ISSU E S IN A S S E S S M E NT

A PRESENTATION BY

QUEENCIE DOHNY

(MP2012020T)
AND

ESTHER D KIMSIONG

(MP2012014T)
 OVERVIEW
1.0 WHAT IS ASSESSMENT IN EDUCATION
2.0 PURPOSES OF ASSESSMENTS
3.0 TYPES OF ASSESSMENT
4.0 TOOLS OF ASSESSMENT
5.0 ISSUES IN ASSESSMENT
6.0 SUGGESTIONS
7.0 CONCLUSION
1.0 WHAT IS ASSESSMENT IN EDUCATION?

• WE (TEACHERS) ASSESS ALL THE TIME AND SOMETIMES, WE ASSESS WITHOUT NOTICING IT
• “JAYNE MOON SEES ASSESSMENT AS “ SOMETHING THAT MOST TEACHERS SPEND A LOT OF
TIME DOING” (148). BECAUSE OF THIS FACT WE HAVE TO DEFINE ASSESSMENT, REALIZE THE
IMPORTANCE OF IT AND, ACCORDING TO MOON “CONSIDER WHAT KINDS OF INFORMATION IT
PROVIDES, AND THE DECISIONS THAT MIGHT BE TAKEN BASED ON THAT INFORMATION.” IN
OTHER WORDS, WITHOUT ASSESSMENT THE TEACHER CAN PROVIDE FEEDBACK NEITHER TO
THE STUDENTS NOR TO HIMSELF. (WIESNEROVA, 2012, PG. 5)
• “IOANNOU-GEORGIOU (4) DEFINES ASSESSMENT AS “A GENERAL TERM WHICH INCLUDES ALL
METHODS USED TO GATHER INFORMATION ABOUT CHILDREN’S KNOWLEDGE, ABILITY,
UNDERSTANDING, ATTITUDES AND MOTIVATION.” (WIESNEROVA, 2012, PG 6)

• “AND ACCORDING TO BROWN, (1990) ASSESSMENT REFERS TO A RELATED SERIES OF

MEASURES USED TO DETERMINE A COMPLEX ATTRIBUTE OF AN INDIVIDUAL OR GROUP OF
INDIVIDUALS. THIS INVOLVES GATHERING AND INTERPRETING INFORMATION ABOUT STUDENT
LEVEL OF ATTAINMENT OF LEARNING GOALS. (YAMBI, 2018, PG.1)
QUICK QUESTION…
WHY DO WE NEED TO ASSESS?
Provide
diagnostic
feedbacks

2.0 Help
Motivates
Purposes of educators set
performance
Assessment standards

Evaluate
progress
(Students &
Teachers)
3.0 TYPES OF ASSESSMENT
4.0 TOOLS OF ASSESSMENT
5.0 ISSUES IN ASSESSMENT
 ISSUES IN ASSESSMENT

• READING
• GRADING
• WRITING
• CHANGE IN EXAMINATION PATTERN
• SPEAKING
• TECHNICAL AND TECHNOLOGICAL
• LISTENING
 ISSUES IN READING ASSESSMENT

• VALIDITY
• RELIABILITY
• LEGITIMACY
CAN I ASK YOU A QUESTION?
 VALIDITY IN ASSESSMENT
• Validity refers to the degree to which a test is measuring what it is supposed to measure (Alias, 2005)

• "The validity of an assessment tool is the extent to which it measures what it was designed to measure,
without contamination from other characteristics. For example, a test of reading comprehension should not
require mathematical ability. (retrieved from https://assessment.tki.org.nz/Using-evidence-for-learning/Working-with-
data/Concepts/Reliability-and-validity )

• Therefore, reading materials used in reading assessments should be free from other matters that are not
related to assessing reading skills - read, comprehend and interpret
LETS HAVE
A LOOK…
 RELIABILITY IN ASSESSMENT

