ASSIGNMENT

HMEF5053
MEASUREMENT AND EVALUATION IN EDUCATION
MAY 2020 SEMESTER

SPECIFIC INSTRUCTION / ARAHAN KHUSUS

1. Answer in English or Malay.

2. Number of words : 3000 – 5000 words excluding references.

3. Submit your assignment ONCE only in a SINGLE file.

4. Submit your assignment ONLINE.

5. Submission date: 27 JULY 2020

6. This assignment accounts for 60% of the total marks for the course.

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 ASSIGNMENT QUESTION

OBJECTIVE:
The assignment allows you to demonstrate your knowledge and competency in planning,
preparing and constructing a classroom test

ASSIGNMENT (Individual Work Only)

There are THREE (3) tasks for this course assignment. The details of the tasks are presented
below:

TASK I: Planning the classroom test (20 marks)

Identify a course/subject of your choice and plan a classroom test comprising FIVE (5) short-
answer essay questions that require responses of not more than TWO (2) short paragraphs.
The choice of the course/subject should lend itself to essay tests. The test should cover a
few topics/learning outcomes of the course, and the short-answer essay questions should
be framed based on at least FOUR (4) cognitive levels of Bloom’s Taxonomy (1956). Present
your plan in the form of a Table of Specifications. Refer to the sample of table of
specifications provided in Section 3.6 of your module and adapt it to meet your
requirements. You should adapt it to include the following information:
 Topics/Learning outcomes being assessed
 Cognitive levels of Bloom’s Taxonomy
 Marks and weights of essay questions
Provide a brief description of the Table of Specifications focusing on the topics/learning
outcomes being assessed and their cognitive levels. It should include justifications why a
specific topic/learning outcome is being assessed by a particular question and at a particular
cognitive level. You should support your answer with research evidence from journal articles
and/or documented views of experts from reference texts other than what you have read
from your module. Give a list of the references.

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TASK II: Preparing the classroom test (20 marks)
Based on the Table of Specifications planned, prepare the classroom test comprising the
FIVE (5) short-answer essay questions. Also prepare the marking scheme for each question.

The test paper should be complete with details such as the name of the course/subject,
target group, time allocation, marks distribution and clear instructions for the students. For
the marking schemes, you can have the choice of using the analytical method, the holistic
method or the combination of both methods to score the responses.

When constructing the short-answer essay questions, make sure they meet the 4 key
criteria suggested by Reiner, Bothell, Sudweeks and Wood (2002). Refer to Section 5.1 of
the module. To construct the marking schemes, you may refer to the samples of formats
found in Section 5.9 of the module, or any other appropriate formats available in your
references.

Provide a description of the test paper and discuss the criteria you have used in constructing
the short-answer essay questions. Also include a description of the marking schemes as well
as justifications for the choice of the scoring methods. You should support your answer with
research evidence from journal articles and/or documented views of experts from reference
texts other than what you have read from your module. Give a list of the references

TASK III: Writing a reflection (20 marks)

Reflect on your experience of planning, preparing and constructing the classroom test as
well as marking the answer scripts using the marking schemes that you have devised. In
your reflection, also include your comments on the performance of the students, the quality
of the essay questions as well as the appropriateness of the marking schemes. The reflection
should contain elements of reflective thinking and analysis.

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Submission Guidelines
1. Your assignment should be typed on A4 paper using 12-point Times New Roman and
1.5 spacing
2. All assignment documents, including tables and charts, should be appropriately
labelled.
3. You are to submit a softcopy of your assignment online through myINSPIRE.
4. Assignment contents to be submitted are:
 Task I (20 marks)
- Table of Specifications
- Description of Table of Specifications
- Justifications for choice of questions and cognitive levels
 Task II (20 marks)
- The test paper
- Description of the test paper and discussion of the criteria
- The marking schemes
- Description of the marking schemes and justifications for the choice of
scoring methods
- References
 Task III (20 marks)
- Reflection

5. Plagiarised assignments will be rejected.

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 ATTACHMENT
ASSIGNMENT RUBRICS

HMEF5053 MEASUREMENT AND EVALUATION IN EDUCATION / MAY 2020

Task I: Planning the classroom test

Criteria Excellent Good Fair Poor Unsatisfactory Max
*QN CLO Weight
4 3 2 1 0 Marks
1 3 Table of specifications 2.0 Very well Well constructed, Poorly constructed Very poorly Not presented. 8
constructed, free Some errors and numerous errors and constructed, lots of
from error and contains most of the contains a few errors and contains
contains all the details required. details required. hardly any details.
details required. Information Information Information
Information presented is mostly presented is presented is largely
presented is very appropriate and somewhat inappropriate and
appropriate and clear. appropriate and unclear.
clear. clear.
Description of the Table 1.0 Very clear Clear description Fairly clear Vague description Not presented. 4
of Specifications description with lots with some details. description but lacks with hardly any
of details. details. details.

