TESTING AND EVALUATION PROJECT (TEST CONSTRUCTION

)

Prepared By: Name: ID No: Program:

Prepared For:

(LECTURER)
ACKNOWLEDGEMENT

We would like to say our gratitude to all people who have lend a hand us in one way or another in the writing of this Principles of Testing and Evaluation Project – Test Construction. First and foremost, we would like to express our compassionate appreciation and thankfulness towards Prof. Madya Dr. Shariff Bin Omar. He had synchronized the effort and ensured the sufficient resources are available for the completion of this assignment. He is also the main instrument in the improving the language and consistency of this assignment. He helps us surpass our insecure time during the production of this paper. Countless thanks for his inexhaustible patience with our abundant questions and comments. Our appreciation is extended to the Form 4 students of SMK Chalok, Setiu, Terengganu who had graciously agreed to answer our test paper. Thank you for your heartiest assistance and warm support. To our fellow comrades, thanks for lending us a hand in order to search for useful references and appropriate tools to complete this assignment. Nonetheless, their moral support also much appreciated. As our reference, every effort has been taken to acknowledge copyright materials. Last of all, we would like to express gratitude to all people who helped vice versa in this writing of this vigorously tough assignment.

1.0 INTRODUCTION 1.1 Purpose of the report Principles of Testing and Evaluation, as the name suggest is a subject that required students to learn and master the art of testing and evaluating. It is extremely crucial course whereby in student’s future teaching career they are required to apply all the principles efficiently and thus this assignment main objective are to check on the students understanding of this course as whole. At the same time, this assignment is going to give the students a firsthand experience in conducting a test. This project is synchronized with the aim since it is to help students to become accustomed to be scrutinized steps of conducting a test, to analyze the outcome of the test result according to the rules and principles. 1.2 Subject Our group had chosen Mathematic as the subject in conducting the test. The subject later was specified to the Form 1 and the test comprised of chapter 1 until chapter 16, as follows: Chapter 1: Properties of the Whole Number Chapter 2: Number and Patterns Chapter 3: Fractions Chapter 4: Decimals and Approximations Chapter 6: Percentages Chapter 7: Direct Proportion (Integers) Chapter 8: Basic Measurement

Chapter 10: Polygons 1 Chapter 11: Lines & Angles The constructions of the test consist of all these chapters. Briefly, the item analysis only analyzes the objective items. In order to test the student’s ability according to stages of cognitive competencies, we construct a multiple choice question. Besides that based on the testing format outlined by the Ministry of Education, Form 1 students are only tested on objective items. Therefore, there is no subjective included in our test. 1.3 Syllabus According to the written rule of constructing a test, the planning of the test is the initial step. In planning stage, the identification of the instructional objective and the taxonomy of educational objectives is a must. In order to get to both matters, the existence of syllabus is very useful. Therefore, this group has referred to the ‘Sukatan Pelajaran Matematik Menengah Rendah’ and ‘Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah Matematik Tingkatan 1’ in creating the test blueprint.

2.0 TEST PLANNING AND CONSTRUCTION 2.1 Table of specifications

The table of specification was created after the objective and learning outcome had been identified. The table of specifications includes the representative’s sample of the assessment domain based on the institutional objectives solely in order to avoid over emphasis and under emphasis of each goals. The table also encompassed the number of items and the credence of marks for every item. Last but not least, the types of items were included as well. By having instructional objective and the taxonomy of educational objectives in resonance with the table of specifications, the validity of the test was enormously amplified.
Ability/Topic Cogniti ve Knowle dge Cognitive Comprehen sion Cognitiv e Applicat ion Cognit ive Analys is Cognit ive Synth esis Cogniti ve Evaluat ion Tot al Test Ite ms Properties of the Whole Number Number and Patterns Fractions Decimals and Approximations Percentages Direct Proportion (Integers) 17 15 16 19 13 18 14 4 3 10 9 11,12 2 2 4,6,7,8 5 5 1, 2 3 3

Basic Measurements Lines & Angles

20,21

22,23

4

24,25

26,27,2 8

5

Polygons 1

30

29

2

2.2 Test Paper As mentioned previously, items constructed in the test consist of objective items constructed which covers Chapter 1, Chapter 2, Chapter 3, Chapter 4, Chapter 6, Chapter 7, Chapter 8, Chapter 10, and Chapter 11 for the subject Mathematics Form 1. It is constructed closely in reference to the Bloom’s Taxonomy in cognitive aspects. Time allocated for the objective items were an hour since there are 30 questions and every 2 minutes were allocated to every items. It is reasoned by the Mathematics question are lengthy in calculations. The multiple choice items were constructed appropriately according to the guidelines. All of the items are meaningful and consist of stem and plausible distracting answer respectively. The answer keys and rubrics were designed according to the items.

Answer Key Below are the answer keys for the MCQ test items. Question No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Answer Key D C B C B D A C B A D C A C B B A D C B A B D B D C B D C B

3.0

ASSEMBLING AND ADMINESTERING 3.1 Assembling Test Items For the assembling test items, we asked the favors from a teacher of Sekolah Menengah Kebangsaan Chalok, Setiu Terengganu, Puan Azira in completing this task. But first, we still identified the format of questions used for Mathematics of Form 1 test paper for our reference to get the idea how the questions looks like in the test paper. We gathered the reference by looking at the text books and other Mathematics reference book. We chose the question paper for Form 1 students in the form of multiple choices. We asked the help from Puan Azira to use the question paper for final examination of Mathematics paper for her Form 1 students. She agreed and assisted us by giving the photocopy of question and the answer sheet for her students. She gave the instruction to the students to answer the test paper in half and hour time. All the questions are based on the KBSM and its syllabus. We collected all the information in one month. Before Puan Azira give us the answer sheets from her students to us, we asked the approval from the lecturer about the questions on the test paper.

