Assignment

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HMEF5053

MEASUREMENT AND EVALUATION IN EDUCATION

MAY SEMESTER 2021

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Introduction

Education is very vital in the current world due to its role in development of various aspects. It
can be able to help counter most of the challenges that are faced in the long-run hence more
opportunities are likely to open leading to a better life altogether.

Evaluation and assessment are very important areas of education. They are regarded as the
product of process of teaching and learning. This assignment is concerned with a view in
application, evaluation and assessment of education. The students’ progress should be checked in
different circumstances both in class and out of class to be able to measure how they are doing in
academic wise.

Teaching and learning should be measured as they are very important aspects of education. The
teacher will be able to realize if the students have successfully understood in the process.
Evaluation entails collection, analyzing and interpretation of the information that is being used to
teach in order to make decisions that are informed and fruitful in the long-run.

In this study, multiple choices and questions in form of essays will be used for collection of
information. Data that has been collected at the classroom level will be used. Articles that have
been used to research similar category of research have also been referenced. Therefore, this
research will be reliable in decision making.

Students can be motivated by the use of the right mechanism to measure their performance
leading to a better learning environment (Thorndike, et. al 1991). 

TASK I: Table of Specifications and description

Construction of table of specifications that will be used to guide the development of the test that
will be carried out. A brief description is to be used in the table of specifications in order to
justify the reason of using multiple choice questions that have been used to enhance learning
outcomes. The following information has been used: 1. Target being covered sufficiently. 2.
Bloom’s taxonomy used to test cognitive levels. 3. types of items.4. marks and weight of items.

Lesson 1

Subject : English Form 1

Topic : Grammar

Subtopic : Prepositions

Lesson 2

Subject : English Form 1

Topic : Literature

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Subtopic : Novel King Arthur

Level of learning Topic(Prepositions) Total Marks Weightage

outcomes &
Literature
Knowledge :
Recall of definition 10 50%
Identify 10-MCQ
10
Comprehension:
Interpret
Classify
Infer 1-essay 10 50%
Comparing 1
Explain
Application:
Solve
Relate
Use
Analysis:
Analyse
Discriminate
Infer
Synthesis:
Devise
Evaluation:
Justify
Total
11 11 20 100 %

Description of the table of specification

Table of specification above contain information about the item being used in the test. I have
conducted a test for my class, Form 1E3, since I am teaching them this year. There are 10 MCQ
items I have chosen from the topic, Preposition. I have also included one essay question
regarding novel ‘King Arthur ‘(Reyes, 2021).

For the Multiple-choice questions (MCQ), I have chosen preposition as the topic because of its
significance in grammar, comprehension and writing and it is very basic. The level of all the
MCQs according to Taxonomy Bloom are knowledge which is the first level. The multiple-
choice question (MCQs) is chosen for this topic because it can cover a wide range of preposition
term and require less time to monitor although there is no more objective question in PT3 these
days.

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For the essay part, it is at the second level, comprehension. The essay part is about the
understanding of the Novel King Arthur as the student should be able to infer the required task.
The student is required to write an essay with at least 50 words for the question.

There are no high level of cognitive thinking though like synthesis, evaluation in the test as to
attain these levels, I need to prepare a longer essay and it will time-consuming for the students
and teachers.

TASK II: The test paper and commentary

Based on the table of specifications in Task 1, prepare a test paper comprising 10 MCQs items
and an essay question. Also prepare the answer scheme. For the essay question, prepare one
marking scheme using the analytical approach and one marking scheme using the holistic
approach.

Multiple Choice Questions (MCQs)

1. We must go to school ………time.

A. during C. on
B. by D. at
2. Kiran put …… his hand when the teacher asked a question.

A. Across C. up
B. To D. along

3. Place the food cover ……… the food.

A. Across C. into
B. Along D. over
4. The clinic is only four kilometers ……… here.
A. to C. from
B. towards D. past

5. I often watch television ……….. night.

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 A. at C. in

B. during D. by

6. Read the instructions carefully …………………. you apply the cream.

A. after C. on

B. before D. in

7. You must finish your project ……………. Saturday.

A. by C. at

B. in D. during

8. It is dangerous to run ……………… a busy road.

A. near C. over

B. from D. across

9. I usually play hockey ……….. the evening.

A. at C. on

B. during D. in

10. The careless boy fell …………… the drain.

A. in C. into

B. down D. along

Answer for 10 MCQs

1. C
2. C
3. D
4. C
5. A
6. B
7. A
8. D
9. D
10. C

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Essay Question

The following are the graphic novels studied in the Literature Component in English Language.

