ASSIGNMENT HPGD2303 EDUCATIONAL ASSESSMENT JANUARY 2023 SEMESTER
___________________________________________________________________________ SPECIFIC INSTRUCTION
1. Answer in English or Malay.
2. Number of words: 3000 – 5000 words, excluding references for EACH question (Questions 1 and 2).
3. Submit your assignment ONCE only in a SINGLE file.
4. Submit your assignment ONLINE.
5. Submission date : 14 March 2023.
6. This assignment accounts for 60% of the total marks for the course. 1 ASSIGNMENT QUESTION PURPOSE
The assignment al ows you to demonstrate your knowledge and competency in planning
and designing a multiple-choice question test to assess students’ performance in a particular subject/course. PART I (50 MARKS)
There are THREE (3) tasks for the Part I assignment. The details of the tasks are presented below:
T ASK I: TABLE OF SPECIFICATIONS AND DESCRIPTION (20 MARKS)
This task requires you to present your plan for a test paper consisting of 20 multiple-
choice questions. The multiple-choice questions may have 3 or 4 options and should
cover FOUR topics of your chosen subject /course of study. Present your plan in the form
of a Table of Specifications. Your table of specifications should have the fol owing details: ● Subject/Course of study ● Class/Course Level
● Three Topics to be assessed
● Hours of interaction for each topic
● Number and percentage of items/questions for each topic under at least 3 levels of
cognitive complexity of Bloom’s taxonomy (e.g., Knowledge, comprehension and
application, or comprehension, application, and analysis, etc.)
Use the fol owing example as a guide to present your Table of Specifications. Table of Specifications Levels Marks T Hours o % Al ocated Comprehension Application Analysis p Of Total ic Hours / No. of Interac Items Marks tion No. of No. of No. Items % Item No. Items % Item No. of % Item Items No. 1 1 10 2 2 1, 2 2 2 2 20 4 2 3, 4 2 5, 6 4 3 3 30 6 1 7 2 8, 9 3 10, 11, 12 6 4 4 40 8 2 13, 14 2 15, 16 4 17, 18, 19, 20 8 2 Total 10 100 20 7 35 6 30 7 35 20
Provide a description of the Table of Specification, focusing on the selection of the topics to
be assessed, hours of interaction al ocated for each topic, the choice of the cognitive
complexity levels and the distribution of items across the three levels.
In your description, also explain why you are using multiple-choice questions to assess the
topics, why you have distributed the hours of interaction in such a manner, and why you
have chosen the three levels of cognitive complexity and the distribution of items to assess the topics.
Refer to Topic 3 Planning the Classroom Test, Section 3.2.3 for the explanation of the Table of Specifications.
T ASK II: THE TEST PAPER AND COMMENTARY (15 MARKS)
This task requires you to prepare the test paper based on the Table of
Specifications you presented in Task 1. The test paper should have the fol owing details: Subject/Course of study ● Subject/Course of study ● Class/Course level
● Time al ocation of the test
● Instructions for the students
● 20 Multiple-Choice Questions ● Suggested answers
Write a commentary on the test you have developed. In your commentary, you
should explain the measures you have taken to ensure that the criteria of good
multiple-choice items are adhered to for each item. Explain also the complexity
level of the item. You may use the fol owing format to present your commentary. Item Item Complexity Explanation No. Level E.g
A test is considered valid
The stem is clear and focused. 3 when it Students would know from the
(A) measures what it is
Knowledge stem that the item is asking about supposed to measure the validity of a test. (B) produces consistent results over different
Item is at the knowledge level. A occasions
simple recal of the concept of test (C) discriminates good
validity is required. Students are students from poor not required to paraphrase, students
interpret, provide examples or
translate the concept into another form. The three statements (options) are common textbook knowledge that refers to characteristics of certain assessment concepts. 1
Refer to Topic 4 Constructing Objective Test Items Section 4.5 Multiple-Choice
Questions, p. 66 – 75 for the guidelines on constructing good multiple-choice questions.
