%20table%20specs.pdfhttp://www.moraviaworldwide.com/en/services/testing-engineering/test-%20%20planning-strategy/http://www.moraviaworldwide.com/en/services/testing-engineering/test-%20%20planning-strategy/


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TEST ADMINISTRATIONS

Guiding principles for test administration

To ensure that testing conditions are suitable for all test taker is a principle for test admin. There

are few influences that may affect the reliability and validity of an assessment procedure. For

example .noise in the testing room, poor lighting inaccurate timing and damaged test equipment

may adversely affect test takers. Staff should ensure that the testing environment is suitable and

that the testing environment is suitable and that administration procedures are uniform for all test

takers.

Besides that, use only assessment procedures and instruments that have been demonstrated to be

valid for the specific purpose for which they are being used. Validity is the most important issue

in selecting assessment tools. It refers to the characteristic of assessment instrument measures,

and how well the instrument measures the characteristic. Validity is not a property of the

assessment instrument itself, it relates to how the instrument is being used. A tests validity is

establish in reference to a specific purpose, it may not be valid for different purpose.

Use only assessment instruments that are fair to all groups. Using fair tests will help

examiner select a qualified and diverse workforce. Employment decisions based on tests that are

biased are likely to lead to unfair and illegal discrimination against members of the lower scoring

groups. Examiner should review the fairness evidence associated with assessment instruments

before selecting tools by examining the test manual and independent test reviews.

Provide reasonable accommodation in the assessment process for people with disabilities is

also the principle of admin. These function to ensure that qualified individual with disabilities

have an equal chance to demonstrate their potential, accommodations in assessment process may

demonstrate their potential, accommodations that can be made without invaliding test results. If

reasonable accommodation involving test administration cannot be made. Consider alternative

assessment strategies.


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Guiding principles for test administration.

To ensure that testing conditions are suitable for all test takers is a principle for test admin. There

are few influences that may affect the reliability and validity of an assessment procedure. For

example, noise in the testing room, poor lighting, inaccurate timing and damaged test equipment

may adversely affect test takers. staff should ensure that testing environment is suitable and that

administration procedures are uniform for all test takers.

Beside that, use only assessment procedures and instrument that have been demonstrated to bevalid for the specific purpose for which they are being used. validity most important issue

selecting assessment tools. It refers to the characteristic of assessment instrument measures, and

how well the instrument measure the characteristic . validity is not property of the assessment

instrument itself, it relates to how the instrument is being used. A tests validity is established in

reference to a specific purpose; it may not be for different purposes.

Use only assessment instrument that are fair to all group. Using fair tests will help examiner

select a qualified and diverse workforce. Employment decisions based on test that are biased arelikely to lead to unfair and illegal should review the fairness evidence associated with assessment

instruments before selecting tools by examining the test manual and independent test reviews.

Provide reasonable accommodation in the assessment process for people with disabilities is also

the principle of admin. These function to ensure that qualified individual with disabilities have

an equal chance to demonstrate their potential, accommodations in the assessment process may

be necessary. For example administering a Braille version of a test allowing extra time to

complete the test or supplying a reader may be made without invalidating test results. If

reasonable accommodation involving test administration cannot be made, consider alternative

assessment strategies.

Reference: http:www.spreadcorp.org/ajote/vol1-kundo%26mangambo.pdf( when rewrite 19

march 2012)


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Procedures in test administration.

Before test

Security of testing instrument: all test materials used in the assessment process. Whether

paper and pencil or computer-based must be kept secure. Lack of security may result in some test

takers having access to test questions before the test, thus comporting the quality and

invalidating their scores. To prevent irregularities, test administrators should. For example, keep

testing materials in locked rooms or cabinets and limit access to those material to staff involved

in the assessment process. Test security is also a responsibility of test envelopers to ensure the

best is not compromised.

