Kkbi Reports

8/6/2019 Kkbi Reports

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A. ACQUISITION OF KNOWLEDGE

10 MEANING OF TEST, MEASUREMENT AND EVALUATION

1.1Test Test is a systematic way to measure changes in an individuals

behavior (R.M Gadge, 1965)

In the class, test is measuring instrument to obtain information

regarding pupils learning activities and achievement in the cognitive,

psychomotor or effective fields.

Test able to show pupils explicitly in the form of activities such as

answer questions orally or written form or through demonstration.

The testing process begins from the preparation stage, follow by theimplementation (administration) stage and ends up with an

assessment stage. Through these stages of testing process, a teacher

will be able to find weather his pupils have successfully mastered

certain skill and acquired the knowledge which has been learned.

1.1Measurement

Measurement is a process or system used to determine the

quantitative value of a certain test in learning. This quantitative value is usually expressed in a fixed number.

Measurement covers all aspects of testing, including the use of

ordinal scale or interval scale to determine the position and

achievement of pupils in the class or among classes.

Ordinary scale is a measuring instrument use to rank pupils grades

or positions according to the marks obtain in certain test.

Interval scale which contains unit of mark with the same weightage

in its value is not only used to determine pupils performance andachievement.

1.1Evaluation


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Evaluation is defined as processes to determine obtains and provide

useful information so as to make objective consideration for follow

up action (D. Stufflebeam, 1971).

Evaluation is system or process which covers activities to collect

information relating to strategy of teaching learning activities and

to analysis and interpretation of result, with the aim to take

appropriate follow up action

Evaluation have 5 stages which is

i. Test preparation

ii. Test implementation

iii. Assessment and measurement

iv. Analysis of result

v. Interpretation and follow up action

10 THE AIMS OF TEST, MEASUREMENT AND EVALUATION

1.1Aim of test

To determine changes in pupils behaviour.

To determine pupils achievement in certain learning.

To place pupils in suitable groups according to the test result.

To motivate pupils to revise their lessons.

To train pupils to make appropriate preparation for public examination.

1.1aim of measurement

To determine level of achievement and positions of pupils in the same

class or among several classes.

To make comparison between pupils achievement and positions in

certain subject or their overall academic achievement.

To allocate pupils for appropriate streaming.

To make analysis, interpretation and conclusion for certain research

based on the result of measurement.

To award certificates as a form of academic achievement in certain

school level.


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Use as criteria for the relevant authority to refer for certain purpose.

1.1Aim of evaluation

To collect information concerning pupils achievement after teaching-

learning activities.

To determine pupils strength and weaknesses in learning certain skill

so as to plan for enrichment or remedial activities.

To determine the effect of teachers presentation in class so as to plan

for more effective teaching strategy.

To determine the achievement of pre determined learning objectives

so as to plan for teaching-learning activities that follow.

To record the evaluation results in the individuals Performance and

Profile Record.

To assess the effectiveness of implementing a certain new programme,

such as the KBSR or KBSM programme.

10 EVALUATION OF STUDENTS:

1.1Formative And Summative Tests

The types of evaluation namely:

1. Evaluation to certain the effect in skill mastering

Conducted in class while teacher is carrying out the lesson.

The aim is to find out the weaknesses which can be corrected on

the spot. (Informal Test).

1. Evaluation to ascertain the effect in learning progress

Carried out after several related skills have been completed in a

class.

The aim is to try to understand pupils progress in learning certain

skills so as to determine groups of pupils who need enrichment or

remedial activities.


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The results of this type of evaluation are usually written in Student

Performance Record.

1. Evaluation to ascertain the effect in achievement

Carried out after teacher has taught a few learning topics. Held

before the end of a school term.

The aim is to differentiate the pupils achievement after a few

learning topics, so as to determine the positions in their respective

learning groups.

Carried out in a formal way involves many important skills which

are required to assess a pupils level of achievement.

3.1.1 Formative and Summative test

Type

AspectFormative test Summative test

concept

A type of formal or informal test

to assess the effectiveness of skill

mastering and progress of

learning in class

A type of formal test to assess

pupils achievement in certain

schooling level.

Aim

To ascertain the effectiveness of

skill mastering and pupils

progress, to correct their

weaknesses immediately

To determine pupils

achievement based on a few

learning units, and arrange

their grade levels accordingly.

Activity

To carry out formal and informal

test individually, in groups or in

class during learning.

To use a few periods to carry

out formal test in class or

form.

TimeTo carry out after teaching one or

several skills

To carry out after teaching a

few learning units.

