TABLE OF CONTENT

Section A………………………..……………………………………………………………
1
Introduction…………………………………………………………………………….1
Raw Data Analysis……………………………………………………………….1
Mode…………………………………………………………………………..1
Median……… ………………………………………………………………..1
Mean…………………………………………………………………………..1
Standard Deviation…………………………………………………………..1
Item Analysis and Interpretation…………………………………………………
2
Difficulty Index………………………………………………………………..2
Discrimination Index…………………………………………………………3
Distractor Index………………………………………………………………4
Conclusion……………………………………………………………………………8
Section B…………………………………………………………………………………..…
9
References…………………………………………………………………………………11
List of Appendices…………………………………………………………………………12
Appendix 1: Calculation of Mode, Median and
Mean……………………………..13
Appendix 2: Calculation of Standard Deviation……………………………………14
Appendix 3: Calculation of Difficulty Index…………………………………………15
Appendix 4: Calculation of Discrimination Index…………………………………..16
Appendix 5: Pupils’ Score
Chart…………………………………………………….19
Appendix 6: Test Paper……………………………………………………………...21
SECTION A
INTRODUCTION
Assessment is the foundation of education. It would allow the teachers and the
parents to gauge the academic strength and weakness of a student in order to form
a better process of teaching and learning. This test was done to test the capability of
the Year 5 pupils at Sekolah Kebangsaan Sabur Banggi, Kudat, in answering the
Section A of English Language Paper 1 in the format of Ujian Pencapaian Sekolah
Rendah (UPSR).
Raw Data Analysis
Once the test paper was marked, the result was recorded to make sure that
it would be easier to sort the scores according to their achievement. The score
can be seen at the table below.
Mode = The most common number in the data set (Glen S., 2000).

11 7 7 9 6
11 5 5 10 13
4 9 8 13 12
6 13 14 12 6
6 8 6 10

= 6 (as it has 5 frequencies.)

Median = The middle of the set of numbers (Glen S., 2000)

4, 5, 5, 6, 6, 6, 6, 6, 7, 7, 8, 8, 9, 9, 10, 10, 11, 11, 12, 12, 13, 13, 13, 14
= 8.5

fM
1 1

Mean = The average of the data set = n

f = frequency
x = scores midpoint
n = Total of frequencies
(1x0) + (4x3) + (7x9) + (10x6) + (13x6) 213
  10.65
Mean = 20 20
Standard Deviation
Score Frequency (f) Middle value fx X² fx²
(x)
3-5 9 4 12 16 48
6-8 9 7 63 49 441
9-11 6 10 60 100 600
12-14 6 13 78 169 1014
f=24
 fx  213  fx ²  2103

1
 2

Using the formula σ=

 fx ²    fx 
 f   f 
2
2103  213  2.97
σ = 24   24  =
 

ITEM ANALYSIS
Interpretation of Difficulty Index
The formula for the difficulty index is:
Difficulty index, p = Number of pupils that answered right
Number of pupils that answered the item

Value (p) Item classification Decision

0.00-0.20 Too difficult Review
0.21-0.40 Difficult Acceptable
0.41-0.60 Moderate Acceptable
0.61-0.80 Easy Acceptable
0.81-1.00 Too easy Review

Item Number of pupils that Difficulty Assessment Decision

answered correctly Index
1. 21 0.88 Too easy Review
2. 19 0.79 Easy Acceptable
3. 16 0.67 Easy Acceptable
4. 21 0.88 Too easy Review
5. 24 1.00 Too easy Review
6. 3 0.13 Too difficult Review
7. 4 0.17 Too difficult Review
8. 3 0.13 Too difficult Review
9. 24 1.00 Too easy Review
10. 3 0.13 Too difficult Review
11. 9 0.38 Difficult Acceptable
12. 20 0.83 Too easy Review
13. 15 0.63 Easy Acceptable
14. 12 0.50 Moderate Acceptable
15. 5 0.21 Difficult Acceptable
16. 1 0.04 Too difficult Review
17. 1 0.04 Too difficult Review
18. 7 0.29 Difficult Acceptable
19. 2 0.08 Too difficult Review
20. 1 0.04 Too difficult Review