During test

Giving instructions or clarifications. When an examiner announces that there will be one hour

and the half to compete the question and then talks for the first five minutes, examinees feel that

they are being unfairly deprived of exam time. Discourage cheating. When there is good teacher-

student rapport and students view tests as helpful rather than harmful, cheating are usually not a

problem. Under other conditions, however, it might be necessary to discourage cheating by

special setting agreement and careful supervision. Candidates receiving unauthorized assistance

from other examinees during an examination have the same deleterious effect on validity of test

results and class morale as does receiving special hints from the teacher. We are interested in

pupils doing their best; but for valid results, their scores must be based on their own unaided

efforts. Careful proctoring of the testing session, such as, periodically.

After test.

Exam process must be in arrangement until the end of examination. The exam tools should be

secure handed or collected by teacher. Make sure the students answer paper be counted to ensure

the amount of answer paper same with the attendance. This action will help examiner to avoid

from any answer paper being missing.


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Guiding principle in marking

This mathematic question consists of 40 items of question. The question provided is come out

from chapter 1 until chapter 5 from 4 text book. The format of this question is multiple choice

questions MCQ.

This kind of marking system will assess the candidate who taking this exam paper to

understand or know what is the correct answer for each kind of question paper or answer booklet

is return back.

The marking system also helps the administrator to grade the student. Below is the way or

method how to mark the student answers for question paper or answer booklet.

Marking Scheme.

- Tick / tick question that correct answers by the student.- Tick X on question that having incorrect answers by the student.- Circle O the correct answer if student remind incorrect answers for each question.- Each question awarded 1 mark will be given and then for wrong answer no mark or 0 will

be given.

- After finish marking the question answer paper or answer booklet, count the correctanswer then divide by amount of question and multiply by 100%. The purpose of this is

to know the achievement of student in percent. The formula as below.

Correct answer x 100Amount of question provided

Example: let say: question=40

: correct answer =35

So that: 35/40 x 100 = 87.5%

Student gets 87.5% achievement.


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ITEM ANALYSIS

Item1

( Question 1)

Group A B C D Omit Index difficulty Index discriminations

Upper 0 0 5 5 0 5/10 + 4/10=9/10

0.45 x 100% =45%

5/10-4/10=1/10

=0.1Lower 0 0 4 6 0

Since the index difficulty of this items>0.25, so that the question is easy and could be use for

future administrations.

Item 2

( question 2)


Upper 0 2 0 8 0 2/10 + 9/10=11/20

0.55 x100%= 55%

2/10-9/10=-7/10

=-0.7Lower 1 9 0 0 0



Item 3

( question 3)


Upper 0 2 0 8 0 8/10 + 6/10=14/20

0.7 x 100% =70%

8/10-2/10=2/10

=0.2Lower 0 3 1 6 0



Item 4

( question 4)


Upper 4 2 4 0 0 5/10 + 0/10=4/20

0.2 x 100% =20%

4/10-0/10=4/10

=0.4Lower 5 3 0 2 0


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Item 5

( question 5)


Upper 8 1 0 1 0 8/10 + 6/10=14/10

0.7 x 100% =70%

8/10-6/10=2/10

=0.2Lower 6 1 2 1 0



Item 6

( question 23)


Upper 6 1 2 1 0 2/10 + 0/10=2/20

0.1 x 100% =10%

2/10-0/10=2/10

=0.2Lower 6 2 0 2 0



Item 7( question 24)

Group A B C D OmitIndex difficulty Index discriminations

Upper 0 9 0 1 0 9/10 + 6/10=15/20

0.75 x 100% =75%

9/10-6/10=3/10

=0.3Lower 3 6 1 0 0



Item 8

( question 34)


Upper 1 2 3 4 0 4/10 + 0/10=4/20

0.2 x 100% =20%

4/10-0/10=4/10

=0.4Lower 4 2 4 0 0



Item 9 Group A B C D Omit Index difficulty Index discriminations


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( question 35) Upper 4 2 3 1 0 3/10 + 0/10=3/20

0.15 x 100% =15%

3/10-0/10=3/10

=0.3Lower 5 4 0 1 0



Item 10

( question 36)


Upper 0 3 4 3 0 4/10 + 5/10=9/10

0.45 x 100% =45%

4/10-5/10=1/10

=-0.1Lower 2 1 5 2 0




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Reference: Testing and education note EPB3024( when rewrite,30 march 2012)

Reporting

GRADING FRAMWORK

MARK(%) GRAD EVALUATIONS

80-100 A EXCELLENT ACHIEVMENT

70-79 B ABOVE AVERAGE ACHIEVMENT

60-69 C AVERAGE ACHIEVMENT

50-59 D BELOW AVERAGE ACHIEVMENT

40-49 E UNSATISFACTORY

0-39 F UNSTASFACTORY

TYPES OF GREADING AND EXAMPLE:

Formative Evaluation Purposes for Classroom Grades.

