ASSIGNMENT

HPGD2303
EDUCATIONAL ASSESSMENT
JANUARY 2023 SEMESTER
___________________________________________________________________________

SPECIFIC INSTRUCTION

1. Answer in English or Malay.

2. Number of words: 3000 – 5000 words, excluding references for EACH question
(Questions 1 and 2).

3. Submit your assignment ONCE only in a SINGLE file.

4. Submit your assignment ONLINE.

5. Submission date : 14 March 2023.

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

1
 ASSIGNMENT QUESTION

PURPOSE
The assignment allows you to demonstrate your knowledge and competency in planning
and designing a multiple-choice question test to assess students’ performance in a
particular subject/course.

PART I (50 MARKS)

There are THREE (3) tasks for the Part I assignment. The details of the tasks are presented
below:

TASK I: TABLE OF SPECIFICATIONS AND DESCRIPTION (20 MARKS)

This task requires you to present your plan for a test paper consisting of 20 multiple-
choice questions. The multiple-choice questions may have 3 or 4 options and should
cover FOUR topics of your chosen subject /course of study. Present your plan in the form
of a Table of Specifications. Your table of specifications should have the following details:

● Subject/Course of study
● Class/Course Level
● Three Topics to be assessed
● Hours of interaction for each topic
● 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.

Table of Specifications
Levels
Marks
Hours % Allocated
Of Comprehension Application Analysis Total
Topic

Hours / No. of
Interac Items Marks
tion No.
No. of Item No. of Item Item
% % of %
Items No. Items No. No.
Items
1 1 10 2 2 1, 2 2

2 2 20 4 2 3, 4 2 5, 6 4

10, 11,
3 3 30 6 1 7 2 8, 9 3 6
12

17, 18,
4 4 40 8 2 13, 14 2 15, 16 4 8
19, 20

2
Total 10 100 20 7 35   6 30   7 35   20

Provide a description of the Table of Specification, focusing on the selection of the topics to
be assessed, hours of interaction allocated for each topic, the choice of the cognitive
complexity levels and the distribution of items across the three levels.

In your description, also explain why you are using multiple-choice questions to assess the
topics, why you have distributed the hours of interaction in such a manner, and why you
have chosen the three levels of cognitive complexity and the distribution of items to
assess the topics.

Refer to Topic 3 Planning the Classroom Test, Section 3.2.3 for the explanation of the Table
of Specifications.

TASK II: THE TEST PAPER AND COMMENTARY (15 MARKS)

This task requires you to prepare the test paper based on the Table of
Specifications you presented in Task 1. The test paper should have the following
details:

Subject/Course of study

● Subject/Course of study
● Class/Course level
● Time allocation of the test
● Instructions for the students
● 20 Multiple-Choice Questions
● Suggested answers

Write a commentary on the test you have developed. In your commentary, you
should explain the measures you have taken to ensure that the criteria of good
multiple-choice items are adhered to for each item. Explain also the complexity
level of the item. You may use the following format to present your commentary.

Item Item Complexity Explanation

No. Level
E.g A test is considered valid The stem is clear and focused.

3
 when it Students would know from the
(A) measures what it is Knowledge stem that the item is asking about
supposed to measure the validity of a test.
(B) produces consistent
results over different Item is at the knowledge level. A
occasions simple recall of the concept of test
(C) discriminates good validity is required. Students are
students from poor not required to paraphrase,
students interpret, provide examples or
translate the concept into another
form. The three statements
(options) are common textbook
knowledge that refers to
characteristics of certain
assessment concepts.

Refer to Topic 4 Constructing Objective Test Items Section 4.5 Multiple-Choice

Questions, p. 66 – 75 for the guidelines on constructing good multiple-choice
questions.

Refer to Topic 2, Foundation for Assessment: What to Assess, Section 2.3:

Assessing Cognitive Learning Outcomes, p. 24 – 30, for the explanation on the
behaviour being assessed at each cognitive complexity level of Bloom’s Taxonomy.