Refer to Topic 2, Foundation for Assessment: What to Assess, Section 2.3:
Assessing Cognitive Learning Outcomes, p. 24 – 30, for the explanation on the
behaviour being assessed at each cognitive complexity level of Bloom’s Taxonomy.
T ASK III: ANALYSIS OF STUDENTS’ PERFORMANCE (15 MARKS)
Administer the test to a group of students (30 or above). Score the students’
responses to the test and use appropriate statistics to analyze and interpret the results.
Refer to Topic 10 Analysis of test scores for guidance. Submission Guidelines
1. Your assignment should be typed on A4 paper using 12-point Times New Roman and 1.5 spacing
2. Al assignment documents, including tables and charts, should be appropriately label ed.
3. Assignment contents to be submitted are: Task I
Table of Specification and description (20 marks) Task II
The test paper and commentary (15 marks) Task III
Analysis of test scores (15 marks) 4 [Total: 50 marks] PART II (10 MARKS)
ONLINE CLASS PARTICIPATION
Discuss the fol owing topics in the forum and submit proof of your participation in the online discussions: Question 1:
Discuss the similarities and differences between rubrics, checklists, and rating scales with examples. Question 2:
Assessment can create lifelong learners if teachers shift from testing to assessing student
growth and understanding. Do you agree? Justify your answer. Question 3:
It has been argued that essay questions are better than multiple-choice questions in
assessing students’ performance. Discuss. [Total: 10 marks] 5 SOALAN TUGASAN TUJUAN
Tugasan ini bertujuan untuk mempamerkan pengetahuan dan kecekapan anda dalam
merancang dan mereka bentuk ujian soalan aneka pilihan untuk menilai prestasi pelajar dalam subjek/kursus tertentu. BAHAGIAN I (50 MARKAH)
Terdapat TIGA (3) tugasan dalam Bahagian I. Butiran lanjut tugasan adalah seperti berikut:
T UGASAN I: JADUAL SPESIFIKASI DAN HURAIAN (20 MARKAH)
Tugasan ini memerlukan anda membentangkan rancangan untuk kertas ujian yang terdiri
daripada 20 soalan aneka pilihan. Soalan aneka pilihan mungkin mempunyai 3 atau 4
pilihan dan harus meliputi EMPAT topik subjek/kursus pengajian pilihan anda. Bentangkan
rancangan anda dalam bentuk Jadual Spesifikasi.
Jadual spesifikasi anda harus menyatakan butiran berikut:
Gunakan contoh berikut sebagai panduan untuk membentangkan Jadual Spesifikasi. Jadual Spesifikasi Tahap T % Jam Peruntukan o Jam p Markah/ Kefahaman Aplikasi Analisis Jumlah ik Interaks i Bil. item Markah Bil. Bil. Bil. item % No. item item % No. item item % No. item 1 1 10 2 2 1, 2 2 2 2 20 4 2 3, 4 2 5, 6 4 6 3 3 30 6 1 7 2 8, 9 3 10, 11, 12 6 4 4 40 8 2 13, 14 2 15, 16 4 17, 18, 19, 20 8 Jumlah 10 100 20 7 35 6 30 7 35 20
Sediakan penerangan tentang Jadual Spesifikasi, fokus kepada pemilihan topik untuk dinilai,
jam interaksi yang diperuntukkan untuk setiap topik, pilihan tahap kognitif kompleks dan
pecahan item merentas tiga peringkat Bloom Taksonomi tersebut.
Dalam huraian anda, terangkan juga mengapa anda menggunakan soalan aneka pilihan
untuk menilai topik, alasan terhadap pengagihan jam interaksi sebagaimana demikian,
mengapa anda memilih tiga tahap kognitif kompleks tersebut, dan pengagihan item untuk dinilai bagi setiap topik.
Rujuk Topik 3, Merancang Ujian Bilik Darjah, Bahagian 3.2.3 untuk penjelasan Jadual Spesifikasi.