1. King Arthur – (retold by Janet Hardy-Gould)

2. The Swiss Family Robinson- Johann D. Wyss. (retold by Martin Powell )
3. 20,000 Leagues Under the Sea - Jules Verne

Based on one of the graphic novels above, write about an important moral value you have learnt.
Why do you think this moral value is important? Support your answer with evidence from the
novel (Ibrahim & Bilal, 2020).

Write:

 in not less than 50 words

 in continuous writing (not in note form)

Suggested answers for essay question.

The moral value I have learnt from the graphic novel ‘King Arthur ‘is forgiveness. In the story,
King Arthur feels betrayed by his best friend Lancelot and his wife. Like any normal person, he
is very angry at first and banishes Lancelot from Camelot. However, later, he forgives them. He
gives up the thought of fighting with Lancelot and asks him to join him to defeat Mordred.
Lancelot agrees to help him. Forgiveness makes Arthur stronger and happier. In future, if I am
hurt by anyone, I will try to forgive that person because forgiveness will set me free of anger and
make me stronger (Straka, 2004).

Marking scheme (analytical approach)

Maximum Marks: 10

Items Marks
1 State the important moral value
. e.g brave, responsible, forgiveness , just, honest 2
caring etc
2 Reasons
. One sentence with two reasons or in two 2
sentences
3. Evidence
- Specify event in the story. 2

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 - Describe the event
4. State how/why the moral value help you in your
life
TOTAL
Marking scheme (holistic approach)
Maximum marks: 10
GRADE MARKS
A 9-10
B 7-8
C 5-6
D 3-4
E 1-2
2
2
10
DESCRIPTION
 Requirements of task fulfilled.
 No errors
 Very good sentence structures, some
complex sentences are evident.
 Excellent language usage
 Requirements of task fulfilled.
 A few minor errors.
 Grammar and spelling are generally secure.
 Overall good language usage.
 Requirements of task largely fulfilled.
 Some grammar errors but mistakes do not
impede reading.
 Fair language usage.
 Requirements of task partially fulfilled.
 Many grammar errors and errors of
expression.
 Poor language may impede reader’s
understanding.
 Poor language usage.
 Requirements of task hardly fulfilled.
 The sentence structures are insecure,
straightforward.
 Very frequent serious grammatical and
spelling errors.
 Writing is difficult to follow and impede
understanding.
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TASK III: Item Analysis and interpretation

Mark the answer scripts to the essay question using analytic and holistic marking schemes.
Analyze and comment on the performance of the students as reflected on the two marking
schemes. Discuss when and why you will use analytic and holistic marking schemes.

Rater 1

Analytic marking Holistic marking

Student A 6 Student K 9
Student B 6 Student L 7
Student C 4 Student M 9
Student D 8 Student N 9
Student E 0 Student O 4
Student F 0 Student P 6
Student G 8 Student Q 2
Student H 8 Student R 8
Student I 6 Student S 7
Student J 8 Student T 6

Rater 2

Analytic marking Holistic marking

Student K 8 Student A 10
Student L 8 Student B 9
Student M 8 Student C 6
Student N 8 Student D 8
Student O 2 Student E 7
Student P 4 Student F 0
Student Q 0 Student G 6

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 Student R 6 Student H 10
Student S 4 Student I 8
Student T 5 Student J 9

Mean Standard Mean Standard

(analytic) deviation(analytic (holistic) deviation(holistic)
)
Rater 1 5.4 2.973 6.7 2.193

Rater 2 5.3 2.685 6.7 3.195

Comments

Similarities: The mean of marks between rater 1 and 2 are the same by using holistic approach
and almost the same mean by using analytic approach.

