KEMENTERIAN

PENDIDIKAN
MALAYSIA _

Institut Pendidikan Guru Kampus Pendidikan Teknik, Negeri

Sembilan

JABATAN ILMU PENDIDIKAN

Nama Pelajar
HANIS HAFIZAH BINTI HELMI
Angka Giliran
2020162340431
No Kad Pengenalan
011103020148
Kumpulan/Unit
4PISMP TESL3
Kod & Nama Kursus EDUP3063i ASSESSMENT IN EDUCATION

Nama Pensyarah
DR.ELLYZA BINTI KARIM
Tarikh Hantar
22/4/2022 (TASK 2 - ACADEMIC WRITING)
Pengakuan pelajar menerima maklum balas daripada pensyarah

Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya
rujuki dan fahami.
Catatan (jika ada)

Tanda tangan Pelajar: Tarikh:

Markah:

1
 Content Page Number
1.0 Introduction 3
2.0 Analysis of Assessment 3
3.0 Table of Specification 3
4.0 Central Tendency 3
5.0 Standard Deviation 4
6.0 Standard Score 6
7.0 Discrimination Index 6
8.0 Difficulty Index 8
9.0 Distractor Analysis 10
10.0 Performance of pupils as a whole class 15
11.0 Quality of test items administered 15
12.0 Conclusion 15
Appendix

2
1.0 Introduction
Assessment in Education is a process of collecting and recording data of
students’ performance level (Ellis P., 2021). Hence, a Year 3 English test was
executed at Sekolah Kebangsaan Bertam Indah on 7th April 2022 to fulfil the
requirements for EDUP3063i Task 2. 30 pupils have taken the test and
answered 20 multiple choice questions created based on the Taxonomy
Bloom’s level of cognitive and the topics that they have learned.

2.0 Analysis of Assessment

The analysis of the assessment questions is done by collecting the data
based on pupils’ result in the form of tables and is interpreted through various
methods of calculation. This is to value the quality of the assessment created
after the data has been sorted into its categories: excellent, average, weak.

2.1 Pupils’ scores

See pupils’ scores in Appendix

3.0 Table Of Specification

The table of specification describes a set of assessment as a whole as it
consists objectives, the types of items, targets, the level of difficulty and the
total number of items (Boon, 2017). The Table of Specification for this
assessment was curated based on the Dokumen Standard Kurikulum dan
Pentaksiran (DSKP) Bahasa Inggeris Year 3 and the Get Smart Plus Year 3
Student Book.

See Table of Specification in Appendix

4.0 Central Tendency

Central Tendency concludes the descriptions of a whole set of data with a
single value that represents the middle or centre of its distribution. There are
three main measures of central tendency: the mean, the median and the
mode.

4.1 Mode
The mode is the value in the data set that occurs most frequently. In this data,
5 out of 30 pupils scored 15/20.

3
 19, 18, 18, 17, 16, 16, 15, 15, 15, 15, 15, 14, 14, 14, 14, 13, 13, 11, 10, 10,
10, 10, 9, 9, 9, 7, 7, 7, 5, 4

= 15

4.2 Mean
The mean of a data set is the average value. It is calculated by dividing the
sum of all values in a data set by the number of values.

= 19 + 18 + 18 + 17 + 16 + 16 + 15 + 15 + 15 + 15 + 15 + 14 + 14 + 14 + 14 +
13 + 13 + 11 + 10 + 10 + 10 + 10 + 9 + 9 + 9 + 7 + 7 + 7 + 5 + 4
30
= 369 / 30
= 12.3

4.3 Median
The median of a data set is the value that is at the middle of a data set
arranged in an order.
= 19, 18, 18, 17, 16, 16, 15, 15, 15, 15, 15, 14, 14, 14, 14, 13, 13, 11, 10, 10,
10, 10, 9, 9, 9, 7, 7, 7, 5, 4
= (14 + 13) / 2
= 13.5

5.0 Standard Deviation

A standard deviation (or σ) is a measure of how dispersed the data is in
relation to the mean.

