POSTGRADUATE DIPLOMA IN TEACHING

FAKULTI:
FACULTY OF EDUCATION

SEMESTER/TAHUN:
2/2023

KOD KURSUS:
HPGD2303

TAJUK KURSUS:
EDUCATIONAL ASSESSMENT

No Matrikulasi CGS03026726
No Kad Pengenalan: 981125-10-5254
No Telefon: 018-4713005
Emel: khugesh@oum.edu.my
Pusat Pembelajaran: Shah Alam Learning Centre
 Table of Content

Bil Content Page Number

1 Table of Content 1

2 Part 1, Task 1 2-5

Table of Specifications and Descriptions

3 Part 1, Task 2 5-6

Test Paper and Commentary

4 Part 1, Task 3, 7-10

Marking Scheme

5 Park 1, Task 4 10-18

Analysis of students performance

6 Appendices 19-21

7 Part 2, Online Class Participation Forum 22-23

8 References 24

1
Part 1

Task 1: Table of Specifications and Description

Subject/ Course of Study: Workplace English

Class/ Course Level: First Year, Second Semester Diploma in English (TESOL) Students
Three topics to be assessed:
1) Oral Communication
2) Report Writing for General Purposes
3) Effective Presentation Skills
4) Communication Skills and Public Speaking

Table of Specifications.

Topic Hours of I Levels

nteraction
% Ho Marks C C C3 C4 C5 C6 Total
urs Allocated 1 2 Marks

Question 1 10
Topic 1 1 2 10
(20 minute)

Question 2 10
Topic 2 2 2 10
( 30 minute)
Question 3 10
Topic 3 1 4 10
(40 minutes)

TOTAL 4 100 30 20 30 40 30

Table 1.1 table of specification

Table of Specification. A table of specification is known as a blueprint or matrix that would outline the c
ontent and the cognitive levels of the questions that are being included in an examination paper. It specifi
es the various components of an assessment, such as the topics or content areas to be covered, the cogniti
ve levels and the number of questions and marks allocated (Hamad & Alunuzaili, 2020). This table of sp
ecification serves as a framework that would help the teachers to ensure that the exam assesses a balanced
representation of learning objectives and outcomes (Alade & Omaruyi, 2014). It is necessary to construct
a table of specifications when building an exam paper because TOS promotes the alignment between the
assessment and the learning objectives.
By indicating the content area and the cognitive level of the assessment, it would help to ensure t
hat the exam would reflect the lessons that are being taught in the particular course. Through this, it woul
d help to ensure the validity and fairness of the assessment. Besides that, a TOS also aids in achieving the

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content validity (Alade & Omaruyi, 2014). By constructing a table of specification, it would help teachers
to develop teaching strategies and engage with students efficiently to provide them with the targeted learn
ing experience. Table 1.1 shows the table of specification which includes the topic to be assessed, the hou
rs of interactions, percentage of hours, marks allocated, levels of question in accordance to bloom's taxon
omy, number of items, percentage of each item and the total marks for the examination paper. There are f
our topics to be assessed, eight interaction hours, three levels of Bloom's taxonomy, three short essay ques
tions with a total of thirty marks.

Selection of topics to be assessed in any examinations is an important decision that would leave an impa
ct on the effectiveness and the fairness of the process. It is important to ensure that the topics chosen shou
ld be relevant to what is being taught and covered in the classroom aligning it to the learning objectives a
nd content covered according to the curriculum. Assessment should be aligning to the goals of learning, s
electing relevant and significant topics to ensure that it would be able to measure the students' understandi
ng and skills. A well balanced assessment should encompass a range of content areas, including those that
require higher order thinking skills and problem solving abilities (Ibbett & Wheldon, 2016). Assessment s
hould be able to encompass the varying skills and to provide a balanced evaluation. Topics selected shoul
d be relevant and applicable to the current trends.
There are four topics that were selected in building this exam task. These topics were covered dur
ing the learning week which is shown in the table of specification. The three topics are Oral Communicati
on, Report Writing and Effective Presentation Skills. The topics are chosen because they collectively repr
esent the importance and the use of the language in general when it comes to a working environment whic
h is necessary for success in a professional setting. All the topics involved require the students to master t
he whole topic in general to ensure they would be able to justify the selection of their answers. By assessi
ng these areas, it would help students to ensure they are well prepared to excel in their future careers. Hen
ce, it is necessary for the teacher to assess students' understanding on the topics selected as portrayed in ta
ble 1.1.