TASK III: ANALYSIS OF STUDENTS’ PERFORMANCE (15 MARKS)

Administer the test to a group of students (30 or above). Score the students’
responses to the test and use appropriate statistics to analyze and interpret the
results.

Refer to Topic 10 Analysis of test scores for guidance.

Submission Guidelines
1. Your assignment should be typed on A4 paper using 12-point Times New Roman and
1.5 spacing
2. All assignment documents, including tables and charts, should be appropriately
labelled.
3. Assignment contents to be submitted are:

Task I Table of Specification and description (20 marks)

Task II The test paper and commentary (15 marks)
Task III Analysis of test scores (15 marks)

4
 [Total: 50 marks]

PART II (10 MARKS)

ONLINE CLASS PARTICIPATION

Discuss the following topics in the forum and submit proof of your participation in the online
discussions:

Question 1:
Discuss the similarities and differences between rubrics, checklists, and rating scales with
examples.

Question 2:
Assessment can create lifelong learners if teachers shift from testing to assessing student
growth and understanding. Do you agree? Justify your answer.

Question 3:
It has been argued that essay questions are better than multiple-choice questions in
assessing students’ performance. Discuss.

[Total: 10 marks]

5
 SOALAN TUGASAN

TUJUAN
Tugasan ini bertujuan untuk mempamerkan pengetahuan dan kecekapan anda dalam
merancang dan mereka bentuk ujian soalan aneka pilihan untuk menilai prestasi pelajar
dalam subjek/kursus tertentu.

BAHAGIAN I (50 MARKAH)

Terdapat TIGA (3) tugasan dalam Bahagian I. Butiran lanjut tugasan adalah seperti berikut:

TUGASAN I: JADUAL SPESIFIKASI DAN HURAIAN (20 MARKAH)

Tugasan ini memerlukan anda membentangkan rancangan untuk kertas ujian yang terdiri
daripada 20 soalan aneka pilihan. Soalan aneka pilihan mungkin mempunyai 3 atau 4
pilihan dan harus meliputi EMPAT topik subjek/kursus pengajian pilihan anda. Bentangkan
rancangan anda dalam bentuk Jadual Spesifikasi.

Jadual spesifikasi anda harus menyatakan butiran berikut:

Gunakan contoh berikut sebagai panduan untuk membentangkan Jadual Spesifikasi.

Jadual Spesifikasi

Tahap
% Jam Peruntukan
Jam
Markah/ Jumlah
Topik

Interaks Kefahaman Aplikasi Analisis

Bil. item Markah
i
Bil. No. Bil. No. Bil. No.
% % %
item item item item item item
1 1 10 2 2 1, 2 2

2 2 20 4 2 3, 4 2 5, 6 4

6
 10, 11,
3 3 30 6 1 7 2 8, 9 3 6
12

17, 18,
4 4 40 8 2 13, 14 2 15, 16 4 8
19, 20

Jumlah 10 100 20 7 35   6 30   7 35   20

Sediakan penerangan tentang Jadual Spesifikasi, fokus kepada pemilihan topik untuk dinilai,
jam interaksi yang diperuntukkan untuk setiap topik, pilihan tahap kognitif kompleks dan
pecahan item merentas tiga peringkat Bloom Taksonomi tersebut.

Dalam huraian anda, terangkan juga mengapa anda menggunakan soalan aneka pilihan
untuk menilai topik, alasan terhadap pengagihan jam interaksi sebagaimana demikian,
mengapa anda memilih tiga tahap kognitif kompleks tersebut, dan pengagihan item untuk
dinilai bagi setiap topik.

Rujuk Topik 3, Merancang Ujian Bilik Darjah, Bahagian 3.2.3 untuk penjelasan Jadual
Spesifikasi.