X X̅ X - X̅ (X- X̅ )²

4
19 6.7 44.89
18 5.7 32.49
18 5.7 32.49
17 4.7 24.01
16 3.7 13.69
16 3.7 13.69
15 2.7 7.29
15 2.7 7.29
15 2.7 7.29
15 2.7 7.29
15 2.7 7.29
14 1.7 2.89
14 1.7 2.89
14 1.7 2.89
14 1.7 2.89
12.3
13 0.7 0.49
13 0.7 0.49
11 -1.3 1.69
10 -2.3 5.29
10 -2.3 5.29
10 -2.3 5.29
10 -2.3 5.29
9 -3.3 10.89
9 -3.3 10.89
9 -3.3 10.89
7 -5.3 28.09
7 -5.3 28.09
7 -5.3 28.09
5 -7.3 53.29
4 -8.3 68.89
Total 472.22
Variance: (X- X̅)² / 30 15.74
Standard Deviation 3.96

5
6.0 Standard Score
The standard score is the number of standard deviations by which the value
of a raw score is above or below the mean value of what is being observed or
measured.

X Z-Scores T-Scores
19 1.69 66.9
18 1.43 64.3
17 1.19 61.9
16 0.93 59.3
15 0.68 56.8
14 0.43 54.3
13 0.18 51.7
11 -0.32 46.8
10 -0.58 44.2
9 -0.83 41.7
7 -1.34 36.6
5 -1.84 31.6
4 -2.1 29

7.0 Discrimination Index

The discrimination index (DI) determines to what extent a question can be. It
decides the quality of the questions as well as the reliability of the exam in
measuring pupils’ academic level. For each item it is a measure based on the
comparison of performance between stronger and weaker candidates in the
exam as a whole.

6
 7.1 Discrimination Index of each item
Item Upper, rU Lower, rL Discrimination Index, DI
(rU-rL ÷ 1/2 of the number of
test takers)
1 7 7 0
2 8 4 0.5
3 8 4 0.5
4 6 3 0.38
5 8 1 0.88
6 4 0 0.5
7 7 0 0.88
8 7 7 0
9 8 1 0.88
10 8 8 0
11 8 0 1
12 5 4 0.13
13 6 0 0.75
14 3 0 0.38
15 6 1 0.63
16 8 0 1
17 8 1 0.88
18 2 0 0.25
19 8 8 0
20 8 8 0

7.2 Interpretation of Discrimination Index

Positive
Discrimination Total of Percentage
Discrimination Result
Index, d Items of Items (%)
Value

7
 d≤0 Poor Revise/Discard 5 25
d < 0.2 Unsatisfactory Store/Revise 1 5
0.2 ≤ d ≤ 0.8 Fair Store 8 40
d ≥ 0.8 Good Store 6 30
Total 20 100

The interpretation of the discrimination index of the question shows that fairly
curated questions dominate the exam paper by 40%. In contrast,
unsatisfactory questions that are to be analyzed their credibility in order to be
either restored or revised occupy the smallest weightage of the exam paper
by 5%. 25% of the exam paper are occupied by the poor questions that are to
be discarded and changed while 30% of the exam paper is occupied by the
good questions that can be stored.

Based on this interpretation, half of this assessment should be revised by

taking into consideration the internal and external factors relating to the pupils’
situation. Although, half of this exam paper can be stored.

8.0 Difficulty Index

The Difficulty Index is the probability that the pupils will answer a test item
correctly.

Items Total of the correct answers Difficulty Index, DI

1 27 0.9
2 23 0.76
3 25 0.83
4 19 0.63
5 14 0.46
6 7 0.23
7 13 0.43
8 28 0.93

8
 9 18 0.6
10 30 1
11 16 0.53
12 13 0.43
13 11 0.36
14 11 0.36
15 12 0.4
16 13 0.43
17 12 0.4
18 5 0.14
19 28 0.93
20 30 1

8.1 Interpretation of Difficulty Index

Index Range Difficulty Level Total of Items Percentage of
Items (%)
0-0.2 Very difficult 1 5
0.21-0.4 Difficult 5 25
Average/Moderately
0.41-0.6 6 30
Difficult
0.61-0.8 Easy 2 10
0.81-1.00 Very Easy 6 30

The interpretation of the difficulty index of the exam question shows that
moderate and very easy questions dominate the assessment by 30%.
Referring to the ratio of questions’ difficulty level which 2:5:3
(easy:moderate:difficult), the moderate level questions supposedly adhere to
the weightage set by the ratio. However, it is found that the percentage of the
very easy questions has cross the limit and some very easy questions should
be eliminated or changed.

