ASSIGNMENT

HPGD2303
EDUCATIONAL ASSESSMENT
SEPTEMBER 2022 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 : 15 November 2022

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

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 ASSIGNMENT QUESTION

PART I (50 MARKS)

PURPOSE:
This assignment aims to demonstrate your knowledge and competency in planning,
designing, preparing, administering, and appraising essay questions about a test paper
consisting of three short-answer essay questions.

There are FOUR (4) tasks in Part I. The details are presented below:

TASK I: Table of Specifications (TOS) and description (15 marks)

The task requires you to plan and design a test paper consisting of THREE (3) short-answer
essay questions. The essay questions should cover THREE (3) topics of a subject/course of
your choice. Each essay question should be framed to assess the learning outcome at a
chosen cognitive complexity level of Bloom’s Taxonomy. The length of students’ responses
should be appropriate for assessing the learning outcomes. Present your planning in the
form of a Table of Specifications (TOS) which should have the following details:
 Subject/Course of study
 Class/Course Level
 Three topics of a subject/course of your choice to be assessed
 Hours of interaction for each topic
 The weightage (% hours) and marks allocation for each topic
 Question number at each chosen cognitive complexity level of Bloom’s Taxonomy

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Use the following example as a guide to present your Table of Specifications (TOS)
Levels of Bloom Taxonomy
Hours of % Marks
Topic Total
Interaction Hours Allocated C1 C2 C3 C4 C5 C6
Marks
Q1
1 2 20 4 4
(4 m)
Q2
2 3 30 6 6
(6 m)
Q3
3 5 50 10 10
(10 m)
TOTAL 10 100 20 4 6 10 20

Note: C1 – Knowledge, C2 – Comprehension, C3 – Application, C4 – Analysis, C5 – Synthesis,

C6 - Evaluation

Describe the Table of Specifications, focusing on the selected topics to be assessed, the
hours of interaction for each topic, the assessment method choice, and the cognitive
complexity levels.
In your description, explain the following:
 why were the three topics selected for assessment
 why do you use short-answer essay questions to assess the topics
 why do you distribute the hours of interaction in such a manner
 why have you chosen the three levels of cognitive complexity

Refer to Topic 3 - Planning the Classroom Test to explain the Table of Specifications. Refer
to Topic 2 What to Assess, Section 2.3 p. 24 – 27, for the explanation of Bloom’s Taxonomy
of Cognitive domain.

TASK II: The Test Paper and Commentary (10 marks)

This task requires you to prepare the test paper based on the Table of Specifications you
presented in Task I. The test paper should have the following details:
 Subject/Course of study
 Class/Course Level
 Time allocation of the test
 Instructions for the students
 Three short-answer essay questions

Write a commentary on the test you have developed. In your commentary, you should
explain the criteria, including the cognitive complexity levels you used to construct each
essay question.

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Refer to Topic 5 - Constructing Essay Questions, Section 5.7 for the guidelines for
constructing essay questions.

TASK III: Prepare marking schemes (10 marks)

Prepare an appropriate marking scheme to score the students’ responses to each short-
answer essay question. You have the choice of using a holistic rubric or an analytic rubric to
score the responses. You may use any other formats of marking scheme you deem
appropriate to score the students’ responses. You should prepare THREE (3) different
marking schemes, one for each essay question.
Describe and explain the marking schemes you have devised and provide justifications for
the choice of the scoring method.
Refer to Topic 5 Constructing Essay Questions, Section 5.9 to explain the marking scheme.

TASK IV: Item Analysis and Interpretation (10 marks)

Administer the short-answer essay questions as test items to a group of students (about 30
students). After the test, mark the students’ responses using the marking schemes you have
prepared in Task II, conduct an item analysis on each essay question and interpret the
results. Based on the results, comment on the overall effectiveness of the test paper.

Refer to Topic 9 - Appraising Classroom Tests and Item Analysis, Section 9.5 for applying Item
Analysis to Essay-type questions.