Format

Informal (observation and

question-answer) or, formal

(paper-pencil test in a short

duration)

Formal: paper-pencil test or

oral test within a suitable time

period.

TargetIndividually, groups or the whole

class.

The whole class or form.

CoverageCovers certain skill (informal test)

or a few skills (formal test).

Cover a few learning units or

certain schooling level.


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Record

No record (for informal test), and

the use of check list/performance

record (for formal test).

Profile record or certificate.

Follow up

action

Correct weaknessesimmediately or carry out

remedial/enrichment

activities in class.

Replacing pupils in suitable

learning groups.

Place pupils in suitablegroups/class.

Plan and modify

lesson/curriculum.

Award certificates

based on achievement

in examination.

1.1.2 Norm Referenced And Criterion Referenced Evaluation

Type

AspectNorm-referenced evaluation

Criterion-referenced

evaluation

Concept

Relative-achievement evaluation

which shows performance of

groups of candidates in the form

of a normal graph

Objective-referenced

evaluation which determines

individual achievement based

on a minimum criterion fived

earlier

Aim

To compare and distinguish

performance between candidates

or between groups.

To determine the ability to

master learning based on

certain fixed criterion.

Uses

Summative test to distinguish

candidates in performance level

of distinction, credit, pass and

fail.

Formative test to improve

teaching learning based on

the test result.

Target

Comparison of performance

among candidates.

Determination of performance

individually or in small groups.


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Question

characteristic

Question arranged from easy to

difficult, and with discrimination

among candidates.

All questions have almost the

same level of difficulty based

on learning objective

Grading

Passing mark or grading isdetermined after the test result.

Passing marks or grading isdetermined before the test is

carried out.

Coverage

Question content covers a wide

range of learning skills.

Question content

concentrates on limited

learning skills.

Examples

Public examinations such as

UPSR, PMR, SPM and STPM.

Short test, course work,

written exercise, and learning

activities, project.

10 SCHOOL BASED EVALUATION: PKSR AND PKSM

Evaluation activity used to gauge the overall development of pupils.

PKSR (Penilaian Kendalian Sekolah Rendah) or as known as Primary School

Based Evaluation and PKSM (Penilaian Kendalian Sekolah Menengah) orSecondary School Based Evaluation.

All instrument used for the test are designed by the teachers themselves,

with the assistance and guidance from the district education officer. Is not a

national public examination.

Evaluating carried out by teacher during teaching-learning activities in the

classroom so as to ascertain the pupils progress, based on the aims and

objectives of KBSR or KBSM programme.

Information obtained from the School Based Evaluation is usually used toplan and carry out follow up activity.

The aim to improve teachers teaching-learning programme and upgrade the

performance of the pupils learning.

4.1 Aim and Roles of Evaluation in KBSR/KBSM


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i. To improve pupils learning modifying the teaching-learning activities

based on the result obtained from the School Based Evaluation.

ii. To understand clearly the pupils learning strength and weaknesses so

that appropriate follow up activity can be carried out to assist them

overcome their weaknesses that have been identified.

iii. To stimulate pupils so that they will improve their learning through the

teachers advice and guidance according to the result of the School Based

Evaluation.

iv. To prepare pupils to accommodate themselves in the testing situation

through continuous evaluation.

v. To raise the standard of evaluation by constructing test items of good

quality, so that the process of measuring pupils learning becomes more

effective and meaningful.

vi. To improve the teachers ability and efficiency in conducting tests with

better standard and subsequently upgrade their performance in teaching-

learning activities.

10 TEST CONSTRUCTION

The characteristics of test

characteris

tics

Categor

ies

Description

Validity What is correct and accurateFace

Validity

Assessing what it is supposed to test

Checked by teachers who specialized on the topics

which are constructed as test items.

First stage of test construction.

Aim: to ensure that test constructed will be valid

and acceptable.

Good way to prepare earlier a Test Blue Print

(Table of Specification) for certain topic or subject.

Criterion-

Related

Validity

To compare scores on a certain assessment with values

from some external criterion.

1. Predictive validity


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The ability to predict the capability or

qualification of an individual in carrying out

certain duty or work in future.

Example: Trial examinations of UPSR, PMR, SPM

and STPM.

1. Concurrent validity

Refer to individuals achievement in a test

which is highly correlated with the achievement

of a previous similar test.

Conducting similar test so as to correlate it with

the result of a previous test. If the result of the

two test s has high correlation, then we can

conclude that this test contains characteristics

of high concurrent validity.

1. Construct validity

The matching between the assessment and

those attributes which are presumed to

underlie test performance.