Table 1 Difficulty Index

2
 Interpretation of Discrimination Index
NT  N R
1
N
The formula for the discrimination index is: Discrimination index, D = 2
N T = Number of high score group pupils that answered correctly

N R = Number of low score group pupils that answered correctly

N = Sum of pupils in high score and low score groups

Discrimination Index Classification Decision
  1  D  1
>0.4 Very discriminating Acceptable
0.30-0.39 Discriminating Acceptable
0.20-0.29 Moderate discriminating Acceptable
0.10-0.19 Low discrimination Review or discard
<0.1 Very low discrimination Discard

Discrimination Item
Items NT NR Decision
index, D interpretation
Very
1 6 3 0.5 Acceptable
discriminating
Very
2 6 1 0.83 Acceptable
discriminating
Very
3 6 3 0.5 Acceptable
discriminating
Very low
4 6 6 0 Discard
discrimination
Very low
5 6 6 0 Discard
discrimination
Very
6 3 0 0.5 Acceptable
discriminating
Very
7 4 0 0.67 Acceptable
discriminating
8 2 0 0.33 Discriminating Acceptable
Very low
9 6 6 0 Discard
discrimination
Low
10 1 0 0.17 Review/Discard
discrimination
Very
11 6 1 0.83 Acceptable
discriminating
Very
12 6 3 0.5 Acceptable
discriminating
Very
13 5 2 0.5 Acceptable
discriminating
14 6 0 1 Very Acceptable

3
 discriminating
Very
15 4 0 0.57 Acceptable
discriminating
Very low
16 0 0 0 Need to discard
discrimination
Very low
17 0 0 0 Need to discard
discrimination
Very
18 3 0 0.5 Acceptable
discriminating
Very low
19 1 1 0 Need to discard
discrimination
Very low
20 0 0 0 Need to discard
discrimination
Table 2 Discrimination Index

According to the Table 1 and Table 2, there are 11 items that fell into the very
discriminating group which meant the items were acceptable. On the other hand,
there was only one in both discriminating group and low discrimination group which
are still acceptable. However, there were seven items that were rated with very low
discrimination with four of them were too difficult and three of it were too easy hence
it needed to be discarded.
Distractor analysis
Item 1 Choices
A B C D
NT 6
NR 3 3
A: Good distractor.
C and D: Bad distractor.
Item 2 Choices
A B C D
NT 6
NR 4 1 1
A: Good distractor.
B: Bad distractor
C: Poor distractor.

Item 3 Choices
A B C D
NT 6
NR 1 2 3
B: Good distractor.
A: Poor Distractor

4
D: Bad Distractor.
Item 4 Choices
A B C D
NT 6
NR 6
B, C and D: Bad distractor.
Item 5 Choices
A B C D
NT 6
NR 6
A, C and D: Bad distractor.
Item 6 Choices
A B C D
NT 3 3
NR 2 1 3
C: Great distractor
A: Good distractor
B: Poor distractor
Item 7 Choices
A B C D
NT 2 4
NR 1 3 2
A and C: Great distractor
D: Good distractor.
Item 8 Choices
A B C D
NT 3 2 1
NR 1 2 3
A and D: Great distractor
C: Good distractor
Item 9 Choices
A B C D
NT 6
NR 6
B, C and D: Bad distractors.

Item 10 Choices
A B C D
NT 4 1 1
NR 3 1 2
A: Great distractor
C: Good distractor

5
B: Poor distractor
Item 11 Choices
A B C D
NT 6
NR 3 1 2
A: Great distractor
C: Good distractor
D: Bad distractor
Item 12 Choices
A B C D
NT 6
NR 2 1 3
A: Good distractor
C: Poor distractor
Item 13 Choices
A B C D
NT 5
NR 1 3 2
B: Great distractor
A: Poor distractor
D: Bad distractor
Item 14 Choices
A B C D
NT 6
NR 2 3 1
B: Great distractor
A: Good distractor
C: Poor distractor
Item 15 Choices
A B C D
NT 2 4
NR 4 2
A: Great distractor
B: Good distractor
D: Bad distractor
Item 16 Choices
A B C D
NT 5 1
NR 1 2 3
B: Great distractor
C and D: Good distractor
Item 17 Choices

6
 A B C D
NT 2 4
NR 3 3
B: Great distractor.
A: Good distractor.
D: Bad distractor.
Item 18 Choices
A B C D
NT 3 3
NR 2 1 3
D: Great distractor.
B: Good distractor.
C: Poor distractor.
Item 19 Choices
A B C D
NT 3 2 1
NR 3 2 1
C: Great distractor
B and D: Good distractors

Item 20 Choices
A B C D
NT 1 1 4
NR 2 1 3
D: Great distractor
B and C: Good distractors.