Differences: The standard deviations for both method, analytic and holistic approach are
different with holistic approach give a greater difference.

Reasons: The marking average or mean marks of the students are about same because the
question is quite easy and straight forward and lack ambiguity. For the standard deviation of
holistic marking the difference is bigger than analytic because it looks at the whole answer and
normally perception is volatile and there gives bigger differences in marks.

Overall, the performance of the students are quite good because the average marks are almost
equal to 6 and there is a small gap between good students and weak students although there are
three students who got zero mark.

Analytic
-work being assessed longer
When to use -It has criteria to evaluate
-to get a detail assessment
-time is sufficient
Holistic
-.Answers less objective
-time-honored
-there is no single correct
answer
-assessing significant
number( e.g 150 portfolios)
-summative assessment

Why ? -easy to provide feedback -To make a judgment

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 -to make a profile of specific -to focus on the overall
strength or weaknesses of quality, proficiency or
students understanding of a specific
content

Brief explanation

An analytic marking scheme divides the available marks between different criteria, with
weightings according to their relative importance. Each criteria is then assigned a portion of
available mark according to the standard reached on that criteria alone and the sum of all the
marks gives the total marks.

A holistic scheme does not divide the marks between the criteria. Instead how the criteria
contribute to the quality of the whole is considered, rather than as individual.

Both marking approaches are valid and can be used individually or combined. In my opinion ,
the combination of analytic and holistic is better.

TASK IV: Reflection

Conduct an item analysis of the 10 MCQ items. Present the results of the items difficulty,
discrimination index and distractor analysis of each MCQ item and interpret the results. Include
in your interpretation and suggestions on how to improve the quality of each item if it does not
perform as expected.

Find difficulty index of items

Number of Students with the correct answer ( R)

Difficulty Index =
Total Number of Students(T )

R
=
T

Note : Difficulty Index : > 0.70 = easy

0.30 -0.69 = Moderate

< 0.29 = Difficult

No. of Students
with correct Difficulty Index Remark
answer

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 Q1 18 0.9 Easy
Q2 20 1.0 Easy
Q3 12 0.6 Moderate
Q4 20 1.0 Easy
Q5 15 0.75 Easy
Q6 20 1.0 Easy
Q7 10 0.5 Moderate
Q8 14 0.7 Easy
Q9 13 0.65 Moderate
Q10 14 0.7 Easy

Average Difficulty Index = 0.78.

We can conclude that the items for test are easy.

Find discrimination index of items

RH −RL
Formula: Discrimination Index = 1
T
2

Note: RH = the number of student among high marks group who got the right answer

for the item

RL = the number of student among low marks group who got the right answer

for the item

T = the number of students ( high and low marks group)

Below are table of marks for 20 students

Mark Frequency
5 2
6 2
7 3
8 6
9 5
10 2
Total 20

From the marks, the median mark is 8.

So, High Marks Group = 5 + 2 =7

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 Low Marks Group = 2+2+3 = 7

RH RL Discrimination Remark
Index
Q1 7 5 0.29 Moderate discrimination
Q2 7 7 0.00 No discrimination
Q3 6 1 0.71 High discrimination
Q4 7 7 0.00 No discrimination
Q5 7 2 0.71 High discrimination
Q6 7 7 0.00 No discrimination
Q7 6 3 0.43 High discrimination
Q8 6 4 0.29 Moderate discrimination
Q9 5 4 0.14 Low discrimination
Q10 7 3 0.57 High discrimination

Effectiveness of each option

Item by item analysis

Q1:

Option A B C D No response
High Marks 0 0 7 0 0
Group
Low Marks 0 0 5 1 1
Group

Comment: This is an easy question with moderate discrimination. All students among the high
marks group got a correct answer.

Suggestion: I suggest this question’s option to be changed with another option which are almost
the correct answers.

Q2:

Option A B C D No response
High Marks 0 0 7 0 0
Group
Low Marks 0 0 7 0 0
Group

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Comment: All students got correct answer for this question. Extremely easy question.