• Reliability, on the other hand, is not at all concerned with intent, instead asking whether the test used to collect data
produces accurate results. In this context, accuracy is defined by consistency (whether the results could be replicated)
(retrieved from https://assessment.tki.org.nz/Using-evidence-for-learning/Working-with-data/Concepts/Reliability-and-validity )
• An assessment is reliable if it measures the same thing consistently and reproducibly. If you were to deliver an assessment with high
reliability to the same participant on two occasions, you would be very likely to reach the same conclusions about the participant’s
knowledge or skills. A test with poor reliability might result in very different scores across the two instances. (Kleeman, 2018)
 A RELIABLE ASSESSMENT (KLEEMAN, 2018)

• USE ENOUGH QUESTIONS

• HAVE A CONSISTENT ENVIRONMENT FOR PARTICIPANTS

• ENSURE THE PARTICIPANTS ARE FAMILIAR WITH THE ASSESSMENT USER INTERFACE

• IF USING HUMAN RATERS, TRAIN THEM WELL

• MEASURE RELIABILITY

• CONDUCT REGULAR ITEM ANALYSIS TO WEED OUT AMBIGUOUS OR POOR PERFORMING QUESTIONS
POP QUIZ
ONE OF THE FOLLOWING TESTS IS RELIABLE BUT NOT VALID AND THE OTHER IS VALID BUT NOT RELIABLE. CAN YOU FIGURE OUT WHICH IS WHICH?

YOU WANT TO MEASURE STUDENT INTELLIGENCE SO YOU ASK STUDENTS TO DO AS MANY PUSH-UPS AS THEY CAN EVERY DAY FOR A WEEK.

YOU WANT TO MEASURE STUDENTS’ PERCEPTION OF THEIR TEACHER USING A SURVEY BUT THE TEACHER HANDS OUT THE EVALUATIONS RIGHT AFTER SHE REPRIMANDS HER CLASS, WHICH SHE DOESN’T NORMALLY DO.
 LEGITIMACY IN ASSESSMENT
• EXAM SETTERS IN-CHARGE OF DESIGNING THE READING ASSESSMENT MAY END UP REUSING
READING ASSESSMENT TOOLS FROM PREVIOUS ASSESSMENTS - AVAILABLE AND EASILY
ACCESSED ONLINE -THIS HABIT IMPEDES THE LEGITIMACY OF THE READING ASSESSMENT

• STUDENTS HAVE ACCESS TO THE READING MATERIALS -SOME HAVE ALREADY ATTEMPTED
THE ASSESSMENTS DURING THEIR INDIVIDUAL REVISION SESSION AT HOME
 SUGGESTIONS

• EXAM SETTERS AT EVERY LEVEL TO ATTEND A COURSE ON DESIGNING ASSESSMENTS PERTAINING TO WHAT IS A
VALID, RELIABLE AND LEGITIMATE

• ADMINISTRATORS SHOULD ALWAYS EXAMINE THE ASSESSMENT TO ENSURE THE QUALITY –ITEM ANALYSIS

• STOP UPLOADING PAST YEARS QUESTION TO THE INTERNET. INSTEAD, MOE SHOULD CREATE A PLATFORM OR AN APP
CONTAINING PAST YEARS PAPERS ONLY ACCESSIBLE FOR EDUCATORS TO REFER TO OR TO GET MATERIALS
WRITING
SPEAKING
HTTPS://WWW.YOUTUBE.COM/WATCH?V=GMZTZCISXR4

HTTPS://WWW.YOUTUBE.COM/WATCH?V=PESQ62XPCGK&FEATURE=YOUTU.BE
SPEAKING IS SEEN BY LANGUAGE TESTERS AS THE MOST DIFFICULT OF THE FOUR LANGUAGE SKILLS TO
ASSESS. ASSESSING SPEAKING REQUIRES THAT WE EITHER OBSERVE A “LIVE” ORAL PERFORMANCE OR
THAT WE CAPTURE THE PERFORMANCE BY SOME MEANS FOR EVALUATION AT A LATER TIME. A METHOD
FOR ELICITATION MUST BE SELECTED, RATING SCALES MUST BE DEVELOPED, AND INTERVIEWERS AND/OR
RATERS MUST BE TRAINED. (GINTHER, 2013)
THERE ARE A FEW ISSUES RELATED TO SPEAKING ASSESSMENT SUCH AS TIME CONSTRAINTS, THE AMOUNT
OF PARTICIPANTS TO EVALUATE AND SETTINGS ARE AMONG THE CHALLENGES FACED IN SPEAKING
ASSESSMENT
THE FIRST PROBLEM RELATES TO THE DIFFICULTIES IN CONDUCTING THE TEST IN TERMS OF TIME
AVAILABILITY, CLASS SIZE, PRACTICALITY, AND SETTING. THE LATER RELATES TO THE MISS-MATCH
BETWEEN WHAT THE TEACHER DOES IN CLASS (I.E. TO IMPROVE STUDENTS’ ORAL PROFICIENCY) AND WHAT
STUDENTS FACE IN THE FORMAL EXAMINATION.(SUJANA, 2016)
• TIME