3.2

Administering Test Item We chose SMK Chalok, Setiu, Terengganu to complete this task. After getting the cooperation from one of a teacher from this school to assist us in gathered the information, she suggested us to use the students from Form 1RK to be the respondents. As the Mathematics teacher for that class, she had given one and quarter hour for the students to answer the entire questions in the test paper. Surely the students did not copy from each others’ answers based on the observation from their own teacher.

4.0

SCORING AND GRADING 4.1 Scoring The scoring grade for SMK Chalok, Setiu, lower secondary level is divided into five categories, namely, A, B, C, D and E. Grade A, B and C are regarded as pass grade while D and E are regarded as fail. Meanwhile, the scoring marks for B are 20 to 23 marks and the scoring marks for C are 15 to 19. Meanwhile, the scoring marks can be simplified in table below: GRADE A B C D E 4.2 Grading The answered question papers are then marked based on the marking scheme that we had outlined earlier. The marks are arranged in order, from the highest to the lowest score as shown in the table below. Next, the scores were interpreted according to several categories in the following chapter of this report. SCORE 24-30 20-23 15-19 12-14 11 and below

NAME AND SCORE OF STUDENTS OF 1 RK NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 NAME OF STUDENT Nazifa Munirah binti Sidi Omar Nurul Akila binti Che Man Mohd Hafiq bin Ismail Ahmad Mustakim bin Mohammad Fatin Musliha Maizura binti Mat Rasid Norzie Aini binti Fauzi Nik Nor Azwani binti Nik Mat Wan Nor Azirah binti Wan Amran Nazatul Akma binti Abu Bakar Nasri bin Abdul Hamid Muhammad Fadhil bin Saidi Wan Nadzirah binti Wan Mohd Suhaimi Nor Akhmal binti Alias Nur Ain binti Abdullah Sahabudin bin Abdullah Muhammad Shamshirul Che Soh M.Azizi bin Ghazali Azlan bin Parlan Rosmaliza binti Mohamad Nabila Akmalina binti Mohd Ghazali Roslina Hasmy binti Abdul Majid Nor Suzana Rosli Nur Farra Sazwa Nor Ashima bt Ghazali Wan Mohd Aiman Hamizan Nurul Fatiha binti Azamron Sh. Norziana binti Mat Daud Nur Zareeda Ayu binti Mohd Kamal Aminuddin Nurul Idayu binti Malik Faiser MARK (%) 23 22 22 22 21 21 21 20 20 20 20 20 20 19 19 19 19 19 19 18 18 18 17 17 17 16 16 16 14 11 GRADE B B B B B B B B B B B B B C C C C C C C C C C C C C C C D E

5.0

INTERPRETING THE SCORES 5.1 Table of Frequency After calculating the marks of the students, the following data was recorded. The marks are upon 30. There is no one from the class who managed to get an A which the marks for A are from 24-30. There are thirteen students who got score 20-23 to get the grade B. For grade C, there are fifteen students who get scores between 15-19 marks. Lastly, there is a student who got score between 12-14 marks to get grade D and also a student got score between 11 and below to get grade E.

Score 23 22 21 20 19 18 17 16 14 11

Frequency 1 3 3 6 6 3 3 3 1 1

5.2

HISTOGRAM OF FREQUENCY DISTRIBUTIONS

5.3

MEASURES OF CENRAL TEDENCY

5.3.1

Mean Mean can be defined as the sum of a set of data divided by the number of data. The equation for mean is: Sum of the data Number of data Thus, the mean for the table above is the sum of all scores from 1RK and was divided into the number of the students of the class. The average for the scores is 18.8. The calculation is shown below: Mean = 564/ 30 = 18.8 = Mean

5.3.2

Median Median can be defined as the mean of two values, when the data is arranged in numerical order. In the case of this study, since the numbers of respondents are even, the mean can not be found when the values of marks are arranged in numerical order and the two numbers in the middle of the arrangement is taken and it divided by 2. Median = 38/2 = 19

5.3.3

Mode Mode is the value of the number that appears the most. The modes for the scores for 1RK are 20 and 19 with the frequency of 6 respectively.

