Professional Documents
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Topic 1
1. What do you understand by the following terms?
a. Measurement (Pengukuran)
b. Evaluation/Assessment (Penilaian/Pentaksiran)
c. Test (Ujian
While evaluation the information obtained from measurement are put against
certain criteria to determine whether the criteria have been achieved, so we
can assign grade to the thing that we are interested. E.g. I evaluate the
successfulness of my teaching based on the students ability to solve a problem
on the Boyle’s Law.
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Educators and schools assess students to help learning, and to help teaching.
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5.
[Aug 2018]
Topic 2
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The three learning outcomes are the cognitive, affective and psychomotor
learning outcomes, that can be describe as KSA (knowledge, skills and attitude)
domains.
The cognitive learning outcomes – knowledge or mental skills
Affective learning outcome – growth in feelings or emotional areas
Each domain consists of subdivisions, starting from the simplest behaviours to the
most complex, thus forming a taxonomy of learning outcomes. Each taxonomy
of learning behaviour can be thought as “the goals of the schooling process”.
Cognitive learning outcomes
When assessing cognitive outcomes, we assess the learners’ ability in using the
facts, concepts or principles of the subject area. Bloom’s Taxonomy is a
classification of the different objectives and skills that educators set for their
students (learning objectives). It is developed by a group of psychologists
leaded by Benjamin Bloom in 1956. The six levels in Bloom’s classification are
ranked from the lowest level to the highest level with increasing difficulties in
mental abilities: knowledge, comprehension, application, analysis, synthesis and
evaluation.
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The Knowledge
Remember Understand Apply Analyze Evaluate Create
Dimension
Factual
Conceptual
Procedural
Metacognitive
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to receive, or selected
attention.
Responding This refers to the Gives a Saying honesty is
learners’ active presentation better and
attention to stimuli and behaving
his/her motivation to accordingly
learn – acquiescence,
willing responses, or
feelings of satisfaction.
Valuing This refers to the worth Propose a Consistently (but
or value a person plan to social not always)
attaches to a particular improvement telling the truth
object, phenomenon or
behaviour.
Organisation This refers to the Accepts Being honest in
learner’s internalization responsibility a variety of
of values and beliefs for his or her situation
involving (1) the behaviour
conceptualization of
values; and (2) the
organization of a value
system according to
priority.
Characterisation This refers to the Show self- Honest in most
learner’s highest of reliance when situation,
internalization and working expects others
relates to behavior that independently to be honest
reflects (1) a and interacts
generalized set of with others fully
values; and (2) a honesty
characterization or a
philosophy about life.
At this level the learner
is capable of practicing
and acting on their
values or beliefs.
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Perception Use sensory cues to guide Adjusts the height of the ladder
motor activity in relation to the point on the
wall
Set The mindsets (mental, Recognises their abilities and
physical and emotional limitation
sets) that predetermine a
person’s response to
different situation
Guided Practising (imitation, trail Performs a mathematical
response and error) when equation as demonstrated
beginning to learn a
complex skill
Mechanism Intermediate stage in Rides a motorcycle
learning a complex skill
when the learned
response have become
habitual and can be
performed with some
confidence
Complex overt Motors act that involves Displays competence while
response complex movement that playing the piano
are automatic (quicker
and better than
mechanical)
Adaptation Modify movement Respond effectively to
patterns to fit special unexpected experience
requirements
Origination Creating new movement Creates a new dance routine
or pattern to fit a
particular situation or
specific pattern
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Given a list of 20 Asian countries (condition), the students (audience) will identify
(behaviour) at least 15 of the corresponding capital cities (degree).