As for difficult and very difficult questions, the combination of the both
percentages would lead to 30%, almost surpassing the highest percentage
possessed by the moderate questions and defeating the supposed ratio of
questions’ difficulty level. However, if there were to be an elimination of four

9
 questions of the easy and very easy questions so they can be replaced with
newly curated moderate questions, the current items for difficult and very
difficult questions would properly adhere to the ratio of questions’ difficulty
level.

An alteration of question numbers can also be done to give the exam paper a
better arrangement where the easy questions are placed at the beginning of
the paper, moderate and difficult questions interlude from the middle until the
end of the paper to avoid pupils from having a second guessing with the
difficulty level of the questions.

9.0 Distractor
The distractor analysis provides a measure of how well each of the incorrect
options contributes to the quality of a multiple choice item.
Item 1 A B* C
High Achievers 1 7 0
Low Achievers 1 7 0
Distractor A is a good distractor because the the number of high achievers who
chose Distractor A is equal to the number of low achievers. However, Distractor C is
not a good distractor.
Item 2 A B C*
High Achievers 0 0 8
Low Achievers 4 0 4
Distractor A is a good distractor because the the number of lower achievers who
chose Distractor A is higher to the number of high achievers. However, Distractor B
is not a good distractor.
Item 3 A B C*
High Achievers 0 0 8
Low Achievers 0 4 4
Distractor B is a good distractor because the the number of low achievers who chose
Distractor B is higher to the number of high achievers. However, Distractor A is not a
good distractor.
Item 4 A* B C
High Achievers 6 2 0
Low Achievers 3 2 3
Distractor B and C are good distractors because the number of low achievers who

10
chose Distractor B and C is equal and higher than the number of high achievers.
Item 5 A B* C
High Achievers 0 8 0
Low Achievers 3 1 4
Distractor A and C are good distractors because the numbers of low achievers who
chose distractors A and C are higher than the high achievers.
Item 6 A B C*
High Achievers 2 2 4
Lower Achievers 1 7 0
Distractor A and B are good distractors because the numbers of low achievers who
chose distractors A and B are higher than the number of low achievers who chose
the answer C.
Item 7 A* B C
High Achievers 7 0 1
Low Achievers 0 0 8
Distractor C is a good distractor because of the number of low achievers who chose
distractor C is higher than the number of low achievers who chose the answer A.
However, distractor B is not a good distractor.
Item 8 A B* C
High Achievers 0 7 1
Lower Achievers 0 7 1
Distractor C is a good distractor for both high and low achiever because there are
pupils who chose distractor C instead of the answer B. However, distractor A is not a
good distractor.
Item 9 A* B C
High Achievers 8 0 0
Low Achievers 1 3 4
Distractors B and C are good distractors for the low achievers because there are
pupils who chose distractors B and C instead of the answer A.
Item 10 A B* C
High Achievers 0 8 0
Low Achievers 0 8 0
Distractors A and C are not good distractors.
Item 11 A* B C
High Achievers 8 0 0
Low Achievers 0 7 1

11
Distractors B and C are good distractors for the low achievers because there are
pupils who chose distractor B and C instead of the answer A.
Item 12 A B C*
High Achievers 1 2 5
Low Achievers 2 2 4
Distractors A and B are good distractors because there are pupils from both low and
high achievers who chose distractors A and B instead of the answer C.
Item 13 A B* C
High Achievers 2 6 0
Lower Achievers 7 0 1
Distractors A and C are good distractors because there are low and high achievers
who chose distractors A and C instead of the answer B.
Item 14 A B* C
High Achievers 0 3 5
Low Achievers 0 0 8
Distractor C is a good distractor because there are low and high achievers who
chose distractor C instead of the answer B. However, distractor A is not a good
distractor.
Item 15 A* B C
High Achievers 6 1 1
Low Achievers 1 1 6
Distractors B and C are good distractors because there are low and high achievers
who chose distractor B and C instead of the answer A.
Item 16 A B* C
High Achievers 0 8 0
Lower Achievers 4 0 4
Distractors A and C are good distractors because there are low achievers who chose
distractor A and C instead of the answer B.
Item 17 A* B C
High Achievers 8 0 0
Lower Achievers 1 1 6
Distractors B and C are good distractors because there are low achievers who chose
distractor B and C instead of the answer A.
Item 18 A B C*
High Achievers 0 6 2
Low Achievers 3 5 0

12
Distractors A and B are good distractors because there are low and high achievers
who chose distractor A and B instead of the answer C.
Item 19 A B C*
High Achievers 0 0 8
Low Achievers 0 0 8
Distractors A and B are not good distractors.
Item 20 A B* C
High Achievers 0 8 0
Low Achievers 0 8 0
Distractors A and C are not good distractors.

