FACULTY OF EDUCATION

HPGD2303

EDUCATIONAL ASSESSMENT

NO. MATRIKULASI : CGS04254626

SEMESTER / YEAR : JANUARY / 2025

PROGRAM : POSTGRADUATE DIPLOMA IN TEACHING

PART I: DEVELOPMENT OF TEST PAPER

QUESTION 1: TABLE OF SPECIFICATIONS AND DESCRIPTION

Table of Specifications
Levels
Hours % Marks
Of Hours Allocated/ Total
Topic

Comprehension Application Analysis

Intera No. of Marks
ction Items No. of Item No. of Item No. of
% % % Item No.
Items No. Items No. Items
1 1 10 5 2 10 1, 5 3 15 2, 3, 4 - - - 5

4 2 20 6 3 15 6, 7, 9 2 10 8, 10 1 5 11 6

6 3 30 5 2 10 12, 14 1 5 13 2 10 15, 16 5

9 4 40 4 2 10 17, 18 1 5 19 1 5 20 4

Total 10 100 20 9 45 7 35 4 20 20

Description and Justification

1. Topic Selection:
 Topic 1: Roles of Assessment in Teaching & Learning
This foundational topic is essential for understanding the purpose and impact of
assessment. It sets the stage for the rest of the course by introducing key concepts and
principles.
 Topic 4: Constructing Objective Test Items
Since the test paper is composed of MCQs, this topic is critical. It covers the
principles and techniques of constructing effective objective items that ensure validity
and reliability.
 Topic 6: Authentic Assessment
Reflecting current trends in Malaysian schools, this topic emphasizes real-world
application and deep learning. It is particularly important as authentic assessment is
being increasingly integrated into classroom practices.
 Topic 9: Appraising Classroom Test & Item Analysis
Understanding how to evaluate test items—through metrics like difficulty and
discrimination indices—is crucial for effective assessment. This topic reinforces
higher-order analytical skills necessary for quality test appraisal.

2. Hours of Interaction and Distribution:

The total instructional time is 10 hours, distributed according to the significance and
complexity of each topic:
 Topic 1 is allotted 1 hour (10%) as an introductory segment.
 Topic 4 is given 2 hours (20%) because constructing test items is a key practical
skill.
 Topic 6 receives 3 hours (30%) due to its relevance in integrating authentic, real-
world tasks.
 Topic 9 is allotted 4 hours (40%) reflecting the critical need to master item analysis
for effective test evaluation.

1
 This distribution mirrors the relative importance of each topic within the course,
ensuring that the test covers both foundational and advanced aspects of educational
assessment.

3. Cognitive Level Distribution (Based on Bloom’s Taxonomy):

The test items are distributed across three cognitive levels—Comprehension,
Application, and Analysis—to ensure a balanced assessment of both foundational and
higher-order thinking skills.
 Topic 1 (Roles of Assessment in Teaching & Learning):
This section, which deals with basic conceptual understanding, emphasizes
comprehension and application. Here, 40% of the items (2 out of 5) are designed to
assess comprehension, while 60% (3 out of 5) focus on application.
 Topic 4 (Constructing Objective Test Items):
Given the technical nature of constructing valid test items, this topic is balanced with
approximately 50% of items assessing comprehension (3 out of 6), 33% assessing
application (2 out of 6), and 17% focusing on analysis (1 out of 6). This mix ensures
that students not only understand the principles but also apply them and engage in
some critical evaluation.
 Topic 6 (Authentic Assessment):
Reflecting the complexity of authentic assessment, this topic requires students to
connect theory with real-life tasks. It is designed with 40% of items at the
comprehension level (2 out of 5), 20% at the application level (1 out of 5), and 40% at
the analysis level (2 out of 5), which supports the need for higher-order thinking and
practical problem-solving.
 Topic 9: Appraising Classroom Test & Item Analysis
Interpreting test data is critical in this area. In this topic, 50% of the items assess
comprehension (2 out of every 4 items), while application and analysis are each
assessed by 25% of the items (1 out of every 4 each). This allocation ensures that
students first establish a strong basic understanding, then demonstrate the ability to
apply concepts and finally, critically evaluate test data.

Overall, the test paper is structured so that approximately 45% of the items assess
comprehension, around 35% assess application, and about 20% assess analysis. This
balanced distribution ensures a comprehensive evaluation of student proficiency in
educational assessment, covering both fundamental concepts and advanced critical thinking
skills.

4. Overall Justification:
 The selected topics and the distribution of teaching hours and test items are designed
to provide a holistic evaluation of a student’s understanding of educational
assessment.
 The breakdown aligns with the course outcomes by not only testing recall of
information but also requiring students to apply and analyze the concepts learned.
 This structured approach ensures that the test paper is both comprehensive and
balanced, effectively covering theoretical foundations and practical applications of
assessment principles.

2
QUESTION 2: TEST PAPER AND COMMENTARY
Section A: COMMENTARY (Essay Format)
Introduction
The test paper for HPGD2303 is designed to assess a range of competencies in
educational assessment using 20 multiple-choice questions (MCQs) distributed across four
key topics. The purpose is to evaluate both foundational and higher-order cognitive skills—
comprehension, application, and analysis—through items constructed at a moderate difficulty
level. This ensures that the questions are engaging, thought-provoking, and accessible,
without being so easy as to invite guesswork.

1. Use of MCQs in Assessment

MCQs are employed in this test paper because they offer several advantages:
 Objectivity: MCQs allow for standardized scoring, minimizing subjective bias
(HPGD2303, OUM, 2021).
 Efficiency: They enable a broad range of topics to be covered quickly, which is
essential for large classes.
 Diagnostic Utility: Well-constructed MCQs can test not only recall but also higher-
order thinking skills if designed according to cognitive levels.