Topic 3
1. What are the advantages and disadvantages of matching questions?
Advantages Disadvantages
Understanding of relationships Limited to materials that can be listed
in two columns
Ability to apply knowledge Giveaway in the last item through
elimination
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Clear instruction
Homogenous information in a column
Include more responses than premises or allow the response to be used
more than once
Put the items with more words in column A
Correct answers should not be obvious
No clues or keywords to the correct answer
All responses and premises should appear on the same page
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Guessing
Tendency to take quotations from text – encourage tote memorising and
include trivial material
Difficult to write statement for complex material
Does not discriminate among students of different abilities as well as other
question types
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8. What are the principles of writing MCQs? Give examples. [Aug 2018]
Textbook p59
See also:
https://www.researchgate.net/profile/Sitanshu_Kar/publication/304349657_Basic
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_Principles_of_constructing_multiple_choice_questions/links/576c985b08ae193ef
3a9a683/Basic-Principles-of-constructing-multiple-choice-questions.pdf
9.
Topic 4
1. Discuss 2 methods of scoring essay test with appropriate examples.
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Advantages
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Disadvantages
1. Assess a limited sample of the range of content due to the time it takes for
students to respond to essay questions and for graders to score responses.
2. Are difficult and time consuming to grade. Different readers may vary in
their grading of the same or similar responses (interscorer reliability) and
one reader can vary significantly in his grading consistency depending on
many factors (intrascorer reliability). Gender and ethnic bias, the length
and legibility of the response, and the personal preferences of the grader
with regards to the content and structure of the response are some of the
factors that can lead to unreliable grading.
3. Provide practice in poor or unpolished writing. The way in which students
construct their responses to essay questions differs in several ways from
real-world writing tasks.
Misconceptions
(d) Essay Questions Benefit All Students by Placing Emphasis on the Importance
of Written Communication Skills
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Topic 5
1. Differentiate between traditional assessment (TA) and authentic assessment
(AA). [Aug 2018]
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Tests and strengthens the students’ Tests and strengthens the students’
ability to recall/recognize and ability to reason and analyze,
comprehend content, but does not synthesize, and apply knowledge
reveal the students’ true progress of acquired; Students’ higher level of
what they can do with the knowledge cognitive skills (from knowledge and
they acquired. Only the students’ comprehension to analysis, synthesis,
lower level of thinking skills, application, and evaluation) are
(knowledge and comprehension), are tapped in multiple ways.
tapped.
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products or performance as
evidence of learning
Examples: Examples:
True or False; multiple choice tests demonstrations
standardized tests hands-on experiments
achievement tests computer simulations
intelligence tests portfolios
aptitude tests projects
multi-media presentations
role plays
recitals
stage plays
exhibits
2. What is authentic assessment? Discuss and support your answer with relevant
examples.
(a) Identify which standards you want your students to meet through this
assessment;
(b) Choose a relevant task for this standard, or set of standards, so that students
can demonstrate how they have or have not met the standards;
(c) Define the characteristics of good performance on this task. This will provide
useful information regarding how well students have met the standards; and
(d) Create a rubric, or set of guidelines for students to follow so that they are
able to assess their work as they perform the assigned task.
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Topic 6
1. Discuss methods for assessing group project work.
assessment method
criteria (product and/or process)
Advantages Disadvantages
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Advantages Disadvantages
Splitting tasks: Project must be divisible into multiple tasks of the same
complexity and each student is responsible for one task. Final mark is part
group mark (e.g., 50%) and part individual task mark (e.g., 50%)
Advantages Disadvantages
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Advantages Disadvantages
Advantages Disadvantages
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Advantages Disadvantages
Advantages Disadvantages
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Advantages Disadvantages
The teacher should develop an outline that explains the project’s essential
elements and his or her expectations for each project.
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Guidelines for carrying out the project include timeline and short-
term goals, such as to have interviews and research completed by
a certain date.
6. List of Project Participants with Roles Assigned
Roles of team members and if members of the community are
involved, identify their roles.
7. Assessment How the student’s performance will be evaluated.
In project work, the learning process is being evaluated as well as
the final product.
3. Can you give an example of project work commonly carried out by your
pupils in school ?
