ASSIGNMENT

HMEF5053
MEASUREMENT AND EVALUATION IN EDUCATION
MAY 2022 SEMESTER

SPECIFIC INSTRUCTION:

1. Answer in English or Malay language.

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 : 19 JULY 2022.

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

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 ASSIGNMENT QUESTION

PURPOSE: The assignment allows you to demonstrate your knowledge and competency in
planning, designing and appraising the effectiveness of a multiple-choice question test.

This assignment requires that you plan, design and evaluate a multiple-choice question test of
a course/subject. There are SEVEN (7) tasks for this assignment. The details of the tasks are
presented below:

TASK 1: IDENTIFY THE LEARNING OUTCOMES (5 Marks)

You are required to select a course/subject and specify the course learning outcomes
(intended learning outcomes) for the course/subject. Also, identify the learning outcome
domain, and the respective level of the learning domain for each of the course learning
outcomes (intended learning outcome).

Course/Subject Title: …………………………………….

Learning Outcome Domain Level Course Learning Outcome
(Intended learning outcome)

Refer to Topic 2 and Topic 3 of the course module.

TASK 2: SELECTING BEST ITEM TYPES (5 Marks)

This task requires that you select the best assessment (Item) type for each of the course
learning outcomes, CLO (intended learning outcomes, ILO) and the allocated marks and
percentage in the assessment. At least one of the assessment types should be a multiple-
choice question test*.

CLO (ILO) Assessment Type* Total Marks Percentage

2
 in the
Assessment
(%)

Total 100 100%

Refer to Topic 3 of the course module.

TASK 3: DEVELOPING TABLE OF SPECIFICATIONS (10 Marks)

This task requires that you develop a Table of Specifications (TOS) for a short test paper,
which should consist of 10 multiple-choice questions covering TWO topics of a subject/course
of your choice. Your TOS should have the following details:
(a) Subject/Course of study
(b) Class/Course Level
(c) Two Topics to be assessed
(d) Hours of learning for each topic
(e) Number and percentage of items/questions for each topic under at least 3 levels of
cognitive complexity of Bloom’s taxonomy (e.g. knowledge, comprehension and
application, or comprehension, application and analysis, etc.)

Use the following example as a guide to present your Table of Specifications.

Level of Cognitive Complexity of Bloom’s Taxonomy Total
3
 Learning
Topics Time Knowledge Comprehension Application
(Hours) No % Item No % Item No % Item Total %
. No. Of
Items
Role of 2 2 1, 2 1 6 1 9 4 40
Assessment
Foundation for 3 3 3,4,5 2 7, 8 1 10 6 60
Assessment
Total 5 5 50 3 30 2 20 10 100
Refer to Topic 3 of the course module.

TASK 4: CONSTRUCTING TEST PAPER AND MARKING SCHEME (10 Marks)

Prepare the test paper based on the Table of Specifications that you have presented in Task 3.
The test paper should have the following details:
(a) Course/Subject of study
(b) Course/Class Level
(c) Time allocation of the test
(d) Instructions for the students
(e) 10 Multiple-Choice Questions
(f) Suggested answers

TASK 5: COMMENTARY ON THE TEST (5 Marks)

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Write a commentary on the test you have developed. Your commentary should cover two (2)
aspects.
(i) Explain the measures you have taken to ensure that the criteria of good multiple-
choice items are adhered to. In explaining the criteria, you should constantly make
reference to the test items you have developed as examples. Do not just provide a
general explanation of the criteria.
(ii) Explain how each item you have developed is at the cognitive complexity level of
Bloom’s Taxonomy you have intended. You may present your explanations of the 10
items using the format below:

Item No. Item and key (in bold) Level Explanation

.
.
.
10

Refer to Topic 4 How to assess? - Objective Tests Section 4.2 Multiple-Choice Questions
(MCQs), p. 65 - 75 for the guidelines on constructing good multiple-choice questions.
Refer to Topic 2 Foundation of Assessment: What to Assess? Section 2.2 Assessing Cognitive
Learning Outcomes or Behaviour p. 25 – 32, for the explanation of the behaviour being
assessed at each cognitive complexity level of Bloom’s Taxonomy for the cognitive learning
domain.

