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
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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.
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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.
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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.
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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.