DESIGNING AND ASSESSING

ASSESSMENT (Pencil-Paper)
BY:
KHAIRUL AQILA BINTI JUHAIZAT (M20192001459)
NADZIRAH BINTI ZULKEFLI (M20192001460)
 Assessment (Pencil-Paper)

• Assessment tools in which candidates read questions and respond

in writing.

• To assess students’ : Knowledge Understanding

Ability

• In term of test

• Example: Multiple choice questions

Structured questions
 Pencil-Paper = Summative Assessment?

 Summative assessment is a measure of an end product (Perera-Diltz, 2009)

 In the form of Mid-term exam Final exam

Does pencil-paper techniques is one of the summative assessments?

Yes.
Since the purpose is same; to gauge student’s comprehension at the end of
particular unit of work.
Graded in term of percentage.
Step for Assessment Process

Assessment and Institutional Effectiveness, 2020)

 Step for Assessment Process

 The first step is the development of student learning outcomes.

 After the learning outcomes has been executed, the rubrics or ‘Jadual Spesifikasi Ujian’ is
developed

Assessment guide that describes the criteria that teachers want in assessing or
giving a grade of student work.

Specific common guidelines.

Include a list of desired characteristics that need to be shown in a student work

accompanied by a guide to evaluate each of these characteristics
 Step for Assessment Process
• There are few steps in order to build rubric, which are:
Reviewing the syllabus

The aspects studied that need to be taken into are:

 the scope and depth of teaching for a topic.

 the approach taken in teaching a topic.
 the importance of comparison between one topic with other topics
 the complexity of a topic.
 teaching time allocated for a topic.
Investigate learning objectives

To determine the appropriate type of question, firstly, the domain of teaching

objectives (cognitive, psychomotor, affective, or social) and the level of
teaching objectives to be measured need to be determined.
Determine the number of questions

The number of questions should be sufficient to represent the teaching

content, the domain of teaching objectives and the level of teaching objectives
to be measured. The number of questions is important because it affects the
reliability and validity of a test.
EXAMPLE OF PENCIL
AND PAPER TEST
RUBRICS
How to Construct and Types of the
Items (Pencil-Paper Test)
 Types of Items (Paper-Pencil Test)

Multiple Choices True-False Items Essay Questions

Questions (MCQ)

Structured items Matching Items

 Multiple Choices Questions (MCQ)

Avoid, or use
Keep the length of
01 the options fairly
03 sparingly, the phrase
‘all of the above’’,
consistent
‘’none of the above’’

Place options in Phrase options

logical or numerical 02 positively, not 04
order negatively
 Matching Items

Arrange the list of Always place the

01 response in a logical
03 entire task on the
order same page

Do not have the

Keep the list of
same number of 02 items brief 04
items
 True-False Items

Do not use specific

01 Do not use negatives 03 qualifiers (always,
or double negatives sometimes, may or
none)

Avoid statements Do not include one

that are too general 02 more idea 04
 Essay Questions

Make a prior
Prepare a tentative decisions regarding
scoring key in treatment of such
01 advance of 03 factors as spelling
considering and punctuation
examinee response

Do not employ Do not employ

optional questions 02 optional question 04
 Structured items

Place the blank near A direct question is

the end of an generally preferable
01 incomplete sentence 03 to an incomplete
or in the margin for sentence
a direct question

Blanks for answer

Do not employ
optional questions 02 should be equal in 04
length
 Procedures for obtaining expert validity for test instruments:

 Ask permission from an expert

 Prepare a letter of appointment
 Prepare evaluation form
 Sending materials to specialists:
a) Appointment letter
b) Assessment form
c) Test Blue Print (JSU)
d) Brief description of the study (title, objectives / hypotheses, definition
of concepts / operational variables)
 Test Validity and reliability

Validity

3 experts Specifies the value of the Calculating content

item content validity index (CVI)

Reliability

Using split-half / test- Find the correlation value Value ≥0.85

retest-structure
KR (20/21) - mcq
 After Assessing (Through Test)

 Students achieve better understanding about the nature of students’ understanding.

 Compare the existence of any alternative conceptions or misconceptions in a particular topic that being
studied (Perera-Diltz & Moe, 2014).

 Use some intervention if needed to encourage more students to study science is by presenting science to
them

 Considered the alternative explanations rather than memorise basic facts for a test or examination which
are then forgotten (Perera-Diltz & Moe, 2014).

 Teacher uses alternative teaching approaches that specifically address students’ non-scientifically
acceptable conceptions (Magno & Ouano, 2008; Treagust, 1988).
 PRO AND CONS CREATE PENCIL AND PAPER TEST

PROS CONS
• They can measure a • They require
wide range of specific considerable skill and
topic included within the time to construct
curriculum
• They do not measure
• They can quick, things such as creativity
efficient, and when well and divergent thinking
constructed reliable
Thank you 