ASSIGNMENT

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HPGD2303
EDUCATIONAL ASSESSMENT
SEPTEMBER 2021 SEMESTER
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SPECIFIC INSTRUCTIONS

1. Answer in English or Bahasa Malaysia.

2. Number of words: 3000 – 5000 words excluding references.

3. Submit your assignment ONCE only in a SINGLE file.

4. Submit your assignment ONLINE.

5. Submission date: 16 NOVEMBER 2021.

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

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 ASSIGNMENT QUESTION

OBJECTIVE:
The assignment allows you to demonstrate your knowledge and competency in planning,
designing preparing, administering and appraising the effectiveness of a test paper
consisting of three short-answer essay questions

ASSIGNMENT (Individual Work Only)

There are FIVE (5) tasks for this course assignment. The details of the tasks are presented
below:

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

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

Use the following example as a guide to present your Table of Specifications

Levels
Hours of % Marks
Topic C1 C2 C3 C4 C5 C6 Total
Interaction Hours Allocated
Marks
Q1
Topic 1 2 20 4 4
(4 m)
Q2
Topic 2 3 30 6 6
(6 m)
Q3
Topic 3 5 50 10 10
(10 m)
TOTAL 10 100 20 4 6 10 20

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Note: C1 – Knowledge, C2 – Comprehension, C3 – Application, C4 – Analysis, C5 – Synthesis,
C6 - Evaluation

Provide a description of the Table of Specifications, focusing on the selection of the topics to
be assessed, the hours of interaction for each topic, the choice of the assessment method
and the choice of the cognitive complexity levels.
In your description, explain why the three topics are selected for assessment, why you are
using short-answer essay questions to assess the topics, why you have distributed the hours
of interaction in such a manner, and why you have chosen the three levels of cognitive
complexity.

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

TASK II: The Test Paper and Commentary (15 marks)

This task requires that you prepare the test paper based on the Table of Specifications you
have presented in Task I. The test paper should have the following details:
 Subject/Course of study
 Class/Course Level
 Time allocation of the test
 Instructions for the students
 3 short-answer essay questions
Write a commentary on the test you have developed. In your commentary, you should
explain the criteria including the cognitive complexity levels you have used in constructing
each essay question
Refer to Topic 5 Constructing Essay Questions, Section 5.7 for the guidelines in constructing
essay questions.

Task III: Prepare marking schemes (10 marks)

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

Refer to Topic 5 Constructing Essay Questions, Section 5.9, p.100 – 103 for the explanation
of the marking scheme.

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TASK IV: Item Analysis and Interpretation (10 marks)
Administer the short-answer essay questions as test items to a group of students (about 30
students). After the test, mark the students’ responses using the marking schemes you have
prepared in Task II, conduct an item analysis on each essay question and interpret the
results. Based on the results, comment on the overall effectiveness of the test paper.

Refer to Topic 9 Appraising Classroom Tests and Item Analysis, Section 9.5, p. 184 – 186 for
the application of Item Analysis on Essay type questions.

Task V: Reflection (10 marks)

Reflect on your experience of constructing and administering the short-answer essay
questions as test items as well as marking the answer scripts using the marking schemes
that you have devised. The reflection should contain elements of reflective thinking and
analysis.

Submission Guidelines
1. Your assignment should be typed on A4 paper using 12-point Times New Roman and
1.5 spacing
2. All assignment documents, including tables and charts, should be appropriately
labelled.
3. Assignment contents to be submitted are:

Task I  Table of Specification and description (15 marks)

Task II  The test paper and commentary (15 marks)
Task III  The marking schemes (10 marks)
Task IV  Item Analysis and interpretation (10 marks)
Task V  Reflection (10 marks)
4. Attach two copies of marked answer scripts as appendices, one from each
performance level (i.e. Good and Poor}

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 ATTACHMENT
ASSIGNMENT RUBRICS
HPGD2303 EDUCATIONAL ASSESSMENT / SEPTEMBER 2021
Criteria Excellent Good Fair Poor Unsatisfactory Max
*QN CLO Weight
4 3 2 1 0 Marks
TASK 3 Table of Specifications (TOC) and 3.75 TOC is very well TOC is well- TOC is fairly well – TOC is poorly Unsatisfactory/no 15
I description constructed with all constructed with constructed with constructed with response.
the relevant details most of the relevant some of the relevant most of the relevant
very clearly details clearly details fairly clearly details missing or
presented. presented. presented. vaguely presented.