2.0 Justifications are Justifications are Justifications are Justifications are not Not presented. 8
Justifications for the convincing and mostly convincing fairly convincing and convincing and are
choice of questions and strongly supported and supported by somewhat hardly supported by
cognitive levels by relevant research relevant research supported by relevant research
evidence & experts’ evidence & experts’ relevant research evidence & experts’
views. views. evidence & experts’ views.
views.
Total 5 20
*QN = Question Number

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Task II: Preparing the classroom test
Criteria
*QN CLO
2 3 The test paper.
Description of the test paper
and discussion of the criteria.
The marking schemes.
Description of marking
schemes and justifications for
the choice of scoring methods.
Total
*QN = Question Number
Weigh Excellent Good Fair Poor Unsatisfactory Max
t 4 3 2 1 0 Marks
1.25 Very well Well constructed, Poorly constructed, Very poorly Not presented. 5
constructed, free some errors but numerous errors but constructed, lots of
from error and questions are questions are errors and questions
questions are very consistent with the somewhat consistent are not consistent
consistent with the learning outcome/ with the learning with the learning
learning outcomes/ topics being assessed. outcomes/topics being outcome/topics being
topics being assessed. assessed.
assessed.
1.25 Description is very Description is clear Description is Description is vague Not presented. 5
clear with lots of with most of the somewhat clear but with hardly any
relevant details. relevant details. lacks relevant details. relevant details.
Discussion of Discussion of criteria Discussion of criteria is Discussion of criteria
criteria is very clear is clear with most of somewhat clear but is vague with hardly
with lots of details, the details, and are lacks details, and are any details, and are
and are strongly supported by relevant somewhat supported hardly supported by
supported by research evidence & by relevant research relevant research
relevant research experts’ views. evidence & experts’ evidence & experts’
evidence & experts’ views. views.
views.
1.25 Very well designed, Well constructed, Poorly constructed, Very poorly Not presented. 5
free from error and Some errors but numerous errors but constructed, lots of
consistent with the consistent with the somewhat consistent errors and hardly
requirements of the requirements of the with the requirements consistent with the
essay questions. essay questions. of the essay questions. requirements of the
essay questions.
1.25 Very clear Clear justifications Somewhat clear Vague justifications Not presented. 5
justifications with with some details. justifications but lacks with hardly any
lots of details. details. details.
Justifications are Justifications are Justifications are Justifications are
strongly supported supported by relevant somewhat supported hardly supported by
by relevant research research evidence & by relevant research relevant research
evidence & experts’ experts’ views. evidence & experts’ evidence & experts’
views. views. views.
5 20
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Task III: Writing a reflection
Unsatisfacto
Criteria Excellent Good Fair Poor Max
*QN CLO Weight ry
Marks
4 3 2 1 0
3 4 Reflective Thinking 2.0 The reflection The reflection The reflection attempts The reflection does Not 8
explains the student’s explains the student’sto demonstrate thinking not address the presented.
own thinking and thinking about about learning but is student’s thinking
learning processes as his/her learning vague and/or unclear and/or learning.
well as implications process. about the personal
for future learning. learning.
Analysis 3.0 The reflection is an in- The reflection is an The reflection attempts The reflection does Not 12
depth analysis of the analysis of the to analyse the learning not move beyond a presented.
learning experience, learning experience but the value of derived description of the
and the value of and the value of learning is vague, learning experience,
derived learning, derived learning, indicating that the indicating that the
indicating that the indicating that the student has gained little student has not
student has gained student has gained insight into the use of gained any insight
deep insight into the some insight into the the essay question as a into the use of the
use of the essay use of the essay test item. essay question as a
question as a test question as a test test item.
item. item.
Total 2.5 20
*QN = Question Number