T UGASAN II: KERTAS UJIAN DAN ULASAN (15 MARKAH)
Tugasan ini memerlukan anda menyediakan kertas ujian berdasarkan Jadual Spesifikasi
yang dibentangkan dalam Tugasan I. Kertas ujian hendaklah mempunyai butiran berikut:  Subjek/Kursus pengajian  Peringkat kelas/Kursus  Peruntukan masa ujian  Arahan untuk pelajar  15 soalan aneka pilihan  Cadangan jawapan
Tulis ulasan tentang ujian yang telah anda bangunkan. Dalam ulasan anda, terangkan
langkah-langkah yang telah anda ambil untuk memastikan bahawa kriteria item aneka
pilihan yang baik adalah dipatuhi bagi setiap item. Terangkan juga tahap kerumitan item
tersebut. Anda boleh menggunakan format berikut untuk membentangkan ulasan anda. Bil. Item Tahap Penerangan item kompleks Cth
Sesuatu ujian dianggap sah Stem yang jelas dan fokus. apabila ia: Pelajar akan tahu dari stem Pengetahuan bahawa item tersebut bertanya (A) mengukur apa yang tentang kesahan sesuatu ujian. sepatutnya diukur (B) menghasilkan keputusan Item berada pada tahap 7 yang konsisten pada pengetahuan. Ingatan mudah masa yang berbeza tentang konsep kesahan ujian (D) Mendiskriminasi pelajar
diperlukan. Pelajar tidak perlu yang baik daripada menghuraikan, mentafsir, pelajar yang lemah memberikan contoh atau menterjemah konsep ke dalam bentuk lain. Tiga pernyataan (pilihan) adalah pengetahuan biasa di dalam buku teks yang
merujuk kepada ciri-ciri konsep penilaian tertentu. 1
Rujuk Topik 4 Membina Item Ujian Objektif Bahagian 4.5 Soalan Aneka Pilihan, hlm. 66 – 75
untuk garis panduan membina soalan aneka pilihan yang baik.
Rujuk Topik 2, Asas untuk Penilaian: Apa yang Perlu Dinilai, Bahagian 2.3: Menilai Hasil
Pembelajaran Kognitif, hlm. 24 – 30, untuk penjelasan tentang tingkah laku yang dinilai
pada setiap tahap kognitif kompleks Taksonomi Bloom.
T UGASAN III: ANALISA PENCAPAIAN PELAJAR (15 MARKAH)
Tadbirkan ujian kepada sekumpulan pelajar (30 ke atas). Skorkan jawapan pelajar terhadap
ujian dan gunakan statistik yang sesuai untuk menganalisis dan mentafsir keputusan.
Rujuk Topik 10 Analisis markah ujian sebagai panduan.
Garis panduan penghantaran 1.
Tugasan anda hendaklah ditaip dalam format A4 menggunakan font 12 -point Times New Roman dan jarak 1.5. 2.
Semua dokumen tugasan, termasuk jadual dan carta hendaklah dilabelkan mengikut kesesuaian.
3. Kandungan tugasan yang dihantar perlu mengandungi perkara berikut: Tugasan I
 Jadual Spesifikasi dan penerangan (20 markah) Tugasan I
 Kertas ujian dan ulasan (15 markah) Tugasan I I
 Analisis skor ujian (15 markah) 8 4.