CONCLUSION
All in all, the overall score of Year 5 pupils of Sekolah Kebangsaan Sabur
Banggi has the characteristics of a homogeneous data which was supported by the
relatively small value of standard deviation, 2.97. Apart from that, based on the
analysis of mode, median and mean, the scores show a positively skewed
distribution where the mean is larger than the median and mode. More than half of

7
the pupil scored comparatively better against the low score group. Meanwhile, the
last five question appeared to be beyond the capability of most student particularly
the item 16, 17, 19 and 20 which need to be discarded.

SECTION B
Significance of Implementing Assessment in the Classroom
Assessment in the classroom (PBD) is a process of continuous assessment in
the process of teaching and learning which aim to get the information regarding the
pupils’ progress, growth, abilities and achievements.According to Cowie and Bell

8
(1999), assessment produces significant effect in the process in order to inform and
improve ongoing learning and plays a vital role.
At the Sekolah Kebangsaan Sabur Banggi, the implementation of PBD was
done regularly and apparently it received a warm welcom there. This is due to the
fact that the PBD can be held through various form of assessment such as
observation, writing and orally. It brought more joy to the students as they were
assessed in various forms. It is a known fact that students have different way of
thinking and learning thus having varieties of way to display their strength increased
their self-esteem and enthusiasm in classroom. This is incredibly important as
research shows that the bond of self-esteem and level of anxiousness would persist
into adulthood (Hepper and Carnelley, 2012, as cited by Hepper, 2016).
In addition to that, PBD also possess great benefits in making assessment for
learning. By applying this assessment, pupils received feedback to improve their
learning. Moreover, I was also able to identify ways and methods of learning that
students were compatible with. With that, I was able to encourage the improvement
of pupils in achieving the standard continuously.
Besides that, PBD also provide advantages in the form of making assessment
as learning. It is an assessment that happens when pupils do reflections and
observe their own progress. As a result, it would solidify pupils’ learning through the
process of assessment and at the same time be aware of their strength and
weakness.
Nevertheless, there were some challenges in implementing the PBD. It has
some problems in the matter of observation as rural pupils have problems in Project-
Based Learning (PBL) as they were less experienced in it and find it too complicated
to be accomplished. However, this can be fixed by familiarizing the pupils with small
project activities at first.
Then, there were some problems in keeping up with updating the pupils’
progress every. Not to mention that there are also evidences that were needed to
support the justification for the band. This issue might have been happened due to
the unsuitable method of the assessment. Hence, when the method was unsuitable
and did not help the teacher in implementing the assessment, a better approach
need to take its place (Hawe & Dixon, 2017 as cited by Arumugham, 2020).
In a nutshell, assessment in the classroom is essential in measuring the holistic
development of a pupil’s learning. Some problems may emerge during the process
but there is always rainbow after the rain falls because PBD has to be implemented
to ensure that pupils develop an interest and enjoyment of learning.

9
 (1218 words)

References

Arumugham, K. S. (2020). Kurikulum, Pengajaran dan Pentaksiran Dari Perspektif

Pelaksanaan Pentaksiran Bilik Darjah. Asian People Journal, 3((1)), 152–
160. https://doi.org/10.37231/apj.2020.3.1.175

10
COWIE, B. R. O. N. W. E. N., & BELL, B. E. V. E. R. L. E. Y. (1999). A Model of
Formative Assessment in Science Education. Assessment in Education:
Principles, Policy & Practice, 6(1), 101–116.
https://doi.org/10.1080/09695949993026

Hepper, E. G. (2016). Self-Esteem. Encyclopedia of Mental Health, 80–91.