TUGASAN II: KERTAS UJIAN DAN ULASAN (15 MARKAH)

Tugasan ini memerlukan anda menyediakan kertas ujian berdasarkan Jadual Spesifikasi
yang dibentangkan dalam Tugasan I. Kertas ujian hendaklah mempunyai butiran berikut:

 Subjek/Kursus pengajian
 Peringkat kelas/Kursus
 Peruntukan masa ujian
 Arahan untuk pelajar
 15 soalan aneka pilihan
 Cadangan jawapan

Tulis ulasan tentang ujian yang telah anda bangunkan. Dalam ulasan anda, terangkan
langkah-langkah yang telah anda ambil untuk memastikan bahawa kriteria item aneka
pilihan yang baik adalah dipatuhi bagi setiap item. Terangkan juga tahap kerumitan item
tersebut. Anda boleh menggunakan format berikut untuk membentangkan ulasan anda.

Bil. Item Tahap Penerangan

item kompleks
Cth Sesuatu ujian dianggap sah Stem yang jelas dan fokus.
apabila ia: Pelajar akan tahu dari stem
Pengetahuan bahawa item tersebut bertanya
(A) mengukur apa yang tentang kesahan sesuatu ujian.
sepatutnya diukur
(B) menghasilkan keputusan Item berada pada tahap

7
 yang konsisten pada pengetahuan. Ingatan mudah
masa yang berbeza tentang konsep kesahan ujian
(D) Mendiskriminasi pelajar diperlukan. Pelajar tidak perlu
yang baik daripada menghuraikan, mentafsir,
pelajar yang lemah memberikan contoh atau
menterjemah konsep ke dalam
bentuk lain. Tiga pernyataan
(pilihan) adalah pengetahuan
biasa di dalam buku teks yang
merujuk kepada ciri-ciri konsep
penilaian tertentu.

Rujuk Topik 4 Membina Item Ujian Objektif Bahagian 4.5 Soalan Aneka Pilihan, hlm. 66 – 75
untuk garis panduan membina soalan aneka pilihan yang baik.

Rujuk Topik 2, Asas untuk Penilaian: Apa yang Perlu Dinilai, Bahagian 2.3: Menilai Hasil
Pembelajaran Kognitif, hlm. 24 – 30, untuk penjelasan tentang tingkah laku yang dinilai
pada setiap tahap kognitif kompleks Taksonomi Bloom.

TUGASAN III: ANALISA PENCAPAIAN PELAJAR (15 MARKAH)

Tadbirkan ujian kepada sekumpulan pelajar (30 ke atas). Skorkan jawapan pelajar terhadap
ujian dan gunakan statistik yang sesuai untuk menganalisis dan mentafsir keputusan.

Rujuk Topik 10 Analisis markah ujian sebagai panduan.

Garis panduan penghantaran

1. Tugasan anda hendaklah ditaip dalam format A4 menggunakan font 12 -point Times
New Roman dan jarak 1.5.
2. Semua dokumen tugasan, termasuk jadual dan carta hendaklah dilabelkan mengikut
kesesuaian.
3. Kandungan tugasan yang dihantar perlu mengandungi perkara berikut:

Tugasan I  Jadual Spesifikasi dan penerangan (20 markah)

Tugasan II  Kertas ujian dan ulasan (15 markah)
Tugasan III  Analisis skor ujian (15 markah)

8
4. Sertakan LIMA (5) Salinan skrip jawapan yang telah ditanda sebagai lampiran, satu
salinan skrip daripada setiap tahap prestasi (i.e. Baik dan Lemah).

[Jumlah: 50 markah]

BAHAGIAN II (10 MARKAH)

PENYERTAAN KELAS DALAM TALIAN

Bincangkan topik berikut dalam forum dan serahkan bukti penyertaan anda dalam
perbincangan dalam talian:

Soalan 1:
Bincangkan persamaan dan perbezaan antara rubric, senarai semak dan skala penilaian
dengan contoh.

Soalan 2:
Penilaian boleh membentuk pembelajaran sepanjang hayat jika guru beralih daripada ujian
kepada penilaian kefahaman dan perkembangan pelajar. Adakah anda bersetuju? Nyatakan
justifikasi kepada jawapan anda.

Soalan 3:
Terdapat hujah menyatakan bahawa soalan esei adalah lebih baik daripada soalan aneka
pilihan dalam menilai prestasi pelajar. Bincangkan.