Most projects have certain common defining features (Katz & Chard, 1989):
Student centred;
A definite beginning, middle and end;
Content is meaningful to students; directly observable in their environment;
Real-world problems;
First-hand investigation;
Sensitivity to local culture and culturally appropriate;
Specific goals related to curriculum;
A tangible product that can be shared with the intended audience;
Connections among school, life, and work skills;
Opportunity for reflective thinking and student self-assessment; and
Multiple types and authentic assessments (portfolios, journals, rubrics, etc.).
Examples includes:
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[Aug 2018]
(a) Developing the skill of planning, structuring and taking responsibility for a
larger piece of work and providing experience of working in project form;
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Topic 7
1. Which of the portfolio development process is the most important? [Aug 2018]
1. Collection: This step simply requires students to collect and store all of their
work.
2. Selection: This will depend on whether it is a process or product portfolio
and the criteria set by the teacher. Students will go through the works
collected and select certain works for their portfolio.
3. Reflection: It is reflection that differentiates the portfolio from a mere
collection of student work. Reflection is often done in writing but it can
also be done orally. Students are asked why they have chosen a
particular product or work (e.g. essay); and how it compares with other
works, what particular skills and knowledge were used to produce it (e.g.
the essay) and how it can be further improved.
4. Connection: Students are encouraged to make connections between
their schoolwork and the value of what they are learning and the real
world.
I think the selection process is the most important, because the students
determine set the foundation on how the portfolio will looked in this process
when they decide on the basis of selection.
2.
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3. What are the critics regarding using portfolios as an assessment tool? [Aug
2018]
(i) Extra time needed to plan an assessment system and conduct the assessment
especially for large assessment;
(ii) The gathering of all the necessary data and work samples can make portfolios bulky
and difficult to manage;
(iii) Scoring portfolios involves extensive use of subjective evaluation procedures such as
rating scales and professional judgement, and thus open up the assessment to the
question of reliability; and
(iv) Scheduling individual portfolio conferences is difficult and the length of each
conference may interfere with other instructional activities.
Chapter 8
[Aug 2018]
??
Chapter 9
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Item analysis is a process which examines the responses to individual test items
or questions in order to assess the quality of those items and the test as a whole.
In Classical Test Theory (CTT) the statistics produced from analysing the test
results based on test scores include measures of difficulty index and
discrimination index. Analysing the effectiveness of distractors also becomes
part of the process.
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Chapter 10
a. 𝑥̅ = 67.687
∑(𝑥−𝑥̅ )2
b. 𝑆𝐷 = √ = 15.333
𝑁−1
𝑥−𝑥̅
c. 𝑧 = = 1.95
𝑆𝐷
d. 𝑡 = 10(𝑧) + 50 = 68.52
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Mean, median and mode measured the central tendency of the data.
Mean
The mean is the average, i.e. the sum of all the values (marks) divided by
the total number of items (students) in the set.
Median
The median is determined by sorting the score obtained from lowest to
highest values and taking the score that is in the middle of the sequence.
Mode
The mode is the most frequently occurring score in the data set. If you
have two modes, it is bimodal.
Standard deviation
Standard deviation refers to how much the scores (obtained by students)
deviate or differ from the mean.
Descriptive Statistics
You use these statistical techniques to describe how your students performed. For
example, you use descriptive statistics techniques to summarise data in a useful way
either numerically or graphically. The common descriptive techniques used are the
mean or average and standard deviation. Data may also be presented graphically
using various kinds of charts and graphs.
Inferential Statistics
You use inferential statistical techniques when you want to infer about the population
based on your sample. You use inferential statistics when you want to find out the
differences between groups of students, the relationship between variables or when
you want to make predictions about student performance. For example, you want to
find out whether the boys did better than the girls or whether there is a relationship
between performance in coursework and the final examination. The inferential statistics
often used are the t-test, ANOVA and linear regression.
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