.Asgment Testing

EPB2034 TESTING AND EVALUATION IN EDUCATION
General. 1. Key terms in educational assessment is: 1.1 Educational Assessment . Assessment is a general term that includes the full range of procedures used to gain information about student learning observation, ratings of performance or projects, papers and pencil test and the formation of value judgment. In my understand , assessment in education refers to about the level of student understanding and mastery of teacher learning in the classroom. Way of evaluation of student achievement in school is to expand the oral test in school, quizzes exams each semester and forth. In the school plays own important role in the evaluation handle any aspect of the class teacher, teacher assessment exams, and the teacher at each subject According to the ministry of education Malaysian, they assess student achievement through the UPSR,PMR,SPM,STPM. At a higher level, the lecturer will be the student performance assessment.
1.2 Test. A test is a particular type assessment that consist of a set questions administered during a fixed period of time. Assessment is a much more comprehensive than testing. Teacher providing test questions to student, and through the teacher can assess student achievement is student, student achievement, student achievement reflect mastery through learning for example, if there are student who scored high marks then is already excellence in learning sessions and if there are student whit low test scores the student of a level that is still unsatisfactory in the following sessions. Say the word test, and what most persons think of will probably be school examination college entrance examination.
MORRIS MIDIN-KK1080219
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1.3 Measurement Measurement is the assigning of numbers to the results of a test or other type assessment according to a specific rule as example is counting, correct answer , awarding points for an essay. Measurement is limited to quantitative description of student , the result are expressed in numbers as example Alex correctly solved 35 of the 40 math problem. Measurement can our do through evaluating ,analyze ,monitoring ,organize and making decision. Measurement also can considering and evaluating and finally be statistic of data. According to broader and ,perhaps clearer definition or measurement is a procedure for assigning numbers, usually call of score to specified attribute of characteristic of persons in such a manner as to maintain the real world relationships among the persons with regard to the attribute being measured.
Reference Nitko, A.J (1983), educational test and measurement An Introduction, New York , Harcourt Braca jouanouich, inc Note Testing and evaluation in education(2012), when retrieved(29.02.2012).
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2.Purpose and type of test Used of test in certain classes of decisions, test are used for great many reason and test scores serve as information for a variety of kind of decisions. It is helpful to review some of the categories of decisions or situations, because the usefulness of a test will depend very much on the type at decision contexts well, but not others. 2.1 purpose test is: i. Diagnosis Test conduct by teachers in school in the classroom will be able to provide feedback to teachers about student knowledge and skills that were tough with the teacher can identify a student progress at a satisfactory, satisfactory ,fair ,weak or no progress at all. ii. Achievement Test carried out at the end of teaching and learning can provide information on the level of the student knowledge ,skills and attitudes conveyed by the teacher. In addition a valuation ,carried out at the end of the study was to determine the grade for student as a whole for example is year 6(UPSR) form 3(PMR) form 5(SPM). Assessment at this stage more formal pattern with a view ultimately to give certificates to the student. iii. Selection and placement decisions Test are often used to provide part of the information on which to base selection decision for example is applicants for positions as hospital admitting clerks may take. Medical terminology spelling test, a typing test ,a personal interview and complete an application blank containing biographical information. When tests are used for selection, it is imperative to show that the scores on these test bear a relationship to success in the program of job for which the intuition or organization to select person. Placement decision very need in test such school determination are placement decision and are characterized as follow. Persons are assigned to different instruction or work. levels of same general types of
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iv. Guidance and counseling. Test will so be used for guidance and counseling to student who need it. Each student should have the motivation to learn and if may be intrinsic/internal of a motivated student. Such a study because they want something in depth will have a good track and will then pursue higher. 2.2 Type of test: i. Achiement test- The test may use to measure the extent to which a student can master the topics that were taught teachers, who often test is given at the end of term or end of the school year. ii. Intelligence test- Used as a mental test, the test used to measure an individuals mental or differences between individuals. iii. Performance test- is a test used to measure capacity/ efficiency of the students to do a job that involves the manipulation of concrete objects and it requires student to several other tasks as an additional measure. iv. Diagnostic test is a test used to identify the problems faced in teaching and learning process and also to determine the souses that causes the occurred.
v. Efficiency test and Aptitude test- is a test used to measure student ability or efficiency of someone performing a task. Aptitude test- is a test used to make prediction about the talent or field by a student and as a result of this test can be used for students to choose on appropriate field of study for him.
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Reference Nitko, A.J (1983), educational test and measurement An Introduction, New York , Harcourt Braca jouanouich, inc Gay ,L.R(1985). Education and evaluation and measurement. Competencies for analysis and application.2nd ed. Charles E. Merril. when retrieved(6 march 2012) Linn, R.L & Gronlund, N.E(2000) . measurement and assessment in teaching.(8th.Ed.) new Jersey: printice Hall. when retrieved(4 march 2012).
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3. Teacher responsibility in testing. i. Create teacher goals based on learning and teaching.
Teacher needs to transfer knowledge to student based on their knowledge, experience, ingenuity and abilities. Learning and teaching is a tool how to student get the knowledge because all of student come from different background, abilities, attitude, amount of knowledge and aptitude. So, teachers should to know what is the best way for their student catch given by teacher. ii. Providing kind of testing.
The multiple-choice test one of the Fixed-choice tests, the item widely used, highly efficient, objective scoring, high reliability and cost effective. Complex performance assessment such written essays, open-ended mathematics, laboratory experiment, orals presentation and projects. Regarded as authentic assessment and reflect long-term instructional goals. iii.Examine and counting correct answer and awarding point for an essay.
Teacher could to measure the performance of student in testing. For example, student correctly solved 10 of the 20 mathematics problems and describing several point in essay with the fact or possible reason. In the pedagogy, Mastering Learning when student scoring 80% of the 100% question. iv. Get feedback from student. Based on the testing result teacher can conclude the achievement of student either their mastering learning. In other hand, teacher can evaluate their abilities of student based on their solving the assignment. Teacher also, get the feedback from the student when their student give reason the question is so hard or I dont how to answer and lot of reasons.
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v. Develop of student abilities. Encourage student to develop comprehensive knowledge of specific facts. Development of understanding and thinking skills, For example, student are given freedom in making their responses, permit to decide which fact they think are most pertinent or select their own method of organization and to write as much as necessary for a comprehensive answer.
