SEKOLAH-SEKOLAH RENDAH WP LABUAN 2008

ENHANCING YOUR ASSESSMENT THROUGH ITEM BUILDING

PENTAKSIRAN
BILA HABIS MENGAJAR, JANGAN TERUS BIAR JALANKAN PENTAKSIRAN, WALAU PUN SEBENTAR APA PUN CARANYA, GUNA BUDI BICARA UNTUK KITA KESAN , HASIL PEMBELAJARAN

BIAR PUN FORMATIF ATAU PUN SUMATIF ASAL DAPAT TENTUKAN TERCAPAINYA OBJEKTIF JSU DIGUNA RANCANGLAH DENGAN ARIF TAJUK DIAGIHKAN IKUT ARAS KOGNITIF
PENGETAHUAN, KEMAHIRAN, DAN JUGA APLIKASI USAH JUGA LUPAKAN , KPS MESTI DIUJI

TAHAP PENGUASAAN, DAPAT KITA KESAN BOLEH KITA RANCANG, P & P AKAN DATANG

PREPARING A TEST?

CHARACTERISTICS OF ASSESSMENT ITEMS

1. VALIDITY

- assessing what is supposed to be assessed, ie. comply with the learning out comes. - relevant - representitiveness and weightage - what is valid today, may not valid tomorrow - determined by TTS

CHARACTERISTICS OF ASSESSMENT ITEMS

2. REALIBILITY

- precise, consistence, stable, dependable and predictable - the score is not influenced by the number of items, emotional, environment, and the way of marking - can be increased by increasing the number of items in accordance with the allocated time

CHARACTERISTICS OF ASSESSMENT ITEMS

3. OBJECTIVITY

- to what extent an examiner can give the same score/mark to the same response by different candidates. - free from bias of the emotion or judgment of the examiner

CHARACTERISTICS OF ASSESSMENT ITEMS

4. MANAGEABLITY

- administrative instruction clear - instruction to the candidates how to give the response/answer - number of items in accordance with the time allocated - instruction and marking scheme clear

CHARACTERISTICS OF ASSESSMENT ITEMS

5. INTERPRETATION

- the score of the test can be interpreted to show the achievement/mastery of the candidate.

TYPES OF ITEM
OBJECTIVE ITEM
Multiple Choice Question (Aneka Pilihan)

- menghendaki calon memilih satu jawapan betul/terbaik Multiple Completion (Aneka Gabungan) -menghendaki calon memilih satu gabungan jawapan betul

TYPES OF ITEM
SUBJECTIVE ITEM
Restricted Response (Respon Terhad)

- siri soalan yang dikemukakan terdapat perkaitan antara setiap soalan dengan stimulus dan perkaitan antara soalan dengan soalan yang dikemukakan.

TYPES OF ITEM
SUBJECTIVE ITEM

Extended response (Respon Terbuka) - essay form. Structured response (Respon Berstruktur) - Jawapan dalam bentuk frasa atau ayat pendek.

COMPONENTS OF AN ITEM
INSTRUCTION: (How the candidate should respond) X is the thickest layer of the Earth Rocks at X are solid There are a lot of metals in X Based on the above informations, X is STIMULUS

A B C D

mantel crust outer layer inner layer

KEY/ANSWER

STEM

DISTRACTORS

OPTIONS

A matrix or visual presentation of different topics included in an examination or assessment, the relative weightage or importance given to each topic (number of items), difficulty level and construct (cognitive levels)

WHY TTS?
To ensure that: the test measures the learning outcomes (what pupils supposed to learn) there is a balance in the topics covered (fair) there is a balance in the difficulty level there is a balance in the construct

Definition: - the things/dimension to be assessed (the cognitive domains of Blooms Taxonomy)

This include:
- Concrete dimension eg. Physical features of animals, the phases of the Moon -Abstract dimension eg. Knowledge, skills, attitude

CHARACTERISTICS OF CONSTRUCT
Observable Measurable Manageable Relevant Representativeness Balance

CONSTRUCT 1: KNOWLEDGE
The ability to recall or identify specific element in a certain subject Acquired through observation, experience, reading, telling

CONSTRUCT 2 : UNDERSTANDING & COMPREHENSION

The ability to use ideas or materials which involves knowledge.

