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FACULTY OF TECHNICAL AND VOCATIONAL EDUCATION

LECTURE PLAN
1. Name of Course: MEASUREMENT AND EVALUATION IN EDUCATION
Course Code: BBD 30202
2. Synopsis: The aim of this course is to provide knowledge to students
understanding regarding measurement and evaluation in classroom
and laboratory/ workshop. This course covers the assessment
concept, types and classification of assessment, assessment
quality, developing question, rating scheme, examination planning
and administration, interpreting test scores and make a report. This
course also prepares the student to apply their knowledge and skill
in assessing vocational education program.

3. Name(s) of Academic Staff: Dr Azmanirah Ab Rahman (Coordinator)

Dr Marina Ibrahim Mukhtar
4. Semester and Year Offered: Semester 2 Year 2019/2020
5. Credit Value: Lecture (hour/week) 2/Week
2 Tutorial (hour/week) 0/Week
Practical (hour/week) 0/week
Others (hour/week) -
6. Pre-requisite (if any): -
7. Course Learning Outcomes (CLO): At the end of the course, students will be able to:
Example: Explain the basic principles of risk management (C2, PLO1)
CLO 1 Explain the principles, procedure, strengths and weaknesses of these kinds of examinations and
their relation with the teaching of technical and vocational education(PLO1, C4)
CLO 2 Comply with the procedures in developing the question and test administration either in
classroom, large scale assessment, laboratory or workshop. (PLO2, P5)
CLO 3 Develop the question and rating scheme according the procedure with ethics. (PLO4, A3)

CLO 4
CLO 5
8. Mapping of Course Learning Outcomes (CLO) to Programme Learning Outcomes (PLO), Delivery
and Assessment Methods:
Course Learning Programme Learning Outcomes (PLO) Delivery Assessment KPI
Outcomes (CLO) Method Method
PLO1 PLO2 PLO4 PLOX PLOX
CLO 1 C4 Lecture, Assignment At least 60%
Discusion/Online 1 : Report and students
Discussion presentation of achieved
current issues 65% marks
in TVET, test and above
&
Final
Examination

CLO 2 P5 Lecture, Assignment

Discusion/Online 2 : Construct
Discussion Exam Question
and rating
schema
&
Final Exam

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FACULTY OF TECHNICAL AND VOCATIONAL EDUCATION

CLO 3 A3 Lecture, Assignment 3:

Discusion/Online Analysis of test
Discussion and report
Presentation &
Final Exam

CLO 4
CLO 5
Indicate the relevancy between CLO and PLO by ticking “ / ” at the appropriate relevant box.
9. Transferable Skills (if 1 Develop plans to implement solutions
applicable): 2 Facilitate group members in identifying and evaluating
(Soft skills learned in the course possible solutions
which can be utilized in student
development) 3
4
5
10. Distribution of Student Learning Time (SLT):
Week CLO Teaching and Learning Activities SLT
Guided Learning (F2F) Guided Independent
Learning Learning
L T P O (NF2F), eg. e- (NF2F)
learning
1 1.0 TESTING,
MEASUREMENT
AND
EVALUATION

1.1 The concept of

testing,
measurement,
assessment and
evaluation.
1 2 0 0 0 0 4 6
1.2 Differences
between testing,
measurement,
evaluation and
assessment.
1.3 Principles of
assessment.
1.4 Assessment and
Instructional.

2 2.0 TYPES OF
EVALUATION

2.1 Placement test,

formative,
diagnostic and 1 1 0 0 0 0 3 4
summative.
2.2 The concept,
characteristics,
similarities and
distinction.
2 3.0 TEST
CLASSIFICATIO 4
N 1 1 0 0 0 0 3

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FACULTY OF TECHNICAL AND VOCATIONAL EDUCATION

3.1 Norm reference

test, criterion
reference test.
3.2 Types of test:
pencil paper,
objective test,
subjective test,
treatment exam,
exam assisted
teachers,
placement test,
oral test

3 4.0 TEST QUALITY

4.1 Validity and

1,2,3 2 0 0 0 0 4 6
reliability
4.2 Test Quality

4 5.0 ITEM
DIFFICULTY

5.1 Types of Difficulty

Level 6
1,2,3 2 0 0 1 0 4
5.2 Bloom
Taxonomies
5.3 Method to state
instructional
objective
5 12.0 CURRENT 1,2,3 2 0 0 0 0 4
ISSUES IN
EDUCATION

12.1 Large Scale

Assessment by
LPM
12.2 School Based
Assessment 6
12.3 On-Line
Assessment
12.4 E-Testing.
12.5 E-Marking.
12.6 Penilaian On-
Line.
12.7 Assessment
Competency
12.8 Lab/Workshop
evaluation

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FACULTY OF TECHNICAL AND VOCATIONAL EDUCATION

6 6.0 WRITING ITEMS :