https://doi.org/10.1016/b978-0-12-397045-9.00076-8

Glen, S. (2020, September 16). Mean, Median, Mode: What They Are, How to Find
Them. Retrieved October 29, 2020, from
https://www.statisticshowto.com/probability-and-statistics/statistics-
definitions/mean-median-mode/

11
 List of Appendices

Appendix 1: Calculation of Mode, Median and Mean

Appendix 2: Calculation of the Standard Deviation

Appendix 3: Calculation of the Difficulty Index

Appendix 4: Calculation of the Discrimination index

Appendix 5: Pupils’ Score Chart
Appendix 6: Year 5 Test Paper

Appendix 1: Calculation of Mode, Median and Mean

Mode

12
 11 7 7 9 6 11
5 5 10 13 4 9
8 12 13 6 13 14
12 6 6 8 6 10

Mode are found by searching for a score with the highest frequencies. As 6

6
repeated for 5 times, the most out of the group, the mode of the score is .

Median
4, 5, 5, 6, 6, 6, 6, 6, 7, 7, 8, 8, 9, 9, 10, 10, 11, 11, 12, 12, 13, 13, 13, 14
Since the scores are in even number, the two middle number was added and
then divided by two.
Median = 8 + 9
= 17/2
8.5
=
___________________________________________________________________
Mean = number of scores
sum of all the scores

Mean number of scores
=
4+5+5+6+6+6+6+6+7+7+8+8+9+9+10+10+11+11+12+12+13+13+13+14
24
8.79
Mean =

Appendix 2: Calculation of the Standard Deviation

Standard Deviation
Score Frequency Middle fx x² fx ²

13
 (f ) value ( x )
3-5 3 4 12 16 48
6-8 9 7 63 49 441
9-11 6 10 60 100 600
12-14 6 13 78 169 1014
f  24  f x  213  fx ²  2103
2

Using the formula σ=

 fx ²    fx 
 f   f 
2

σ = 2103   213 
24  24 

σ = 87.625 78.766
2.97
=
σ

Appendix 3: Calculation of the Difficulty Index

Number of pupils that that answered right

Formula for Difficulty Index, p = Number of pupils that answered the item

14
Item 1 Item 11
Difficulty Index, p= 21/24 Difficulty Index, p= 9/24
= 0.88 = 0.38
Item 2 Item 12
Difficulty Index, p= 19/24 Difficulty Index, p= 20/24
= 0.79 = 0.83
Item 3 Item 13
Difficulty Index, p= 16/24 Difficulty Index, p= 15/24
= 0.67 = 0.63
Item 4 Item 14
Difficulty Index, p= 21/24 Difficulty Index, p= 12/24
= 0.88 = 0.5
Item 5 Item 15
Difficulty Index, p= 24/24 Difficulty Index, p= 5/24
=1 = 0.21
Item 6 Item 16
Difficulty Index, p= 3/24 Difficulty Index, p= 1/24
= 0.13 = 0.04
Item 7 Item 17
Difficulty Index, p= 4/24 Difficulty Index, p= 1/24
= 0.17 = 0.04
Item 8 Item 18
Difficulty Index, p= 3/24 Difficulty Index, p= 7/24
= 0.13 = 0.29
Item 9 Item 19
Difficulty Index, p= 24/24 Difficulty Index, p= 2/24
=1 = 0.08
Item 10 Item 20
Difficulty Index, p= 3/24 Difficulty Index, p= 1/24
= 0.13 = 0.04

Appendix 4: Calculation of the Discrimination index

15
 NT  N R
1
N
Formula for Discrimination Index, D = 2
N T = Numbers of high score group’s pupils that answered right

N R = Numbers of low score group’s pupils that answered right

N = Total of high score and low score group’s pupils

Item 1
63
1
12
Discrimination Index, D = 2 = 0.5
Item 2
6 1
1
12
Discrimination Index, D = 2 = 0.83
Item 3
63
1
12
Discrimination Index, D = 2 = 0.5
Item 4
66
1
12
Discrimination Index, D = 2 =0
Item 5
66
1
12
Discrimination Index, D = 2 =0
Item 6
30
1
12
Discrimination Index, D = 2 = 0.5
Item 7
40
1
12
Discrimination Index, D = 2 = 0.67