Suggestion: The question itself should be changed to a higher level and using a new vocabulary.

Q3:

Option A B C D No response
High Marks 0 0 0 6 1
Group
Low Marks 0 2 1 1 3
Group

Comment: This is a good question as the low mark’s groups choose 3 out of four options.

Suggestion: This question can be used again in another test.

Q4:

Option A B C D No response
High Marks 0 0 7 0 0
Group
Low Marks 0 0 7 0 0
Group

Comment: All students got correct answers. Another extremely easy question and no
discrimination.

Suggestion: I need to construct another question using a higher level of sentence structure and
vocabulary.

Q5:

Option A B C D No response
High Marks 7 0 0 0 0
Group
Low Marks 2 4 1 0 0
Group

Comment: An easy question but has a high discrimination.

Suggestion: The question can be retained with a minor alteration in the option.

Q6:

Option A B C D No response
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 High Marks 0 7 0 0 0
Group
Low Marks 0 7 0 0 0
Group

Comment: All students answer this question correctly. There is no discrimination which mean it
cannot differentiate between good student and weak students. This is a weak question.

Suggestion: This question should be modified with different sentence structure, more
vocabularies and better option or discard this question.

Q7:

Option A B C D No response
High Marks 5 1 0 1 0
Group
Low Marks 3 1 1 2 0
Group

Comment: Half of the 20 students got this question correct and with high discrimination. A very
good question as all options is chosen by students. The distractors are also very good.

Suggestion: This question should be retained for another test.

Q8:

Option A B C D No response
High Marks 1 0 0 6 0
Group
Low Marks 2 0 1 4 0
Group

Comment: An easy question with moderate discrimination. Students do not choose B option,
which mean that B is not a good distractor. Overall, this is a good question.

Suggestion: Change option B with another suitable preposition.

Q9:

Option A B C D No response
High Marks 1 1 0 5 0
Group
Low Marks 0 0 3 4 0
Group

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Comment: This is a question with moderate difficulty and low discrimination. A fairly good
question but need some minor alteration.

Suggestion: Improve the sentence structure with a new words and change two options, A and B
to other suitable options.

Q10:

Option A B C D No response
High Marks 0 0 7 0 0
Group
Low Marks 0 4 3 0 0
Group

Comment: This is an easy question with a high discrimination. A good question.

Suggestion: This question can be retained for another test but need some changes with the option
A and D.

Write a reflection on the whole process of test construction, test administration and the scoring of
the test, focusing on the insights you have gained from the exercise.

Reflection

This semester, I have an assignment on the subject of measurement and evaluation. I have gone
through the assignment questions on the first of June 2021. After reading the question, my first
impression is I need to do an examination just like mid-year or final examination. But after
meeting with our lecturer, we just need to do some test with 20 students and the topic is up to us.

So, the next day, I was looking through my subject and I have pondered upon this question. I am
currently teaching Mathematics for Form 1, English for Form 1 and 2 and Additional
Mathematics for Form 4. Since the task also require me to give an essay question, I chose to
make a test for my students in English subject.

These questions are not a formal test, and it is for the requirement of my course. For Form 1 and
Form 2, there are no longer multiple-choice questions tested in actual examination. So, I need to
create questions based on the experience because there was multiple choice question for English
during my school days and ten years ago.

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 I need to build table of specification for 10 multiple choice questions first. Then, I built a table
of Bloom Taxonomy which has six cognitive levels of thinking. Normally, for objective or
multiple choice, it just tests the lowest level which is knowledge. For the essay question, I chose
the second level, which is understanding level. Both levels are still at the low level of cognitive
thinking. This will make thing easier for me to do.

After some finding, I have chosen the topic preposition for MCQs and an essay based on novel
‘King Arthur’. I chose preposition because this is a basic knowledge for students in English and
this part is useful for students to grasp to write a good essay and so on.