Reference: Note EPB3024 Testing and Evaluation in education(2012) When retrieved(6 march 2012). Http:/ www.natd. Org./code of professional Responsibilities.html.when retrieved(6 march 2012)
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4.Sample of tests.
i.
Achievement test.
Determine whether the underlined word is an adjective or an adverb. Remember: adjectives modify nouns or pronouns. Adverbs modify verbs, adjectives, or other adverbs.
1. Omar was early for the interview. A. B. adjective adverb
2. The children ate greedily. A. B. adjective adverb
3. Please go to the grocery store and buy some milk. A. B. adjective adverb
4. Mark studies very hard. A. adjective B. adverb 5. Jamie is quite smart. A. Adjective B. Adverb 6. Tom felt sorry for his past mistakes.
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A. B. adjective adverb
7. Mike's new girlfriend is friendly. A. B. adjective Adverb
8. We spent the money too quickly. A. B. adjective Adverb
9. Phoebe is an only child. A. adjective B. adverb 10. Danny was an exceptionally smart child. A. B. adjective Adverb
Identify the part of speech for each of the underlined words in the reading. From "The Boy whose Identity went Missing"
Marcus (1) woke up in a sweat. (2)Who would play (3) meif they made a movie of my (4) life? Of course, no one (5) was going to make a movie of his life, at least not yet. But Marcus was (6) totally sure that someday someone would make an (7) epic film about his life. Marcus (8) always thought that the (9) brilliant actor, Bill Pratt, would play (10) him. Since the (11) age of nine, Marcus thought Pratt had (12) everything that would bring out Marcuss (13) best qualities. He was sure never to miss any of Pratts films.
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The (14) problem, however, is that Pratt has (15) recently been playing a (16) lousy character in a science-fiction romantic (17) comedy, The Intergalactic Lover. It was upsetting enough when Pratt (18) started this series, but despite poor box office returns, he has (19) mistakenly chosen to act in part four of this series. And in the new movie, he (20) falls in love with a (21) fivelegged woman from Jupiter. They fall madly in
love, but as they (22) enter Pratts (23) shiny red space cruiser, the Jupiterians jealous lover from Xeron enters the scene. Marcus walked out of the theater at that point. (24) No longer could this (25) hack of an actor play such an important role as Marcuss character in his biopic. This (26) left Marcus in a dilemma. He didnt know (27) how to act once he got out of bed. For the last eight years (28) every action he performed was made with the thought of how would Pratt be able to replicate the (29) behavior on screen. Now (30) what did he have?
ii.
Aptitudes test.
Total questions Time allowed
: 14 : 3 mins
1.
Ocean is to Pond as Deep is to
Shallow 2. What does Frozen mean?
Well
Sea
Lake
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Glued 3.
Liquid
Solid
Water
What means the same as Portion?
Whole 4.
Part
Chip
None
Wise is to Foolish as Vain is to
Modest
Pretty
Conceit
Proud
5. Acquiesce is the opposite of
Clumsy 6.
Obstacle
Quit
Protest
Sentence is to Paragraph as Word is to
Letter 7. Which is the odd one out?
Sentence
Paragraph
Phrase
Seminal 8.
Germane
Preoperative
Derivative
Never is to Seldom as Always is to
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Occasional Usual Often Every time
Attitude/Personal Test.
Situation 1. You are on a flight to an unfamiliar, rural airport. Flight service states that VFR flight is not recommended since heavy coastal fog is forecast to move into the destination airport area about the time you expect to land. You first consider returning to your home base where visibility is still good, but decide instead to continue as planned and land safely after some problems. Why did you reach this decision? a. You hate to admit that you cannot complete your original flight plan.
b. You resent the suggestion by flight service that you should change your mind.
c. You feel sure that things will turn out safely, and that there is no danger.
d. You reason that since your actions would make no real difference, you might as well continue.
Situation 2.
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While taxiing for takeoff, you notice that your right brake pedal is softer than the left. Once airborne, you are sufficiently concerned about the problem to radio for information. Since strong winds are reported at your destination, an experienced pilot who is a passenger recommends that you abandon the flight and return to your departure airport. You choose to continue the flight and experience no further difficulties. Why did you continue? a. You feel that suggestions made in this type of situation are usually overly cautious.
b. Your brakes have never failed before, so you doubt, that they will this time.
c. You feel that you can leave the decision to the tower at your destination.
d. You immediately decide that you want to continue.
5 iii.
Oral test.
Sample oral exam: Roseland Gear Works (budget 30 minutes)
Do not look at the sample exam until you have read the instructions below. For the oral exam, you will be asked to explain how you would handle a communications problem at the Roseland Gear Works. You will be given 15 minutes to review the materials provided for this exam. These include basic facts about the company and supporting reports, messages, memos and articles. You may write on the materials or make notes as you see fit. The proctors will collect your notes and all other materials at the end of the oral exam. Following your review of the materials, you will be asked to make an informal, seven- to ten-minute presentation to the examiners. Your
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presentation should describe the problem as you see it, the general solution you'd propose and your supporting rationale.
In addition to the information given, you may supply whatever facts or assumptions you deem necessary and logical under the circumstances. Just make sure to clearly state what they are, so the judges can take them into account in evaluating your presentation. Begin your 15-minute preparation period when you finish this paragraph. Do not exceed the allotted time. For purposes of self-evaluation, you may find it helpful to record your presentation, then review the tape and grade yourself in accordance with the evaluator's guidelines. Be fair to yourself. Don't look at the evaluation guidelines until you have completed the oral exam. After you've recorded your presentation, look over the guidelines for content and then grade your taped presentation.
Facts about the Roseland Gear Works
1. You are the communicator at Roseland Gear Works. You work directly for the plant manager, Jack Johnson, who is out of the office most of the day, attending a planning meeting of the Minority Business Development Division of the Chamber of Commerce. He is expected back at the plant today at 4 p.m.
2. You have been employed at Roseland Gear Works for only one week. Johnson hired you because he felt his quarterly "open forum" meetings with employees were "just gripe sessions." The open forum meetings were the only formal communications medium in place when you joined the organization. In community relations and with the outside media, Johnson says he's tried to stay "low profile, to keep our name out of the papers." 3. Roseland Gear Works has 327 employees, making it the largest industrial employer in Roseland County. 4. You've been out of the office all day on unavoidable personal business. You've just returned to the office at 3:30 p.m. and find the following materials on your desk.
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5.Features of school based assessment(SBA) and central-Based assessment. 5.1 Purose school-based assessment I Outrace the development of a comprehensive student. ii .Identify strenghs and weaknesses in the early study from time to time. iii.Determined the effectiveness of teaching iv.teacher can plan and modify instruction v.Teachers are also able to carry out the appropriate action immendiately
5.2 Features of the school-based assessment. i. ii. School based-assessment is from of assessment and evaluation carried out in schools It is managed and administered as planned in accordance with procedures set by the Malaysian examination board iii. Divided into forms coursework assessment format: AWERE and school based oral assessment(PLBS)