• CLASS SIZE (NUMBER OF PARTICIPANTS)

• PRACTICALITY - TOPICS

• SETTING

• MIS MATCH BETWEEN WHAT IS BEING DONE IN CLASS AND DURING THE ACTUAL ASSESSMENT
 UNFAMILIAR TOPICS

• LIMITED TOPICS MAY LEAD TO STUDENTS INABILITY TO GIVE GOOD RESPONDS TO THE QUESTIONS AS
THEY MAY NOT BE FAMILIAR WITH THE CONTEXT OF THE QUESTION

• STUDENTS WITH LOW PROFICIENCY IN ENGLISH ARE ALREADY STRUGGLING WITH THE LANGUAGE ITSELF.
UNFAMILIAR CONTEXT WILL FURTHER AFFECT THEM IN THE ASSESSMENT PROCESS
HTTPS://WWW.PT3ENGLISH.COM/WHAT-YOU-NEED-TO-KNOW-ABOUT-THE-NEW-PT3-SPEAKING-PAPER-2019/

https://gijmaj.files.wordpress.com/2016/10/42-topics-for-ielts-speaking-part-1-suggested-answers
-2016.pdf
 SUGGESTIONS
• SCHOOL ADMINISTRATION TO ARRANGE A SCHEDULE OR SET A TIME TO GATHER ALL ENGLISH TEACHERS
TO HELP IN COORDINATING THE SPEAKING ASSESSMENT –SOLVES ISSUE OF TIME AND CLASS SIZE

• QUESTIONS SHOULD BE PRACTICAL – CONTEXT RELATED-

• SETTINGS- SET UP PROPER PLACE TO CONDUCT SPEAKING ASSESSMENT -NOISE FREE AND CONDUCIVE

• TEACHERS MUST GIVE EXPOSURE TO STUDENTS ON THE ACTUAL PROCEDURE OF THE ASSESSMENT

• TEACH ACCORDING TO HOW THEY ARE GOING TO BE ASSESSED

• TOPICS OF ASSESSMENT SHOULD BE ON MATTERS THAT STUDENTS ARE FAMILIAR WITH

LISTENING
GRADING
INCONSISTENCY OF THE CALIBRATION OF MARKS TO GRADES

STANDARDIZED SPM SCORING GRADES VS BASELINE GRADING SYSTEM

" I DO NOT UNDERSTAND HOW IT’S
POSSIBLE FOR SO MANY STUDENTS TO
SCORE STRAIGHT AS, PARTICULARLY
FOR THE ENGLISH LANGUAGE.
WERE THE MARKS AND GRADES
ADJUSTED BASED ON NATIONAL
RESULTS?
DID THE MALAYSIAN EXAMINATION
COUNCIL (MEC) USE THE BELL CURVE
TO DISTRIBUTE THE GRADES AMONG
THE STUDENTS?'
The MEC should be more transparent
Unless it is done, especially for SPM English, there is no
commonality or uniformity between the SPM and MUET
grading systems.
It makes sense to indicate the marks alongside the grades
for all the subjects in the SPM result slips.
It will give a more precise representation of the academic
performance instead of just the grades alone.
To avoid manipulation, the MEC must also ensure that the
calibration of marks to grades is consistent.
Thomas Kok, The Star (5th April, 2020)
 CHANGE IN EXAMINATION PATTERN
• WHEN THE PATTERN/DESIGN OF AN EXAMINATION CHANGES, SOME STUDENTS MAY NOT BE
ABLE TO PERFORM WELL. STUDENTS FIND IT DIFFICULT TO ADAPT TO THE NEW ASSESSMENT
PATTERNS AND MAY BE CONFUSED IN ATTEMPTING THE NEW FORM OF QUESTIONS
ESPECIALLY WHEN THEY ARE LACK OF EXPOSURE ON THE TYPES OF QUESTIONS IN THE
ASSESSMENT

