FACULTY OF EDUCATION AND LANGUAGES

________________________________________________________________________
HMEF5053
MEASUREMENT AND EVALUATION IN EDUCATION
MAY SEMESTER 2016
ASSIGNMENT
________________________________________________________________________
INSTRUCTIONS TO STUDENTS
1. Your assignment should be typed using 12 point Times New Roman font
and 1.5 line spacing.
2. You are to submit assignment only in MS-WORD format unless specified
otherwise. Please refrain from converting text/phrases into picture
format such as .gif / .jpeg / print screen / etc.
3. Submission Method:
a. Face-to-face student:
You MUST submit a softcopy of your assignment online through
myINSPIRE and a hardcopy to your facilitator.
b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE
and another softcopy to the e-facilitator via e-mail.
You can submit your assignment ONCE only in a SINGLE file in
myINSPIRE. You are advised to keep a copy of your submitted
assignment and the RECEIPT as evidence of online submission.
4. Your assignment must be submitted on 1st 3rd July 2016 (3rd
Seminar).
5. Your assignment should be prepared individually. You should not copy
another persons assignment. You should also not plagiarise another
persons work as your own.

HMEF5053/MAY2016

EVALUATION
This assignment accounts for

60%

of the total marks for the course.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a
similarity check. If plagiarism is detected, marks would be deducted as
follows:
N
o.
1.
2.
3.
4.

Similarity Percentage
0 30
30.01 50
50.01 70
70.01 - 100

Marks Deduction
(%)
0
5
10
100

If you are not sure what is meant by plagiarism, refer to the various
websites which discuss this matter, e.g. owl.english.purdue.edu/handouts.

HMEF5053/MAY2016

The assignment consists of two (2) related tasks. The details of the tasks are explained
below:
TASK 1
Objective:
This assignment is intended to provide you the opportunity to create an authentic
performance assessment that assesses your learning outcomes and can be used in your
instruction/lesson.
Task:
Create an authentic performance assessment that assesses a subset of your learning
outcomes and at the same, it can be used in your instruction/lesson. The performance
assessment task/s should require students to create, construct, or produce some product
and should require deep understanding and reasoning skills. There should be multiple ways
to complete the task/s.
Procedure:

Your instructions for the performance assessment task/s should be clear and should
completely list all of the criteria that students will need to complete in order to be
successful. You may want to provide checklists for students to help them keep track
of the criteria.

It is important that the criteria be clearly linked to your learning outcomes. Your
criteria should also link to your scoring rubrics. Specifically, there should be a clear
connection between learning outcomes, what you want students to do, the
instructions, and the scoring rubrics.

The other criteria are related to the format of your performance assessment. Make
sure that you label what learning outcomes each performance criterion is targeting.
Provide a title, and the grade level your assessment piece was written for.

Write a validity rationale by discussing the following questions:

a)

How the performance criteria relate to the outcomes

b)

How the scoring rules relate to the outcomes

HMEF5053/MAY2016

c)

How your assessment piece is authentic (In other words, how is it related to
the real life situation?)

[60 marks]
TASK II
Write a reflective journal about the whole process of creating, integrating the performance
assessment task in your instruction/lesson and the performance of your students.
Procedure:

Carry out the performance assessment in your class and report on the performance
of the students focusing on the interpretation of the performance scores obtained
based on your scoring rubrics.

Discuss the performance of the students. The analysis can be presented in the form
of a table or chart, while the discussion should focus on the interpretation of the
performance scores obtained by the students.

Write a reflective journal. You should reflect on the whole process creating,
integrating the performance assessment task in your instruction/lesson and the
performance of your students, focusing on the insight you have gained from the
exercise.
[40 marks]
[TOTAL: 100 MARKS]

Assignment Format:
a. The assignment should contain about 3000 5000 words (15 20 pages).
b. Provide reference using the American Psychological Association (APA) format.
c. References should be latest (year 2005 onwards).

HMEF5053/MAY2016

MAY SEMESTER 2016

HMEF5053- MEASUREMENT AND EVALUATION IN EDUCATION
SCORING GUIDE
TASK 1 (60 marks)
Scale 40
marks
(Task 1)
30-40