5.4.1

Standard Deviation Standard deviation measures how much subjects differ from the mean of the group. The equation for Standard deviation (S) is: SD = No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Tota l ∑ (x-x) 2 N x 11 14 16 16 16 17 17 17 18 18 18 19 19 19 19 19 19 20 20 20 20 20 20 21 21 21 22 22 22 23 564 x 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 18.8 (x-x) -7.8 -4.8 -2.8 -2.8 -2.8 -1.8 -1.8 -1.8 -0.8 -0.8 -0.8 0.2 0.2 0.2 0.2 0.2 0.2 1.2 1.2 1.2 1.2 1.2 1.2 2.2 2.2 2.2 3.2 3.2 3.2 4.2 (x-x)2 60.84 23.04 7.84 7.84 7.84 3.24 3.24 3.24 0.64 0.64 0.64 0.04 0.04 0.04 0.04 0.04 0.04 1.44 1.44 1.44 1.44 1.44 1.44 4.84 4.84 4.84 10.24 10.24 10.24 17.64 190.8

SD =

190.8 30

=

2.52

5.4.2

Z-Score and T-Score Z-score express test performance simply and directly as the number of standard deviation. The equation for Z-score is: Z-score = X-M SD T-score refers to any set of normally distributed standard scores that has a mean of 50 and a standard deviation of 10. The equation for T-score is: T-score = 50+10 (Z)

Candidate 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Marks (X) 23 22 22 22 21 21 21 20 20 20 20 20 20 19 19 19 19 19 19 18 18 18 17 17 17 16 16 16 14 11

Z-score 2.14 1.75 1.75 1.75 1.35 1.35 1.35 0.95 0.95 0.95 0.95 0.95 0.95 0.56 0.56 0.56 0.56 0.56 0.56 0.16 0.16 0.16 -0.24 -0.24 -0.24 -0.63 -0.63 -0.63 -1.43 -2.62

T-score 71.43 67.46 67.46 67.46 63.49 63.49 63.49 59.52 59.52 59.52 59.52 59.52 59.52 55.56 55.56 55.56 55.56 55.56 55.56 51.59 51.59 51.59 47.62 47.62 47.62 43.65 43.65 43.65 35.71 23.81

6.0 ITEM ANALYSIS ITEM 1 Content: Objective: Whole Numbers Students are able to know about how to round off numbers.

Level of Cognitive Domain: Knowledge Which of the following numbers when rounded off to the nearest thousand does not become 218 000? Antara nombor-nombor berikut, yang manakah apabila dibundarkan keapada ribu yang hampir tidak menjadi 218 000? A B C D 217 599 217 999 218 099 218 999

Answer: D ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 1 0 0.1 Alternatives B 0 0 0.0 C 0 0 0.0 D 9 10 -0.1 95% Easy Difficulty

Suggestion: For item 1, the difficulty index is 0.95 indicating that this item is at the easy level of difficulty. The correct answer for this item is D. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter A is a weak distracter while distracter B and C have no discriminating power. ITEM 2 Content: Objective: Whole Numbers Students are able to know about places values and digit values. Level of Cognitive Domain: Knowledge The digit in the number 63 876 that has ten thousands as a place value is Digit pada nombor 63876 yang mempunyai puluh ribu sebagai nilai tempat ialah A B C D 4 5 6 7

Answer: C ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 0 0.0 Alternatives B 0 0 0.0 C 10 10 0.0 D 0 0 0.0 100% Easy Difficulty

Suggestion: For item 2, the difficulty index is 1.0 indicating that this item is at the easy level of difficulty. The correct answer for this item is C. This item discriminates positively. None of the distracter is effective. ITEM 3 Content: Objective: Whole Numbers Students are able to analyse this case.

Level of Cognitive Domain: Analysis Aiman has 56 flags. He uses 35 flags to decorate his class and sells the remainder to Samy at RM 1.25 each. How much does Samy have to pay? Aiman mempunyai 56 helai bendera. Dia menggunakan 35 helai bendera untuk menghias kelasnya dan menjual bakinya kepada Samy dengan harga RM 1.25 setiap satu. Berapakah yang perlu dibayar oleh Samy? A B C D RM13.45 RM26.25 RM43.75 RM70.00

Answer: B

ITEM ANALYSIS: Difficult y D 0 0 0.0 100% Easy

Students A Upper 10 Lower 10 Discriminatio n 0 0 0.0

Alternatives B 10 10 0.0 C 0 0 0.0

Suggestion: For item 3, the difficulty index is 1.0 indicating that this item is at the easy level of difficulty. The correct answer for this item is B. This item discriminates positively. None of the distracter is effective. ITEM 4 Content: Objective: Number Patterns and Sequences Students are able to know about prime factors.

Level of Cognitive Domain: Knowledge The sum of all the prime factors of 50 is Jumlah semua factor perdana bagi 50 ialah A B C D 5 6 7 8

Answer: C ITEM ANALYSIS: Difficult y D 0 0 0.0 15% Difficult

Students A Upper 10 Lower 10 Discriminatio n 2 7 -0.5

Alternatives B 5 3 0.2 C 3 0 0.3

Suggestion: For item 4, the difficulty index is 0.15 indicating that this item is at the difficult level of difficulty. The correct answer for this item is C. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter A is effective distracters as they attract more students from lower group while distracter B is ineffective as they attract more students from higher group. discriminating power. Distracter D has no

ITEM 5 Content: Objective: Number Patterns and Sequences Students are able to know about the pattern of a number sequence. Level of Cognitive Domain: Synthesis Diagram I shows a sequence of even numbers. Rajah I menunjukkan suatu urutan nombor genap.
8 , 12 , m , n , 24