So, I have made 10 multiple choice questions about preposition and all of them are at knowledge
level of Bloom Taxonomy. Meanwhile for the essay, it is at the understanding level of Bloom
Taxonomy. The question is about the moral value that someone has learned from the novel, King
Arthur. The students were asked to give evidence from the novel (Boyle & Radocy, 1987). 

The next step is to give the test paper which consist of those eleven questions to the 20 students.
I did it on 7 June 2021 at 9.00 am and finished at 10.00. A one-hour test and only one class was
involved, class 1E4.I had already set the date for the test three days earlier, so that the student
can get prepared. The test ran smoothly and then I collected their answer papers.

After that, it was the evaluation process. As was required in the assignment, I needed to make
two types of evaluation, analytic and holistic. Analytic refer to assessment part by part and then
sum it up. Meanwhile, holistic means assess as whole and give the marking. To do this, I had
made discussion with my colleague who is the marker for PT3 and also SPM. I asked them about
those two approaches, and they gave me some guidance and even help me writing the answer
scheme.

After finishing with the answer scheme, I asked them to mark the papers for me and they gave
full cooperation and finished the task although a bit late last week, but they have managed to
finish them. I am thankful for their help. They gave marks for all 20 students by using analytical
and holistic approach.

The next step is the interpretation of their mark. This is my task. I have calculated all the mean
marks, standard deviation, and effectiveness of option. I did this with the information given in
the module. It is quite like statistics, and I have finished it a few days ago and I gave my own
comment and suggestion as I have just written in this assignment (Kizlik, 2012).

I would like to be grateful for OUM and the lecturers for giving me the opportunity to take this
course, measurement, and evaluation because it has given me a lot of new knowledge about
assessment. I will be able to know about analytic and holistic and its strength and weaknesses.
Although many teachers have some minimal knowledge about this during their teaching courses
but without practicing it, the knowledge will be gone.

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Lastly, I hope I can apply this knowledge in my career as an educator for the betterment of my
students, schools and for the nation.

References

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Baumgartner, T. A., & Jackson, A. S. (1998). Measurement for evaluation in physical education and
exercise science (No. Ed. 6). WCB/McGraw-Hill.

Hopkins, K. D. (1998). Educational and psychological measurement and evaluation. Allyn & Bacon, A
Viacom Company, 160 Gould Street, Needham Heights, MA 02194; Internet: http://www. abacon. com.

Kizlik, B. (2012). Measurement, assessment, and evaluation in education. Retrieved October, 10, 2015.

Karaca, E. (2008). AN INVESTIGATION OF PRIMARY AND HIGH SCHOOL TEACHERS'PERCEPTION

LEVELS OF EFFICACY OF MEASUREMENT AND EVALUATION IN EDUCATION IN TURKEY. Social
Behavior and Personality: an international journal, 36(8), 1111-1122.

Boyle, J. D., & Radocy, R. E. (1987). Measurement and evaluation of musical experiences. Schirmer
Books.

Straka, G. A. (2004). Measurement and evaluation of competence. The foundations of evaluation and

impact research. Third report on vocational training research in Europe: background report. Luxembourg:
Office for Official Publications of the European Communities.

Adom, D., Mensah, J. A., & Dake, D. A. (2020). Test, Measurement, and Evaluation: Understanding and
Use of the Concepts in Education. International Journal of Evaluation and Research in Education, 9(1),
109-119.

Ibrahim, M. M., & Bilal, Z. Y. (2020). The Impact of the Learning Learning Strategy on the Acquisition of
Mathematical Concepts in Measurement and Evaluation in Students of the Faculty of Education/Ibn
Rushd for Human Sciences. Zanco Journal of Humanity Sciences, 24(s5), 553-568.

SEHERYELİ, M. Y., & GELBAL, S. (2020). Practices and opinions of teachers working at public, private
and International Baccalaureate schools on measurement and evaluation. Uluslararası Eğitim
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Reyes, C. (2021). Profiling the Current Youth Athlete: The Measurement and Evaluation of Athleticism in
Today’s Youth.

Ward, M. (2020). Health Equity Promotion, Measurement, and Evaluation in Community-Based

Participatory Research Partnerships (Doctoral dissertation).

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