AN OVERVIEW Anjuran: Unit Hal Ehwal Kurikulum BHEA i in uitm.pdf · PEMBINAAN ITEM SOALAN PEPERIKSAAN AKHIR ... • During item construction, the degree of reliability can be maximized

PEMBINAAN ITEM SOALAN PEPERIKSAAN AKHIR DAN PENAMBAHBAIKAN PENYAMPAIAN

PENGAJARAN DAN PEMBELAJARAN

7 – 9 Februari 2014

@ IAB Genting Highlands

AN OVERVIEW ASSESSMENT IN UiTM:

ENSURING QUALITY

Anjuran:

Unit Hal Ehwal Kurikulum

BHEA

Based on MQA AREA 3: Assessment

In UiTM, it has been translated into the following documents:

1) Polisi Penilaian Akademik Pelajar UiTM (2014)

2) Peraturan Akademik (2013)

3) Garispanduan Kesetaraan Kualiti Penilaian Akademik Pelajar

UiTM (2012)

4) Understanding Plagiarism: A Guide for Lecturers (2012)

5) Avoiding Plagiarism: A Guide for Students (2012)

6) Module 4: Assessing Course Outcomes (2011)

7) Module 5: Assessing Program Outcomes (2011)

8) Circulars





PART I: INTRODUCTION

Purpose of Assessment in Tertiary Education:

• A spectrum of assessments can be applied

whether in on-going or final exam.

• They can assess the Cognitive, Affective or

Psychomotor domains.





Current State: Assessment in UiTM

Where are we?

• Summative assessments: On-going and final exams.

• Focus: What are the current practices in developing

final exam papers?

• What are the processes involved?

• Are we doing it according to the processes?

• Are we ensuring the quality in terms of validity,

reliability, fairness and consistency?





• Future State:

Decentralization of Final Exams Many final exam papers for courses offered at

multiple locations will be administered at different

times and on different days.

How do we ensure that the quality is addressed?

BHEA has published 2 documents:

a) a guidebook to ensure the standardization of

assessments throughout UiTM, and

b) an assessment policy that draws the boundaries

for all to adhere.





PART 2:

FUNDAMENTALS OF ASSESSMENT

The purpose of final examinations:

• To determine ability/competency of students

based on course learning outcomes (CLOs).

• To discriminate between poor, moderate and

good students based on their differences in

ability/competency.





• These differences are called psychological

constructs that represent students’ traits whether

they are cognitive, affective or psychomotor.

• Cognitive constructs are translated by Bloom into

knowledge (C1), comprehension (C2), Application

(C3), Analysis (C4), Synthesis (C5), and Evaluation

(C6).





• In the final exams, only cognitive constructs are

assessed.

• In the JSU, these are represented on the

horizontal axis where C1 and C2 are classified

as easy, C3 and C4 as Moderate and C5 and

C6 as Difficult (refer to JSU table)

• The vertical axis represents the CLOs and the

topics that are aligned to the CLOs













CONSTRUCTION OF ITEMS: • Each item constructed using the JSU as the blueprint fulfills

2 things:

a) Relevance (validity) to the CLO and

b) Fairness in terms of weightage/importance of

marks given based on the F2F time teaching

and learning the topics that are aligned to the

CLOs.

• Also, the cumulative marks for all items mirror the

weightage stipulated for each level of difficulty (easy,

moderate and difficult).

• Hence, it ensures consistency in terms of the level of

difficulty between sets of final exam papers.





PART 3: PUSHING TO THE NEXT LEVEL What we must do to ensure quality assessments

This workshop will address: • The need to assure quality in final exam papers:

• a) to disseminate relevant information to ensure that

items are constructed according to the JSU

blueprint.

• b) to provide hands on for the construction of final

exam papers with considerations given to validity,

reliability, consistence and fairness.

• To suggest teaching and learning techniques that can help students

to understand assessments better.

• To assist faculties/campuses to strategize on the decentralization of

final examination.





PART 4: CONCLUSION • Ensuring quality in the final examination papers is a

collective effort.

• Hence all stakeholders must adhere to the core

principles of assessments ie, A good item construction

increases:

a) Discrimination power

b) Score variance

c) Validity

d) Reliability

In addition, it ensures:

e) Fairness, and

f) Consistency





DISCRIMINATION POWER

• Ability to separate poor, average and good

examinees.

• A desirable quality of a test consists of easy,

moderate and difficult items





SCORE VARIANCE

• The span (statistical variance) of scores among

examinees.

• The more varied, the better.





VALIDITY

• The degree to which evidence supports score-

based interpretation and decisions (American

Educational Research Association, 1999).

• During item construction, maximize the intensity of

evidence i.e., the alignment of each item to the

CLO(s).

• Hence, scores indicate students’ attainment of

CLOs. This is the very core of the OBE concept.





RELIABILITY

• The precision of test scores.

• They contain little measurement errors.

• A test that has discrimination power and a large

score variance increases the reliability of scores.

• During item construction, the degree of reliability

can be maximized by ensuring there are easy,

moderate and difficult items as stipulated in the

JSU blueprint.





FAIRNESS

• The F2F hours of teaching and learning a CLO is

mirrored in the total scores.

• The weightage for easy, moderate and difficult

items are fairly distributed according to the JSU

blueprint.

• Fairness also addresses bias, upsetting or

offensive content.

• The rubrics used to mark examinees’ scripts are

based on assessment criteria that ensure fairness.





CONSISTENCY

All final exam papers are consistent in terms of level

of difficulty (weightage for easy, moderate and

difficult):

• At multiple locations.

• Every semester until the next curriculum review.

• Also, the marking of examinees’ scripts using

rubrics ensure the consistency of marks awarded

according to the criteria.





All these principles mentioned earlier

help to ensure quality in all

assessments.

Tonight, we shall start with the

construction of both MCQ and CR items.





THANK YOU





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AN OVERVIEW Anjuran: Unit Hal Ehwal Kurikulum BHEA i in uitm.pdf · PEMBINAAN ITEM SOALAN PEPERIKSAAN AKHIR ... • During item construction, the degree of reliability can be maximized