2. Objectives of the Test Paper

The main objectives of this test paper are:
 To evaluate students’ understanding of critical topics in educational assessment.
 To measure cognitive skills across different levels (comprehension, application, and
analysis) in alignment with Bloom’s Taxonomy.
 To serve as a formative assessment tool by highlighting areas of strength and
weakness, thereby guiding future instructional improvements.

3. Measures Taken to Develop Effective MCQs

Several strategies were employed to develop effective MCQs:
 Clear Wording: Each item is written in simple, unambiguous language to ensure
clarity.
 Plausible Distractors: distractors are constructed to be exactly the same length as the
correct answer. This uniformity prevents students from guessing the answer based on
length or formatting cues.
 Moderate Difficulty: Unlike items with a high difficulty index, these items are
calibrated to a moderate level so that most students can answer correctly after
thoughtful consideration. This balance helps reduce test anxiety while still
challenging students.
 Alignment with Learning Outcomes: Every question is directly linked to specific
learning outcomes outlined in the Table of Specifications, ensuring comprehensive
coverage of course content.

4. Background/Profile of Test-Takers
The target audience for this test paper comprises HPGD2303 course participants and
teacher education students who already possess foundational knowledge in educational
assessment. These individuals are expected to be familiar with basic concepts and are
prepared to engage with both theoretical and practical aspects of assessment. The test is
designed to be accessible and supportive, reinforcing learning through clear, straightforward
questions.

3
5. Effectiveness of the 20 MCQs in Measuring Understanding
The 20 MCQs are distributed across four key topics—Roles of Assessment, Constructing
Objective Test Items, Authentic Assessment, and Appraising Classroom Test & Item
Analysis—ensuring a well-rounded evaluation. This distribution:
 Covers Essential Content: Each topic contributes specific aspects that are crucial for
understanding educational assessment.
 Balances Cognitive Demands: By including items at different cognitive levels, the
test not only measures recall but also the application and analysis of assessment
principles.
 Facilitates Formative Use: The design supports the provision of constructive
feedback, enabling students to identify strengths and areas for improvement.

6. Explanation of Bloom’s Complexity Levels in the Test Items

Each MCQ in the test paper is categorized based on Bloom’s Taxonomy to ensure that the
assessment measures a range of cognitive skills from basic understanding to higher-order
critical thinking. This categorization aligns with best practices in educational assessment as
outlined in the HPGD2303 textbook (Open University Malaysia, 2021).
 Comprehension:
Items at this level test students’ basic understanding of key concepts and definitions.
For example, questions that ask students to recall definitions or explain fundamental
principles fall under comprehension. These items ensure that students have a solid
grasp of the basic content before moving on to more complex tasks.
 Application:
At the application level, test items require students to use the knowledge they have
acquired and apply it to practical or real-life scenarios. This might include solving
problems, making decisions based on theoretical concepts, or interpreting data in a
practical context. Application-level items demonstrate that students can transfer their
learning to new situations, which is a critical skill in both academic and professional
settings.
 Analysis:
Items categorized under analysis demand that students engage in higher-order
thinking. These questions require students to critically examine information, draw
inferences, compare and contrast different ideas, and evaluate data or scenarios.
Analysis items push students beyond simple recall, asking them to break down
complex concepts and assess their underlying components.

This structured categorization ensures that the test paper not only evaluates lower-order
cognitive skills (such as recall and basic understanding) but also higher-order skills (such as
application and analysis). Such an approach is essential for a comprehensive assessment,
ensuring that students can demonstrate a deep and practical understanding of educational
assessment principles.

4
7. Test-Taker Instructions
The following instructions are provided to ensure clarity and consistency:
 This paper contains 20 questions. Answer all questions.
 Read each question carefully: Choose the best answer from the four options
provided.
 Mark only one answer per question: Each question is followed by four answer
choices (A, B, C, and D). For each question, choose only one answer. Circle the right
answer.
 Time Management: Complete the test within 30 minutes.
 Review your answers: Check your responses before submitting the test paper.
 Feedback: After submitting your test, you will be able to see which questions you
answered incorrectly along with the correct answers.

Conclusion
In summary, the test paper is meticulously designed to align with the course
objectives and the Table of Specifications. By employing well-constructed MCQs, the test
effectively measures a range of cognitive skills and ensures a fair, objective, and accessible
assessment process. The clear alignment with Bloom’s Taxonomy and the inclusion of
detailed instructions further supports its validity, reliability, and overall educational
effectiveness. This approach not only assesses student performance but also promotes
continuous learning and improvement, reflecting the principles outlined in the HPGD2303
textbook.

5
Section B: Item Details Table
The following table summarizes the key details and rationale for each test item:

Item Item Topic Complexity Explanation

No. Level
1 What is the primary purpose of 1 Comprehension Assesses the
assessment in teaching? primary purpose of
A. To assign grades for assessment in
summative evaluation. teaching. The
B. To evaluate learning and correct option (B)
guide instruction. highlights that
C. To rank students solely by assessment should
performance data. be used to guide
D. To document student progress instruction and
as a historical record. improve learning,
rather than just
assigning grades.

2 In formative assessment, which 1 Application Evaluates the most

element is most critical for critical element of
enhancing student learning? formative
A. Immediate and constructive assessment. The
feedback provided during correct option (A)
lessons. emphasizes
B. Final grading at the end of the immediate and
term without review. constructive
C. Standardized testing with feedback as the key
delayed analysis of results. factor in supporting
D. Ranking students strictly based student learning.
on numerical scores.

