POSTGRADUATE DIPLOMA IN TEACHING

FAKULTI:
FACULTY OF EDUCATION

SEMESTER/TAHUN:
2/2023

KOD KURSUS:
HPGD2303

TAJUK KURSUS:
EDUCATIONAL ASSESSMENT

No Matrikulasi CGS03026726
No Kad Pengenalan: 981125-10-5254
No Telefon: 018-4713005
Emel: khugesh@oum.edu.my
Pusat Pembelajaran: Shah Alam Learning Centre
 Table of Content

Bil Content Page Number

1 Table of Content 1

2 Part 1, Task 1 2-5

Table of Specifications and Descriptions

3 Part 1, Task 2 5-6

Test Paper and Commentary

4 Part 1, Task 3, 7-10

Marking Scheme

5 Park 1, Task 4 10-18

Analysis of students performance

6 Appendices 19-21

7 Part 2, Online Class Participation Forum 22-23

8 References 24

Part 1

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Task 1: Table of Specifications and Description

Subject/ Course of Study: Workplace English

Class/ Course Level: First Year, Second Semester Diploma in English (TESOL) Students
Three topics to be assessed:
1) Oral Communication
2) Report Writing for General Purposes
3) Effective Presentation Skills
4) Communication Skills and Public Speaking

Table of Specifications.

Topic Hours of Levels

Interaction
% Marks C C C3 C4 C5 C6 Total
Hours Allocated 1 2 Marks

Question 1 10
Topic 1 1 2 10
(20 minute)

Question 2 10
Topic 2 2 2 10
( 30 minute)
Question 3 10
Topic 3 1 4 10
(40 minutes)

TOTAL 4 100 30 20 30 40 30

Table 1.1 table of specification

Table of Specification. A table of specification is known as a blueprint or matrix that would outline the
content and the cognitive levels of the questions that are being included in an examination paper. It
specifies the various components of an assessment, such as the topics or content areas to be covered, the
cognitive levels and the number of questions and marks allocated (Hamad & Alunuzaili, 2020). This
table of specification serves as a framework that would help the teachers to ensure that the exam assesses
a balanced representation of learning objectives and outcomes (Alade & Omaruyi, 2014). It is necessary
to construct a table of specifications when building an exam paper because TOS promotes the alignment
between the assessment and the learning objectives.
By indicating the content area and the cognitive level of the assessment, it would help to ensure
that the exam would reflect the lessons that are being taught in the particular course. Through this, it
would help to ensure the validity and fairness of the assessment. Besides that, a TOS also aids in
achieving the content validity (Alade & Omaruyi, 2014). By constructing a table of specification, it would
help teachers to develop teaching strategies and engage with students efficiently to provide them with the

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targeted learning experience. Table 1.1 shows the table of specification which includes the topic to be
assessed, the hours of interactions, percentage of hours, marks allocated, levels of question in accordance
to bloom's taxonomy, number of items, percentage of each item and the total marks for the examination
paper. There are four topics to be assessed, eight interaction hours, three levels of Bloom's taxonomy,
three short essay questions with a total of thirty marks.

Selection of topics to be assessed in any examinations is an important decision that would leave an
impact on the effectiveness and the fairness of the process. It is important to ensure that the topics chosen
should be relevant to what is being taught and covered in the classroom aligning it to the learning
objectives and content covered according to the curriculum. Assessment should be aligning to the goals of
learning, selecting relevant and significant topics to ensure that it would be able to measure the students'
understanding and skills. A well balanced assessment should encompass a range of content areas,
including those that require higher order thinking skills and problem solving abilities (Ibbett & Wheldon,
2016). Assessment should be able to encompass the varying skills and to provide a balanced evaluation.
Topics selected should be relevant and applicable to the current trends.
There are four topics that were selected in building this exam task. These topics were covered
during the learning week which is shown in the table of specification. The three topics are Oral
Communication, Report Writing and Effective Presentation Skills. The topics are chosen because they
collectively represent the importance and the use of the language in general when it comes to a working
environment which is necessary for success in a professional setting. All the topics involved require the
students to master the whole topic in general to ensure they would be able to justify the selection of their
answers. By assessing these areas, it would help students to ensure they are well prepared to excel in their
future careers. Hence, it is necessary for the teacher to assess students' understanding on the topics
selected as portrayed in table 1.1.