9.1 Interpretation of Distractor analysis and suggestions

Item 3

Item 3 A B C*
High
0 0 8
Achievers
Low
0 4 4
Achievers
Distractor B is a good distractor because the the number of low achievers who
chose Distractor B is higher to the number of high achievers. However, Distractor A
is not a good distractor.

Distractor A appeared to be a non-functional choice of answer since no one

picked the Distractor A. This led to Item 3 to be a bonus question since pupils
were left with only two choices of answers and this could barely assess their
genuine understanding of the question. Hence, a suggestion to revise
Distractor A and change it into a different answer that could actually challenge
pupils’ critical thinking skills has been made as below. Pupils might knew that
the name Samantha is commonly known to be a feminine name so the use of
pronouns ‘his’ definitely did not make sense.

13
 Suggestion to Item 3
3. Choose the best answer.
A. Samantha really love her pink Saree.
B. Sarah and her brother are planning to surprise their father on her birthday.
C. Mei Mei loves to draw on her new notebook.

Item 10

Item 10 A B* C
High
0 8 0
Achievers
Low Achievers 0 8 0
Distractors A and C are not good distractors.

Distractors A and C appeared to be non-functional since no pupils picked the

answers. It was as if they were only given a single choice of answer, probably
because of how obvious that B was the answer and easy the question was.
Hence, there has to be some changes made to item 10 to ensure pupils’
understanding will be thoroughly assessed. Distractor C might not make
sense to the pupils since they were given a picture of a cat with dark spots.
Hence, to increase the level of difficulty of the question, the picture will be and
Distractor C will be changed.
Suggestion to Item 10
10. The cat _________ dark spots on its body.
A. have
B. has
C. have not

14
10.0 Performance of pupils as a whole class
Overall, the performance of pupils as a whole class can be categorized as
average. There is a fair distribution throughout the class in which about one
third of the class have scored excellently, another about one third in the
satisfaction group and a few who are figured out to be weak and might need a
little help. Other than the questionable quality of the paper, there might just be
some external factors that were distracting the pupils’ focus when answering
the examination as they weren’t properly prepared for the test.

11.0 Quality of test items administered

Based on the interpretation done through the discrimination index, difficulty
index and distractor analysis, the quality of the English Year 3 exam paper is
found to be average. There are some changes and revisions that need to be
done in order to make sure that the questions as a whole can adhere to the
JSU, ratio of the questions’ difficulty level and pupils’ performance levels.

12.0 Conclusion
To conclude, this assessment was successfully done to validate the quality of
the English Year 3 exam questions. This task has proven that it is significant
to have the knowledge to create a set of questions so pupils’ cognitive level
can be assessed in the most genuine way possible.

15
 TABLE OF SPECIFICATION (JSU) ENGLISH LANGUAGE

PRIMARY SCHOOL
YEAR 3/2022

CONSTRUCTS & CEFR LEVEL

KNOWLEDGE OF TOTAL
ANALY EVALUA CREATIN TOTAL
LANGUAGE UNDERSTANDING NO.OF
APPLYING SING TING G MARKS
SYSTEMS ITEMS
TOPICS CONTENTS
NO. NO.
NO. OF NO. OF NO. OF NO.OF OF OF
M M M M M ITE M
ITEMS ITEMS ITEMS ITEMS ITEM
S MS
Possessive
Adjectives
1 3
She;Her/He;His/I 2
t;Its/They;Theirs/
We;Ours
Adjectives
MODULE 1: Physical
WELCOME! Appearances 1 1 1 1 4

3
Numbers 1 1 1
10-100
 Possession

Has, Have,
Has not, Have 1 1 1 1 4
not

Auxiliary Verbs
Can, Can’t 1 2 3

Time
1 1 1 3
NAME: __________________________________ YEAR: ________________

ENGLISH YEAR 3
ASSESSMENT

All the best!