3 A teacher uses regular quizzes 1 Application Presents a scenario:

and gives immediate feedback. "A teacher uses
This approach exemplifies which regular quizzes and
type of assessment? gives immediate
A. Criterion-referenced feedback. This
assessment. approach
B. Norm-referenced assessment. exemplifies which
C. Formative assessment. type of
D. Summative assessment. assessment?" The
correct option (C:
6
 Formative
assessment)
highlights that
ongoing,
immediate
feedback is the
hallmark of
formative
assessment,
distinguishing it
from summative
methods.
4 How is assessment data best used 1 Application Examines how
to improve instruction? assessment data
A. By ranking students solely on should be used to
performance metrics. improve
B. By assigning final grades instruction. The
without further analysis. correct option (D)
C. By recording student reflects best
performance for archival practices, ensuring
purposes. data is used to
D. By guiding targeted changes adjust teaching
in teaching methods. strategies for better
learning outcomes.
5 Which factor best differentiates 1 Comprehension Assesses the main
formative from summative difference between
assessment? formative and
A. The use of standardized tests summative
with no revision. assessment. The
B. The provision of immediate correct option (B)
feedback during learning. emphasizes that
C. The focus on memorization of formative
factual content. assessment
D. The allocation of final grades includes immediate
without feedback. feedback, while
summative
assessment does
not.
6 What defines an objective test 4 Comprehension Defines an
item in assessment? objective test item.
A. A question with a clear, The correct option
single correct answer and (A) describes an
consistent options. item with a single
B. A question that permits correct answer and
multiple valid interpretations. consistent options,
C. A prompt for open-ended which ensures
responses. reliability in
D. A task requiring subjective scoring.
judgment and varied answers.
7 Why is precise wording crucial 4 Comprehension Highlights because
7
 when constructing MCQs? precise wording is
A. It may allow ambiguous crucial. The correct
interpretations that mislead option (D) states
students. that precise
B. It unnecessarily complicates wording reduces
the question without added ambiguity and
clarity. ensures fairness in
C. It introduces confusion through assessment.
excessive technical language.
D. It reduces ambiguity and
supports objective scoring.
8 How should distractors be 4 Application Evaluates how
constructed in an effective MCQ? distractors should
A. They should mirror the be designed. The
correct answer in both length correct option (A)
and style. ensures that
B. They must be noticeably distractors match
shorter than the correct answer. the correct answer
C. They should be uniform in in length and style,
length and style to avoid preventing students
unintended clues. from guessing
D. They should be significantly based on
longer than the correct answer superficial cues.
choice.
9 What improves the validity of an 4 Comprehension Tests factors
MCQ item? contributing to test
A. Ambiguous phrasing that validity. The
invites varied interpretations. correct option (C)
B. A lengthy question including emphasizes that
extraneous details. clear and concise
C. Clear, concise wording that wording aligns
aligns with the learning with learning
objective. objectives, making
D. Excessive detail that obscures the test more valid.
the main idea.

8
10 How can a teacher reduce 4 Application Assesses how
guesswork in MCQs? guesswork can be
A. By aligning each item with a minimized in
specific learning outcome. MCQs. The correct
B. By using distractors that differ option (D) states
noticeably from the correct that providing
answer. distractors similar
C. By limiting choices to only two in length and
alternatives. structure to the
D. By providing options that are correct answer
similar in length and structure. prevents students
from using test-
taking strategies
rather than
knowledge.

11 Which pitfall is avoided in the 4 Analysis Identifies pitfalls

revised MCQ design? avoided in MCQ
A. Including options that vary design. The correct
widely in phrasing and word option (B)
count. highlights that
B. Making distractors exactly making distractors
match the length of the correct the same length as
answer. the correct answer
C. Using distractors that are removes
noticeably longer than the correct unintended clues
option. and increases
D. Allowing distractors to vary fairness.
widely in style and phrasing.

12 Which statement best defines 6 Comprehension Defines authentic

authentic assessment? assessment. The
A. An evaluation focused solely correct option (B)
on rote memorization. correctly states that
B. An assessment that simulates authentic
real-life tasks and challenges. assessment mirrors
C. A test that relies exclusively on real-life situations,
theoretical questions. rather than
D. An evaluation that neglects focusing only on
practical application. rote memorization.

9
13 Which of the following is an 6 Application Identifies an
example of an authentic authentic
assessment task? assessment task.
A. A timed quiz that tests The correct option
vocabulary and grammar. (D) presents a
B. A fill-in-the-blank test project-based
covering isolated facts. assessment that
C. A multiple-choice test on applies knowledge
theoretical concepts only. to real-world
D. A project where students problem-solving.
design a plan to address a local
issue.

14 Authentic assessment is 6 Comprehension Evaluates why

particularly relevant in modern authentic
education because it: assessment is
A. Connects theoretical important in
knowledge with practical modern education.
applications. The correct option
B. Promotes the memorization of (A) states that it
isolated facts. connects theoretical
C. Replaces all traditional forms knowledge with
of assessment. practical
D. Reduces complex subjects to applications,
basic recall tasks. making learning
more meaningful.

15 What promotes higher-order 6 Analysis Examines what

thinking in authentic assessment? promotes higher-
A. Encouraging rote repetition of order thinking in
isolated facts. authentic
B. Focusing solely on memorizing assessment. The
definitions and formulas. correct option (C)
C. Requiring analysis and highlights that
application of concepts in tasks requiring
practical scenarios. analysis and real-
D. Limiting tasks to simple recall world application
of previously taught material. encourage critical
thinking.

10
16 What challenge may arise in 6 Analysis Identifies a key
designing authentic assessments? challenge in
A. Ensuring tasks are closely authentic
linked to practical scenarios. assessment. The
B. Avoiding tasks that are too correct option (C)
detached from real-life correctly points out
applications. that grading
C. Providing clear, measurable authentic
outcomes that may require assessments can be
extra grading time. time-consuming
D. Reducing the need for due to the need for
extensive teacher feedback by detailed evaluation
oversimplifying tasks. and feedback.