MULTIPLE CHOICE
QUESTIONS AND
SUBJECTIVES

6.1 Types of 6
subjective and 1,2,3 2 0 0 0 0 4
objective items.
6.2 The difficulty of
subjective and
objective item.
6.3 Guideline to build
objective and
6.4 subjective.item
6.5 Advantages and
drawbacks of the
objective and
subjective tests.
7 7.0 TEST PLANNING

7.1 Determine the

purpose and
content of the test.
Table of
Specifications
(JSU), built and
1,2,3 2 0 0 0 0 4
vetting question, 6
built and review
scheme, build and
shrubby scheme,
test
administration,
item analysis and
reporting.
8 8.0 RATING SCHEME

8.1 Rating Scheme 2,3 2 - - 0 0 4

6
8.2 Analytical and
Holistic. Methods
9 9.0 TEST
ADMINISTRATIO
N
1,2 2 - - 0 0 4 6
9.1 Procedure: test
administration.
10,11 10.0 ANALYZING
AND
INTERPRETATIO
N QUESTIONS

10.1 Difficulties Indexs

10.2 Discrimination 7
1,2,3 4 - - 0 0 3
Indexs.
10.3 Function:
Difficulties Indexs
and
Discrimination
Indexs.

12,13,1 11.0 STATISTIC IN 1,2 4 - - 1 1 3

4 EVALUATION
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11.1 Function: mean,

median dan mod.
11.2 Cental of
Tendency
11.3 Standard 7
Deviation
11.4 Normal Grade
11.5 Rating Score
11.6 Grade and
Function
11.7 Type of Score
and Report.

Total 70

Continuous Assessment CLO Percentage F2F NF2F SLT

(%)
1 Assignment 1 : 1
Report of Current Issues
10 0 0 0
in TVET

2 Assignment 1 : 1
Presentation of Current
Issues in TVET 10 1 2 3

3 Assignment 2 : 2
Construct of Exam
Questions and Rating 20 0 2 2
Schema

4 Assignment 3 : 3
10 0 2 2
Analysis of Test Report
5 Test 1 10 1 0 1
Total 8

Final Assessment CLO Percentage F2F NF2F SLT

(%)
1 Final Examination 1 40% 2 0 2
2
Total 2

GRAND TOTAL SLT 80

where, L = Lecture, T = Tutorial, P = Practical/Laboratory, O = Others, F2F = Face to Face, NF2F = Non
Face to Face.
11. Special Requirement to deliver For example, software, nursery, computer lab, simulation room etc.
the course:

12. References (including required
and further readings):
(1) Nitko A.J (2004). Educational Assessment of Students.
4th ed. New Jersey, Ohio. Pearson.
(2) McMillan J.H (2007). Classroom Assessment:
Principles and Practice for Effective Standards-Based
Instruction. 4th ed. United States of Amerika. Pearson.

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FACULTY OF TECHNICAL AND VOCATIONAL EDUCATION
13. Other Additional Information:
14. Attendance and Regulations:
15. Prepared by:
Name: DR AZMANIRAH AB RAHMAN
Position: LECTURER
Date: 5 FEBRUARI 2020
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Lampiran A
(3) Popham W.J (2007). Classroom Assessment: What
Teachers Need to Know. 6th ed. United States of
America: Pearson.
(4) Norman E. Gronlund (2003). Assessment Of Student
Achievement. 6th. Edition. United State Of America :
Prentice Hall
(5) C. Keith Waugh and Norman E. Gronlund
(_).Assessment of Students Achievement. 10th Ed.
Pearson.
(6) Linn, R. L. and Gronlund, N. E. (2011). Measurement
And Asssesment in Teaching. 10th Ed. New Jersey:
Prentice Hall.
(7) Kubiszyn, T. and Borich G. (2003). Educational
Testing And Measurement: Classroom Application And
Practice. 7th ed. New York: John Wiley.
(8) Lorin W. Anderson & David R. Krathwohl (2001). A
Taxonomy for Learning, Teaching and Assessment.
Complete Ed. New York. Longman.
1. Students must attend not less than 80% of contact hours for
each course including Compulsory Attendance Course (Hadir
Wajib - HW) and Attendance Only Course (Hadir Sahaja - HS).
2. Students who do not fulfil item (1) of the above are not allowed
to attend further lectures and are not allowed to sit for any
further assessment. Zero marks (0) will be given to student who
fails to comply with item (1). As for Compulsory Attendance
Course (Hadir Wajib - HW), student who fails to comply with
item (1) will be given Failure Attendance (Hadir Gagal - HG).
3. Students must observe University dress code and must conduct
themselves in appropriate manner to avoid any disciplinary
action.
4. Students must follow safety regulations during learning and
teaching.
Verified by:
Name: DR FAIZAL AMIN BIN YUNUS
Position: HEAD OF ENGINEERING EDUCATION
DEPARTMENT
Date: 5 FEBRUARI 2020