Selection of Exam format. The short answer essay format is chosen because it is an ideal option to asses
s the level of students' understanding for this course. By selecting this format, it opens up a way for stude
nts to demonstrate a comprehensive understanding and a proper guide while requiring them to provide co
ncise and focused responses. By adapting this format, it would encourage students to think critically and a
pply theoretical knowledge to practical scenarios, mirroring the situation in a real workforce environment.
Additionally, this method also helps to promote effective time management skills during the examination.
Given that one of the objectives is to emphasise on clear communication skills, by adapting this format it

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would open up a way for pupils to articulate their ideas clearly and succinctly which is an important skill i
n their professional environment. Overall, the short answer essay format aligns perfectly with the objectiv
es of the course and aids in providing a well rounded assessment to determine students level of understan
ding.

Hours of Interaction indicates the time spent by the teacher to teach each topic and can be used as the ba
sis to divide the weightage and percentage of the questions. Hours of interaction divided for each topic als
o can be used as a guide to set the number of questions being assessed. Time spent for each topic also can
be a guide to indicate the number of questions being assessed. The time spent for each topic indicates the
level of difficulty for each topic, the tougher the topic, the longer time that is needed to ensure that studen
ts will be able to better understand the content of the lesson. From the table of interaction, all three topics
could be covered in a span of six hours in total. Each topic could be completed in the range of one to two
hours for this course due to the stipulated hours of guidance by the university. The range of time is predict
ed to be inclusive with the inclusion of post lesson activities, including quizzes, presentations etc. Based o
n the table, topic two takes a longer hour to be taught because topic two requires students to learn the nece
ssary skills to write and form a report which is needed when they join the workforce in the future. It differ
s from topic one and three which are skills that people can learn and adapt into their daily life.

Cognitive Complexity levels. Concerning to the topics selected to be assessed in this paper, I have chose
n the application level in question number one since the learner needs to learn applying the information th
ey obtained from the lesson into real life situations, in which here it would be the exam paper to test their
level of understanding towards the content of the lesson. Question one requires students to apply their und
erstanding of oral communication activities and portray their ability to identify and explain five different
activities that can be used in the classroom setting. According to Benjamin Bloom (Bloom’s Taxonomy),
students should be able to move away from the basic level of knowledge or remembering to higher levels
of learning like applying and transferring knowledge into new situations (Persaud, 2023). They will have t
o apply and adapt the knowledge they have into this practical situation.
The second question requires students to analyse and differentiate between the two important type
s of distinct forms of communication, reports and essays. Students are required to identify and explain the
five key differences, which necessitates a deeper level of understanding and the ability for them to critical
ly evaluate the characteristics of each explanation. And the final question requires students to synthesise t
he information. Students must not only understand the concept, but it is also important for them to think c
ritically about the important steps and strategies that are involved in the planning and preparation for a pre
sentation and then articulate this understanding in a coherent manner. They will need to integrate their un

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derstanding to develop a comprehensive list for professional presentation, which would elevate and show
cast their higher level of thinking. In summary, each question is designed fulfilling the bloom's taxonomy
level to engage students of different cognitive levels, to encourage them to apply, analyse and synthesise t
heir knowledge in this subject and the topics selected to be assessed.