17 What is the primary purpose of 9 Comprehension Defines the

item analysis in classroom tests? primary purpose of
A. To review the overall structure item analysis. The
of the test paper. correct option (D)
B. To rank students solely by their states that item
numerical scores. analysis evaluates
C. To assess the clarity of test the difficulty and
items. discrimination
D. To evaluate the difficulty and indices to improve
discrimination of test items. test quality.

18 A high difficulty index in item 9 Comprehension Examines what a

analysis indicates that: high difficulty
A. Most students answer the item index indicates.
incorrectly, implying it is The correct option
difficult. (D) clarifies that a
B. The item discriminates poorly high difficulty
between high and low performers. index means most
C. The item has ambiguous students answered
wording. correctly, implying
D. Most students answer the the item is easy.
item correctly, implying it is
easy.
19 What does the discrimination 9 Application Tests
index measure in item analysis? understanding of
A. The clarity and consistency of the discrimination
the item’s wording. index. The correct
11
 B. How effectively the item option (C) explains
differentiates between high and that the
low performers. discrimination
C. The extent to which an item index measures
distinguishes between how well an item
performance levels. differentiates
D. The overall time required to between high and
complete the test. low performers.
20 If an item shows a low 9 Analysis Interprets the
discrimination index, this suggests implications of a
that it: low discrimination
A. Provides a clear measure of index. The correct
student achievement without option (B) states
issues. that if an item has a
B. May require revision to low discrimination
better distinguish between index, it may need
strong and weak students. revision to better
C. Is highly effective at distinguish between
differentiating performance stronger and
levels. weaker students.
D. Accurately reflects the
intended learning outcomes
without changes.

12
 Question 3: Item Analysis (Difficulty Index & Discrimination Index)

HPGD2303 Mind Test – Test Paper (January 2025 Semester) Kertas 1

40 MINUTES

The following instructions are provided to ensure clarity and consistency:

 This paper contains 20 questions. Answer all questions.
 Read each question carefully: Choose the best answer from the four options
provided.
 Each question is followed by four answer choices (A, B, C, and D). For each question,
choose only one answer. Mark the right answer.
 Complete the test within 40 minutes.
 Feedback: After submitting your test, you will be able to see which questions you
answered incorrectly along with the correct answers.

Name : Muhammad Syamim bin Azmi For Inspector Use

Profile : Teacher education students Inspector Name: Imran
Full Mark Score
Topic Question Obtained

1 1-5 5 4
4 6-11 6 4
6 12-16 5 4
9 17-20 4 0
Total 20 12

13
Topic 1: Roles of Assessment in 5. Which factor best differentiates
Teaching & Learning (5 Items) formative from summative assessment?
A. The use of standardized tests with no
1. What is the primary purpose of
revision.
assessment in teaching?
B. The provision of immediate feedback
A. To assign grades for summative
during learning.
evaluation.
C. The focus on memorization of factual
B. To evaluate learning and guide
content.
instruction.
D. The allocation of final grades without
C. To rank students based solely on
feedback.
performance data.
D. To record student progress as a
historical account.
Topic 4: Constructing Objective Test
Items (6 Items)
2. In formative assessment, which element
6. What defines an objective test item in
is most critical for enhancing student
assessment?
learning?
A. A question with a clear, single correct
A. Immediate and constructive feedback
answer and consistent options.
provided during lessons.
B. A question that permits multiple valid
B. Final grading at the end of the term
interpretations.
without review.
C. A prompt for open-ended responses.
C. Standardized testing with delayed
D. A task requiring subjective judgment
analysis of results.
and varied answers.
D. Ranking students solely based on
numerical scores. 7. Why is precise wording crucial when
constructing MCQs?
3. A teacher uses regular quizzes and gives
A. It may allow ambiguous interpretations
immediate feedback. This approach
that mislead students.
exemplifies which type of assessment?
B. It unnecessarily complicates the
A. Criterion-referenced assessment.
question without added clarity.
B. Norm-referenced assessment.
C. It introduces confusion through
C. Formative assessment.
excessive technical language.
D. Summative assessment.
D. It reduces ambiguity and supports
objective scoring.
4. How is assessment data best used to
improve instruction? 8. How should distractors be constructed
A. By ranking students solely on in an effective MCQ?
performance metrics. A. They should mirror the correct answer
B. By assigning final grades without in both length and style.
further analysis. B. They must be noticeably shorter than
C. By recording student performance for the correct answer.
archival purposes. C. They should be uniform in length and
D. By guiding targeted changes in teaching style to avoid unintended clues.
methods. D. They should be significantly longer
than the correct answer choice.

14
9. What improves the validity of an MCQ 13. Which of the following is an example
item? of an authentic assessment task?
A. Ambiguous phrasing that invites varied A. A timed quiz that tests vocabulary and
interpretations. grammar.
B. A lengthy question including extraneous B. A fill-in-the-blank test covering isolated
details. facts.
C. Clear, concise wording that aligns with C. A multiple-choice test on theoretical
the learning objective. concepts only.
D. Excessive detail that obscures the main D. A project where students design a plan
idea. to address a local issue.
10. How can a teacher reduce guesswork 14. Why is authentic assessment beneficial
in MCQs? in modern education?
A. By aligning each item with a specific A. It connects theoretical knowledge with
learning outcome. practical applications.
B. By using distractors that differ B. It focuses solely on memorization of
noticeably from the correct answer. key facts.
C. By limiting choices to only two C. It minimizes the need for extensive
alternatives. student feedback.
D. By providing options that are similar in D. It reduces complex subjects to basic
length and structure. recall tasks.
11. Which pitfall is avoided in the revised 15. What promotes higher-order thinking
MCQ design? in authentic assessment?
A. Including options that vary widely in A. Encouraging rote repetition of isolated
phrasing and word count. facts.
B. Making distractors exactly match the B. Focusing solely on memorizing
length of the correct answer. definitions and formulas.
C. Using distractors that are noticeably C. Requiring analysis and application of
longer than the correct option. concepts in practical scenarios.
D. Allowing distractors to vary widely in D. Limiting tasks to simple recall of
style and phrasing. previously taught material.
16. What challenge may arise in designing
authentic assessments?
Topic 6: Authentic Assessment (5 Items)
A. Ensuring tasks are closely linked to
12. Which statement best defines authentic practical scenarios.
assessment? B. Avoiding tasks that are too detached
A. An evaluation focused solely on rote from real-life applications.
memorization. C. Providing clear, measurable outcomes
B. An assessment that simulates real-life that may require extra grading time.
tasks and challenges. D. Reducing the need for extensive teacher
C. A test that relies exclusively on feedback by oversimplifying tasks.
theoretical questions.
D. An evaluation that neglects practical
application.