5.3 Coursework/ aware. i. Candidate are assessed through the many varieties skills in the context of teaching and learning situations ii. iii. iv. v. vi. LPM provide guidance LPM,JPN,PPD appointed watch/coordinator Scoring and reporting by schools Score are send by schools Scores are sent to the LPM
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vii. School issue.
5.4 Oral schoo-based assessment (PLBS) i. Candidates are assessed through the many varieties skills in the context of teaching and learning situations ii. iii. iv. v. LPM provides guidance LPM,JPN,PPD appointed Scoring and reporting by school School issue
5.5 Principle of school-based assessment. i. Planned at the school level refers to the following plan: Student will be assessed, when the evaluation is done, the frequency of assessment, who is involved in the assessment, selection or construction of assessment instrument, scoring, grading and reporting is made by the school according to the guide for the subjects PBS. ii. Administered school level refers to the process of assessment and information gathering efforts undertaken by the appraiser teachers involve in student learning and management evident.
iii.
Graded at the school level refers to the process of assessment based on the scores to the scoring scheme.
iv.
Reported refers to the formulation of school level scores by teacher appraisers to obtain the level of proficiency.
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v. The formulation of scores will be made on the basis of formulas set by the grading rules that have been built vi. Framework set refers to the principles and concept of school-based assessment.
5.6 Aspect of evaluation i. ii. iii. iv. v. vi. vii. Creativity-for example design and Painting Science process skills-for example observing, are making inferences. The behavior and practices-for example help, self-reliant. Attitudes- for example Eager to learn , hard work Health and fitness-for example healthy, vibrant and active Kinesthetic skills-for example sport, creative moves Talent and interests- for example commitment to do something, an edge in afield. B) CENTRAL-BASED ASSESSMENT Example of central-based assessment: i. ii. iii. iv. Conducted by. i. ii. iii. Lembaga peperiksaan Malaysia(LPM) Majlis peperiksaan Malaysia(MPM) Kementerian pendidikan Malaysia(KPM) Ujian penilaian sekolah rendah(UPSR) Penilaian menengah rendah(PMR) Sijil pelajaran Malaysia(SPM) Sijil pelajaran tinggi Malaysia(STPM)
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As additional. The result are can provide information based on performance students across the country. School-based assessment and central-based assessment is complementary in the evaluation system.
Reference: http://bmm3103nursarahpsv.blogspot.com/2010/11/tajuk-13penilaian-berasaskan-sekolah.html when retrieved 10 march 2012 on Saturday.
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B.TEST PRODUCTION 1. Planning for test 1.1 Overall test plan. Knowledgeable in mathematic is important in our daily life. Mathematic is one of important subject in Malaysian educational syllabus. Mathematic are introduced to student science in primary school but it seems to be not appreciated by many students and majority of the society until it is needed. To make student understand what is mathematic actually and interested to the mathematic, we had decided to do a test on mathematic subject to. I was suggest and study KBSR syllabus, record book, teaching material teacher at Kota Kinabalu high school in order to retrieve all information about the mathematic. These purposes to give an idea and guidelines like what should be doing at first until the end for our group before administrated a test. After all the information obtain we plan to construct questions from form four mathematic syllabus chapter one to chapter five because from the interview made teacher tell us that he already though student until chapter five . we construct a multiple choice question(MCQ) and it consists of 40 questions. We then decided specific issues like how long the best will last, how many items each section will contain, who will set which items, what the best construction, vetting, printing and marking schedule will be. We conducted this mathematic test at Kota kinabalu high school on the 7th April 2012. This test was given to 40 students and the test will last for one hour and fifteen minutes. Lastly, we collected all the test paper and mark all the questions accordingly and get the final percentages.
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CURRICULUM
COGNITIVE LEVEL
CONTENT
Knowledge
Understanding, Comprehension And application Analysis(higher mental process) Total (total the question) of
CHAPTER
SUBTOPIC
Chapter 1: Standard from Chapter 2: Quadratic
i) significant figures ii) standard from
7.5%
7.5%
7.5%
i) Quadratic expressions. Factorisation of
20%
20%
20%
Expressions& ii) Equations
Quadratic Expressions iii)Quadratic Equations iv)Roots Equations of Quadratic
Chapter 3 Sets
i) sets ii) subsets ,universal sets & complement iii) Operations on set
15%
15%
15%
Chapter 5 Mathematical Reasoning
i) statement ii) Quantifiers iii) Operation On statement iv) implications v) argument vi)Deduction&Inductions
5%
5%
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Chapter 5: The straight Line
i) The gradient of straight line. ii) Gradient of a straight Cartesian coordinates iii) intercepts iv) Equations of a straight line v) Parallel lines line in
15%
Chapter 6: Statistic
i) class intervals ii) Mode& mean of Grouped Data iii) Histogram iv) Frequency polygon v) Cumulative
2.5%
Frequency vi) Measures of
dispension Chapter 7: Probablity i) sample space ii) event iii)probability of an Event Chapter 8: Circles 111 i)Tangents circle) ii) Angle between tangent chord. and a to a 12.5% 5 7.5% 3
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Chapter 9 Trigonometry 11 Chapter 10 Angles of EleVation and Depressions angels of elevation Chapter 11: Line&planes in 3 dimensions. Chapter 1-11 TOTAL 100% 40 5% 2 i) The Values of sin,cos and Tan Graph of sine,cosine and tangent. i) Angels Of elevation 5% 2 5% 2
Percentage count: The total of questions x 100 _______________________ 40( total of the Questions) Examination Configuration: All Multiple Choice Questions.
Reference: Http://www.moraviaworldwide.com/en/services/testing-engineering/teststrategy/ When retrieved( 20 March 2012) Http://www.bced.gov.bc.ca/exams/specs/grade12/ama/08 table specs.pdf when retrieved (20 March 2012) planning-
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TEST ADMINISTRATIONS Guiding principles for test administration To ensure that testing conditions are suitable for all test taker is a principle for test admin. There are few influences that may affect the reliability and validity of an assessment procedure. For example .noise in the testing room, poor lighting inaccurate timing and damaged test equipment may adversely affect test takers. Staff should ensure that the testing environment is suitable and that the testing environment is suitable and that administration procedures are uniform for all test takers. Besides that, use only assessment procedures and instruments that have been demonstrated to be valid for the specific purpose for which they are being used. Validity is the most important issue in selecting assessment tools. It refers to the characteristic of assessment instrument measures, and how well the instrument measures the characteristic. Validity is not a property of the assessment instrument itself, it relates to how the instrument is being used. A tests validity is establish in reference to a specific purpose, it may not be valid for different purpose. Use only assessment instruments that are fair to all groups. Using fair tests will help examiner select a qualified and diverse workforce. Employment decisions based on tests that are biased are likely to lead to unfair and illegal discrimination against members of the lower scoring groups. Examiner should review the fairness evidence associated with assessment instruments before selecting tools by examining the test manual and independent test reviews. Provide reasonable accommodation in the assessment process for people with disabilities is also the principle of admin. These function to ensure that qualified individual with disabilities have an equal chance to demonstrate their potential, accommodations in assessment process may demonstrate their potential, accommodations that can be made without invaliding test results. If reasonable accommodation involving test administration cannot be made. Consider alternative assessment strategies.
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Guiding principles for test administration.