• LOW PERFORMING STUDENTS MAY ALSO FEEL DEMOTIVATED WITH THE ASSESSMENT AS IT
MARKS THEIR PERFORMANCE COMPARED TO OTHERS.

• LATE EXPOSURE ON THE CHANGES IN ASSESSMENT DESIGN/PATTERN AFFECTS STUDENTS

ABILITY TO ANSWER THE QUESTIONS – (CEFR 1119 2021)
 FROM ENGLISH 1119 TO CEFR 1119
CEFR 1119 (LATEST)
 EXAMINER’S COMPETENCY
• NON-OPTION ENGLISH TEACHERS

• INADEQUATE GUIDANCE OR TRAINING IN MARKING ASSESSMENTS

• BIASNESS
TECHNICAL AND TECHNOLOGICAL
SUGGESTIONS
• GRADING SYSTEM SHOULD BE MORE TRANSPARENT

• EARLY EXPOSURE TO TEACHERS AND STUDENTS REGARDING ANY CHANGES IN ASSESSMENT PATTERN
(AT LEAST 3 YEARS BEFORE IMPLEMENTING NEW ASSESSMENT DESIGN)

• CARRY OUT NOT ONLY SINGULAR TRAININGS BUT ALSO REGULAR FURTHER TRAININGS FOR EXAMINERS
7.0 CONCLUSION
 REFERENCES
• AKIB, ERWIN. (2015). THE VALIDITY AND RELIABILITY OF ASSESSMENT FOR LEARNING (AFL). EDUCATION JOURNAL. 4. 64. 10.11648/J.EDU.20150402.13.

• THE GRAIDE NETWORK. (2018). IMPORTANCE OF VALIDITY AND RELIABILITY IN CLASSROOM ASSESSMENTS. RETRIEVED FROM
HTTPS://WWW.THEGRAIDENETWORK.COM/BLOG-ALL/2018/8/1/THE-TWO-KEYS-TO-QUALITY-TESTING-RELIABILITY-AND-VALIDITY/#DOWNLOADVALIDITY

• ALIAS, MAIZAM. (2005). ASSESSMENT OF LEARNING OUTCOMES: VALIDITY AND RELIABILITY OF CLASSROOM TESTS.

• REBECCA B. RUBIN (1982) ASSESSING SPEAKING AND LISTENING COMPETENCE AT THE COLLEGE LEVEL: THE COMMUNICATION COMPETENCY ASSESSMENT
INSTRUMENT, COMMUNICATION EDUCATION, 31:1, 19-32, DOI: 10.1080/03634528209384656

• BEN KNIGHT, ASSESSING SPEAKING SKILLS: A WORKSHOP FOR TEACHER DEVELOPMENT, ELT JOURNAL, VOLUME 46, ISSUE 3, JULY 1992, PAGES 294–302,
HTTPS://DOI.ORG/10.1093/ELT/46.3.294

• GINTHER, APRIL. (2013). ASSESSMENT OF SPEAKING. 10.1002/9781405198431.WBEAL0882.

• SUJANA, IMADE (2016). ASSESSING ORAL PROFICIENCY: PROBLEMS AND SUGGESTIONS FOR ELICITATION TECHNIQUES.WORDPRESS. RETRIEVED FROM
HTTPS://IMADESUJANA.WORDPRESS.COM/2016/09/07/ASSESSING-ORAL-PROFICIENCY-PROBLEMS-AND-SUGGESTIONS-FOR-ELICITATION-
TECHNIQUES/#:~:TEXT=SOME%20OF%20THE%20REASONS%20WHY,REASONING%20ABILITY%2C%20ETC.%3B%20(
THANK YOU KIO