DIAGRAM I Find the value of m + n. Cari nilai m + n. A B C D 34 36 38 40

Answer: B ITEM ANALYSIS: Difficult y D 0 95%

Students A Upper 10 0

Alternatives B 10 C 0

Lower 10 Discriminatio n

1 -0.1

9 0.1

0 0.0

0 Easy 0.0

Suggestion: For item 5, the difficulty index is 0.95 indicating that this item is at the easy level of difficulty. The correct answer for this item is B. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter A is effective distracters as they attract more students from lower group. Alternative C and D have no discriminating power. ITEM 6 Content: Objective: Number Patterns and Sequences Students are able to determine lowest common multiple

Level of Cognitive Domain: Knowledge Find the lowest common multiple (LCM) of 6, 9 and 12. Carikan gandaan sepunya terkecil (GSTK) bagi 6, 9, 12. A B C D 10 12 27 36

Answer: D ITEM ANALYSIS: Students Alternatives Difficult

y A Upper 10 Lower 10 Discriminatio n Suggestion: For item 9, the difficulty index is 0.90 indicating that this item is at the easy level of difficulty. The correct answer for this item is D. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter B and distracter C are effective distracters as they attract more students from lower group. Alternative A has no discriminating power. ITEM 7 Content: Objective: factor Level of Cognitive Domain: Knowledge Find the highest common factor (HCF) of 8 and 12. Cari faktor sepunya terbesar (FSTB) bagi 8 dan 12. A B C D 4 6 8 12 Number Patterns and Sequences Students are able to determine the highest common 0 0 0.0 B 0 1 -0.1 C 0 1 -0.1 D 10 8 0.2 90% Easy

Answer: A ITEM ANALYSIS:

Students A Upper 10 Lower 10 Discriminatio n Suggestion: 9 6 0.3

Alternatives B 1 1 0.0 C 0 1 -0.1 D 0 2 -0.2

Difficult y

75% Easy

For item 7, the difficulty index is 0.75 indicating that this item is at the easy level of difficulty. The correct answer for this item is A. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter C and distracter D are effective distracters as they attract more students from lower group. Alternative B is confusing distracter. ITEM 8 Content: Objective: Number Patterns and Sequences Students are able to know the prime factors

Level of Cognitive Domain: Knowledge Diagram 2 shows five number cards. Rajah 2 menunjukkan lima kad nombor.

33 23 37 29

DIAGRAM 2

27

The cards which represent prime numbers are Kad nombor yang mewakili nombor perdana ialah

A B C D

23 and 27 27 and 33 23, 29 and 37 29, 33 and 37

Answer: C ITEM ANALYSIS: Difficult y D 1 2 -0.1 80% Easy

Students A Upper 10 Lower 10 Discriminatio n 0 1 -0.1

Alternatives B 0 0 0.0 C 9 7 0.2

Suggestion: For item 8, the difficulty index is 0.8 indicating that this item is at the easy level of difficulty. The correct answer for this item is C. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter A and distracter D are effective distracters as they attract more students from lower group. Alternative B has no discriminating power.

ITEM 9 Content: Objective: Fractions Students are able to analyse the case.

Level of Cognitive Domain: Application
6 13 6 5

of the 39 students in a class are girls. 9
5

of the girls wear spectacles. How many girls Berapakah bilangan pelajar

who wear spectacles?

daripada 39 pelajar dalam satu kelas adalah pelajar perempuan.

daripada pelajar perempuan 13 memakai cermin mata. itu
9 perempuan yang memakai cermin mata?

A B C D

8 10 14 18

Answer: B ITEM ANALYSIS: Difficult y D 0 0 0.0 80% Easy

Students A Upper 10 Lower 10 Discriminatio n 0 1 -0.1

Alternatives B 10 6 0.4 C 0 3 -0.3

Suggestion: For item 9, the difficulty index is 0.8 indicating that this item is at the easy level of difficulty. The correct answer for this item is B. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter A and distracter C are effective distracters as they attract more students from lower group. Alternative D has no discriminating power. ITEM 10 Content: Objective: Fractions Students are able to compare the values of the fractions

Level of Cognitive Domain: Comprehension Which of the following fractions has the largest value? Antara pecahan berikut, yang manakah mempunyai nilai paling besar?
6

A

7 3

B

4

4 5

C
2 3

D

Answer: A

ITEM ANALYSIS: Difficult y D 6 6 0.0 40% Moderate

Students A Upper 10 Lower 10 Discriminatio n 4 4 0.0

Alternatives B 0 0 0.0 C 0 0 0.0

Suggestion: For item 10, the difficulty index is 0.4 indicating that this item is at the moderate level of difficulty. The correct answer for this item is A. This item discriminates confusedly as students from the lower group the right answer same as those from the higher group. Distracter B and distracter C have no discriminating power. Alternative D is a confusing distracter.

ITEM 11 Content: Objective: Decimals Students are able to know calculate the difference

Level of Cognitive Domain: Application Diagram 3 shows a list of decimal numbers. Rajah 3 menunjukkan satu senarai nombor perpuluhan.
11.7, 2.69, 8.3, 6.77, 11.69

DIAGRAM 3

Calculate the difference between the largest and the smallest decimals. Hitungkan beza antara nombor perpuluhan yang terbesar dan yang terkecil. A B C D 0.01 8.70 9.00 9.01

Answer: D ITEM ANALYSIS: Difficult y D 7 3 0.4 50% Moderate

Students A Upper 10 Lower 10 Discriminatio n 0 0 0.0

Alternatives B 0 1 -0.1 C 3 6 -0.3

Suggestion: For item 11, the difficulty index is 0.5 indicating that this item is at the moderate level of difficulty. The correct answer for this item is D. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter B and distracter C are effective distracters as they attract more students from lower group. Alternative A has no discriminating power. ITEM 12 Content: Objective: Decimals Students are able to know how to change fractions to decimals Level of Cognitive Domain: Application Convert
7

to a decimal number, round it off to three decimal places.