Formative evaluation is done to from or shape the subsequent performance of a learner,

specifically by generating and providing feedback. It is done during an experience , and can be

done by teachers as frequently as time will allow. But it should also be done formally at specified

times. For instance, halfway through an experience. Below is the of feedback generating by

formative evaluation.

Feedback on progress from a starting point. Feedback on nearness to achieving standards Feedback on how one stands in relation classmates

Summative Evaluation Purpose for Classroom Grades.


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Summative evaluation is done at the end of a unit of time, typically at the end of the clerkship,

and sums up the students performance. Summative evaluation fulfills our responsibility to

society, pronouncing the student ready for the next level of training. Summative evaluation often

includes a grade as well as narrative description of performance and recommendations forimprovement.

Levels of achievement in relation to standards. Standing relative to peers.

PRINCIPLE OF REPORTING

Student Reports should meet specified requirements.

Reports need to meet specified Department guidelines including A-E reporting. Learning area

reporting, reporting against state wide syllabus standards, and students for whom

accommodation and or learning adjustments have been made. Further information on specific

policy requirements can be accessed at:

Student reports should be easy to understand

Reports need to be written in plain English. Teachers, like other professionals, have a specialized

language for communicating among themselves about what children are learning and about the

difficult children are experiencing. Reports to parents need to use plain, everyday language.

Student reports should show what a student is now able to do.

Reports need to summarize where a student is up to in his or her learning the skills and

understandings that are demonstrated now. Some schools may use mark, grade or numerical

levels, but these are not sufficient. Reports need to contain objective information about what has

been taught and about studentscurrent levels of knowledge, skills and understandings, including

areas for further development. Written comments may be particularly useful for this purpose. A


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portfolio of examples of a students work for discussion at a parent-teacher interview, or samples

of the child work on a confidential web page are two strategies for providing supportive

evidence.

Student reports should show what is expected of students.

Reports need to indicate the achievements expected of students at a particular year level. For

example a report for a year 3 student could indicate how the student is performing in relation to

other students in the same year level.

Student reports should include social as well as academic information.

Reports need to provide information about how students are progressing as well as academically.

Schools not only develop children understandings of subject matter, they also develop personal

skills such as working independently, dealing with frustration and completing tasks with

concentration. Schools teach children to respect the contributions of others to learn from others

to cooperate in joint activities and to live and work together, sometimes putting the needs of

other children ahead of their own. Reports need to provide information about all aspects of

development not just academic development.

Students reports should be constructive

Reports need to provide information in a constructive manner with reference to actions likely to

support further learning. Reports will not only show parents what their child is able to do and

what progress they are making over time but will also suggest practical ways in which parents

might support their child further learning. Ideally, reports will form the basis for discussion

between teachers, students and parents.

Student reports should be time efficient and manageable to prepare.

Reports need to draw on the formal and informal evidence that has been collected routinely and

recorded systematically as part of teacher on going classroom assessment practice.


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TYPE OF REPORT AND EXAMPLE

Letters-grade system;

STUDENT NAME:

SUBJECT:

CLASS:

LECTERURE:

MARK (%) GRAD EVALUATIONS

80-100 A EXCELLENT ACHIVEMENT

70-79 B ABOVE AVERAGE ACHIEVMENT

60-69 C AVERAGE ACHIVEMENT

50-59 D BELOW AVERAGE ACHIVEMENT

40-49 E UNSATISFACTORY

0-39 F UNSATISFACTORY

MARK ACHIVEMENT..

COMMENT


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TEACHER SIGNATURE

...