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 (15 marks)

Task II  The test paper and commentary (15 marks)
Task III  The marking schemes (10 marks)
Task IV  Item Analysis and interpretation (10 marks)

4. Attach FIVE (5) copies of marked answer scripts as appendices, one from each
performance level (i.e. Good and Poor).

[Total: 50 marks]

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PART II (10 MARKS)

ONLINE CLASS PARTICIPATION (10%)

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:
Performance assessments have also been seen to shape teachers’ approaches to
instruction. This assessment ensures that it is focused on developing higher-order skills
rather than rote memorisation. Do you agree? Justify your answer.
Question 3:
Give examples of projects you have included or can include in your subject area’s teaching
and evaluation.

[Total: 10 marks]

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BAHAGIAN I (50 MARKAH)

TUJUAN:
Tugasan ini bertujuan untuk mempamerkan pengetahuan dan kecekapan anda dalam
merancang, mereka bentuk, menyediakan, mentadbir dan menilai soalan esei berkenaan
kertas ujian yang terdiri daripada tiga soalan esei berjawapan pendek.

Terdapat EMPAT (4) tugasan dalam Bahagian I. Butiran lanjut adalah sebagaimana berikut:

TUGASAN I: Jadual Spesifikasi (TOS) dan huraian (15 markah)

Tugasan ini memerlukan anda merancang dan mereka bentuk kertas ujian yang
mengandungi TIGA (3) soalan esei berjawapan pendek. Soalan esei hendaklah meliputi TIGA
(3) topik subjek/kursus pilihan anda. Setiap soalan esei harus dirangka untuk menilai hasil
pembelajaran dari aspek kognitif pada tahap kompleks yang bersesuaian berdasarkan
Taksonomi Bloom. Panjang maklumbalas pelajar haruslah sesuai untuk menilai hasil
pembelajaran. Bentangkan perancangan anda dalam bentuk Jadual Spesifikasi (TOS) dengan
menyatakan butiran berikut:
 Subjek/Kursus pengajian
 Peringkat kelas/Kursus
 Tiga topik subjek/kursus pilihan anda untuk dinilai
 Jam interaksi untuk setiap topik
 Wajaran (% jam) dan peruntukan markah untuk setiap topik
 Nombor soalan pada setiap tahap kognitif kompleks yang yang dipilih berdasarkan
Taksonomi Bloom

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Gunakan contoh berikut sebagai panduan untuk membentangkan Jadual Spesifikasi (TOS)
anda
Tahap Bloom Taxonomy
% Jam Markah
Jam Jumlah
Topik diperunt
Interaksi C1 C2 C3 C4 C5 C6 Marka
ukkan
h
S1
1 2 20 4 4
(4 m)
S2
2 3 30 6 6
(6 m)
S3
3 5 50 10 10
(10 m)
Jumlah 10 100 20 4 6 10 20

Nota: C1 – Pengetahuan, C2 – Kefahaman, C3 – Aplikasi, C4 – Analisis, C5 – Sintesis, C6 -

Penilaian

Huraikan Jadual Spesifikasi, fokus kepada topik yang dipilih untuk dinilai, jam interaksi untuk
setiap topik, pilihan kaedah penilaian, dan tahap kognitif kompleks. Dalam huraian anda,
terangkan perkara berikut:
 Mengapakah ketiga-tiga topik tersebut dipilih untuk dinilai
 Mengapa anda menggunakan soalan esei berjawapan pendek untuk menilai topik
 Mengapa anda mengagihkan waktu interaksi dengan cara sedemikian
 Mengapa anda memilih tiga tahap kerumitan kognitif (kognitif kompleks) tersebut

Rujuk Topik 3- Merancang Ujian Bilik Darjah untuk menerangkan Jadual Spesifikasi. Rujuk
Topik 2 Perkara yang Perlu Dinilai, Bahagian 2.3 m/s 24-27, untuk penjelasan domain
Taksonomi Kognitif Bloom.