To ensure that testing conditions are suitable for all test takers is a principle for test admin. There are few influences that may affect the reliability and validity of an assessment procedure. For example, noise in the testing room, poor lighting, inaccurate timing and damaged test equipment may adversely affect test takers. staff should ensure that testing environment is suitable and that administration procedures are uniform for all test takers. Beside that, use only assessment procedures and instrument that have been demonstrated to be valid for the specific purpose for which they are being used. validity most important issue selecting assessment tools. It refers to the characteristic of assessment instrument measures, and how well the instrument measure the characteristic . validity is not property of the assessment instrument itself, it relates to how the instrument is being used. A tests validity is established in reference to a specific purpose; it may not be for different purposes. Use only assessment instrument that are fair to all group. Using fair tests will help examiner select a qualified and diverse workforce. Employment decisions based on test that are biased are likely to lead to unfair and illegal should review the fairness evidence associated with assessment instruments before selecting tools by examining the test manual and independent test reviews. Provide reasonable accommodation in the assessment process for people with disabilities is also the principle of admin. These function to ensure that qualified individual with disabilities have an equal chance to demonstrate their potential, accommodations in the assessment process may be necessary. For example administering a Braille version of a test allowing extra time to complete the test or supplying a reader may be made without invalidating test results. If reasonable accommodation involving test administration cannot be made, consider alternative assessment strategies. Reference: http:www.spreadcorp.org/ajote/vol1-kundo%26mangambo.pdf( when rewrite 19 march 2012)
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Procedures in test administration. Before test