Sertakan LIMA (5) Salinan skrip jawapan yang telah ditanda sebagai lampiran, satu
salinan skrip daripada setiap tahap prestasi (i.e. Baik dan Lemah). [Jumlah: 50 markah] BAHAGIAN II (10 MARKAH)
PENYERTAAN KELAS DALAM TALIAN
Bincangkan topik berikut dalam forum dan serahkan bukti penyertaan anda dalam perbincangan dalam talian: Soalan 1:
Bincangkan persamaan dan perbezaan antara rubric, senarai semak dan skala penilaian dengan contoh. Soalan 2:
Penilaian boleh membentuk pembelajaran sepanjang hayat jika guru beralih daripada ujian
kepada penilaian kefahaman dan perkembangan pelajar. Adakah anda bersetuju? Nyatakan
justifikasi kepada jawapan anda. Soalan 3:
Terdapat hujah menyatakan bahawa soalan esei adalah lebih baik daripada soalan aneka
pilihan dalam menilai prestasi pelajar. Bincangkan. [Jumlah: 10 markah] 9 10 ATTACHMENT ASSIGNMENT RUBRICS
HPGD2303 EDUCATIONAL ASSESSMENT/ JANUARY 2023 SEMESTER PART I:
T ASK 1: TOS/ TASK I : TEST PAPER & COMMENTARY/ TASKS III: A NALYSIS OF STUDENTS’ PERFORMANCE Unsatisfactory Excel ent Good Fair Poor Or *QN CLO No response Max. Criteria Weighting Marks 4 3 2 1 0 T1 3 Table of 5.0 ● TOC is very well ● TOC is well- ● TOC is fairly well ● TOC is poorly No TOC provided 20 Specifications constructed with all constructed with constructed, with constructed, with (TOC) and the relevant details most of the relevant some relevant most relevant description very clearly details clearly details fairly clearly details missing or presented. presented presented. vaguely presented. ● Description is very ● Description is clear ● Description is fairly ● Description is hardly clear and detailed. and detailed. clear and detailed. clear and detailed. T2 3 Test Paper and 3.75 All relevant elements are Most relevant elements
Some relevant elements Few relevant elements Unsatisfactory/ 15 Commentary included in the Test are included in the Test are included in the Test are included in the Test no response. Paper. Paper. Paper. Paper. MCQs are very well MCQs are well MCQs are fairly well MCQs are poorly constructed with no constructed with few constructed with some constructed with errors. errors errors. numerous errors. The explanation of the The explanation of the The explanation of the The explanation of the criteria and complexity criteria and complexity criteria and complexity criteria and complexity level is very clear and level is clear and well- level is fairly clear and level is rather sketchy very well presented. presented. fairly well presented. and not well presented. T3 3 Analysis of test 3.75 All analyses are correctly Most analyses are Some analyses are Few analyses are Unsatisfactory/ 15 scores and done and properly correctly done and correctly done and correctly done and no response. interpretation presented. All properly presented. properly presented. properly presented. interpretations are
Most interpretations are Some interpretations Few interpretations are accurate. accurate. are accurate. accurate. Total 12.5 50 *QN = Question Number 11
PART II: ONLINE CLASS PARTICIPATION
Marks for the forum will be given based on the following rubric: Excel ent Good Fair Poor Unsatisfactory Max QN CLO Criteria Weightage marks 4 3 2 1 0 Question 1: Quality of
All five comments are Four comments are Two or three One post was Postings are done Discuss the similarities and Postings reasonable, reasonable, comments are submitted. OR All past the assignment differences between
appropriate, relevant, appropriate, relevant, somewhat reasonable, posts are done in timeline. rubrics, checklists, and meaningful, and meaningful, and appropriate, one day. OR No postings given rating scales with examples. respectful. respectful. meaningful, and OR None of the as proof of
Postings reflect active Postings reflect respectful. comments is participation in Question 2: participation within participation within Postings show excellent and discussion. Assessment can create the assignment the assignment relatively short relevant. lifelong learners if timeline. timeline. participation time. OR Comments are teachers shift from testing short responses that to assessing student are not substantial growth and 3 2.5 or meaningful. 10 understanding. Do you Minimum effort (e.g. agree? Justify your answer. “I agree with Tina”). Question 3: It has been argued that essay questions are better than multiple- choice questions in assessing students’ performance. Discuss. Total Marks 2.5 10 *QN = Question Number 12
INSTRUCTIONS ON HOW TO SUBMIT PROOF OF ONLINE CLASS PARTICIPATION (10%) Do the fol owing:
1. Select the best FIVE (5) of your postings from the forum discussion set up by your tutor.
2. Do screenshots of the postings and include them as images in your assignment.
3. The screenshots should be an image file (either in JPG or PNG format). Refer to the sample of Screen Grab below
4. The screenshots should contain the Name, Title of the discussion, Day, Date, and Time. 13 Document Outline