(1278 words)

TASK 2 THE TEST PAPER AND COMMENTARY

2.1 Test Paper

* The test paper and suggested answers can be referred to in the appendix.
Exam Questions
1) There are many oral communication activities that can be incorporated into the curricula of many
fields in study. Explain five (5) types of oral communication activities that can be used in the clas
sroom. (10 Marks)
2) Report writing is an essential skill for professionals and educators. Explain briefly FIVE (5) differ
ences between a report and essay. (10 marks)
3) Effective communication skills means to be able to convey any information successfully to the au
dience. For that to happen, a speaker must think of ways to deliver and present the information pr
operly. Discuss the preparations that can be made by a presenter before a professional presentatio
n. (10 marks)

2.2 Commentary

For this part of the exam, I have utilised the interrogative and explanatory type of questions. There are tw
o significant reasons for the selection of which it would help to elevate the critical thinking skills and ens
ure they are able to adopt the content they have learned into applying while answering the questions (Carv
alho et al., 2022). When students are assigned to provide detailed explanations and descriptions, they are r
equired to ensure that the topics that are being tested on have been analysed thoroughly. Students should
be able to break down the important, complex concepts, identify important components and present them
in a manner that answers the requirement. This process would help to foster a better and deeper understan
ding rather than students memorising contents and not being able to apply them.

Secondly, utilising this method of questions would also aid students to develop essential commun
icative skills. utilising this method of questions would also aid students to develop essential communicati

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ve skills. For the first question, I designed it as an explanatory question to assess students ability to provid
e detailed information on a specific topic. In terms of cognitive complexity, students are required to apply
their knowledge regarding the topic. The second question seeks to get students to compare and contrast be
tween two different elements and subtopics based on the content. The cognitive complexity of this questio
n is analysis which requires students to analyse the content and interpret them. The third question is a com
bination of explanative and explanatory question. The cognitive complexity level for this question is to sy
nthesise as it requires to integrate the knowledge and critical thinking skills to develop a comprehensive r
esponse. All in all, by incorporating the both explanatory and expository elements, the test aims to compr
ehensively evaluate the students' understanding and proficiency in the topics.

In question one and two, I have used the explanatory method of question since I wanted to get the
students to elaborate on the five different types of oral communication activities that could be done in the
classroom and also the five differences between essay and report. This is an explanatory question because
it requires the student to provide an in-depth information which would be able to show their understandin
g, sense of adaptability and adaptability of the knowledge to demonstrate their understanding of the differ
ent types of oral communication activities. This question also provides the students the opportunity to use
their critical thinking skills and the application of what they have already learned as they are required to e
xplain the relevance.

Both of these questions are well suited as they require the students to articulate what they have alr
eady learned succinctly. For question one and two, according to the bloom taxonomy corresponds to the a
nalysis level, of which it requires the students to analyse the information and understand the characteristic
s. Question 3 on the other hand is also an explanatory question in which it requires students to provide the
detailed information on the steps answering the question. According to Bloom's taxonomy, this question f
alls under the analysis and application level, where students will not only have to recall, but also adapt, un
derstand and apply it to the situation.

TASK 3 PREPARE MARKING SCHEMES.

Criteria for Assessment Grading.

Question 1- Analytic Rubric
Types of Oral Communication Activities (10 Marks)

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Identification of the five types of oral communication activities
● 0 marks: No relevant information provided
● 1 marks: for each correct oral communication activities
*the maximum mark that will be awarded for each type of oral communication activities is 1 mark

Explanation, Example or Detail

● 0 marks: No explanation/ example provided.
● 0.5 marks: Partial explanation with limited detail.
● 1 mark: Provides a clear and detailed explanation for each activity.
*marks can be awarded if the explanation or example aligns with the type of oral communication activities

Question 2- Analytic Rubric

Differences between Report and Essay
Identifying the differences between Report and Essay.
● 0 marks: No relevant information provided.
● 1 marks: Partially correct identification of differences between report and essay.
● 2 marks: Accurately identifies the five distinct differences between report and essay.
*students are required to compare and contrast between the differences of both elements

Question 3- Analytic Rubric

Preparations for a Professional Presentation

Discussion and preparations (1 mark each)

● 0 mark: Idea not relevant to the question
● 1 mark: Provide relevant preparation

Clarity and Coherence (1 mark each)

● 0 mark: Response is not clear or incoherent
● 0.5 mark: Response is partially clear and coherent
● 1 mark: Clear, well-organised and coherent example and explanation.
*any answers provided that are relevant to the preparations should be accepted.