TASK 6: ITEM ANALYSIS AND INTERPRETATION (15 Marks)

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Administer the test to a group of students/participants (20 or above via online). After the
completion of the test, conduct an item analysis of the test.
(i) Present the results of the item difficulty (p), discrimination indexes (D) and distractor
analysis of each multiple-choice question, using the format suggested below:

OPTION COMMEN
Q S RH RL RH + RL p T RH - RL D COMMENT
1 A 0 4 -4 - 0.3 Effective
B* 9 3 12  0.5  Moderate 6 0.5 Effective
C 3 1 2 0.17 Not Effective
D 0 4 -4 - 0.3 Effective

2
.
Note:
Q=Question
* = Answer key
RH = Number of students in the “high marks” group with the correct answer
RL = Number of students in the “low marks” group with the correct answer

(ii) Based on the results of the item analysis, give your comment on the overall
effectiveness of the test paper. Provide justification for your comment.

Refer to Topic 9 Item Analysis of your course module for the explanation of item analysis, and
the computation of the difficulty index, the discrimination index and the distractor analysis. A
video on Item Analysis: https://www.youtube.com/watch?v=c8r_6bT_VQo

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TASK 7: REFLECTION – ONLINE PARTICIPATION (10 Marks)
Discuss the following topic(s) in the forum and submit proof of your participation in the online
discussions.

Reflect on your experience of doing this assignment’s tasks.

a) Share your reflection on your experience of completing this assignment’s task.

In your reflection, include

(a) the challenges you face in doing the tasks
(b) the insights you have gained from the exercise.
The reflection should contain elements of reflective thinking and analysis.

b) Comment on your peers’ posts by comparing his/her reflection with yours.

Your post should reply to your peer and comment on the similarities and differences in both
of your experiences related to the assignment task.

Tips for writing a reflective report:

https://academichelp.net/academic-assignments/essay/write-reflective-essay.html
https://www.oxbridgeessays.com/blog/complete-guide-to-writing-a-reflective-essay/
https://bakorlambok.tripod.com/workhop2/refleksi.htm

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INSTRUCTIONS ON HOW TO SUBMIT PROOF OF ONLINE CLASS PARTICIPATION (10%)
Do the following:
1. Do screenshots of the postings and include them as images in your assignment.
2. The screenshots should be in the image file (either in JPG or PNG format). Refer to the sample of Screen Grab
below
3. The screenshots should contain: Name, Title of the discussion, Day, Date and Time.

[TOTAL: 60 MARKS]

Assignment contents to be submitted are:

Task I  Identify the learning outcomes (5 marks)
Task 2  Selecting Best Item Types (5 marks)
Task 3  Developing Table of Specification (10 marks)
Task 4  Constructing Test Paper and Answer Scheme (10 marks)
Task 5  Commentary on the Test (5 marks)
Task 6  Item Analysis and Interpretation (15 marks)
Task 7  Reflection – Online Participation in myInspire (10 marks)

The assignment should be an original piece of work. The plagiarised assignment will be
rejected.

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 ATTACHMENT
ASSIGNMENT RUBRICS
HMEF5053 MEASUREMENT AND EVALUATION IN EDUCATION / MAY 2022
Unsatisfactory/No
Excellent Good Fair Low
Response Max
QN CLO Criteria
Weightage Marks
4 3 2 1 0