Security of testing instrument: all test materials used in the assessment process. Whether paper and pencil or computer-based must be kept secure. Lack of security may result in some test takers having access to test questions before the test, thus comporting the quality and
invalidating their scores. To prevent irregularities, test administrators should. For example, keep testing materials in locked rooms or cabinets and limit access to those material to staff involved in the assessment process. Test security is also a responsibility of test envelopers to ensure the best is not compromised.
During test
Giving instructions or clarifications. When an examiner announces that there will be one hour and the half to compete the question and then talks for the first five minutes, examinees feel that they are being unfairly deprived of exam time. Discourage cheating. When there is good teacherstudent rapport and students view tests as helpful rather than harmful, cheating are usually not a problem. Under other conditions, however, it might be necessary to discourage cheating by special setting agreement and careful supervision. Candidates receiving unauthorized assistance from other examinees during an examination have the same deleterious effect on validity of test results and class morale as does receiving special hints from the teacher. We are interested in pupils doing their best; but for valid results, their scores must be based on their own unaided efforts. Careful proctoring of the testing session, such as, periodically.
After test.
Exam process must be in arrangement until the end of examination. The exam tools should be secure handed or collected by teacher. Make sure the students answer paper be counted to ensure the amount of answer paper same with the attendance. This action will help examiner to avoid from any answer paper being missing.
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Guiding principle in marking