Analytic rubric is chosen due to its capability in providing clear and specific feedback from each question.
This helps to open up a better understanding and effectiveness to understand the strengths and areas to im

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prove. This course needs students to understand specific criterias, hence analytic rubric is the best method
to grade their feedback as it would allow them to adopt, adapt and apply what they have already learnt.
Analytic rubric is a good option due to its advantage mostly for explanatory type of questions. Th
is rubric provides the opportunity to break down complex answers to specific criteria which would help to
prove a detailed assessment according to the questions and the response given. Analytic rubric gives the o
pportunity to better look into the reliability and validity as it opens up to breaking down tasks to fulfil a cr
iteria (Reddy & Andrade, 2011). This method opens up an opportunity for teachers to better evaluate the s
tudents based on what they have grasp on the content knowledge in the learning process. By opening up t
he distinct level of students academic scores and performance according to the criteria, this rubric provide
s a better and straightforward scheme, which would be an aid for both the learners and the instructor to be
tter comprehend the strength and weaknesses of the response provided This method would help to boost t
he students understanding upon the feedback which is provided, learning to a better performance in stude
nts success criteria. Moreover, this rubric opens up a large perspective of response, and it's not narrowed t
o a specific method of answering.

Learning outcomes.
Students should be able to demonstrate in depth knowledge in this course by specifically focusing on the i
mportance of communication and presentation as an educator at a workplace.

Marking Scheme
N/B
❖ Learners are required to write the answers in a short essay format. Failure to do so will result in
deduction of 10% from their total marks.
❖ They are required to fully explain the points and give examples/justify their answers if needed.
❖ Any answers that are relevant to the question for as long as it is backed up with evidence could b
e accepted.

1. There are many oral communication activities that can be incorporated into the curricula of many
fields in study. Explain five (5) types of oral communication activities that can be used in the clas
sroom. (10 Marks) (T1, PG 4-6)
1- activity; 1 explanation (2 Marks)
There are many types of oral communication activities that could be done in the classroom. For e
xample,

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 ❖ Debate-which encourages students to study and present their arguments on a topi
c
❖ Role Play- involves students taking up certain roles and scenarios or conversation
s
❖ Group Discussion- which helps students to facilitate open, transparent discussion
❖ Panel Discussion- involves students to take a role to discuss a specific topics
❖ Presentation- requires students to deliver an information to audience
❖ Interview simulations- take role as interviewer/ interviewees and ask questions
❖ Storytelling- helps to boost creativity, narrative skills etc.
*any answers relevant to the question and explanation/example that supports the answer will be accepted.

2. Report writing is an essential skill for professionals and educators. Explain briefly FIVE (5) differ
ences between a report and essay. (10 marks) (T2, PG3-4)

A report An Essay

Presenting Information Presenting an argument

Meant to be scanned quickly Meant to be read carefully

Uses numbered headings and subheadings Uses minimal subheading

May not need references, bibliography etc Always need references/ bibliography

Uses short, concise paragraphs and dot poi Links ideas into paragraphs, rather than point
nts, where applicable form

Uses graphics (table, illustrations etc) Rarely uses graphics

May require a short abstract/ executive sum Usually includes short introduction, abstracts
mary are not necessary unless requested

May be followed by references/recommend Seldom has recommendations/ appendices.

ations/ appendices

* any answers related to the questions could be considered

* students are required to write in an essay form only
* Answers should be written comparatively only

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 3. Effective communication skills means to be able to convey any information successfully to the au
dience. For that to happen, a speaker must think of ways to deliver and present the information pr
operly. Discuss the preparations that can be made by a presenter before a professional presentatio
n. (10 marks)

An effective communicator should be prepared during a professional presentation by

- Making sure that they have a good understanding of the topic.. followed by students expl
anation
- Know about the group of audience… followed by students explanation
- Have clear objectives and messages … followed by students explanation
- Structured content/Structured content with engaging visual aids …. followed by students
explanation
- Rehearsal … followed by students explanation
- Technical setup and backup…. followed by students explanation
In summary, effective communication is important as it would help to lead to a successful present
ation. THrough preparations, it would help to lead to a better understanding of the content to ensu
re the presentation is delivered successfully
*The learners must fully explain the points to receive full marks.