15
Topic 9: Appraising Classroom Test &
Item Analysis (4 Items)
17. What is the primary purpose of item
analysis in classroom tests?
A. To review the overall structure of the
test paper.
B. To rank students solely by their
numerical scores.
C. To assess the clarity of test items.
D. To evaluate the difficulty and
discrimination of test items.
18. A high difficulty index in item analysis
indicates that:
A. Most students answer the item
incorrectly, implying it is difficult.
B. The item discriminates poorly between
high and low performers.
C. The item has ambiguous wording.
D. Most students answer the item
correctly, implying it is easy.

19. What does the discrimination index

measure in item analysis?
A. The clarity and consistency of the
item’s wording.
B. How effectively the item differentiates
between high and low performers.
C. The extent to which an item
distinguishes between performance levels.
D. The overall time required to complete
the test.
20. If an item shows a low discrimination
index, this suggests that it:
A. Provides a clear measure of student
achievement without issues.
B. May require revision to better
distinguish between strong and weak
students.
C. Is highly effective at differentiating
performance levels.
D. Accurately reflects the intended
learning outcomes without changes.

16
 HPGD2303 Mind Test – Test Paper (January 2025 Semester) Kertas 1
40 MINUTES

The following instructions are provided to ensure clarity and consistency:

 This paper contains 20 questions. Answer all questions.
 Read each question carefully: Choose the best answer from the four options
provided.
 Each question is followed by four answer choices (A, B, C, and D). For each question,
choose only one answer. Mark the right answer.
 Complete the test within 40 minutes.
 Feedback: After submitting your test, you will be able to see which questions you
answered incorrectly along with the correct answers.

Name: Muhammad Najib bin Ahmad Tajudin For Inspector Use

Profile : PGDT student in OUM Inspector Name: Imran
Full Mark Score
Topic Question Obtained

1 1-5 5 4
4 6-11 6 5
6 12-16 5 4
9 17-20 4 2
Total 20 15

17
Topic 1: Roles of Assessment in 5. Which factor best differentiates
Teaching & Learning (5 Items) formative from summative assessment?
A. The use of standardized tests with no
1. What is the primary purpose of
revision.
assessment in teaching?
B. The provision of immediate feedback
A. To assign grades for summative
during learning.
evaluation.
C. The focus on memorization of factual
B. To evaluate learning and guide
content.
instruction.
D. The allocation of final grades without
C. To rank students based solely on
feedback.
performance data.
D. To record student progress as a
historical account.
Topic 4: Constructing Objective Test
Items (6 Items)
2. In formative assessment, which element
6. What defines an objective test item in
is most critical for enhancing student
assessment?
learning?
A. A question with a clear, single correct
A. Immediate and constructive feedback
answer and consistent options.
provided during lessons.
B. A question that permits multiple valid
B. Final grading at the end of the term
interpretations.
without review.
C. A prompt for open-ended responses.
C. Standardized testing with delayed
D. A task requiring subjective judgment
analysis of results.
and varied answers.
D. Ranking students solely based on
numerical scores. 7. Why is precise wording crucial when
constructing MCQs?
3. A teacher uses regular quizzes and gives
A. It may allow ambiguous interpretations
immediate feedback. This approach
that mislead students.
exemplifies which type of assessment?
B. It unnecessarily complicates the
A. Criterion-referenced assessment.
question without added clarity.
B. Norm-referenced assessment.
C. It introduces confusion through
C. Formative assessment.
excessive technical language.
D. Summative assessment.
D. It reduces ambiguity and supports
objective scoring.
4. How is assessment data best used to
improve instruction? 8. How should distractors be constructed
A. By ranking students solely on in an effective MCQ?
performance metrics. A. They should mirror the correct answer
B. By assigning final grades without in both length and style.
further analysis. B. They must be noticeably shorter than
C. By recording student performance for the correct answer.
archival purposes. C. They should be uniform in length and
D. By guiding targeted changes in teaching style to avoid unintended clues.
methods. D. They should be significantly longer
than the correct answer choice.

18
9. What improves the validity of an MCQ 13. Which of the following is an example
item? of an authentic assessment task?
A. Ambiguous phrasing that invites varied A. A timed quiz that tests vocabulary and
interpretations. grammar.
B. A lengthy question including extraneous B. A fill-in-the-blank test covering isolated
details. facts.
C. Clear, concise wording that aligns with C. A multiple-choice test on theoretical
the learning objective. concepts only.
D. Excessive detail that obscures the main D. A project where students design a plan
idea. to address a local issue.
10. How can a teacher reduce guesswork 14. Why is authentic assessment beneficial
in MCQs? in modern education?
A. By aligning each item with a specific A. It connects theoretical knowledge with
learning outcome. practical applications.
B. By using distractors that differ B. It focuses solely on memorization of
noticeably from the correct answer. key facts.
C. By limiting choices to only two C. It minimizes the need for extensive
alternatives. student feedback.
D. By providing options that are similar in D. It reduces complex subjects to basic
length and structure. recall tasks.
11. Which pitfall is avoided in the revised 15. What promotes higher-order thinking
MCQ design? in authentic assessment?
A. Including options that vary widely in A. Encouraging rote repetition of isolated
phrasing and word count. facts.
B. Making distractors exactly match the B. Focusing solely on memorizing
length of the correct answer. definitions and formulas.
C. Using distractors that are noticeably C. Requiring analysis and application of
longer than the correct option. concepts in practical scenarios.
D. Allowing distractors to vary widely in D. Limiting tasks to simple recall of
style and phrasing. previously taught material.
16. What challenge may arise in designing
authentic assessments?
Topic 6: Authentic Assessment (5 Items)
A. Ensuring tasks are closely linked to
12. Which statement best defines authentic practical scenarios.
assessment? B. Avoiding tasks that are too detached
A. An evaluation focused solely on rote from real-life applications.
memorization. C. Providing clear, measurable outcomes
B. An assessment that simulates real-life that may require extra grading time.
tasks and challenges. D. Reducing the need for extensive teacher
C. A test that relies exclusively on feedback by oversimplifying tasks.
theoretical questions.
D. An evaluation that neglects practical
application.