TASK 1 3 Identifying the Learning 1.25
Outcomes
TASK 2 3 Selecting Best Item 1.25
Types
Select the best
assessment (item) type
for each of the course
learning outcomes, CLO
(intended learning
outcomes, ILO) and the
allocated marks and
percentage in the
assessment. At least one
of the assessment types
should be a multiple-
choice question test*
TASK 3 3 Developing Table of
Specifications (TOS)
All Learning outcomes Most Learning outcomes Learning outcomes, Learning outcomes, Irrelevant or no 5
are clearly stated and are clearly stated and learning domain and the learning domain and the response.
are identified well with are correctly matched to level are somewhat level are poorly
the learning domain and the learning domain and identified but are not identified and vaguely
the level. the level. stated clearly. stated.
The description is very The description is clear The description is fairly The description is hardly Irrelevant or no 5
clear and detailed for: and detailed for: clear for: clear for: response.
CLO/ILO, Assessment CLO/ILO, Assessment CLO/ILO, Assessment CLO/ILO, Assessment
(Item) Type, Marks and (Item) Type, Marks and (Item) Type, Marks and (Item) Type, Marks and
Percentage in the Percentage in the Percentage in the Percentage in the
assessment. assessment. assessment. assessment.
2.5 TOS is very well TOS is well-constructed TOS is fairly well – TOS is poorly Irrelevant or no 10
constructed with all the with most of the constructed with some constructed with most response.
relevant details very relevant details clearly of the relevant details of the relevant details
clearly presented. presented. fairly clearly presented. missing or vaguely
presented.

TASK 4 3 Constructing Test and 2.5 All relevant elements Most relevant elements Some relevant elements Few relevant elements Irrelevant or no 10

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 Answer Scheme are included in the Test are included in the Test are included in the Test are included in the Test response.
Paper. Paper. Paper. Paper.

TASK 5 3 Commentary on the 1.25 The explanation of The explanation of The explanation of The explanation of Irrelevant or no 5
Test criteria adhered to is criteria adhered to is criteria adhered to is criteria adhered to is response.
very clear and very well clear and well supported fairly clear and fairly well rather sketchy and not
supported with relevant with relevant examples. supported with relevant supported with relevant
examples. examples. examples.

The explanation of the The explanation of the The explanation of the The explanation of the
cognitive complexity cognitive complexity cognitive complexity cognitive complexity
level of each item is very level of each item is level of each item is level of each item is
relevant and detailed. relevant and detailed. fairly relevant and hardly relevant and
detailed. detailed.

TASK 6 3 Item analysis and 3.75 All analyses are correctly Most analyses are Some analyses are Few analyses are Irrelevant or no 15
interpretation done and properly correctly done and correctly done and correctly done and response.
presented. properly presented. properly presented. properly presented.
All interpretations are Most interpretations are Some interpretations Few interpretations are
accurate. accurate. are accurate. accurate.
The comment on the The comment on the The comment on the The comment on the
overall effectiveness is overall effectiveness is overall effectiveness is overall effectiveness is
very well justified. well justified. fairly well justified. not well justified.

TASK 3 Reflection – Online 1.5 The reflection is an in- The reflection analyses The reflection attempts The reflection does not Irrelevant or no 6
7a Participation in depth analysis of the the learning experience, to analyse the learning move beyond a response.
myInspire learning experience, challenges and value experience but is vague description of the
challenges, the value gained. but not fully and /or unclear about learning experience,
gained. developed. personal learning. indicating that the
Share Reflection student did not analyse
the challenges you face personal learning.
in doing the tasks
the insights you have
gained from the
exercise.

Task Peer Interaction 1.0 • The post responded • The post responded • The post responded • The post did not refer Irrelevant or no 4

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7b Comment on the
similarities and
differences in both of
your experiences related
to the assignment task.
directly to a peer’s directly to a peer’s vaguely to a peer’s to a peer’s comment. response.
comments by directly comments but the comment but did not
stating similarities and comparison of specify the similarities
differences. similarities and and differences and/or
• The post refers to that differences was not clear • The post did not
peer by name. • The post refers to that reference the peer by
peer by name. name.

Total 15 60
*QN=Question Number

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