Selection of Exam format. The short answer essay format is chosen because it is an ideal option to
assess the level of students' understanding for this course. By selecting this format, it opens up a way for
students to demonstrate a comprehensive understanding and a proper guide while requiring them to
provide concise and focused responses. By adapting this format, it would encourage students to think
critically and apply theoretical knowledge to practical scenarios, mirroring the situation in a real
workforce environment. Additionally, this method also helps to promote effective time management skills
during the examination. Given that one of the objectives is to emphasise on clear communication skills,
by adapting this format it would open up a way for pupils to articulate their ideas clearly and succinctly
which is an important skill in their professional environment. Overall, the short answer essay format

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aligns perfectly with the objectives of the course and aids in providing a well rounded assessment to
determine students level of understanding.

Hours of Interaction indicates the time spent by the teacher to teach each topic and can be used as the
basis to divide the weightage and percentage of the questions. Hours of interaction divided for each topic
also can be used as a guide to set the number of questions being assessed. Time spent for each topic also
can be a guide to indicate the number of questions being assessed. The time spent for each topic indicates
the level of difficulty for each topic, the tougher the topic, the longer time that is needed to ensure that
students will be able to better understand the content of the lesson. From the table of interaction, all three
topics could be covered in a span of six hours in total. Each topic could be completed in the range of one
to two hours for this course due to the stipulated hours of guidance by the university. The range of time is
predicted to be inclusive with the inclusion of post lesson activities, including quizzes, presentations etc.
Based on the table, topic two takes a longer hour to be taught because topic two requires students to learn
the necessary skills to write and form a report which is needed when they join the workforce in the future.
It differs from topic one and three which are skills that people can learn and adapt into their daily life.

Cognitive Complexity levels. Concerning to the topics selected to be assessed in this paper, I have
chosen the application level in question number one since the learner needs to learn applying the
information they obtained from the lesson into real life situations, in which here it would be the exam
paper to test their level of understanding towards the content of the lesson. Question one requires students
to apply their understanding of oral communication activities and portray their ability to identify and
explain five different activities that can be used in the classroom setting. According to Benjamin Bloom
(Bloom’s Taxonomy), students should be able to move away from the basic level of knowledge or
remembering to higher levels of learning like applying and transferring knowledge into new situations
(Persaud, 2023). They will have to apply and adapt the knowledge they have into this practical situation.
The second question requires students to analyse and differentiate between the two important
types of distinct forms of communication, reports and essays. Students are required to identify and
explain the five key differences, which necessitates a deeper level of understanding and the ability for
them to critically evaluate the characteristics of each explanation. And the final question requires students
to synthesise the information. Students must not only understand the concept, but it is also important for
them to think critically about the important steps and strategies that are involved in the planning and
preparation for a presentation and then articulate this understanding in a coherent manner. They will need
to integrate their understanding to develop a comprehensive list for professional presentation, which
would elevate and showcast their higher level of thinking. In summary, each question is designed

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fulfilling the bloom's taxonomy level to engage students of different cognitive levels, to encourage them
to apply, analyse and synthesise their knowledge in this subject and the topics selected to be assessed.