This mathematic question consists of 40 items of question. The question provided is come out from chapter 1 until chapter 5 from 4 text book. The format of this question is multiple choice questions MCQ. This kind of marking system will assess the candidate who taking this exam paper to understand or know what is the correct answer for each kind of question paper or answer booklet is return back. The marking system also helps the administrator to grade the student. Below is the way or method how to mark the student answers for question paper or answer booklet.
Marking Scheme. Tick / tick question that correct answers by the student. Tick X on question that having incorrect answers by the student. Circle O the correct answer if student remind incorrect answers for each question. Each question awarded 1 mark will be given and then for wrong answer no mark or 0 will be given. After finish marking the question answer paper or answer booklet, count the correct answer then divide by amount of question and multiply by 100%. The purpose of this is to know the achievement of student in percent. The formula as below.
Correct answer Amount of question provided Example: let say: question=40
x 100
: correct answer =35 So that: 35/40 x 100 = 87.5% Student gets 87.5% achievement.
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ITEM ANALYSIS
Item1 ( Question 1)
Group A B C D Omit Index difficulty Upper 0 0 0 5 4 5 6 0 0

5/10 + 4/10=9/10
0.45 x 100% =45%
Index discriminations 5/10-4/10=1/10 =0.1
Lower 0
Since the index difficulty of this items>0.25, so that the question is easy and could be use for future administrations.
Item 2 ( question 2)

2/10 + 9/10=11/20 0.55 x100%= 55%
Index discriminations 2/10-9/10=-7/10 =-0.7
Lower 1

8/10 + 6/10=14/20 0.7 x 100% =70%
Lower 0

5/10 + 0/10=4/20
0.2 x 100% =20%
Lower 5
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8/10 + 6/10=14/10 0.7 x 100% =70%
Lower 6

2/10 + 0/10=2/20
0.1 x 100% =10%
Lower 6

9/10 + 6/10=15/20 0.75 x 100% =75%
Lower 3
Since the index difficulty of this items>0.25, so that the question is easy and could be use for future administrations. Item 8 ( question 34) Group A B C D Omit Index difficulty Upper 1 2 2 3 4 4 0 0 0
4/10 + 0/10=4/20
0.2 x 100% =20%
Lower 4
Since the index difficulty of this items>0.25, so that the question is easy and could be use for future administrations. Item 9 Group A B C D Omit Index difficulty
Index discriminations
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( question 35) Upper 4 2 4 3 0 1 1 0 0
3/10 + 0/10=3/20
0.15 x 100% =15%
3/10-0/10=3/10 =0.3
Lower 5

4/10 + 5/10=9/10
0.45 x 100% =45%
Index discriminations 4/10-5/10=1/10 =-0.1
Lower 2
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Reference: Testing and education note EPB3024( when rewrite,30 march 2012)
Reporting
GRADING FRAMWORK MARK(%) 80-100 70-79 60-69 50-59 40-49 0-39 GRAD A B C D E F EVALUATIONS EXCELLENT ACHIEVMENT ABOVE AVERAGE ACHIEVMENT AVERAGE ACHIEVMENT BELOW AVERAGE ACHIEVMENT UNSATISFACTORY UNSTASFACTORY
TYPES OF GREADING AND EXAMPLE: Formative Evaluation Purposes for Classroom Grades. Formative evaluation is done to from or shape the subsequent performance of a learner, specifically by generating and providing feedback. It is done during an experience , and can be done by teachers as frequently as time will allow. But it should also be done formally at specified times. For instance, halfway through an experience. Below is the of feedback generating by formative evaluation. Feedback on progress from a starting point. Feedback on nearness to achieving standards Feedback on how one stands in relation classmates
Summative Evaluation Purpose for Classroom Grades.
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Summative evaluation is done at the end of a unit of time, typically at the end of the clerkship, and sums up the students performance. Summative evaluation fulfills our responsibility to society, pronouncing the student ready for the next level of training. Summative evaluation often includes a grade as well as narrative description of performance and recommendations for improvement. Levels of achievement in relation to standards. Standing relative to peers.
PRINCIPLE OF REPORTING Student Reports should meet specified requirements. Reports need to meet specified Department guidelines including A-E reporting. Learning area reporting, reporting against state wide syllabus standards, and students for whom accommodation and or learning adjustments have been made. Further information on specific policy requirements can be accessed at: Student reports should be easy to understand Reports need to be written in plain English. Teachers, like other professionals, have a specialized language for communicating among themselves about what children are learning and about the difficult children are experiencing. Reports to parents need to use plain, everyday language. Student reports should show what a student is now able to do. Reports need to summarize where a student is up to in his or her learning the skills and understandings that are demonstrated now. Some schools may use mark, grade or numerical levels, but these are not sufficient. Reports need to contain objective information about what has been taught and about students current levels of knowledge, skills and understandings, including areas for further development. Written comments may be particularly useful for this purpose. A
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portfolio of examples of a students work for discussion at a parent-teacher interview, or samples of the child work on a confidential web page are two strategies for providing supportive evidence. Student reports should show what is expected of students. Reports need to indicate the achievements expected of students at a particular year level. For example a report for a year 3 student could indicate how the student is performing in relation to other students in the same year level. Student reports should include social as well as academic information. Reports need to provide information about how students are progressing as well as academically. Schools not only develop children understandings of subject matter, they also develop personal skills such as working independently, dealing with frustration and completing tasks with concentration. Schools teach children to respect the contributions of others to learn from others to cooperate in joint activities and to live and work together, sometimes putting the needs of other children ahead of their own. Reports need to provide information about all aspects of development not just academic development. Students reports should be constructive Reports need to provide information in a constructive manner with reference to actions likely to support further learning. Reports will not only show parents what their child is able to do and what progress they are making over time but will also suggest practical ways in which parents might support their child further learning. Ideally, reports will form the basis for discussion between teachers, students and parents. Student reports should be time efficient and manageable to prepare. Reports need to draw on the formal and informal evidence that has been collected routinely and recorded systematically as part of teacher on going classroom assessment practice.
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TYPE OF REPORT AND EXAMPLE