24

Tukarkan perpuluhan. A B C D

7 24 kepada nombor perpuluhan, bundarkan jawapan anda kepada tiga tempat

0.290 0.291 0.292 0.293

Answer: C ITEM ANALYSIS: Difficult y D 1 1 0.0 20% Difficult

Students A Upper 10 Lower 10 Discriminatio n 5 7 -0.2

Alternatives B 1 1 0.0 C 3 1 0.2

Suggestion: For item 12, the difficulty index is 0.2 indicating that this item is at the difficult level of difficulty. The correct answer for this item is C. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter A is effective distracters as they attract more students from lower group. Alternative B and D are confusing distracter as it attracts same students from the lower group and higher group.

ITEM 13 Content: Objective: Percentages Students are able to know how to find the percentage of the quantity Level of Cognitive Domain: Analysis Diagram 4 shows the price tag for a shirt in a sale. Rajah 4 menunjukkan tanda harga sehelai baju dalam satu jualan.

RM48

DIAGRAM 4 Calculate the percentage discount offered. Hitung peratus diskaun yang ditawarkan. A B C D 25 50 66 75

Answer: A ITEM ANALYSIS: Difficult y D 7 8 -0.1 20% Difficult

Students A Upper 10 Lower 10 Discriminatio n 3 1 0.2

Alternatives B 0 0 0.0 C 0 1 -0.1

Suggestion: For item 13, the difficulty index is 0.2 indicating that this item is at the difficult level of difficulty. The correct answer for this item is A. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter C and D are effective distracters as they attract more students from lower group. Alternative B has no discriminating power.

ITEM 14 Content: Objective: Percentages Students are able to know the about discounts

Level of Cognitive Domain: Evaluation Table 1 shows the prices and discounts for four types of mp3. Jadual 1 menunjukkan harga dan diskaun bagi empat jenis mp3. Price Mp3 J K L M (RM) 150 200 250 300 Discount (%) 10 35 50 55 TABLE 1 The cheapest mp3 after the discount is Mp3 yang termurah selepas diskaun ialah A B C D J K L M

Answer: C ITEM ANALYSIS: Difficult y D 0 1 -0.1 45% Moderate

Students A Upper 10 Lower 10 Discriminatio n 7 3 0.4

Alternatives B 0 0 0.0 C 3 6 -0.3

Suggestion: For item 14, the difficulty index is 0.45 indicating that this item is at the moderate level of difficulty. The correct answer for this item is C. This item discriminates negatively as more students from the lower group the right answer than those from the higher group. Distracter A is ineffective distracter as they attract more students from higher group while distracter D is effective distracter as they attract more students from lower group. Alternative B has no discriminating power.

ITEM 15 Content: Objective: Percentages Students are able to know the relationship between percentages and fractions Level of Cognitive Domain: Comprehension A group of students consists of 48 boys and 72 girls. of the boys and of the girls take

part in an academic camp. Calculate the percentage of the students who attend the camp. Sekumpulan pelajar terdiri daripada 48 lelaki dan 72 perempuan. 3 dan
5 12 kem tersebut.

daripada pelajar lelaki

pelajar perempuan mengikuti kem akademik. Hitung peratus pelajar yang menyertai 8

A B C D Answer: B

24 40 48 95

ITEM ANALYSIS: Difficult y D 0 0 0.0 30% Moderate

Students A Upper 10 Lower 10 Discriminatio n 0 0 0.0

Alternatives B 4 2 0.2 C 6 8 -0.2

Suggestion: For item 15, the difficulty index is 0.3 indicating that this item is at the moderate level of difficulty. The correct answer for this item is B. This item discriminates positively as more students from the higher group the right answer than those from the lower group. Distracter C is effective distracter as they attract more students from lower group. Alternative A and D have no discriminating power. ITEM 16

Content: Objective: given.

Percentages Students are able to solve problems based on case

Level of Cognitive Domain: Application

Encik Shahin bought 100 watermelons with a cost of RM2.00 per watermelon. 8 of the watermelons were rotten and could not be sold. He sold the remaining watermelons at RM3.00 each. Find the percentage of profit. Encik Shahnin membeli 100 biji tembikai dengan harga RM2.00 sebiji. 8 biji tembikai telah rosak dan tidak boleh dijual. Dia menjual buah tembikai yang tinggal dengan harga RM3 sebiji. Cari peratus keuntungan. A B C D 24 38 42 50

Answer: B ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 2 6 -0.4 Alternatives B 5 1 0.4 C 1 1 0.0 D 2 2 0.0 30% Moderate Difficulty

Suggestion: Revise For item 16 the difficulty index is 0.3. This indicates that this item level of difficulty is at moderate level. The correct answer for this item is B. The discrimination index of the item’s answer key is 0.4 this indicates that this is a good item. Distracter A has -0.4 for its index of discrimination and thus it is an effective distracter. Distracter C on the other hand, has an index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter D has 0.0 for its discrimination index and thus it is an ineffective distracter. It is suggested that this item to be revised for future use.