(1278 words)

TASK 2 THE TEST PAPER AND COMMENTARY

2.1 Test Paper

* The test paper and suggested answers can be referred to in the appendix.
Exam Questions
1) There are many oral communication activities that can be incorporated into the curricula of many
fields in study. Explain five (5) types of oral communication activities that can be used in the
classroom. (10 Marks)
2) Report writing is an essential skill for professionals and educators. Explain briefly FIVE (5)
differences between a report and essay. (10 marks)
3) Effective communication skills means to be able to convey any information successfully to the
audience. For that to happen, a speaker must think of ways to deliver and present the information
properly. Discuss the preparations that can be made by a presenter before a professional
presentation. (10 marks)

2.2 Commentary

For this part of the exam, I have utilised the interrogative and explanatory type of questions. There are
two significant reasons for the selection of which it would help to elevate the critical thinking skills and
ensure they are able to adopt the content they have learned into applying while answering the questions
(Carvalho et al., 2022). When students are assigned to provide detailed explanations and descriptions,
they are required to ensure that the topics that are being tested on have been analysed thoroughly.
Students should be able to break down the important, complex concepts, identify important components
and present them in a manner that answers the requirement. This process would help to foster a better and
deeper understanding rather than students memorising contents and not being able to apply them.

Secondly, utilising this method of questions would also aid students to develop essential
communicative skills. utilising this method of questions would also aid students to develop essential
communicative skills. For the first question, I designed it as an explanatory question to assess students
ability to provide detailed information on a specific topic. In terms of cognitive complexity, students are

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required to apply their knowledge regarding the topic. The second question seeks to get students to
compare and contrast between two different elements and subtopics based on the content. The cognitive
complexity of this question is analysis which requires students to analyse the content and interpret them.
The third question is a combination of explanative and explanatory question. The cognitive complexity
level for this question is to synthesise as it requires to integrate the knowledge and critical thinking skills
to develop a comprehensive response. All in all, by incorporating the both explanatory and expository
elements, the test aims to comprehensively evaluate the students' understanding and proficiency in the
topics.

In question one and two, I have used the explanatory method of question since I wanted to get the
students to elaborate on the five different types of oral communication activities that could be done in the
classroom and also the five differences between essay and report. This is an explanatory question because
it requires the student to provide an in-depth information which would be able to show their
understanding, sense of adaptability and adaptability of the knowledge to demonstrate their understanding
of the different types of oral communication activities. This question also provides the students the
opportunity to use their critical thinking skills and the application of what they have already learned as
they are required to explain the relevance.

Both of these questions are well suited as they require the students to articulate what they have
already learned succinctly. For question one and two, according to the bloom taxonomy corresponds to
the analysis level, of which it requires the students to analyse the information and understand the
characteristics. Question 3 on the other hand is also an explanatory question in which it requires students
to provide the detailed information on the steps answering the question. According to Bloom's taxonomy,
this question falls under the analysis and application level, where students will not only have to recall, but
also adapt, understand and apply it to the situation.

TASK 3 PREPARE MARKING SCHEMES.

Criteria for Assessment Grading.

Question 1- Analytic Rubric
Types of Oral Communication Activities (10 Marks)

Identification of the five types of oral communication activities

● 0 marks: No relevant information provided

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 ● 1 marks: for each correct oral communication activities
*the maximum mark that will be awarded for each type of oral communication activities is 1 mark

Explanation, Example or Detail

● 0 marks: No explanation/ example provided.
● 0.5 marks: Partial explanation with limited detail.
● 1 mark: Provides a clear and detailed explanation for each activity.
*marks can be awarded if the explanation or example aligns with the type of oral communication activities

Question 2- Analytic Rubric

Differences between Report and Essay
Identifying the differences between Report and Essay.
● 0 marks: No relevant information provided.
● 1 marks: Partially correct identification of differences between report and essay.
● 2 marks: Accurately identifies the five distinct differences between report and essay.
*students are required to compare and contrast between the differences of both
elements.

Question 3- Analytic Rubric

Preparations for a Professional Presentation

Discussion and preparations (1 mark each)

● 0 mark: Idea not relevant to the question
● 1 mark: Provide relevant preparation

Clarity and Coherence (1 mark each)

● 0 mark: Response is not clear or incoherent
● 0.5 mark: Response is partially clear and coherent
● 1 mark: Clear, well-organised and coherent example and explanation.
*any answers provided that are relevant to the preparations should be accepted.