19
Topic 9: Appraising Classroom Test &
Item Analysis (4 Items)
17. What is the primary purpose of item
analysis in classroom tests?
A. To review the overall structure of the
test paper.
B. To rank students solely by their
numerical scores.
C. To assess the clarity of test items.
D. To evaluate the difficulty and
discrimination of test items.
18. A high difficulty index in item analysis
indicates that:
A. Most students answer the item
incorrectly, implying it is difficult.
B. The item discriminates poorly between
high and low performers.
C. The item has ambiguous wording.
D. Most students answer the item
correctly, implying it is easy.

19. What does the discrimination index

measure in item analysis?
A. The clarity and consistency of the
item’s wording.
B. How effectively the item differentiates
between high and low performers.
C. The extent to which an item
distinguishes between performance levels.
D. The overall time required to complete
the test.
20. If an item shows a low discrimination
index, this suggests that it:
A. Provides a clear measure of student
achievement without issues.
B. May require revision to better
distinguish between strong and weak
students.
C. Is highly effective at differentiating
performance levels.
D. Accurately reflects the intended
learning outcomes without changes.

20
Test Administration Overview
For this analysis, the test paper (comprising 20 MCQs) was distributed as a document
to 30 participants. These included 26 classmates and 4 teacher education students who
possess foundational knowledge in educational assessment. Participants marked their answers
using a pen tool on their devices and returned the completed document electronically. I then
manually scored each test paper using a Word application. After scoring, I provided each
participant with a feedback document that shows which items were answered incorrectly
alongside the correct answers.

Formulas Used for Item Analysis

Two primary indices were calculated to assess the quality of the test items:

Difficulty Index (P):

This index is calculated using the formula:

Item Difficulty = (Hc + Lc) x 100%

(H + L)
If item difficulty is:
0 - 29%: too difficult; 71- 100%: too easy.
Both cannot be accepted, and the item should be removed.
30% to 70%: item is accepted.

A higher value indicates that an item is easier (i.e., a large proportion of students answered
correctly). This formula is detailed in the HPGD2303 Educational Assessment textbook
(Open University Malaysia, 2021).

Discrimination Index (D):

This index measures how well an item distinguishes between high-performing and low-
performing students. It is computed as:

Item Discrimination = (Hc - Lc) or (Hc – Lc)

(H) (L)
Acceptable range: 0.20 or higher
Ideal value: The closer to 1.00 the better
If the value < 0.19: remove the item
If the value is 0.2 to 0.39: improve the item
If the value is > 0.4: item can be accepted.
(-ve value: the lower students were more likely to get it correct) – remove the item.

A higher value suggests that the item is effective in differentiating students who understand
the material from those who do not. This method of calculation is also referenced in the
HPGD2303 textbook (2021).

21
Item Analysis Table

H = total no of students of high performance, H = 10

L = total no of students of low performance, L = 10
Hc = total no from high perf. who got it correct
Lc = total no from low perf. who got it correct

Item
Candidate 1 2 3 4 5 6 7 8 9 10
Hc 10 10 7 9 9 10 10 7 9 8
Lc 4 3 2 4 3 4 4 3 4 3
Hc ₊ Lc 14 13 9 13 12 14 14 10 13 11
Hc - Lc 6 7 5 5 6 6 6 4 5 5
Difficulty 70 65 45 65 60 70 70 50 80 55
Index
Discrimination 0.6 0.7 0.5 0.5 0.6 0.6 0.6 0.4 0.5 0.5
Index

Item
Candidate 11 12 13 14 15 16 17 18 19 20
Hc 8 10 10 10 10 8 7 8 6 6
Lc 4 6 6 6 6 3 4 2 4 4
Hc ₊ Lc 12 16 16 16 16 11 11 10 10 10
Hc - Lc 4 4 4 4 4 5 3 6 2 2
Difficulty 60 80 80 80 80 55 55 50 50 50
Index
Discrimination 0.4 0.4 0.4 0.4 0.4 0.5 0.3 0.6 0.2 0.2
Index

Reflection on the Item Analysis Results

The results of the item analysis provide valuable insights into the quality and
effectiveness of the test items. By analysing the difficulty index and discrimination index,
we can evaluate whether the questions are appropriately challenging and whether they
effectively distinguish between high-performing and low-performing students.

Quality of Each Test Item

 Items 1–5 (Roles of Assessment):
The Difficulty Indices range from 60% to 70%, indicating that these items are of
moderate ease (most students answered correctly, yet not all). The Discrimination
Indices for these items range from 0.5 to 0.7, which are satisfactory values. For
example, Item 1’s P value of 70% combined with a D value of 0.6 suggests that while
the item is relatively easy, it still differentiates well between students who grasp the
concept and those who do not. Overall, the items in this topic effectively assess
foundational understanding and application of assessment principles.