ITEM 17 Content: Objective: Integers Students are able to differentiate positive and negative integers. Level of Cognitive Domain: Knowledge How many negative integers are there between -5 and 5? Berapa banyak integer negatif di antara -5 dan 5? A B C D 4 5 9 11

Answer: A ITEM ANALYSIS: Students A Upper 10 Lower 10 Discriminatio n 6 1 0.5 Alternatives B 0 1 -0.1 C 2 1 0.1 D 2 7 -0.5 35% Moderate Difficulty

Suggestion: Retain

For item 17 the difficulty index is 0.35. This indicates that this item level of difficulty is at moderate level. The correct answer for this item is A. The discrimination index of the item’s answer key is 0.5 this indicates that this is a strong item. Distracter B has -0.1 for its index of discrimination and thus it is an effective distracter. Distracter C on the other hand, has an index of discrimination of 0.1 and thus it is a confusing distracter. Distracter D has -0.5 for its discrimination index and thus it is a effective distracter. It is suggested that this item to be retained.

ITEM 18 Content: Objective: Integers Students are able to analyze the whole numbers

Level of Cognitive Domain: Analysis Diagram 5 is a number line. Rajah 5 ialah suatu garis nombor.

-3 -2

-1

0

1

2

3

4

DIAGRAM 5 Which of the following represent the correct steps? Antara berikut, yang manakah mewakili langkah yang betul? A B C D 3-(-2) 3-(-5) 3+(-2) 3+(-5)

Answer: D ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 5 2 0.3 Alternatives B 0 0 0.0 C 5 7 -0.2 D 0 1 -0.1 5% Difficult Difficulty

Suggestion: Remove For item 18 the difficulty index is 0.05. This indicates that this item level of difficulty is at difficulty level. The correct answer for this item is D. The discrimination index of the item’s answer key is -0.1 this indicates that this is a weak item. Distracter A has 0.3 for its index of discrimination and thus it is a confusing distracter. Distracter B on the other hand, has an index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter C has -0.2 for its discrimination index and thus it is effective distracter. It is suggested that this item to be removed.

ITEM 19 Content: Objective: given. Level of Cognitive Domain: Application Puan Rosnah bought 1.55 kg fish, and 2 kg 80 g meat. What is the total mass, in kg, that Puan Rosnah bought? Puan Rosnah membeli 1.55 kg ikan dan 2 kg 80 g daging. Berapakah jumlah jisim, dalam kg, yang dibeli oleh Puan Rosnah? A B C D 3.135 3.558 3.63 4.35 Basic Measurements Students are able to solve problems based on case

Answer: C ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 0 0.0 Alternatives B 0 0 0.0 C 10 10 0.0 D 0 0 0.0 100% Easy Difficulty

Suggestion: Remove For item 19 the difficulty index is 1.00. This indicates that this item level of difficulty is at easy level. The correct answer for this item is C. The discrimination index of the item’s answer key is 0.0 this indicates that this is weak item. Distracter A has 0.0 for its index of discrimination and thus it is an ineffective distracter. Distracter B on the other hand, has an index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter D has 0.0 for its discrimination index and thus it is an ineffective distracter. It is suggested that this item to be removed. ITEM 20 Content: Objective: given. Level of Cognitive Domain: Analysis Amalina is 15 years 4 months old. Her sister is 30 months older than her. What is her sister’s age? Umur Amalina ialah 15 tahun 4 bulan. Kakaknya 30 bulan lebih tua daripadanya. Berapakah umur kakaknya? A B C D 17 years 4 months 17 years 10 months 18 years 10 months 19 years 4 months Basic Measurements Students are able to solve problems based on case

Answer: B ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 1 -0.1 Alternatives B 10 8 0.2 C 0 0 0.0 D 0 1 -0.1 90% Easy Difficulty

Suggestion: Retain For item 20 the difficulty index is 0.9. This indicates that this item level of difficulty is at easy level. The correct answer for this item is B. The discrimination index of the item’s answer key is 0.2 this indicates that this is good item. Distracter A has -0.1 for its index of discrimination and thus it is an ineffective distracter. Distracter C on the other hand, has an index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter D has -0.1 for its discrimination index and thus it is effective distracter. It is suggested that this item to be retained.

ITEM 21 Content: Objective: problems. Level of Cognitive Domain: Analysis Farid started driving from his house at 0755 and arrived at Johor Bharu at 1605. The duration of his journey is Farid mula memandu dari rumahnya pada jam 0755 dan tiba di Johor Bharu pada jam 1605. Tempoh masa perjalanan ialah A B C D 8 hours 10 minutes 8 hours 50 minutes 9 hours 10 minutes 9 hours 50 minutes Basic Measurements Students are able to measure the time and solve

Answer: A ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 6 6 0.0 Alternatives B 3 3 0.0 C 0 0 0.0 D 1 1 0.0 60% Moderate Difficulty

Suggestion: Remove For item 21 the difficulty index is 0.6. This indicates that this item level of difficulty is at moderate level. The correct answer for this item is A. The discrimination index of the item’s answer key is 0.0 this indicates that this is weak item. Distracter B has 0.0 for its index of discrimination and thus it is an ineffective distracter. Distracter C on the other hand, has an index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter D has 0.0 for its discrimination index and thus it is ineffective distracter. It is suggested that this item to be removed.