Analytic rubric is chosen due to its capability in providing clear and specific feedback from each
question. This helps to open up a better understanding and effectiveness to understand the strengths and
areas to improve. This course needs students to understand specific criterias, hence analytic rubric is the

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best method to grade their feedback as it would allow them to adopt, adapt and apply what they have
already learnt.
Analytic rubric is a good option due to its advantage mostly for explanatory type of questions.
This rubric provides the opportunity to break down complex answers to specific criteria which would help
to prove a detailed assessment according to the questions and the response given. Analytic rubric gives
the opportunity to better look into the reliability and validity as it opens up to breaking down tasks to
fulfil a criteria (Reddy & Andrade, 2011). This method opens up an opportunity for teachers to better
evaluate the students based on what they have grasp on the content knowledge in the learning process. By
opening up the distinct level of students academic scores and performance according to the criteria, this
rubric provides a better and straightforward scheme, which would be an aid for both the learners and the
instructor to better comprehend the strength and weaknesses of the response provided This method would
help to boost the students understanding upon the feedback which is provided, learning to a better
performance in students success criteria. Moreover, this rubric opens up a large perspective of response,
and it's not narrowed to a specific method of answering.

Learning outcomes.
Students should be able to demonstrate in depth knowledge in this course by specifically focusing on the
importance of communication and presentation as an educator at a workplace.

Marking Scheme
N/B
❖ Learners are required to write the answers in a short essay format. Failure to do so will result in
deduction of 10% from their total marks.
❖ They are required to fully explain the points and give examples/justify their answers if needed.
❖ Any answers that are relevant to the question for as long as it is backed up with evidence could
be accepted.

1. There are many oral communication activities that can be incorporated into the curricula of many
fields in study. Explain five (5) types of oral communication activities that can be used in the
classroom. (10 Marks) (T1, PG 4-6)
1- activity; 1 explanation (2 Marks)
There are many types of oral communication activities that could be done in the classroom. For
example,

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 ❖ Debate-which encourages students to study and present their arguments on a
topic
❖ Role Play- involves students taking up certain roles and scenarios or
conversations
❖ Group Discussion- which helps students to facilitate open, transparent discussion
❖ Panel Discussion- involves students to take a role to discuss a specific topics
❖ Presentation- requires students to deliver an information to audience
❖ Interview simulations- take role as interviewer/ interviewees and ask questions
❖ Storytelling- helps to boost creativity, narrative skills etc.
*any answers relevant to the question and explanation/example that supports the answer will be accepted.

2. Report writing is an essential skill for professionals and educators. Explain briefly FIVE (5)
differences between a report and essay. (10 marks) (T2, PG3-4)

A report An Essay

Presenting Information Presenting an argument

Meant to be scanned quickly Meant to be read carefully

Uses numbered headings and Uses minimal subheading

subheadings

May not need references, bibliography Always need references/ bibliography

etc

Uses short, concise paragraphs and dot Links ideas into paragraphs, rather than
points, where applicable point form

Uses graphics (table, illustrations etc) Rarely uses graphics

May require a short abstract/ executive Usually includes short introduction,

summary abstracts are not necessary unless
requested

May be followed by Seldom has recommendations/

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 references/recommendations/ appendices.
appendices

* any answers related to the questions could be considered

* students are required to write in an essay form only
* Answers should be written comparatively only

3. Effective communication skills means to be able to convey any information successfully to the
audience. For that to happen, a speaker must think of ways to deliver and present the information
properly. Discuss the preparations that can be made by a presenter before a professional
presentation. (10 marks)

An effective communicator should be prepared during a professional presentation by

- Making sure that they have a good understanding of the topic.. followed by students
explanation
- Know about the group of audience… followed by students explanation
- Have clear objectives and messages … followed by students explanation
- Structured content/Structured content with engaging visual aids …. followed by students
explanation
- Rehearsal … followed by students explanation
- Technical setup and backup…. followed by students explanation
In summary, effective communication is important as it would help to lead to a successful
presentation. THrough preparations, it would help to lead to a better understanding of the content
to ensure the presentation is delivered successfully
*The learners must fully explain the points to receive full marks.