 Items 6–11 (Constructing Objective Test Items):

These items have Difficulty Indices mostly between 50% and 70%, showing a
balanced challenge. The Discrimination Indices range from 0.4 to 0.6, which indicates
acceptable discrimination. For instance, Item 11 shows a D value of 0.6, meaning that
22
 making distractors the same length as the correct answer is effective in reducing
guessing. However, Items with a lower discrimination value (around 0.4) may need
minor refinement to further enhance their capacity to distinguish between high and
low performers.

 Items 12–16 (Authentic Assessment):

The Difficulty Indices here vary from 55% to 80%. Items with an 80% difficulty
index, such as Items 12–15, may be considered on the easier side. Yet, they are
acceptable if the test's aim is to reduce anxiety and promote accessibility. The
Discrimination Indices for these items generally range from 0.4 to 0.6, except for Item
16, which has a D value of 0.5. These indices suggest that while most students find
the items relatively easy, the items still function adequately in differentiating student
performance. However, the high P values (e.g., 80%) might indicate that some
authentic assessment items are too easy, and future revisions could explore slightly
more challenging tasks without compromising clarity.

 Items 17–20 (Appraising Classroom Test & Item Analysis):

In this section, the Difficulty Indices range from 50% to 50%, with most items falling
around the moderate level. The Discrimination Indices range from 0.2 to 0.6. For
example, Item 18’s P value of 50% and D value of 0.6 show that it is moderately easy
yet effective at differentiating between students. However, Items 19 and 20 have
lower discrimination values (0.2), suggesting that these items do not adequately
distinguish between high- and low-performing students. These items might benefit
from rewording to improve clarity or from adjusting the options to increase their
discriminative power.

The difficulty index ranges from 50% to 80%, indicating that the test items are
generally within an acceptable range. Items with a difficulty index above 70% (such as Items
7, 12, 13, 14, and 15) were relatively easy, as most students answered them correctly.
However, items with a difficulty index around 50% (such as Items 8, 18, 19, and 20) were
more challenging, ensuring that not all students could answer them without a strong
understanding of the concepts.
The discrimination index ranges from 0.2 to 0.7. Items with a discrimination index of
0.4 or higher are effective in distinguishing high and low performers. For example, Items 2,
8, and 18 (with a discrimination index of 0.6) effectively differentiated between students with
a strong grasp of the material and those with weaker understanding. However, Items 19 and
20, with a discrimination index of 0.2, are borderline and may require slight revision to
improve their effectiveness.
Most items have moderate difficulty levels (between 45% and 80%), which suggests
that they are neither too hard nor too easy. The majority of items also have acceptable
discrimination indices (ranging from 0.4 to 0.7), indicating that they generally differentiate
well between students who understand the material and those who do not.

Reflection on the Test as a Whole

The test is well-balanced, with a mix of comprehension, application, and analysis
questions. The cognitive level distribution aligns with Bloom’s Taxonomy and the Table of
Specifications (TOS), ensuring that students are assessed across different thinking levels.
The overall difficulty level is moderate, as intended. The presence of some easier items
(difficulty index above 70%) ensures that students are not discouraged, while moderately
difficult items (difficulty index 50-60%) challenge students to think critically.

23
The discrimination indices mostly fall within the acceptable range, with most items above
0.4, confirming that the test effectively differentiates students based on their understanding.

Appropriateness in Assessing Learning Objectives

The test effectively measures the intended learning objectives by covering key topics
such as Roles of Assessment, Constructing Objective Test Items, Authentic Assessment, and
Item Analysis. The moderate difficulty level ensures that students with a good understanding
of the subject can answer correctly, while those with weaker knowledge struggle with certain
items.
The variety of question types ensures that students are not only recalling facts but also
applying and analyzing concepts. This balance supports a comprehensive evaluation of
student proficiency in educational assessment.

Clarity and Fairness of Questions

The test questions were carefully designed with clear wording to minimize ambiguity.
Additionally, distractors were made equal in length to avoid giving away clues, ensuring
fairness in assessment.
The test instructions were clearly stated, and students were given sufficient time to
complete the test, supporting fairness in the assessment process.
However, some items with a low discrimination index (e.g., Items 19 and 20, with 0.2) may
require minor revision to better differentiate between high and low performers.

Areas for Improvement

 Revise items with a low discrimination index:
Items 19 and 20, with a discrimination index of 0.2, should be reviewed. These
questions may not be effectively distinguishing high and low performers and may
require slight modifications to increase their clarity or difficulty.
 Adjust the balance of item difficulty:
While most items have a moderate difficulty level, items with a high difficulty index
(above 70%) may need slight adjustments to ensure they are not too easy.
 Consider adding more items that challenge higher-order thinking:
The current test includes 20% analysis-level questions, but increasing the number of
analytical items slightly could further strengthen the assessment’s ability to measure
critical thinking skills.

Conclusion
The item analysis—using the Difficulty Index and Discrimination Index formulas from the
HPGD2303 textbook—demonstrates that the test paper is generally effective in assessing
student understanding of educational assessment principles. The majority of items show
acceptable difficulty and discrimination levels, confirming that the test is both appropriately
challenging and fair. Nonetheless, a few items require minor revisions to enhance their
discriminative power. This analysis provides a solid foundation for further refinement of the
test, ensuring that it continues to measure both fundamental and higher-order cognitive skills
in alignment with the course objectives.

24
 Appendix

HPGD2303 Mind Test – Test Paper (January 2025 Semester) Kertas 1

40 MINUTES

The following instructions are provided to ensure clarity and consistency:

 This paper contains 20 questions. Answer all questions.
 Read each question carefully: Choose the best answer from the four options
provided.
 Each question is followed by four answer choices (A, B, C, and D). For each question,
choose only one answer. Mark the right answer.
 Complete the test within 40 minutes.
 Feedback: After submitting your test, you will be able to see which questions you
answered incorrectly along with the correct answers.