ITEM 22 Content: Objective: Basic Measurements Students are able to calculate and solve problems based on case. Level of Cognitive Domain: Synthesis 780 g of grade A rice is mixed with kg of grade B rice and place on a weighing scale. If 1

70 g of rice is removed, what is the reading, in kg, of the remaining mass? 2 780 g beras gred A dicampurkan dengan
1 2

kg beras gred B dan diletakkan di atas alat

penimbang. Jika 70 g beras itu dikeluarkan, berapakah bacaan, dalam kg, baki berat beras? A B C D 0.76 1.21 7.6 1.31

Answer: B ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 0 0.0 Alternatives B 10 7 0.3 C 0 2 -0.2 D 0 1 -0.1 85% Moderate Difficulty

Suggestion: Revise For item 22 the difficulty index is 0.85. This indicates that this item level of difficulty is at easy level. The correct answer for this item is B. The discrimination index of the item’s answer key is 0.3 this indicates that this is good item. Distracter A has 0.0 for its index of discrimination and thus it is an ineffective distracter. Distracter C on the other hand, has an index of discrimination of -0.2 and thus it is effective distracter. Distracter D has -0.1 for its discrimination index and thus it is effective distracter. It is suggested that this item to be revised for the future use.

ITEM 23

Content: Objective: problems.

Basic Measurements Students are able to measure the time and solve

Level of Cognitive Domain: Synthesis A bus took 6 hours 30 minutes to travel from Kuala Terengganu to Kuala Lumpur. The bus arrive Kuala Lumpur at 4.00 a.m. At what time, in the 24-hour system, does the bus leave Kuala Terengganu? Sebuah bas mengambil masa 6 jam 30 minit bagi perjalanan daripada Kuala Terengganu ke Kuala Lumpur. Bas itu tiba di Kuala Lumpur pada jam 4.00 a.m. Pada jam berapakah, dalam system 24 jam, bas itu bertolak daripada Kuala Terengganu? A B C D 0230 0930 1030 2130

Answer: D ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination Suggestion: Remove 0 1 -0.1 Alternatives B 6 6 0.0 C 1 1 0.0 D 3 2 0.1 25% Difficult Difficulty

For item 23 the difficulty index is 0.25. This indicates that this item level of difficulty is at difficulty level. The correct answer for this item is D. The discrimination index of the item’s answer key is 0.1 this indicates that this is weak item. Distracter A has -0.1 for its index of discrimination and thus it is effective distracter. Distracter B on the other hand, has an index of discrimination of 0.0 and thus it is ineffective distracter. Distracter C has 0.0 for its discrimination index and thus it is ineffective distracter. It is suggested that this item to be removed.

ITEM 24 Content: Objective: Lines and Angles 1 Students are able to analyze the type of angles.

Level of Cognitive Domain: Analyze Diagram 6 shows four angles labelled I, II, III and IV. Rajah 6 menunjukkan empat sudut yang dilabelkan I, II, III dan IV.
I IV II III

DIAGRAM 6 Which of the following angles are obtuse angles? Antara sudut-sudut berikut, yang manakah merupakan sudut cakah? A B C D I and II only I and IV only II and III only II and IV only

Answer: B ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 0 0.0 Alternatives B 10 9 0.1 C 0 1 -0.1 D 0 0 0.0 95% Easy Difficulty

Suggestion: Remove For item 24 the difficulty index is 0.95. This indicates that this item level of difficulty is at easy level. The correct answer for this item is B. The discrimination index of the item’s answer key is 0.1 this indicates that this is weak item. Distracter A has 0.0 for its index of discrimination and thus it is ineffective distracter. Distracter C on the other hand, has an index of discrimination of -0.1 and thus it is effective distracter. Distracter D has 0.0 for its discrimination index and thus it is ineffective distracter. It is suggested that this item to be removed.

ITEM 25

Content: Objective:

Lines and Angles 1 Students are able to analyze the parallel and perpendicular lines

Level of Cognitive Domain: Analyze Diagram 7 shows six straight lines which meet at point P. Rajah 7 menunjukkan enam gairs lurus yang bertemu di titik P.
P V
30° 30°

U T

Q
30°

30° 30°

S

R

DIAGRAM 7 Which of the following pair of lines are not perpendicular to each other? Di antara berikut, pasangan garis yang manakah tidak berserenjang di antara satu sama lain? A B C D RP and PU SP and PV QP and PT TP and PV

Answer: D

ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 2 0 0.2 Alternatives B 5 7 -0.2 C 1 2 -0.1 D 2 1 0.1 15% Difficult Difficulty

Suggestion: Remove For item 25 the difficulty index is 0.15. This indicates that this item level of difficulty is at difficulty level. The correct answer for this item is D. The discrimination index of the item’s answer key is 0.1 this indicates that this is weak item. Distracter A has 0.2 for its index of discrimination and thus it is confusing distracter. Distracter B on the other hand, has an index of discrimination of -0.2 and thus it is effective distracter. Distracter C has -0.1 for its discrimination index and thus it is effective distracter. It is suggested that this item to be removed.

ITEM 26 Content: Objective: Lines and Angles 1 Students are able to evaluate the value of angles.