TASK 4 ITEM ANALYSIS AND INTERPRETATION

The table below presents the comprehensive overview of 30 students and their score for this particular
examination. The score of the students who attempted the test is presented and is calculated accordingly.
To determine the high and low marks, students with a total score of 21 and above are categorised under
the high scorer, while the rest of the students will be in the low mark group.

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 Student QI Q2 Q3 T/30 Group

1 5 3 4 12 Low Mark
2 4 6 3 13 Low Mark
3 4 3 6 13 Low Mark
4 7 2 5 14 Low Mark
5 5 4 6 15 Low Mark
6 7 2 6 15 Low Mark
7 5 6 5 16 Low Mark
8 6 5 6 17 Low Mark
9 6 7 4 17 Low Mark
10 8 5 4 17 Low Mark
11 6 7 5 18 Low Mark
12 5 5 8 18 Low Mark
13 10 5 4 19 Low Mark
14 6 8 5 19 Low Mark
15 6 5 8 19 Low Mark
16 9 5 6 20 Low Mark
17 8 7 5 20 Low Mark
18 8 4 8 20 Low Mark
19 10 4 6 20 Low Mark
20 8 4 8 20 Low Mark
21 10 6 4 20 Low Mark
22 10 8 3 21 High Mark
23 10 5 6 21 High Mark
24 9 4 8 21 High Mark
25 10 6 6 22 High Mark
26 8 5 9 22 High Mark
27 10 8 5 23 High Mark
28 10 6 7 23 High Mark
29 10 6 7 23 High Mark
Total
30 10 8 7 25 High Mark

number of questions: 3
Q1: 10m, Q2: 10m, Q3: 10m
Total no of students: 30

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In order to evaluate the effectiveness of the test as a whole, item analysis is a method that is usually
employed to assess the overall effectiveness of a test and the individual test items or questions. This
involves scrutinising the responses received for each question, identifying unclear or misleading items
that may need revision or removal from the future test administration. This process would help to refine
the skills of a teacher to construct and address areas that may require additional emphasis or clarification.
For an item with a single correct answer valued at one point, the item difficulty is simply the percentage
of students who managed to answer the question correctly. This ranges from 10 to 100 which defines the
higher value to easier questions. Assessing the item difficulty is important as it would help the teachers to
understand if the students have successfully gauged the concepts that are being tested.
The evaluation of scores obtained by students for all three questions appears to be relatively
answerable for all students. Question one was a direct based question which appears to be easy for the
students, it was constructed looking into considering the item difficulty and item discrimination. Question
one focuses mainly on oral communication, posed minimal difficulty to learners as the question was very
much straightforward. This is attributed to the assumption that students undertaking this course, should be
able to understand and imply activities that need to utilise the use of coral communication in the
classroom. On the contrary, question 2 presents a moderate level of difficulty. This is due to the challenge
of the question which requires students to differentiate between a report and essay. This question seemed
to be a straightforward question, however, if students are not capable of justification they might not be
able to achieve the maximum score of the question. There is a need to compare between the selection of
points to the two others. Question 3, may also pose a challenge to the students, of which they are required
to list down the preparations that a presenter should make before a presentation. As this is an open based
question, they are free to list down the preparations for as long as it fits the content. They should be able
to justify their selection and provide a detailed explanation.
Distractor analysis reveals that there is an absence of complicating factors in the questions, which
indicates that the questions are generally straightforward and not very complex. The simplicity of the
question contributes to the effectiveness of the test suitable for first year diploma students. Notably, many
students were able to answer question 1, as for question 2 and 3 many students were able to answer them
correctly, however the meaning from the justification could impede the actual meaning of the question.
Further consideration and refinement is necessary to balance the difficulty level of the question for a more
accurate assessment.

