NUR SHAHIFA NORLAN

NUR IZZATI IBRAHIM

6 PISMP TESL 1

QUESTION 1
i. Define School Based Assessment SBA
Standards-Based Assessment is the term used for Malaysias school-based
assessment system being implemented in Years 1, 2, 3 and 4 to evaluate childrens
ability to meet or achievethe standards specified by the KSSR syllabus (both SK
and SJK).School-based assessment generally refers to any evaluation of students
conducted in a classroom. It is also referred to as continuous assessment,
assessment for learning and formative assessment in its many forms around the
world (Rajput, Tewari& Kumar, 2005; Black &Wiliam, 2003).

ii. Identify its 4 main components.
a. School Assessment (using Performance Standards)
b. Centralised Assessment
c. Physical Activities, Sports and Co-curricular Assessment
d. Psychometric / Psychological Tests

iii. Justify why SBA is used in the Malaysian education scene.
to achieve the aspiration of National Philosophy of Education towards
developing learners physical, emotional, spiritual and intellectual abilities
to reduce exam-oriented learning among learners
to evaluate learners learning progress
to enhance teachers integrity in assessing, recording and reporting of
learners learning








NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1

QUESTION 2
i. Explain these terms: concurrent validity, construct validity, predictive validity?
a. Concurrent validity
- It provides an expedient means by which a validation coefficient can be
obtained. (e.g. instruments used in management development to
diagnose current strengths and limitations.
b. Construct validity
- Model that attempts to explain observed phenomena in our universe of
perceptions. (e.g. proficiency, communicative competence and fluency).
c. Predictive validity
- It demonstrates relationships between test scores and a future criterion.
(e.g. job performance).

ii. Can you provide two types of validity apart from the above? Provide examples.
a. Consequential validity (Impact)
- Encompasses all the consequences of a test for example, the effects on
the preparation of test-takers.
b. Face validity
- The degree which a test looks right and appears to measure the
knowledge for example, tasks related to the syllabus.











NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1

QUESTION 3
There are various arguments among testing and evaluation experts regarding validity
and reliability. Some argue that validity is more important than reliability in formative
evaluations. Provide justifications for this. Do you agree with this statement? Why?
I our opinion, reliability is more important in formative evaluations. Reliability defined as the
degree to which students results remain consistent over time or over replications of an
assessment procedure. An important point to remember is that reliability is a necessary, but
insufficient, condition for valid score-based inferences. That is, you cannot make valid
inferences from a students test score unless the test is reliable.
Before we proceed with the reliability in formative evaluation, let us define what we mean by
formative assessment. Professor Popham (2009) says Formative assessment is not a
test. Rather, it is an ongoing process in which teachers use test-elicited evidence to adjust
their instruction or students use it to adjust their learning tactics. Basically, formative
assessment is a process by which teachers use assessment results to improve teaching and
to help guide student learning.
Nitko and Brookhart (2011) summarize the reliability concerns for classroom formative
assessment
1. For oral questioning, we should be concerned about the dependability of the interpretation
of answer and the accuracy of teacher judgment. To increase reliability, we should:
Use sufficient number of questions or observations
Allow enough time
We really like this last suggestion. All too often, we find that teachers (both of us included)
tend to answer their own questions too quickly when students dont readily provide an
answer. Give students enough time to think about an answer. If they dont answer in 10-15
seconds, wait it out. Give them several more minutes. Usually, they eventually provide a
very good answer.
2. For observations, we should also be concerned about the dependability of interpretation
and accuracy of teacher judgment. To increase reliability, we should:
Interpret the observed behavior with the most likely and reasonable explanation.
Use a systematic procedure to observe students.
NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1

3. For self-assessment, we should be concerned with the self judgment. To increase
reliability, you should:
Have a systematic procedure for rating. Often, it is good to use a rubric.
Instruct students on the use of the rubric.




















NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1

QUESTION 4
What do you understand by examination blueprints? Discuss by giving the rationale
and procedures in designing the blueprints.
Definition: A blueprint of examination also known as the test specification provides
examination strategy of an institution at a glance.Blueprint is the matrix or
chart reporting the number and type of test questions represented across
the topics in content area, consistent with learning objective and relative
weight on test given to each topic. The rationale
Rationale: To provide a conceptual map of examination format and the content area
represented in assessment. For example:
1. Type of measurement tools and proportion of each question format in
assessment shown in respective weighting column.
2. Topics and the level of training for each topic and the relevant learning
objectives.

Procedures:
1. Content analysis
- It is a means to divide the whole content of the syllabus or course into a
systematic tabular form.
- Example:


2. Determination of learning objectives
- Learning objective is based on blooms taxonomy:
Knowledge level
Understanding level
Application level
NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1

- Example:

3. Determination of number of items for each topic based on learning objectives
- Example:

4. Determining the types of questions.











Items type
subjective objective
Essay type Short
answer type
Very short
answer type
recall recognition
Simple recall Fill ups
Recognition
test Multiple
choice test
True/false classify analogy
NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1

QUESTION 5
You are in a team to construct a standardized test consisting of both multiple-choice and
subjective questions for primary schools in Johor Bahru. How can you provide useful
information for improving the quality and accuracy of the test items in view of item analysis?
The multiple-choice item consists of two parts:
(a) the stem, which identifies the question or problem and
(b) the response alternatives. Students are asked to select the one alternative that best
completes the statement or answers the question.
1.When possible, state the stem as a direct question rather than as an incomplete
statement.
2.Present a definite, explicit and singular question or problem in the stem.
3.Eliminate excessive verbiage or irrelevant information from the stem.
4.Include in the stem any word(s) that might otherwise be repeated in each alternative.
5.Use negatively stated stems sparingly. When used, underline and/or capitalize the
negative word.
6.Make all alternatives plausible and attractive to the less knowledgeable or skillful student.
7. Make the alternatives grammatically parallel with each other, and consistent with the
stem.
8. Make the alternatives mutually exclusive.
9. When possible, present alternatives in some logical order (e.g., chronological, most to
least, alphabetical).
10. Be sure there is only one correct or best response to the item.
11. Make alternatives approximately equal in length.
12. Avoid irrelevant clues such as grammatical structure, well known verbal associations or
connections between stem and answer.
13. Use at least four alternatives for each item to lower the probability of getting the item
correct by guessing.
NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1


14. Randomly distribute the correct response among the alternative positions throughout the
test having approximately the same proportion of alternatives a, b, c, d and e as the correct
response.
Subjective /Essay question:
1. Prepare essay items that elicit the type of behavior you want to measure.
2. Provide directions which clearly inform the student of the type of response called for.
3. State in the directions whether or not the student must show his/her work procedures for
full or partial credit
4. Clearly separate item parts and indicate their point values.
5. Use figures, conditions and situations which create a realistic problem.
6. Ask questions that elicit responses on which experts could agree that one solution and
one or more work procedures are better than others.
7. Work through each problem before classroom administration to double-check accuracy.











NUR SHAHIFA NORLAN
NUR IZZATI IBRAHIM
6 PISMP TESL 1


References:

Nitko, A. J. & Brookhart, S. M. (2011). Educational Assessment of Students (6th Edition).
Boston, MA: Pearson.
Popham, J. (2009). A process not a test. Educational Leadership, 66(7), 85-85.