Level of Cognitive Domain: Evaluation Diagram 8, PQ and RS are straight lines. Rajah 8, PQ dan RS ialah garis lurus.
S
3y°

P

60°

Q

R

DIAGRAM 8 Find the value of x. Cari nilai x. A B C D 20 60 100 120

Answer: C ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 0 0.0 Alternatives B 0 0 0.0 C 9 6 0.3 D 1 4 -0.3 75% Easy Difficulty

Suggestion: Revise For item 26 the difficulty index is 0.75. This indicates that this item level of difficulty is at easy level. The correct answer for this item is C. The discrimination index of the item’s answer key is 0.3 this indicates that this is good item. Distracter A has 0.0 for its index of discrimination and thus it is ineffective distracter. Distracter B on the other hand, has an index of discrimination of 0.0 and thus it is ineffective distracter. Distracter D has -0.3 for its discrimination index and thus it is effective distracter. It is suggested that this item to be revised for future use.

ITEM 27

Content: Objective:

Lines and Angles 1 Students are able to evaluate the value of angles.

Level of Cognitive Domain: Evaluation In Diagram 9, JKL is a straight line. Dalam Rajah 9, JKL ialah satu garis lurus.

J

3x°

K x° 80°

L

DIAGRAM 9

Find the value of x. Cari nilai x. A B C D 20 25 36 100

Answer: B ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 0 0.0 Alternatives B 10 9 0.1 C 0 1 -0.1 D 0 0 0.0 95% Easy Difficulty

Suggestion: Remove For item 27 the difficulty index is 0.95. This indicates that this item level of difficulty is at easy level. The correct answer for this item is B. The discrimination index of the item’s answer key is 0.1 this indicates that this is weak item. Distracter A has 0.0 for its index of discrimination and thus it is ineffective distracter. Distracter C on the other hand, has an index of discrimination of -0.1 and thus it is effective distracter. Distracter D has 0.0 for its discrimination index and thus it is ineffective distracter. It is suggested that this item to be removed.

ITEM 28 Content: Objective: Lines and Angles 1 Students are able to evaluate the value of angles.

Level of Cognitive Domain: Evaluation In Diagram 10, POQ and ROS are straight lines. Dalam rajah 10, POQ dan ROS ialah garis lurus.
Q R
40° w°

O

P

120°

S

DIAGRAM 10 Calculate the value of v + w. Hitung nilai v + w. A B C D 50 90 120 140

Answer: D ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimination 0 0 0.0 Alternatives B 0 1 -0.1 C 0 1 -0.1 D 10 8 0.2 90% Easy Difficulty

Suggestion: Revise For item 28 the difficulty index is 0.90. This indicates that this item level of difficulty is at easy level. The correct answer for this item is D. The discrimination index of the item’s answer key is 0.2 this indicates that this is good item. Distracter A has 0.0 for its index of discrimination and thus it is ineffective distracter. Distracter B on the other hand, has an index of discrimination of -0.1 and thus it is effective distracter. Distracter C has -0.1 for its discrimination index and thus it is effective distracter. It is suggested that this item to be revised for future use.

ITEM 29 Content: Objective: Polygons 1 Students are able to analysis the value of angles.

Level of Cognitive Domain: Analysis In Diagram 11, PQS is a triangle and PQR is a straight line. Dalam Rajah 11, PQS ialah segitiga dan PQR ialah garis lurus.
Q r°
35°

R

S

P

DIAGRAM 11 Find the value of r. Cari nilai r. A B C D 125 90 55 45

Answer: C ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimanation 0 0 0.0 Alternatives B 0 6 -0.6 C 10 3 0.7 D 0 1 -0.1 65% Easy Difficulty

Suggestion: Retain For item 29 the difficulty index is 0.65. This indicates that this item level of difficulty is at moderate level. The correct answer for this item is C. The discrimination index of the item’s answer key is 0.7 this indicates that this is strong item. Distracter A has 0.0 for its index of discrimination and thus it is ineffective distracter. Distracter B on the other hand, has an index of discrimination of -0.6 and thus it is effective distracter. Distracter D has -0.1 for its discrimination index and thus it is effective distracter. It is suggested that this item to be retained.

ITEM 30

Content: Objective:

Polygons 1 Students are able to measure the value of angles.

Level of Cognitive Domain: Comprehension In Diagram 12, RSTU is a quadrilateral. Dalam Rajah 12, RSTU ialah sisiempat.
R 100°
70° 140°

U

T

DIAGRAM 12 Find the value of p. Cari nilai p. A B C D 40 50 70 80

Answer: B ITEM ANALYSIS: Students A Upper 10 Lower 10 Discrimanation 2 1 0.1 Alternatives B 8 9 -0.1 C 0 0 0.0 D 0 0 0.0 85% Easy Difficulty

Suggestion: Remove For item 30 the difficulty index is 0.85. This indicates that this item level of difficulty is at easy level. The correct answer for this item is B. The discrimination index of the item’s answer key is -0.1 this indicates that this is weak item. Distracter A has 0.1 for its index of discrimination and thus it is confusing distracter. Distracter C on the other hand, has an index of discrimination of 0.0 and thus it is ineffective distracter. Distracter D has 0.0 for its discrimination index and thus it is ineffective distracter. It is suggested that this item to be removed.

7.0 CONCLUSION

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