4.2 Difficulty Index

As students have completed attempting the test paper, the scores obtained by students will be analysed to

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check on the students attempting to answer the questions. This is the context that needs to be done on an
exam paper, which helps to measure the effectiveness of the paper to check on students' understanding.
This is calculated at the end based on the marks obtained by the students, checking on their answers to
questions answered correctly. A higher proportion of correct answers defines a lower difficulty index
indicating that the questions may be easier for the students. On the other hand, a lower score of correct
answers indicates a higher difficulty level, suggesting the question is slightly tougher for the students. The
tables below show the scores obtained by the students for the test and the three questions.

Item score No of learners earning each score Total scores earned

10 10 100

9 1 9

8 6 48

6 7 42

5 4 20

4 2 8

Total 227

Average Score 227/30= 7.56

Table 4.1.1 shows the scores obtained for students for question 1

Item score No of learners earning each score Total scores earned

8 4 32

7 3 21

6 6 36

5 9 45

4 5 20

3 2 6

2 2 4

Total 164

Average Score 164/30= 5.47

Table 4.1.2 shows the scores obtained for students for question 2

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 Item score No of learners earning each score Total scores earned

9 1 9

8 5 40

7 3 21

6 8 48

5 6 30

4 5 20

3 2 6

Total 174

Average Score 174/30= 5.8

Table 4.1.3 shows the scores obtained for students for question 3

The difficulty index (P) of the item can be calculated using the formula given below
average score
Difficulty index(P)=
possible range of score

Using the information given in table 3.1.2, 3.1.3 and 3.1.4, the difficulty index of the short answer
question can be easily calculated using the formula given.

Question Average Possible range Calculation Difficulty Index

Number Score of score

1 7.56 10 7.56 0.76

P=
10

2 5.47 10 5.47 0.55

P=
10
3 5.8 10 5.8 0.58
P=
10
Table 3.1.4 shows the difficulty index calculation for the three questions.

Based on table 3.1.4, the difficulty index for each item is calculated accordingly. The indication of the
data can be interpreted using the indication of difficulty index shown in figure 3.1.1

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 Value Description

≥ 0.70 Easy

0.30-0.69 Moderate

≤ 0.29 Difficult
Figure 3.1.1: Indication of difficulty index.

According to the difficulty index based on the students' performance in answering the exam questions, the
difficulty index for question 1 is at 0.76 which indicates that the question was easy for pupils. This could
be due to the type of question that is being asked, in which it was a direct question where students are
required to share the five types of activity and provide a brief explanation. As for question 2, the
difficulty index is at 0.55 which indicates the question is moderately difficult for the learners while
question 3 obtained a 0.58 difficulty index which is considered to be moderately difficult.

3.2 Discrimination Index

Discrimination index is used commonly in the educational assessment as a statistical measure to evaluate
the effectiveness of the questions in a test paper. This is an important element as it helps to indicate how
well a question is being built and answered by different groups of students. This analysis is done and
would be able to help maintain the validity and reliability of the assessment process.
To calculate the discrimination index, the teacher will have to compare the proportion scores
obtained by high performers score to the score obtained by low scoring students. The students must be
divided into two groups, the top scorer and the lower scorer before calculating the discrimination index.
When calculating the discrimination index, it is important to look into every student's scoring for each
question, in this test the essay question. This method would help to identify if the questions are built for
students and their different level of knowledge and skills. By calculating, it would help to understand if
the questions are appropriate to assess students' understanding and proficiency in the subject matter.