Prepared by: Hanis Hafizah binti Helmi (IPGK Pendidikan Teknik)

For the purpose of EDUP3036i Assessment in Education: Continuous Assessment 2 only
Read the questions carefully. Circle the best answer.

1. Aina just bought a new bag.The new bag is _______.

A. his
B. hers
C. theirs

2. Lee and his brother, Lim have a cute cat. The cute cat is ________.
A. his
B. hers
C. theirs

3. Choose the best answer.

A. Samantha really loves his pink Saree.
B. Sarah and her brother are planning to surprise their father on her birthday.
C. Mei Mei loves to draw on her new notebook.

4.

Simon is _______ than Tyler.

A. shorter
B. taller
C. skinnier

5. Based on the picture, choose the best answer.

Prepared by: Hanis Hafizah binti Helmi (IPGK Pendidikan Teknik)

For the purpose of EDUP3036i Assessment in Education: Continuous Assessment 2 only
 A. She has dark skin
B. She has freckles
C. She has chubby cheeks

6. Mr Nirmal can touch the top of the cupboard while Mrs Nirmal can’t. Their son, Aditya
can only touch the top of the cupboard if he stands on a chair. Who is the tallest among
them?
A. Aditya
B. Mrs. Nirmal
C. Mr. Nirmal

7. How many types of fruit are there in the basket?

A. 4
B. 5
C. 6

8. The number below is

834
A. Eight thousands and thirty four
B. Eight hundreds and thirty four
C. Eight hundreds and forty three

9. There are 14 boys and 19 girls in 3 Cemerlang. What is the total number of the pupils in
3 Cemerlang?
A. Thirty three
B. Thirty four
C. Thirty five

Prepared by: Hanis Hafizah binti Helmi (IPGK Pendidikan Teknik)

For the purpose of EDUP3036i Assessment in Education: Continuous Assessment 2 only
 10.

The cat _______ dark spots on its body.

A. have
B. has
C. has not

11. “Does Chew _______ a family living in Perak? I think I met her brother during my trip to
Perak last week because they look alike!”
A. have
B. has
C. has not

12.

How many hours are there until midnight?

A. seven
B. eight
C. nine

Read the text below. Answer questions 13 and 14 based on the text.

If you are taking a train from Tasek Gelugor, you must arrive at the station before 8a.m. in
order to be 5 minutes earlier than its departing time, just in case. You must have a pass to ride
the train because the train attendants will be checking up for the tickets from all passengers
one by one.

Prepared by: Hanis Hafizah binti Helmi (IPGK Pendidikan Teknik)

For the purpose of EDUP3036i Assessment in Education: Continuous Assessment 2 only
13. At what time does the train depart from the station?
A. 8:00 in the morning
B. 8:05 in the morning
C. 8:05 in the evening

14. Can you ride the train without a ticket?

A. Yes
B. No
C. Not sure

15. Which of the following is true?

A. She has a pair of Cheongsam at home
B. They has a swimming pool in the backyard.
C. He have not told anyone about his excellent result.

16. Choose the positive statements below.

I Your skin tone does not define your beauty

II We should not make fun of people who are too short and too tall

III We should make fun of people who are too skinny and too fat

IV I think everyone is beautiful in their own way

A. I, II and III only

B. I, II and IV only
C. II and IV only

17. Choose the correct answer.

A. How many languages can you speak?
B. How many languages can you speaks?
C. How many languages are you speak?

18. Choose the correct answer.

A. Can you please switch off the lights? I can sleep with them on.
B. Can’t you please switch off the lights? I can’t sleep with them on.

Prepared by: Hanis Hafizah binti Helmi (IPGK Pendidikan Teknik)

For the purpose of EDUP3036i Assessment in Education: Continuous Assessment 2 only
 C. Can you please switch off the lights? I can’t sleep with them on.

Questions 19 and 20 are based on the picture below.

Jack and Sally are making a string of cards of their abilities. Help them choose the
correct cards.