( )

\

TYPES AND SAMPLES OF TEACHER FEEDBACK ON STUDENT ASSESSMENT


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Self assessment to provided an initial assessment at the end of their assessed work, according

to a set grid or checklist of assessment criteria. This helps students in the fastest possible manner,

to have an indication of the quality of their achievement.

Student steered feedback

The student is asked at the of their assessment to put forward a request for feedback on a

particular part of their learning. This is one of the strongest means to make a student evaluate

their own progress, and allows the assessor to target a students concerns most precisely.

Feedback statement banks.

Collate a structured listing of carefully phrased feedback remarks you most often use for a

particular assessment. You can then use it alongside your marking for each piece of assessed

work. When marking ,simply cross reference to the relevant feedback comment , or use a fixed

coding system and give the student the marked up feedback statement listing also leaves space

for individual feedback. Introducing feedback statement banks are a prime opportunity to

improve the quality of feedback, by commenting on how improvements can be made regarding

the issue for which the student is being marked down.

Electronic feedback.

Can combine the benefit of speedy feedback returns, with the advantages using feedback

statement banks. Which list standard feedback given to common mistakes( tacking repeated on,

say, grammar problem or notational mistakes)

Class marking:

Collate parts of actual student work, to let students themselves mark and provide feedback on an

assessment they have in fact, all handed in. question by question, the collated work could for

instances consist of an example of a great answers , and an example of problematic answers to

the same question.

Issue In Educational Assessment.


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Current school assessment issues

Overemphasis on public examination performance public examinations performance are show as

extremely important in Malaysia. Schools are ranked and classified due to their student

performance in major public examinations. It is very common practice of the mass media (such

as television and local newspapers) to highlight the examination results league table and the

names of schools and individual students outstanding performances. This phenomena is

especially obvious when the major public examination result such as UPSR,PMR, SPM or

STPM are announced every year. This shows that all examination results are taken seriously by

both schools by both schools and society( especially parents) as a measure of schools aim for

high performance and all students should be proud of their achievement.

Another issue is Teach to the test syndrometeachers tend to focus only on contents and skills

that will be tested in the public examinations. Both teachers and students will not waste time on

exploring or learning new content areas or skills that were not tested in the syllabus. Students are

made to memories the answer to would be examination questions. This phenomenon is so

prevalent that there was an instance in the newspapers report several years ago that a primary

school principal who quarantined a few of his very weak pupils performance might bring down

his school achievement result. This is really a cause concern.

Finishing syllabus becomes the priority of the teachers. Teachers have to make sure that they

complete teaching the content of syllabus so that they have time to revise with their pupils before

the public examinations. Rushing to finish the syllabus or content is one of the school assessment

issues. The significant of these issues, student will confuse and the consequence of that

confusions, will affect the grad of student on examinations.

CURRENT EDUCATIONAL ASSESSMENT ISSUES

Language


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What is assessment? Is like a test that given to the student of learner. Assessment can be done in

informative or summative ways. Formative assessment is a range of formal and informal

assessment procedures employed by teachers during the learning process in order to modify

teaching and learning activities to improve student attainment while summative assessment is aprocess that concerns final evaluation concentrates to learner outcomes rather than only the

program of instruction. It is a means to determine a students mastery and understanding of

information, skills, concept or process.

Assessment is best way how to improve process for gaining knowledge and it is most useful in

Malaysia education system. It is because from assessment, there have testing, measurement, and

evaluation that have function to know either the goal planning reach to the learner or lot.

Assessment also use in business field in order to evaluate their staff improvement.

The implication of assessment in learning is , the process of learning going to reach the goal. It

also enhances the achievement of student in academic. The significant by doing assessment,

teacher can identify skills and conceptual understandings that need to reinforcement.

Beside that teacher will be able to monitor student progress because teacher will know what

kind and what topic that student unable to retrieve. Instead of benefit to the teacher, student also

has an advantage when implement the assessment. Student would be able to know what their

weakness and strengthens on subject the overcome the weakness by make a stress on that.

Assessment also benefit in process of learning. Process of learning smoothly and student will

gain the knowledge easily. This is due to the improvement that teacher made in teaching method.


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Documents

Asgment Testing