Name : For Inspector Use

Profile :
Inspector Name: Imran

Full Mark Score

Topic Question Obtained

1 1-5 5

4 6-11 6

6 12-16 5

9 17-20 4

Jumlah 20

25
Topic 1: Roles of Assessment in 5. Which factor best differentiates
Teaching & Learning (5 Items) formative from summative assessment?
A. The use of standardized tests with no
1. What is the primary purpose of
revision.
assessment in teaching?
B. The provision of immediate feedback
A. To assign grades for summative
during learning.
evaluation.
C. The focus on memorization of factual
B. To evaluate learning and guide
content.
instruction.
D. The allocation of final grades without
C. To rank students based solely on
feedback.
performance data.
D. To record student progress as a
historical account.
Topic 4: Constructing Objective Test
Items (6 Items)
2. In formative assessment, which element
6. What defines an objective test item in
is most critical for enhancing student
assessment?
learning?
A. A question with a clear, single correct
A. Immediate and constructive feedback
answer and consistent options.
provided during lessons.
B. A question that permits multiple valid
B. Final grading at the end of the term
interpretations.
without review.
C. A prompt for open-ended responses.
C. Standardized testing with delayed
D. A task requiring subjective judgment
analysis of results.
and varied answers.
D. Ranking students solely based on
numerical scores. 7. Why is precise wording crucial when
constructing MCQs?
3. A teacher uses regular quizzes and gives
A. It may allow ambiguous interpretations
immediate feedback. This approach
that mislead students.
exemplifies which type of assessment?
B. It unnecessarily complicates the
A. Criterion-referenced assessment.
question without added clarity.
B. Norm-referenced assessment.
C. It introduces confusion through
C. Formative assessment.
excessive technical language.
D. Summative assessment.
D. It reduces ambiguity and supports
objective scoring.
4. How is assessment data best used to
improve instruction? 8. How should distractors be constructed
A. By ranking students solely on in an effective MCQ?
performance metrics. A. They should mirror the correct answer
B. By assigning final grades without in both length and style.
further analysis. B. They must be noticeably shorter than
C. By recording student performance for the correct answer.
archival purposes. C. They should be uniform in length and
D. By guiding targeted changes in teaching style to avoid unintended clues.
methods. D. They should be significantly longer
than the correct answer choice.

26
9. What improves the validity of an MCQ 13. Which of the following is an example
item? of an authentic assessment task?
A. Ambiguous phrasing that invites varied A. A timed quiz that tests vocabulary and
interpretations. grammar.
B. A lengthy question including extraneous B. A fill-in-the-blank test covering isolated
details. facts.
C. Clear, concise wording that aligns with C. A multiple-choice test on theoretical
the learning objective. concepts only.
D. Excessive detail that obscures the main D. A project where students design a plan
idea. to address a local issue.
10. How can a teacher reduce guesswork 14. Why is authentic assessment beneficial
in MCQs? in modern education?
A. By aligning each item with a specific A. It connects theoretical knowledge with
learning outcome. practical applications.
B. By using distractors that differ B. It focuses solely on memorization of
noticeably from the correct answer. key facts.
C. By limiting choices to only two C. It minimizes the need for extensive
alternatives. student feedback.
D. By providing options that are similar in D. It reduces complex subjects to basic
length and structure. recall tasks.
11. Which pitfall is avoided in the revised 15. What promotes higher-order thinking
MCQ design? in authentic assessment?
A. Including options that vary widely in A. Encouraging rote repetition of isolated
phrasing and word count. facts.
B. Making distractors exactly match the B. Focusing solely on memorizing
length of the correct answer. definitions and formulas.
C. Using distractors that are noticeably C. Requiring analysis and application of
longer than the correct option. concepts in practical scenarios.
D. Allowing distractors to vary widely in D. Limiting tasks to simple recall of
style and phrasing. previously taught material.
16. What challenge may arise in designing
authentic assessments?
Topic 6: Authentic Assessment (5 Items)
A. Ensuring tasks are closely linked to
12. Which statement best defines authentic practical scenarios.
assessment? B. Avoiding tasks that are too detached
A. An evaluation focused solely on rote from real-life applications.
memorization. C. Providing clear, measurable outcomes
B. An assessment that simulates real-life that may require extra grading time.
tasks and challenges. D. Reducing the need for extensive teacher
C. A test that relies exclusively on feedback by oversimplifying tasks.
theoretical questions.
D. An evaluation that neglects practical
application.

27
Topic 9: Appraising Classroom Test &
Item Analysis (4 Items)
17. What is the primary purpose of item
analysis in classroom tests?
A. To review the overall structure of the
test paper.
B. To rank students solely by their
numerical scores.
C. To assess the clarity of test items.
D. To evaluate the difficulty and
discrimination of test items.
18. A high difficulty index in item analysis
indicates that:
A. Most students answer the item
incorrectly, implying it is difficult.
B. The item discriminates poorly between
high and low performers.
C. The item has ambiguous wording.
D. Most students answer the item
correctly, implying it is easy.

19. What does the discrimination index

measure in item analysis?
A. The clarity and consistency of the
item’s wording.
B. How effectively the item differentiates
between high and low performers.
C. The extent to which an item
distinguishes between performance levels.
D. The overall time required to complete
the test.
20. If an item shows a low discrimination
index, this suggests that it:
A. Provides a clear measure of student
achievement without issues.
B. May require revision to better
distinguish between strong and weak
students.
C. Is highly effective at differentiating
performance levels.
D. Accurately reflects the intended
learning outcomes without changes.

28
29
PART II: ONLINE CLASS PARTICIPATION

30
Reference:

1) Open University Malaysia. (2021). HPGD2303 Educational Assessment (Fourth ed.).

Open University Malaysia.

31