Discrimination index could be calculated using the formula that can be referred to below.
RH −RL
Discrimination index( D)=
possible range of score
* RH presents learners from upper scorer
* RL presents learners from lower group scorer
* T possible range of score

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The tables below show the distribution of scores obtained by the learners for each question. 10 students
were selected from the higher marks group and lower marks group respectively. “n” refers to the number
of learners.

Question 1

score 1 2 3 4 5 6 7 8 9 10 total av
score

High mark 8 80 8
group (n=8)

Low mark 2 4 2 40 4
group (n=8)

Table 3.2.1 shows the distribution of scores obtained by learner for question 1
The average score obtained by the upper group of the learners for question 1 is 8, while the lower group
obtained 4.4. Using the formula above, we can compute the discrimination index of the short answer
essay for question 1 as below

8−4
D=
10
= 0.40

Question 2

score 1 2 3 4 5 6 7 8 9 10 total av
score

High mark 1 3 4 59 5.9

group (n=8)

Low mark 2 2 4 24 2.4

group (n=8)

Table 3.2.2 shows the distribution of scores obtained by learner for question 1

The average score obtained by the upper group of the learners for question 2 is 5.3, while the lower group
obtained 3.1 Using the formula above, we can compute the discrimination index of the short answer essay
for question 1 as below

5.9−2.4
D=
10

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 = 0.35

Question 3

score 1 2 3 4 5 6 7 8 9 10 total av
score

High mark 2 5 1 63 6.3

group (n=8)

Low mark 2 5 1 30 3.0

group (n=8)

Table 3.2.3 shows the distribution of scores obtained by learner for question 3

The average score obtained by the upper group of the learners for question 3 is 6.6, while the lower group
obtained 2.6. Using the formula above, we can compute the discrimination index of the short answer
essay for question 1 as below
6.3−3.0
D=
10
= 0.33

The discrimination index table that is outlined in Figure 3.2.1 provides a guideline to elucidating the
significance of discrimination index. The coefficient serves to indicate the degree to which a question
distinguishes or separates the learners' higher marks from those who achieved a lower mark.

Value Description of Discrimination Suggestion to Question

> 0.40 High Retained

0.20 - 0.39 Moderate Checked and revised

0.10 - 0.19 Low Removed or Written back

0.00 & negative No Remove

Figure 3.2.1 shows the interpretation of the discrimination index

The table below indicates the general summary of the discrimination index, the difficulty level and the
suggestion of the difficulty level for the questions of this particular examination based on the scores
obtained by the learners.

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 Ques Num Difficulty Index Difficulty Level Discrimination index Description

1 0.76 Easy 8−4 High

D=
10
Retained
= 0.40

2 0.55 Moderate 5.9−2.4 Moderate

D=
10
Checked and revised
= 0.35

3 0.58 Moderate 6.4−3.1 Moderate

D=
10
Checked and revised
= 0.33

Table 3.2.4 Items suggestion based on difficulty index and discrimination index

In reviewing table 3.4, it is important to carefully look through two questions, while the other one
question exhibits the value 0.40 discrimination level, which signifies an effective discrimination level
among students. This suggests that the first question has the potential value to assess students'
understanding accordingly. On the other note, the two questions (question two and three) which obtained
moderate discrimination levels need to be scrutinised and revised to ensure the level of efficacy.
ALthough these questions may be suitable for the students, the questions receiving moderate
discrimination suggest the needs to be refined to better distinguish between high and low mark achievers.
The discrimination level plays an important role in the reliability when looking through assessment tools
and addressing the discrepancies which helps to ensure a more clearer and fair evaluation to assess the
students knowledge. Therefore, a strategic revision for the two questions with moderately discriminating
items are essential to align the assessment with the intended purpose and to maintain a better standard of
reliability,

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4.0 Appendixes
Exam Question And Exam Paper

* Answer scheme is provided in task 3

Sample Answers

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 Student with the highest score.

Student Total Score Marks

20
 Student with Moderate score

Student with low score

PART 2
ONLINE CLASS PARTICIPATION.

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Part 2 OCP Forum

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