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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 test- is 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 test- is a test used to measure student ability or efficiency of
someone performing a task. Aptitude test- is 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/8/12/2019 .Asgment Testing
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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)
Group A B C D Omit Index difficulty Index discriminations
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
Item 3
( question 3)
Group A B C D Omit Index difficulty Index discriminations
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
Item 4
( question 4)
Group A B C D Omit Index difficulty Index discriminations
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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Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
Item 5
( question 5)
Group A B C D Omit Index difficulty Index discriminations
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
Item 6
( question 23)
Group A B C D Omit Index difficulty Index discriminations
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
Item 8
( question 34)
Group A B C D Omit Index difficulty Index discriminations
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
Item 10
( question 36)
Group A B C D Omit Index difficulty Index discriminations
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
Since the index difficulty of this items>0.25, so that the question is easy and could be use for
future administrations.
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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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