TASK 4 ITEM ANALYSIS AND INTERPRETATION

The table below presents the comprehensive overview of 30 students and their score for this particular ex
amination. The score of the students who attempted the test is presented and is calculated accordingly. To
determine the high and low marks, students with a total score of 21 and above are categorised under the hi
gh scorer, while the rest of the students will be in the low mark group.

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 Student QI Q2 Q3 T/30 Group

1 5 3 4 12 Low Mark
2 4 6 3 13 Low Mark
3 4 3 6 13 Low Mark
4 7 2 5 14 Low Mark
5 5 4 6 15 Low Mark
6 7 2 6 15 Low Mark
7 5 6 5 16 Low Mark
8 6 5 6 17 Low Mark
9 6 7 4 17 Low Mark
10 8 5 4 17 Low Mark
Total 11 6 7 5 18 Low Mark nu
mber 12 5 5 8 18 Low Mark of
questi 13 10 5 4 19 Low Mark on
s: 3 14 6 8 5 19 Low Mark
Q1: 1 15 6 5 8 19 Low Mark 0
m, Q 16 9 5 6 20 Low Mark 2:
10m, 17 8 7 5 20 Low Mark Q
3: 10 18 8 4 8 20 Low Mark m
Total 19 10 4 6 20 Low Mark no
of stu 20 8 4 8 20 Low Mark de
nts: 3 21 10 6 4 20 Low Mark 0
22 10 8 3 21 High Mark
23 10 5 6 21 High Mark
In ord er
24 9 4 8 21 High Mark
to eva lu
25 10 6 6 22 High Mark
ate th e
26 8 5 9 22 High Mark
effect iv
27 10 8 5 23 High Mark
eness of
28 10 6 7 23 High Mark
the te st
29 10 6 7 23 High Mark
as a w
30 10 8 7 25 High Mark
hole, ite
m analysis is a method that is usually employed to assess the overall effectiveness of a test and the individ
ual test items or questions. This involves scrutinising the responses received for each question, identifying
unclear or misleading items that may need revision or removal from the future test administration. This pr

11
ocess would help to refine the skills of a teacher to construct and address areas that may require additional
emphasis or clarification.
For an item with a single correct answer valued at one point, the item difficulty is simply the percentage o
f students who managed to answer the question correctly. This ranges from 10 to 100 which defines the hi
gher value to easier questions. Assessing the item difficulty is important as it would help the teachers to u
nderstand if the students have successfully gauged the concepts that are being tested.
The evaluation of scores obtained by students for all three questions appears to be relatively answ
erable for all students. Question one was a direct based question which appears to be easy for the students,
it was constructed looking into considering the item difficulty and item discrimination. Question one foc
uses mainly on oral communication, posed minimal difficulty to learners as the question was very much st
raightforward. This is attributed to the assumption that students undertaking this course, should be able to
understand and imply activities that need to utilise the use of coral communication in the classroom. On t
he contrary, question 2 presents a moderate level of difficulty. This is due to the challenge of the question
which requires students to differentiate between a report and essay. This question seemed to be a straightf
orward question, however, if students are not capable of justification they might not be able to achieve the
maximum score of the question. There is a need to compare between the selection of points to the two oth
ers. Question 3, may also pose a challenge to the students, of which they are required to list down the prep
arations that a presenter should make before a presentation. As this is an open based question, they are fre
e to list down the preparations for as long as it fits the content. They should be able to justify their selectio
n and provide a detailed explanation.
Distractor analysis reveals that there is an absence of complicating factors in the questions, which
indicates that the questions are generally straightforward and not very complex. The simplicity of the que
stion contributes to the effectiveness of the test suitable for first year diploma students. Notably, many stu
dents were able to answer question 1, as for question 2 and 3 many students were able to answer them cor
rectly, however the meaning from the justification could impede the actual meaning of the question. Furth
er consideration and refinement is necessary to balance the difficulty level of the question for a more accu
rate assessment.