TUGASAN II: Kertas Ujian dan Ulasan (10 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
 Tiga soalan esei berjawapan pendek

Tulis ulasan tentang ujian yang telah anda bangunkan. Ulasan anda perlu menerangkan
kriteria, termasuk tahap kognitif kompleks yang digunakan untuk membina setiap soalan
esei.

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Rujuk Topik 5 – Membina Soalan Esei, Bahagian 5.7 sebagai panduan membina soalan esei.

TUGASAN III: Menyediakan skema pemarkahan (10 markah)

Anda dikehendaki menyediakan skema pemarkahan yang sesuai sebagai skor jawapan
pelajar terhadap setiap soalan esei berjawapan pendek. Anda mempunyai pilihan untuk
menggunakan rubrik holistic atau rubrik analitik sebagai skor maklum balas. Anda boleh
menggunakan sebarang format skema pemarkahan lain yang difikirkan sesuai sebagai skor
jawapan pelajar. Anda hendaklah menyediakan TIGA (3) skema pemarkahan yang berbeza
untuk setiap soalan esei.
Terangkan dengan terperinci skema pemarkahan yang telah anda bangunkan dan beri
justifikasi terhadap pemilihan kaedah pemarkahan tersebut.
Rujuk Topic 5- Membina Soalan Esei, Bahagian 5.9 untuk menerangkan skema pemarkahan.

TASK IV: Analisis dan Interpretasi Item (10 marks)

Anda dikehendaki mentadbir soalan esei berjawapan pendek sebagai item ujian kepada
sekumpulan pelajar (lebih kurang 30 pelajar). Selepas ujian, tandakan respons pelajar
menggunakan skema pemarkahan yang telah anda sediakan Tugasan II, jalankan analisis
item pada setiap soalan esei dan tafsirkan hasilnya. Berdasarkan keputusan tersebut, ulas
tentang keberkesanan keseluruhan kertas ujian.

Rujuk Topik 9 – Menilai Ujian Bilik Darjah dan Analisis Item, Bahagian 9.5 untuk
mengaplikasikan Analisis Item kepada soalan berbentuk Esei.

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 (15 markah)

Tugasan II  Kertas ujian dan ulasan (15 markah)
Tugasan III  Skema pemarkahan (10 markah)
Tugasan IV  Analisis Item dan interpretasi (10 markah)

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

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 [Jumlah: 50 markah]
BAHAGIAN II (10 MARKAH)

PENYERTAAN KELAS DALAM TALIAN (10%)

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 prestasi juga dilihat membentuk pendekatan pengajaran guru. Penilaian ini
memastikan bahawa tumpuan adalah kepada membangunkan kemahiran aras tinggi dan
bukannya hafalan. Adakah anda bersetuju? Berikan justifikasi kepada jawapan anda.
Soalan 3:
Berikan contoh projek yang telah anda libatkan atau boleh dilibatkan dalam pengajaran dan
penilaian mata pelajaran anda .

[Jumlah: 10 markah]

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 ATTACHMENT
ASSIGNMENT RUBRICS
HPGD2303 EDUCATIONAL ASSESSMENT/ SEPTEMBER 2022

PART I: QUESTION 1 (50%)

Unsatisfactory
Excellent Good Fair Poor Or Max
*QN CLO No response Marks
Criteria Weight
4 3 2 1 0

TASK 3 Table of Specifications 1.75 TOS is very well TOS is well-constructed, TOS is well constructed, TOS is poorly constructed, Unsatisfactory/ 7
I (TOS) constructed, with all the with most of the with some relevant with most of the relevant no response.
relevant details very clearly relevant details details fairly clearly details missing or vaguely
presented. presented. presented. presented.