Description is very Description is clear Description is fairly Description is hardly

clear and detailed, and detailed, focusing clear and detailed, clear and detailed
focusing on the on the choice of focusing on the with little focus on
choice of topics, the topics, the hours of choice of topics, the the choice of topics,
hours of interaction, interaction, the hours of interaction, the hours of
the assessment assessment method the assessment interaction, the
method and the and the complexity method and the assessment method
complexity levels. levels. complexity levels. and the complexity
levels.

TASK 3 Test Paper and Commentary 3.75 All relevant elements Most relevant Some relevant Few relevant Unsatisfactory/no 15
II are included in the elements are elements are elements are response.
Test Paper. included in the Test included in the Test included in the Test
Paper. Paper. Paper.

Essay questions are Essay questions are Essay questions are Essay questions are
very well constructed well constructed with fairly well constructed poorly constructed
with no errors. few errors. with some errors. with numerous
errors.
Explanation of criteria
Explanation of criteria Explanation of criteria adhered to is fairly Explanation of
adhered to is very adhered to is clear clear and fairly well criteria adhered to is
clear and very well and well presented. presented. rather sketchy and
presented. not well presented.

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TASK 3 The Marking Scheme 2.5 Very well Well constructed, Poorly constructed, Very poorly Unsatisfactory/no 10
III constructed, free some errors but numerous errors but constructed, lots of response.
from error and consistent with the fairly consistent with errors and hardly
consistent with the requirements of the the requirements of consistent with the
requirements of the essay question. the essay question. requirements of the
essay question. essay question.

Very clear Clear explanation of Fairly clear Vague explanation

explanation of marking scheme with explanation of of marking scheme
marking scheme with some details. marking scheme but with hardly any
lots of details. lacks details. details.

Justifications are Justifications are Justifications are Justifications are

strongly supported by supported by relevant fairly supported by hardly supported by
relevant research research evidence & relevant research relevant research
evidence & experts’ experts’ views. evidence & experts’ evidence & experts’
views. views. views.

Very clear Clear explanation of Fairly clear Vague explanation

explanation of justifications with explanation of of justifications
justifications with lots some details. justifications but lacks without any details.
of details. details.

Justifications are Justifications are Justifications are Justifications are

strongly supported by supported by relevant fairly supported by hardly supported by
relevant research research evidence & relevant research relevant research
evidence & experts’ experts’ views. evidence & experts’ evidence & experts’
views. views. views.

TASK 3 Item analysis and interpretation 2.5 All analyses are Most analyses are Some analyses are Few analyses are Unsatisfactory/no 10
IV correctly done and correctly done and correctly done and correctly done and response.
properly presented. properly presented. properly presented. properly presented.

All interpretations Most interpretations Some interpretations Few interpretations

accurate. are accurate. are accurate. are accurate.

Comment on overall Comment on overall Comment on overall Comment on overall

effectiveness is very effectiveness is well effectiveness is fairly effectiveness is not
well justified. justified. well justified. well justified.

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TASK 3 Reflection 2.5 The reflection The reflection The reflection The reflection does Unsatisfactory/no 10
V explains the student’s explains the student’s attempts to not address the response.
own thinking and thinking about demonstrate thinking student’s thinking
learning processes as his/her learning about learning but is and/or learning.
well as implications process. vague and/or unclear
for future learning. about the personal
learning.

The reflection is an in- The reflection is an The reflection The reflection does
depth analysis of the analysis of the attempts to analyse not move beyond a
learning experience, learning experience the learning but the description of the
the value of derived and the value of value of derived learning experience,
learning, indicating derived learning, learning is vague, indicating that the
that the student has indicating that the indicating that the student has not
gained deep insight student has gained student has gained gained any insight
into the use of short- some insight into the little insight into the into the use of short-
answer essay use of short-answer use of short-answer answer essay
questions as an essay questions as an essay questions as an questions as an
assessment tool. assessment tool. assessment tool. assessment tool.

Total 15 60
*QN = Question Number