STUDENTS’ PERFORMANCE REPORT

BACKGROUND INFORMATION

A formative test is conducted in SK Tok Jembal, Kuala Nerus, Terengganu on

15th February 2018. A total number of 10 students from the intermediate level who
participate in order to carry out this test. The items of the test is according to English
Language Year 5 based on the Standard Document of Curriculum and Assessment
(DSKP) which consists of:
i. 10 objective questions
ii. 2 subjective questions

A set of data is collected in order to analyse students’ performance and to

identifying issues that need to be taken to ensure students development in cognitive
ability.

1.0 INTRODUCTION

Assessment is a systematic process of gathering information about what a

student knows, is able to do, and is learning to do. Assessment is an integral part of
instruction that enhances, empowers, and celebrates student learning.

Formative assessment provides ongoing feedback to the teacher about the

effectiveness of instruction. Formative assessment encompasses a variety of
strategies, used selectively to accomplish one or more of the following purposes.
Which are monitor student learning and provide feedback to students and parents,
identify areas of growth, motivate students and provide incentive to study, help focus
attention and effort, emphasize what is important to learn, provide practice in
applying, demonstrating, and extending knowledge, skills, and attitudes, encourage
goal-setting and monitor achievement of goals and reflect on program structure and
effectiveness, and modify or adjust teaching as necessary.
 Therefore, the question paper should be designed with keeping Bloom’s
taxonomy in mind. The weight of each level should be maintained to evaluate
different levels of knowledge. For any kind of question to answer, basic knowledge
must be required which is at the base level and to create some new ideas, model or
product requires creativity which is at the highest level. Each level depends on its
predecessor lower levels. The same triangle is applied to solve real life working
problem but in reverse order. As to create some real research work it must be
followed from top to bottom level and to reach at the core knowledge which helps to
solve the problem in hand. Thus Bloom’s taxonomy is used to determine the
complexity of question papers. The algorithm has been designed for generating a
question paper. Quality of paper has measure impact on the correct evaluation of the
student, by using such techniques it is possible to produce qualitative question
papers.

2.0 ANALYSIS OF STUDENTS’ PERFORMANCE ON OBJECTIVE QUESTIONS

Table 1 showed the collected data of students' performance on objective

questions. Based on table 1, we can say that most students are able to answer
questions number 1,5,7,8,9 and 10. we can conclude that questions 1, 5,7,8,9 and 10
are easy compared to the other questions and students seems to understand better
on the topic being tested. The cognitive skill that being tested is the students
understanding which places the 2nd lowest level and knowledge which place the most
bottom level in the Bloom's Taxonomy. Knowledge is associated with core basic
knowledge and concepts while understanding is associated with ideas or working
concepts.

However, none of them are able to answer questions number 2,3,4 and 6. It
shows that most of the students are unable to understand the topic that teaching. For
question 2, the choice B is a good distractor because every student has chosen that
as their answer. For question 3, B is a good distractor because all of the students
choose B as their answer. For question 4, C is a good distractor because all of the
students choose the wrong answer. For question 6, B is a good distractor because all
of the students choose the wrong answer. In the question 2, the only response that
reflects anything they see in the items is (B) or (C), and they will likely select that
choice even if they don't know the answer to the question being asked.
 We can also compute the difficulty of the item by dividing the number of
students who choose the correct answer (10) by the number of total students (10).
This item could be regarded easy because most of the students got it correct. In
contrast, Question #2 is much more difficult. In fact, on Question #2, #3, #4 and #6
more students selected an incorrect answer than selected the correct answer. This
item should be carefully analyzed to ensure that wrong answer is an appropriate
distractor.

Student Number of questions

1 2 3 4 5 6 7 8 9 10 Total marks
(10m)
Faheem √ √ √ √ √ √ 6
Azhad √ √ √ √ √ √ 6
Afiq √ √ √ √ √ 5
Fasihah √ √ √ √ √ √ 6
Lateefa √ √ √ √ 4
Ainul √ √ √ √ √ √ 6
Fitriana √ √ 2
Arafie √ √ √ √ √ √ 6
Atikah √ √ √ 3
Hazirah √ √ √ √ √ 5

TABLE 1: DATA OF OBJECTIVE QUESTIONS

3.0 ANALYSIS OF STUDENTS’ PERFORMANCE ON SUBJECTIVE QUESTIONS

Table 2 shows the collected data of the students' performance on subjective

questions. This subjective questions consists of 2 parts and tested based on their
DSKP.
Based on the data collected, after analyzing, a small number of the students able
to answer all of the questions and most of the students are unable to answer and
score full marks on all of the questions. All of this subjective questions are tested
based on applying, analyzing, evaluating and creating which rank at the highest level
in the Bloom's Taxonomy.
 Based on table 2, 90% of the students able to answer and score full marks for
the question 1(a). this indicates that the question is easy because it is only tested on
information transfer. Question 1(b) is not easy for the students as most of the
students unable to score the question. The teacher needs to recheck the questions
again in order to identify the reason why the students can not score.

Student Structure questions

1(a) 1(b) 1(c) 2(a) 2(b) 2(c) 2(d) 2(e) Total marks
(2m) (3m) (5m) (2m) (2m) (2m) (2m) (2m) (20m)
Faheem 2 0 4 1 2 1 1 1 12
Azhad 2 1 1 1 1 1 1 1 9
Afiq 2 2 4 1 1 1 1 1 13
Fasihah 2 2.5 2.5 1 1 0 1 0 10
Lateefa 2 0 3 2 0 0 1 0 8
Ainul 2 3 4 1 1 1 1 1 14
Fitriana 2 1.5 3.5 1 1 1 1 1 12
Arafie 1.5 0 0.5 1 0 0 1 0 4
Atikah 2 0 5 1 2 1 1 1 13
Hazirah 2 1 5 1 1 1 1 1 13

TABLE 2: DATA OF SUBJECTIVE QUESTIONS

4.0 FULL RESULT ANALYSIS

Based on table 3, it showed the full result of the students' performance for the
test. Therefore, it will be easy to measure the central tendency which is the mode,
median and mean of the data collected.

The mode of the result is 60. The mean of the result is 52. The standard
deviation of the student's performance is 10.9. We can conclude that when the mode
is higher than mean which resulted in the graph to be left-skewed and this result will
indicate that the test is very difficult for the students thus making the assessment
paper to invalid for the students to test on their performance. The range score of the
test is 37 which define that the test is not compatible with the students because of the
difficulty.
STUDENT OBJECTIVE SUBJECTIVE TOTAL
MARKS MARKS CUMULATIVE MARKS
(10M) (20M) MARKS 100%
(30M)
Faheem 6 12 18 60
Azhad 6 9 15 50
Afiq 5 13 18 60
Fasihah 6 10 16 53
Lateefa 4 8 12 40
Ainul 6 14 20 67
Fitriana 2 12 14 47
Arafie 6 4 10 30
Atikah 3 13 16 53
Hazirah 5 13 18 60

TABLE 3: DATA OF TOTAL CUMULATIVE MARKS

Y-axis

X- axis

Graph 1: central tendency of the test result

5.0 CONCLUSION

After analyzing thoroughly, I can conclude that the assessment paper is invalid
due to the reasons as stated above. Therefore, new assessment paper needs to be
redone and follow the DSKP standard in order to get more accurate and precise
students' performance result which is shows more improvement.