Description of the Table of
Specifications (TOS)
2.0 The description is very
clear and detailed, focusing
on the choice of topics, the
hours of interaction, the
assessment method, and
the complexity levels.
The description is clear The description is The description is hardly No description. 8
and detailed, focusing reasonably clear and clear and detailed, with
on the choice of topics, detailed, focusing on little focus on the choice of
the hours of the choice of topics, the topics, the hours of
interaction, the hours of interaction, interaction, the assessment
assessment method, the assessment method, and the
and the complexity method, and the complexity levels.
levels. complexity levels.

TASK 3 Elements on the Test 0.5 All relevant elements are Most relevant elements Some relevant Few relevant elements are Unsatisfactory/ 2
II Paper included in the Test Paper. are included in the Test elements are included included in the Test Paper. no response.
Paper. in the Test Paper.

Construction on essay 1.0 Essay questions are very Essay questions are well Essay questions are Essay questions are poorly No essay 4
questions well constructed with no constructed with few reasonably well constructed with numerous question is
errors. errors. constructed with some errors. provided.
errors.

Commentary on the test 1.0 The commentary on the The commentary on the The commentary on the The commentary on the No 4
developed test developed is very clear test developed is clear test developed is test developed is rather commentary
and very well presented. and well-presented. relatively clear and sketchy and not well on the test
reasonably well presented. developed.

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 presented.

TASK 3 The Marking Scheme 1.0 Very well constructed, free
III from error, and consistent
with the requirements of
the essay question.
Well-constructed, with Poorly constructed, Very poorly constructed, Unsatisfactory/ 4
some errors but with numerous errors with many errors, and no response.
consistent with the but relatively consistent hardly consistent with the
requirements of the with the requirements essay question
essay question. of the essay question. requirements.

Explanation of the marking 0.75 An excellent explanation of A good explanation of A reasonably clear A vague explanation of the No 3
scheme the marking scheme with the marking scheme explanation of the marking scheme with explanation.
lots of details. with some details. marking scheme but hardly any details.
lacks details.

Justifications for the 0.75 Justifications are strongly Justifications are Justifications are fairly Justifications are hardly No justification 3
choice of the scoring supported by relevant supported by relevant supported by relevant supported by relevant is provided.
method research evidence and research evidence and research evidence and research evidence and
experts’ views. experts’ views. experts’ views. experts’ views.

TASK 3 Item analysis 0.75 All analyses are correctly Most analyses are Some analyses are Few analyses are correctly No item 3
IV done and adequately correctly done and correctly done and done and adequately analysis.
presented. adequately presented. adequately presented. presented.

Interpretation of the item 1.0 All interpretations are Most interpretations Some interpretations Few interpretations are No 4
analysis accurate. are accurate. are accurate. accurate. interpretation.

Overall effectiveness of 0.75 Comment on overall Comment on overall Comment on overall Comment on overall No comment. 3
the test paper effectiveness is very well effectiveness is well effectiveness is effectiveness is not well
justified. justified. reasonably well justified.
justified.

Appendices Attachments/screenshots 1.25 All FIVE (5) copies of Most attachments/ Some attachments/ Few attachments/ No attachment 5
of FIVE (5) copies of marked answer scripts, one screenshots are screenshots are screenshots are accurate.
marked answer scripts. from each performance accurate. accurate.
level.

Total 12.5 50
*QN = Question Number

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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.

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 PART II

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 Postings reasonable, reasonable, comments are submitted. OR All past the assignment
and 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.
Performance the assignment the assignment relatively short relevant.
assessments have also timeline. timeline. participation time. OR Comments are
been seen to shape short responses that
teachers’ approaches to are not substantial
instruction. This or meaningful.
assessment ensures that Minimum effort (e.g.
3 2.5 10
it is focused on
“I agree with Tina”).
developing higher-order
skills rather than rote
memorisation. Do you
agree? Justify your
answer.

Question 3:
Give examples of projects
you have included or can
include in your subject
area’s teaching and
evaluation.

Total
2.5 10
Marks
*QN = Question Number

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