4.2 Difficulty Index

As students have completed attempting the test paper, the scores obtained by students will be analysed to
check on the students attempting to answer the questions. This is the context that needs to be done on an e
xam paper, which helps to measure the effectiveness of the paper to check on students' understanding. Thi
s is calculated at the end based on the marks obtained by the students, checking on their answers to questi
ons answered correctly. A higher proportion of correct answers defines a lower difficulty index indicating

12
that the questions may be easier for the students. On the other hand, a lower score of correct answers indic
ates a higher difficulty level, suggesting the question is slightly tougher for the students. The tables below
show the scores obtained by the students for the test and the three questions.

Item score No of learners earning each score Total scores earned

10 10 100

9 1 9

8 6 48

6 7 42

5 4 20

4 2 8

Total 227

Average Score 227/30= 7.56

Table 4.1.1 shows the scores obtained for students for question 1

Item score No of learners earning each score Total scores earned

8 4 32

7 3 21

6 6 36

5 9 45

4 5 20

3 2 6

2 2 4

Total 164

Average Score 164/30= 5.47

Table 4.1.2 shows the scores obtained for students for question 2

Item score No of learners earning each score Total scores earned

9 1 9

8 5 40

13
 7 3 21

6 8 48

5 6 30

4 5 20

3 2 6

Total 174

Average Score 174/30= 5.8

Table 4.1.3 shows the scores obtained for students for question 3

The difficulty index (P) of the item can be calculated using the formula given below
average score
Difficulty index(P)=
possible range of score

Using the information given in table 3.1.2, 3.1.3 and 3.1.4, the difficulty index of the short answer questio
n can be easily calculated using the formula given.

Question N Average Scor Possible range of Calculation Difficulty Index

umber e score

1 7.56 10 7.56 0.76

P=
10
2 5.47 8 5.47 0.68
P=
8
3 5.8 9 5.8 0.64
P=
9
Table 3.1.4 shows the difficulty index calculation for the three questions.

Based on table 3.1.4, the difficulty index for each item is calculated accordingly. The indication of the dat
a can be interpreted using the indication of difficulty index shown in figure 3.1.1

Value Description

≥ 0.70 Easy

0.30-0.69 Moderate

≤ 0.29 Difficult

14
 Figure 3.1.1: Indication of difficulty index.

According to the difficulty index based on the students' performance in answering the exam questions, the
difficulty index for question 1 is at 0.76 which indicates that the question was easy for pupils. This could
be due to the type of question that is being asked, in which it was a direct question where students are req
uired to share the five types of activity and provide a brief explanation. As for question 2, the difficulty in
dex is at 0.68 which indicates the question is moderately difficult for the learners while question 3 obtaine
d 0.64 difficulty index which is considered to be moderately difficult.

3.2 Discrimination Index

Discrimination index is used commonly in the educational assessment as a statistical measure to evaluate
the effectiveness of the questions in a test paper. This is an important element as it helps to indicate how
well a question is being built and answered by different groups of students. This analysis is done and wou
ld be able to help maintain the validity and reliability of the assessment process.
To calculate the discrimination index, the teacher will have to compare the proportion scores obta
ined by high performers score to the score obtained by low scoring students. The students must be divided
into two groups, the top scorer and the lower scorer before calculating the discrimination index. When cal
culating the discrimination index, it is important to look into every student's scoring for each question, in t
his test the essay question. This method would help to identify if the questions are built for students and t
heir different level of knowledge and skills. By calculating, it would help to understand if the questions ar
e appropriate to assess students' understanding and proficiency in the subject matter.