Letters-grade system;
STUDENT NAME: SUBJECT: CLASS: LECTERURE:

MARK (%) 80-100 70-79 60-69 50-59 40-49 0-39 GRAD A B C D E F EVALUATIONS EXCELLENT ACHIVEMENT ABOVE AVERAGE ACHIEVMENT AVERAGE ACHIVEMENT BELOW AVERAGE ACHIVEMENT UNSATISFACTORY UNSATISFACTORY
MARK ACHIVEMENT.. COMMENT
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TEACHER SIGNATURE ... ( )
TYPES AND SAMPLES OF TEACHER FEEDBACK ON STUDENT ASSESSMENT
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Self assessment to provided an initial assessment at the end of their assessed work, according to a set grid or checklist of assessment criteria. This helps students in the fastest possible manner, to have an indication of the quality of their achievement. Student steered feedback The student is asked at the of their assessment to put forward a request for feedback on a particular part of their learning. This is one of the strongest means to make a student evaluate their own progress, and allows the assessor to target a students concerns most precisely. Feedback statement banks. Collate a structured listing of carefully phrased feedback remarks you most often use for a particular assessment. You can then use it alongside your marking for each piece of assessed work. When marking ,simply cross reference to the relevant feedback comment , or use a fixed coding system and give the student the marked up feedback statement listing also leaves space for individual feedback. Introducing feedback statement banks are a prime opportunity to improve the quality of feedback, by commenting on how improvements can be made regarding the issue for which the student is being marked down. Electronic feedback. Can combine the benefit of speedy feedback returns, with the advantages using feedback statement banks. Which list standard feedback given to common mistakes( tacking repeated on, say, grammar problem or notational mistakes) Class marking: Collate parts of actual student work, to let students themselves mark and provide feedback on an assessment they have in fact, all handed in. question by question, the collated work could for instances consist of an example of a great answers , and an example of problematic answers to the same question.
Issue In Educational Assessment. MORRIS MIDIN-KK1080219