Descriptors

20-29

10-19

The task requires students to create, construct, or produce some

product and is meaningful, authentic, challenging, and stimulating.
The task integrates instruction and assessment and there are multiple
ways to successfully complete it.
The instructions are easy to understand and clearly indicate the nature
of the activity, what is expected of students, and what constitutes a
quality final product.
Instructions are clearly linked to learning objectives and all the criteria
are explicit.
Each criterion is clearly labeled with its corresponding objective.
Performance on the task clearly assesses all the identified learning
objectives and all objectives are important and meaningful.
The scoring rubrics use a scale that corresponds to the criteria and
are clearly linked to the task, and learning objectives.
Validity rationale addresses all three of the questions posed in
meaningful way.
The task requires students to create, construct, or produce some
product and is meaningful and authentic but may not be challenging
or stimulating.
The task integrates instruction and assessment but there may not be
multiple ways to successfully complete it.
The instructions are easy to understand and clearly indicate the nature
of the activity, what is expected of students, and what constitutes a
quality final product.
Instructions are clearly linked to learning objectives, and and all the
criteria are explicit.
Each criterion is clearly labeled with its corresponding objective.
Performance on the task clearly assesses some of the identified
learning objectives and most objectives are important and meaningful.
The scoring rubrics use a scale that corresponds to the criteria and
are clearly linked to the task, and learning objectives.
Validity rationale addresses all three of the questions posed in
meaningful way.
The task requires students to create, construct, or produce some
product and is meaningful and authentic but may not be challenging
or stimulating.
The task integrates instruction and assessment but there may not
be multiple ways to successfully complete it.
The instructions are somewhat easy to understand and indicate the

HMEF5053/MAY2016

Scale 40
marks
(Task 1)

Descriptors

0-9

nature of the activity, what is expected of students, and what

constitutes a quality final product, however some parts are unclear.
Instructions are clearly linked to learning objectives, and most of the
criteria are explicit.
Each criterion is clearly labeled with its corresponding objective.
Performance on the task clearly assesses some of the identified
learning objectives and most objectives are important and
meaningful.
The scoring rubrics use a scale that corresponds to the criteria
however there is not a clear link between your task and learning
objectives.
Validity rationale addresses all three of the questions posed in
meaningful way.
The task requires students to create, construct, or produce some
product and is meaningful and authentic but is not be challenging or
stimulating.
The task integrates instruction and assessment but there may not
be multiple ways to successfully complete it.
The instructions are somewhat easy to understand and indicate the
nature of the activity, what is expected of students, and what
constitutes a quality final product, however some parts are unclear.
Instructions are not clearly linked to learning objectives, and some of
the criteria are explicit.
Each criterion is clearly labeled with its corresponding objective.
Performance on the task clearly assesses some of the identified
learning objectives and some objectives are important and
meaningful.
The scoring rubrics use a scale that corresponds to the criteria
however there is not a clear link between your task and learning
objectives.
Validity rationale addresses all three of the questions posed but not
in meaningful way.

(X/40 x 60 = Y marks)

HMEF5053/MAY2016

TASK II (40 marks)

Award a maximum of 20 marks for the analysis and discussion of students

performance
Marks
17 -20
13 - 16
9 - 12
5-8
14

Description
The response is exemplary, very detailed and clear. The ideas are
fully developed and supported by tables and examples
The response is good, detailed and clear, and demonstrates good
development of ideas and includes adequate supporting examples
The response is satisfactory, containing some detail but the answer
may be vague or not developed and may include some inaccurate
information
The response is poor, lacks detail and clarity, and may contain
inaccurate and irrelevant information
The response is very poor, sketchy and contains lots of inaccurate
and irrelevant information
(20 marks)

Award a maximum of 20 marks for the reflective journal.

Description

Marks
17 - 20

13 - 16

9 - 12

The response demonstrates that the student has gained lots of

useful insight in performance assessment process
An in-depth understanding of the relevant performance
assessment concepts. Uses several arguments with examples
and data that support the conclusion.
Answers accurately and communicates ideas exceptionally
well.
Very insightful interpretations and there is a lucid and logical
progression of ideas.
The response demonstrates that the student has gained some
useful insight into the performance assessment process.
A fairly in-depth understanding of the relevant performance
assessment concepts; uses some arguments with examples
and data that support the conclusion
Answers accurately and communicates ideas effectively
Clear interpretations and there is a clear and logical
presentation of ideas.

The response demonstrates that the student has gained

minimal useful insight into the performance assessment
process

HMEF5053/MAY2016

Description

Marks

5 -8

1-4

An understanding of the relevant performance assessment

concepts; uses a few arguments with examples and data that
support the conclusion
Answers fairly accurately and communicates ideas clearly
Some clear interpretations and there is a fairly clear and
logical presentation of ideas.
The response demonstrates that the student has gained little
useful insight into the performance assessment process
A minimal understanding of the relevant performance
assessment concepts
Uses only a minimal number of arguments with a few
examples and data that support the conclusion
Some inaccuracies in the answer and some ambiguity in the
presentation of ideas
Weak interpretation of ideas.
The response demonstrates that the student does not gained
useful insight into the performance assessment process
Does not address the issues in the question; poor
understanding of the relevant performance assessment
concepts
Arguments used are not supported by examples and data
Many irrelevant arguments
Many inaccuracies in the answer
Ideas presented are ambiguous
Very poor interpretation of ideas.

(20 marks)
[TOTAL: 100 MARKS]