[Jumlah: 10 markah]

9
10
 ATTACHMENT
ASSIGNMENT RUBRICS
HPGD2303 EDUCATIONAL ASSESSMENT/ JANUARY 2023 SEMESTER

PART I:
TASK 1: TOS/ TASK II: TEST PAPER & COMMENTARY/ TASKS III: ANALYSIS OF STUDENTS’ PERFORMANCE

Unsatisfactory
Excellent Good Fair Poor Or
Max.
*QN CLO No response
Criteria Weighting Marks
4 3 2 1 0
T1 3 Table of 5.0 ● TOC is very well ● TOC is well- ● TOC is fairly well ● TOC is poorly No TOC provided 20
Specifications constructed with all constructed with constructed, with constructed, with
(TOC) and the relevant details most of the relevant some relevant most relevant
description very clearly details clearly details fairly clearly details missing or
presented. presented presented. vaguely presented.
● Description is very ● Description is clear ● Description is fairly ● Description is hardly
clear and detailed. and detailed. clear and detailed. clear and detailed.
T2 3 Test Paper and 3.75 All relevant elements are Most relevant elements Some relevant elements Few relevant elements Unsatisfactory/ 15
Commentary included in the Test are included in the Test are included in the Test are included in the Test no response.
Paper. Paper. Paper. Paper.

MCQs are very well MCQs are well MCQs are fairly well MCQs are poorly
constructed with no constructed with few constructed with some constructed with
errors. errors errors. numerous errors.

The explanation of the The explanation of the The explanation of the The explanation of the
criteria and complexity criteria and complexity criteria and complexity criteria and complexity
level is very clear and level is clear and well- level is fairly clear and level is rather sketchy
very well presented. presented. fairly well presented. and not well presented.

T3 3 Analysis of test 3.75 All analyses are correctly Most analyses are Some analyses are Few analyses are Unsatisfactory/ 15
scores and done and properly correctly done and correctly done and correctly done and no response.
interpretation presented. All properly presented. properly presented. properly presented.
interpretations are Most interpretations are Some interpretations Few interpretations are
accurate. accurate. are accurate. accurate.

Total 12.5 50
*QN = Question Number

11
 PART II: ONLINE CLASS PARTICIPATION

Marks for the forum will be given based on the following rubric:
Excellent Good Fair Poor Unsatisfactory Max
QN CLO Criteria Weightage 4 3 2 1 0 marks

Question 1: Quality of All five comments are Four comments are Two or three One post was Postings are done
Discuss the similarities and Postings reasonable, reasonable, comments are submitted. OR All past the assignment
differences between appropriate, relevant, appropriate, relevant, somewhat reasonable, posts are done in timeline.
rubrics, checklists, and
meaningful, and meaningful, and appropriate, one day. OR No postings given
rating scales with
respectful. respectful. meaningful, and OR None of the as proof of
examples.
Postings reflect active Postings reflect respectful. comments is participation in
Question 2: participation within participation within Postings show excellent and discussion.
Assessment can create the assignment the assignment relatively short relevant.
lifelong learners if timeline. timeline. participation time. OR Comments are
teachers shift from testing short responses that
to assessing student are not substantial
growth and 3 2.5 or meaningful. 10
understanding. Do you Minimum effort (e.g.
agree? Justify your
“I agree with Tina”).
answer.

Question 3:
It has been argued that
essay questions are
better than multiple-
choice questions in
assessing students’
performance. Discuss.

Total
2.5 10
Marks
*QN = Question Number

12
INSTRUCTIONS ON HOW TO SUBMIT PROOF OF ONLINE CLASS PARTICIPATION (10%)
Do the following:
1. Select the best FIVE (5) of your postings from the forum discussion set up by your tutor.
2. Do screenshots of the postings and include them as images in your assignment.
3. The screenshots should be an image file (either in JPG or PNG format). Refer to the sample of Screen Grab
below
4. The screenshots should contain the Name, Title of the discussion, Day, Date, and Time.

13