19. Choose the right cards for Jack

A I can ride a bicycle I can play tennis I can play I can’t play
basketball football

B I can’t ride a bicycle I can’t play tennis I can play I can’t play
basketball football

C I can ride a bicycle I can’t play tennis I can play I can’t play
basketball football

20. Choose the right cards for Sally

A I can ride a horse I can’t use a I can I can’t swim

skateboard roller-skate

B I can’t ride a horse I can use a I can I can swim

skateboard roller-skate

C I can ride a horse I can’t use a I can’t roller I can’t swim

skateboard skate

Prepared by: Hanis Hafizah binti Helmi (IPGK Pendidikan Teknik)

For the purpose of EDUP3036i Assessment in Education: Continuous Assessment 2 only
 Name Score (N/20) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
NURSYAM ADELIA BINTI SAMSURI 19 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
SHAHIR ISKANDAR BIN YAKOB 18 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1
AMAL HUMAYRAA BINTI AFZAN RIZ 18 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1
AMAN ADDIN BIN ABDUL RAHIM 17 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1
YOCANAA A/P THILEEBAN 16 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 1
AZIM UWAIS BIN ALUDIN 16 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 0 1 1
NUR ASFA HANNANI BINTI MOHAM P 15 1 1 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 0 1 1
MUHAMMAD NIYAZ AIMAN BIN SH 15 1 1 1 0 1 0 1 1 1 1 1 1 0 0 1 1 1 0 1 1
NUR AIMIE BATRISYIA BINTI MOHD F 15 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 0 1 1
NORUL HAFIZA BINTI ZAMMER 15 1 0 1 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1 1
MUHAMMAD HARIZ HAIDAR BIN A 1A5 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 1 1
QASEH NURDANISHA QAISARAH BI H 14 W 1 1 1 1 0 0 1 1 1 1 1 0 0 0 1 1 0 1 1 1
MUHAMMAD AQEEF FAHEEM BIN M 14
A A 1 1 1 1 1 0 0 1 1 1 1 0 1 1 0 1 0 0 1 1
SHEIK MUHAMMAD SHARAFATH B S 14D 1 0 1 1 0 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1
MUHAMMAD IZDIYAD BIN NOR DJA 14 1 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 1 0 1 1
NUR ZARA IRDINA BINTI NOOR AZL 13 1 0 1 0 1 0 1 1 1 1 0 0 1 1 0 1 1 0 1 1
NUR AIN QASEH BINTI SALLAHUL B 13 0 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 1 0 1 1
MUHAMMAD NASRULLAH BIN SHA 11 1 1 1 1 0 0 0 1 1 1 0 1 1 0 0 0 1 0 0 1
NUR ADELIA ERYNA BINTI FAIZAL 10 1 1 1 0 0 1 0 1 0 1 0 1 0 0 0 0 0 1 1 1
IZZ ZARA DAMIA BINTI HAFIZUDDIN 10 1 1 1 0 0 0 0 1 1 1 0 1 0 0 0 0 1 0 1 1
MUHAMMAD AFIQ BIN NOOR SHA A10 1 1 0 0 1 0 1 1 1 1 1 0 0 0 0 0 1 0 0 1
IZZATUN NADHIRAH BINTI KHAIRU 10 1 0 1 1 0 0 0 1 0 1 0 1 1 0 0 1 0 0 1 1
AHMAD AMSYAR SHAH BIN ASRL S 9 1 1 1 0 0 0 0 1 1 1 0 1 0 0 0 0 0 0 1 1
FUAD SYAHMIE BIN MOHD FIRDAU 9 1 0 0 1 1 0 0 1 0 1 0 1 0 0 1 0 0 0 1 1
NURAFRINA IERIESYA BINTI MOHD K 9 1 1 1 1 0 0 0 1 0 1 0 1 0 0 0 0 0 0 1 1
NUREEN IZZAHRA PUTRI BINTI MOH 7A 1 1 1 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 1
MUHAMMAD EZZULFARIS BINTI M E 7 1 1 1 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 1
DAMIA SOFEEYA BINTI AHMAD FAH 7 1 0 0 0 0 0 0 1 0 1 0 1 0 0 0 0 1 0 1 1
MUHAMMAD AMMAR FAHMI BIN M F5 1 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 1
MUHAMMAD HAKIM BIN MOHAM H4 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 1
27 23 25 19 14 7 13 28 18 30 16 13 11 11 12 13 12 5 28 30