Item 8

16
 20
1
12
Discrimination Index, D = 2 = 0.33
Item 9
66
1
12
Discrimination Index, D = 2 =0
Item 10
1 0
1
12
Discrimination Index, D = 2 = 0.17
Item 11
6 1
1
12
Discrimination Index, D = 2 = 0.83
Item 12
63
1
12
Discrimination Index, D = 2 = 0.5
Item 13
52
1
12
Discrimination Index, D = 2 = 0.5
Item 14
60
1
12
Discrimination Index, D = 2 =1
Item 15
40
1
12
Discrimination Index, D = 2 = 0.67
Item 16
00
1
12
Discrimination Index, D = 2 =0

17
Item 17
00
1
12
Discrimination Index, D = 2 =0
Item 18
30
1
12
Discrimination Index, D = 2 = 0.5
Item 19
1 1
1
12
Discrimination Index, D = 2 =0
Item 20
00
1
12
Discrimination Index, D = 2 =0

18
No. Pupil Item
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Ap 19
1. Selsie bte Sukmin / / / / / / x / / / / / / / / x x pe
x x
ndi
2. Morees bin Jamil / / / / / x / x / x / / / / / x x x/5: x
3. Nurul Fazirah bte / / / / / x / x / x / / / / / x x /
Pu x
Roslan pils
4. Ralie bin Abdullah / / / / / x / x / x / / / / / x x x’ /
5. Nursirah bte Negara / / / / / / / / / x / / x / x x x Sco
x x
re
6. Sh Jusia bte. sh / / / / / / x x / x / / / / x x x / x
Cha
Mursalon
rt
7. Ahmad Dafie bin / / / / / x x x / / / / / / x x x x x
Pehek
8. Mohammad Fahrin / / / / / x x x / / / / / x x x x / x
bin Lamson
9. Mohammad Shain / / / x / x x x / x x / / / x x / / x
Shamsul Bin Farabi
10. Siti Nurulsyafika / / x x / x x x / x x / / / / / x / x
Binti Abdul Aziz
11. Markrony bin Rikat / / / / / x x x / x x / x x x x x / x
12. Norhaimin Binti / / x / / x x / / x x / / / x x x x x
Madsalih
13. Norsakinah Binti / / / x / x x x / x x / / / x x x x x
Abdullah
14. Syakina binti Marata / / x / / x x x / x x / / / x x x x x
15. Amisah binti / / / / / x x x / x x / x x x x x x x
Abdullah
16. Jinal bin Rani / / x / / x x x / x x / / x x x x x x
17. Mazli bin Abdullah / / x / / x x x / x x / x x x x x x x
18. Nurul Nazirah bte / / / / / x x x / x x x x x x x x x x
Hadian
19. Shrijohn bin / / / / / x x x / x x x x x x x x x x
Abdullah
20. Siti Aldzriati binti / x x / / x x x / x / / x x x x x x x
Aldzrie
21. Shamsul Mohd Usin x x x / / x x x / x x / / x x x x x /
22. Mohd Khairul Nizam x x x / / x x x / x x / / x x x x x x
Al Islam
23. Mohd Rashid bin / x / / / x x x / x x x x x x x x x x
Amin Kadra
24. Nadzawa bin x x / / / x x x / x x x x x x x x x x
Abdullah
No. of Correct Ans 21 19 16 21 24 3 4 3 24 3 9 20 15 12 5 1 1 7 2
No. of correct answer in 6 6 6 6 6 3 4 2 6 1 6 6 5 6 4 0 0 3 1
high score group, NT

No. of correct answer in 3 1 3 6 6 0 0 0 6 0 1 3 2 0 0 0 0 0 1

low score group, NR
Difficulty Index, p 0. 0. 0. 0. 1 0. 0. 0. 1 0. 0. 0. 0. 0. 0. 0. 0. 0. 0.
88 79 67 88 13 17 13 13 38 83 63 5 21 04 04 29 08
Discrimination Index, D 0. 0. 0. 0 0 0. 0. 0. 0 0. 0. 0. 0. 1 0. 0 0 0. 0
5 83 5 5 67 33 17 83 5 5 67 5

19
Ap
pe
ndi
x 5:
Pu
pils
’
Sco
re
Cha
rt

20
Appendix 6: Year 5 Test Paper