CONSTRUCT 3 : APPLICATION
The skills to use ideas, concepts, principles, theories, procedures and generalizations to solve problems in a new situation

KNOWLEDGE
COMPONENT

K1 K2 K3 K4 K5 K6

Fact Terminology/definition Classification/category Sequence Method Principle

Fact : to recall specific and separated information. To test knowledge regarding science facts such as characteristic, phenomena.
Definition : Knowledge about meaning, an explanation or the use of the correct terminology.

Classification : knowledge about class, group, set or parts.

Sequence : Knowledge about the correct arrangement, direction or movement.

Method : knowledge about steps or procedure in an investigation, or method/ways of carrying out something.

Principle : knowledge about main idea, scheme and pattern which is used to arrange or form something such as phenomenon.

UNDERSTANDING & COMPREHENSION

COMPONENT

U1 TRANSLATION U2 INTERPRETATION U3 EXTRAPOLATION

UNDERSTANDING
U1 : TRANSLATION The ability to express certain concept using words or other symbols.
To change symbol/graph/picture into

word/statement or vice versa

UNDERSTANDING
U2 : INTERPRETATION The ability to relate parts in a text and express it in a different way or form without changing the meaning.
Express using own words. Summarise To explain chart, graph, map, table in the

form of statements or vice versa. To explain the meaning of a word.

UNDERSTANDING
U3 : EXTRAPOLATION The skills to forecast or expand information or tendency beyond the information given to explain the effect, outcome, and result.
To form a pre-conclusion based on an observation,

knowledge, experience To make prediction based on set/data/graph To forecast based on cause and effect To give inference, explain pattern or sequence

CONSTRUCT 3 : APPLICATION
The skills to use ideas, concepts, principles, theories, procedures and generalizations to solve problems in a new situation

CLASSIFYING ITEMS
Construct LOT Difficulty Level Medium Type Class (Recall/Thinking) Recall Key K4: Y4/IT/: 1.2.1 give Sequence examples of development of technology MCQ B

Which of the following shows the correct sequence of development of technology in the field of communication? A B C D drum >> smoke signal >> telephone >> teleconferencing smoke signal >> drum >> telephone >> teleconferencing smoke signal >> drum >> cellular phone >> telephone drum >> smoke signal >> telephone >> cellular phone

CONSTRUCT 4 SPS1 : TO INFER

The ability to make a logical statement to explain the cause and effect of an observation. K1 To state a logical reason to explain the observation. K2 To state other logical reason to explain the observation. K3 To state additional observations to support a given inference (explanation).

CONSTRUCT 4 SPS2: TO PREDICT

Making a forecast about what will happen in the future based on prior knowledge gained through experience or collected data.
K4 To state what will happen by using data or previous information. K5 To state what will happen by extrapolating the data.

CONSTRUCT 4 SPS 3: INTERPRETING INFORMATION

To get the information from an implicit idea such as pattern (trend),relationship or conclusion from a given data in the form of bar chart, diagram, table. K6 To make statements derived from the data or information gathered. K7 To state the pattern or trend from information gathered. K8 To state the relationship of the variables. K9 To make conclusion based on the information gathered.

CONSTRUCT 4 SPS:4 TO CONTROL VARIABLES

To identify variables (things to change, keep the same and to observe).
K10 To state the variables needed in the investigation. K11 To state the things to change. K12 To state the things to observe. K13 To state the things to keep the same.

CONSTRUCT 4 SPS 5: TO MAKE HYPOTHESES

To state the relationship between the thing to change and the thing to observe and the validity of the statement can be tested. K14 To suggest explanation/s for the relationship between variables. K15 To state explanation/s based from previous knowledge or scientific principle.

SAMPLES OF SPS ITEMS

KESUWON

ARIGATOO GOZAIMASU

XIEXIE NIN
TERIMA KASIH

THANK YOU
MOHD. YATIM BIN DOLIR sk lembah keramat Okt.1995 1 Jul 2008