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Current school assessment issues Overemphasis on public examination performance public examinations performance are show as extremely important in Malaysia. Schools are ranked and classified due to their student performance in major public examinations. It is very common practice of the mass media (such as television and local newspapers) to highlight the examination results league table and the names of schools and individual students outstanding performances. This phenomena is especially obvious when the major public examination result such as UPSR,PMR, SPM or STPM are announced every year. This shows that all examination results are taken seriously by both schools by both schools and society( especially parents) as a measure of schools aim for high performance and all students should be proud of their achievement. Another issue is Teach to the test syndrome teachers tend to focus only on contents and skills that will be tested in the public examinations. Both teachers and students will not waste time on exploring or learning new content areas or skills that were not tested in the syllabus. Students are made to memories the answer to would be examination questions. This phenomenon is so prevalent that there was an instance in the newspapers report several years ago that a primary school principal who quarantined a few of his very weak pupils performance might bring down his school achievement result. This is really a cause concern. Finishing syllabus becomes the priority of the teachers. Teachers have to make sure that they complete teaching the content of syllabus so that they have time to revise with their pupils before the public examinations. Rushing to finish the syllabus or content is one of the school assessment issues. The significant of these issues, student will confuse and the consequence of that confusions, will affect the grad of student on examinations.
CURRENT EDUCATIONAL ASSESSMENT ISSUES Language
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In 2002, the government announced that from 2003 onwards, the teaching of science and mathematics would be done in English, in order to ensure that Malaysia will not be left behind in a world that was rapidly becoming globalised. This paved the way for the establishment of mixed-medium education. However , the policy was heavily criticized by Malay language in science and mathematics, which led to a massive rally Kuala Lumpur on 7 March 2009. Various Chinese educational groups were opposed policy as well, fearing that it might erode the usage of Chinese as the medium of instruction in Chinese schools. . The government announced in 2009 that this policy will be reversed in 2012, where the teaching of both subject would be reverted back to Malay. Due to the lack of Chinese students attending national school couple with the increasing number of non-Chinese attending national Chinese national-type schools. The government announced in April 2005 that all national schools. Will begin teaching Chinese and Tamil in order to attract more student , not as mother tongue course but as elective course. The fear of IPTS student. Now the student graduate in Bachelor of Education from private university are not to be appointed in government school. Government only appoint student from institute perguruan and government school. These issues really make the student from IPTS disappointed. The government action show that they look the IPTS student is not same level with IPTA student. Before government do this action, they should stop first program of bachelor education in IPTS and then give chance to the student that leave after end up the program to be program to be pointed in government sector. Know IPTS student learn in upset because the action made.
PERSONAL REFLECTION ON ASSESSMENT AND ITS IMPLICATION ON LEARNING.
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What is assessment? Is like a test that given to the student of learner. Assessment can be done in informative or summative ways. Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment while summative assessment is a process that concerns final evaluation concentrates to learner outcomes rather than only the program of instruction. It is a means to determine a students mastery and understanding of information, skills, concept or process. Assessment is best way how to improve process for gaining knowledge and it is most useful in Malaysia education system. It is because from assessment, there have testing, measurement, and evaluation that have function to know either the goal planning reach to the learner or lot. Assessment also use in business field in order to evaluate their staff improvement. The implication of assessment in learning is , the process of learning going to reach the goal. It also enhances the achievement of student in academic. The significant by doing assessment, teacher can identify skills and conceptual understandings that need to reinforcement. Beside that teacher will be able to monitor student progress because teacher will know what kind and what topic that student unable to retrieve. Instead of benefit to the teacher, student also has an advantage when implement the assessment. Student would be able to know what their weakness and strengthens on subject the overcome the weakness by make a stress on that. Assessment also benefit in process of learning. Process of learning smoothly and student will gain the knowledge easily. This is due to the improvement that teacher made in teaching method.
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EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

1. Omar was early for the interview. A. B. adjective adverb

2. The children ate greedily. A. B. adjective adverb

EPB2034 TESTING AND EVALUATION IN EDUCATION

7. Mike's new girlfriend is friendly. A. B. adjective Adverb

8. We spent the money too quickly. A. B. adjective Adverb

EPB2034 TESTING AND EVALUATION IN EDUCATION

Total questions Time allowed

Ocean is to Pond as Deep is to

Shallow 2. What does Frozen mean?

EPB2034 TESTING AND EVALUATION IN EDUCATION

What means the same as Portion?

Wise is to Foolish as Vain is to

5. Acquiesce is the opposite of

Sentence is to Paragraph as Word is to

Letter 7. Which is the odd one out?

Never is to Seldom as Always is to

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

d. You immediately decide that you want to continue.

Sample oral exam: Roseland Gear Works (budget 30 minutes)

EPB2034 TESTING AND EVALUATION IN EDUCATION

Facts about the Roseland Gear Works

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

Reference: http://bmm3103nursarahpsv.blogspot.com/2010/11/tajuk-13penilaian-berasaskan-sekolah.html when retrieved 10 march 2012 on Saturday.

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

Chapter 1: Standard from Chapter 2: Quadratic

i) significant figures ii) standard from

i) Quadratic expressions. Factorisation of

Expressions& ii) Equations

Quadratic Expressions iii)Quadratic Equations iv)Roots Equations of Quadratic

Chapter 5 Mathematical Reasoning

EPB2034 TESTING AND EVALUATION IN EDUCATION

Chapter 5: The straight Line

Frequency vi) Measures of

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

Guiding principles for test administration.

EPB2034 TESTING AND EVALUATION IN EDUCATION

Procedures in test administration. Before test

EPB2034 TESTING AND EVALUATION IN EDUCATION

Guiding principle in marking

Correct answer Amount of question provided Example: let say: question=40

EPB2034 TESTING AND EVALUATION IN EDUCATION

EPB2034 TESTING AND EVALUATION IN EDUCATION

Group A B C D Omit Index difficulty Upper 0 0 0 5 4 5 6 0 0

Index discriminations 5/10-4/10=1/10 =0.1

Group A B C D Omit Index difficulty Upper 0 2 9 0 0 8 0 0 0

Index discriminations 2/10-9/10=-7/10 =-0.7

Group A B C D Omit Index difficulty Upper 0 2 3 0 1 8 6 0 0

Index discriminations 8/10-2/10=2/10 =0.2

Group A B C D Omit Index difficulty Upper 4 2 3 4 0 0 2 0 0