Discrimination index could be calculated using the formula that can be referred to below.
RH − RL
Discrimination index( D)=
possible range of score

* RH presents learners from upper scorer

* RL presents learners from lower group scorer
* T possible range of score
The tables below show the distribution of scores obtained by the learners for each question. 10 students w
ere selected from the higher marks group and lower marks group respectively. “n” refers to the number o
f learners.

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Question 1

score 1 2 3 4 5 6 7 8 9 10 total av scor

e

High mark gr 10 100 10

oup (n=10)

Low mark gro 2 4 4 52 5.2

up (n=10)

Table 3.2.1 shows the distribution of scores obtained by learner for question 1
The average score obtained by the upper group of the learners for question 1 is 10, while the lower group
obtained 5.2. Using the formula above, we can compute the discrimination index of the short answer essa
y for question 1 as below

10− 5.2
D=
10
= 0.48

Question 2

score 1 2 3 4 5 6 7 8 9 10 total av scor

e

High mark gr 3 3 4 71 7.1

oup (n=10)

Low mark gro 2 2 5 1 35 3.5

up (n=10)

Table 3.2.2 shows the distribution of scores obtained by learner for question 1

The average score obtained by the upper group of the learners for question 2 is 7.1, while the lower group
obtained 3.5. Using the formula above, we can compute the discrimination index of the short answer essa
y for question 1 as below

7.2− 3.5
D=
10
= 0.37

Question 3

score 1 2 3 4 5 6 7 8 9 10 total av scor

e

16
 High mark gr 3 6 1 78 7.8
oup (n=10)

Low mark gro 2 5 3 41 4.1

up (n=10)

Table 3.2.3 shows the distribution of scores obtained by learner for question 3

The average score obtained by the upper group of the learners for question 3 is 7.8, while the lower group
obtained 4.1. Using the formula above, we can compute the discrimination index of the short answer essa
y for question 1 as below
7.8− 4.1
D=
10
= 0.37

The discrimination index table that is outlined in Figure 3.2.1 provides a guideline to elucidating the signi
ficance of discrimination index. The coefficient serves to indicate the degree to which a question distingui
shes or separates the learners' higher marks from those who achieved a lower mark.

Value Description of Discrimination Suggestion to Question

> 0.40 High Retained

0.20 - 0.39 Moderate Checked and revised

0.10 - 0.19 Low Removed or Written back

0.00 & negative No Remove

Figure 3.2.1 shows the interpretation of the discrimination index

The table below indicates the general summary of the discrimination index, the difficulty level and the su
ggestion of the difficulty level for the questions of this particular examination based on the scores obtaine
d by the learners.

Ques Num Difficulty Index Difficulty Level Discrimination index Description

1 0.76 Easy 10− 5.2 High

D=
10
Retained
= 0.48

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 2 0.68 Moderate 7.2− 3.5 Moderate
D=
10
Checked and revised
= 0.37

3 0.64 Moderate 7.8− 4.1 Moderate

D=
10
Checked and revised
= 0.37

Table 3.2.4 Items suggestion based on difficulty index and discrimination index

Based on table 3.2.4 there are two items that need to be checked and revised and one item that will be reta
ined based on the discrimination level. Items that have high reliability are indicated based on their discrim
ination level. The first question indicates a 0.48 discrimination level in which it suggests a high discrimin
ation where the item could somehow be effective for the students. While the two other high discriminatio
n levels indicate that the questions should be checked and revised as they have moderate discrimination le
vels but are suitable for students.

4.0 Appendixes
Exam Question And Exam Paper

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 * Answer scheme is provided in task 3
Sample Answers

Student with the highest score.

Student Total Score Marks

19
Student with Moderate score

Student with low score

20
PART 2
ONLINE CLASS PARTICIPATION.

Part 2 OCP Forum

21
22
 References

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Alade, O.M., & Omaruyi, I. V. (2014). Table Of Specification And Its Relevance In Educational

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