The underlying attributes should include all

previous skills related to the assessment of the

attributes or constructs.

Reliability A test refers to the extent of how close a particular

result of the test is to the true value of what is

being assessed.

The consistency of a candidates achievement as a

result of several but similar tests taken duringvarious time periods, such a few days or a week.

If the test reliable, their scores obtained would

tend to cluster around the proper score which is

assumed as a standard score.

If the value of correlation coefficient is above 0.9,


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then we can safely conclude that the tests are

reliable.

Use split half reliability to conduct the test only

once by splitting it into two equivalent halves,

dividing the odd and even items with similar

attributes, and then assesses their values of

correlation coefficient. It would avoid interferences

or other influences that may occur between the

intervals of the two tests held, thus reducing the

chance of variation in scores due to the forgetting,

or improvement of the candidates under test.

Construct two completely parallel forms and the

same test, and to be held concurrently or

subsequently.

Objectivity A test refers to the accuracy of an examiner in

marking any candidates answers. A test is said to

contain characteristic of objectivity.

The examiner awards the same mark to the same

answer of all the candidates, according to the

marking scheme has been determined earlier. Limited structures responses are tests which

contain the characteristic of true objectivity, only

one correct answer.

Free responses (low objectivity): essay type test

different examiners to award mark directly and

accurately.

Improve by using analytic marking scheme i.e.

main points are given appropriate marks so as tobecome a general guidance.

Administra

bility

The smooth implementation of the testing process

in a room or an examination hall.

Orderly arrangement of the examination centre


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before the test, so that it can be carried out

according to the scheduled time, directive can be

forwarded clearly to every candidate.

Improved through several ways, such as

preparation of a reasonable number of questions

according to the time allocated; tables and chairs.

If the whole process of conducting a test from the

beginning stage of preparing the question papers

until the ending stage of marking the candidates

answer script can be carried out smoothly

according to scheduled time table with minimum

cost.

Accessibility

The result of candidates achievement, which canbe easily interpreted and assessed by way of

providing clear and useful information according to

the objective of test.

The test must easy to collect, assess and interpret

so as to reflect clear and accurate pictures of the

test performance.

The evaluation result based from the interpretation

will provide correct depiction on the candidatesachievement and placing, their strength and

weaknesses, suitability of teaching-learning

strategy and test items, as well as the

achievement of teaching-learning objective in the

class.

10 PLANNING A TEST

1.1Determine aim of testing.

First step in planning a test is to determine its aim. After identifying the aim of

the test, the next stage of planning will be made easier. Teacher must


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determine the type of test or its format, i.e. whether it is suitable to use a

subjective test or an objective test format.

1.2Determine test content.

Based on the aim of the test and the type of test to be used, and then select

learning content to be tested. It is stressed that the selected factual knowledge

and skills as test content must be based on the syllabus. Level of skill must be

reflected accurately in each test item. It is includes some or all levels of

knowledge, understanding, application, analysis, synthesis and evaluation.

Levels Description1. Knowledge To test the ability of the candidate to recall certain fact

meaning, term, principle, law or definitions that havebeen learned.

Example:

The integer 8 is read as

A. minus 8

B. negative 8

C. subtract 8

D. negative 8 units

1. Understandin

g

To test the ability of understanding or skill, including the

ability to explain certain fact, concept, principle, law or

theory.

Example:

A glass of water is at freezing point of 0 C. When salt is

added, its

Temperature drops by 3C. What is the new

temperature of the water?

A. 3 C

B. + 3 C


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C. - 3 C

D. 3 C below zero

1. Application To test the ability of using fact, concept, principle, law,theory, knowledge or skill for problem solving.

Example:

Tee took 2 hours 35 minutes by bus to reach his

grandmothers house. If Tee arrived at his

grandmothers house at 1.25 p.m., at what time did he

leave his house?

A. 11.50 a.m

B. 10.50 a.m

C. 9.50 a.m

D. 10.10 a.m

1. Analysis To test the ability to compare and contrast, relate or to

extract the attributes of the concept, knowledge or skill

that have been learned.

Example:

Azlina spent a few months preparing for her SPM

examination. Based on the given statement, state the

unknown involved.

A. Making preparations

B. The number of months

C. SPM examination

D. Azlina

1. Synthesis To test the ability to combine or integrate knowledge or

skills learned for problem solving.

Example:

In Diagram 6, EFG is a right-angled triangle.


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Diagram 6

The value of x is

A. 40

B. 50

C. 60

D. 70

1. Evaluation This level is to test the ability to prove, to evaluate, tocriticize, to infer or to conclude a certain statement.

Example:

What are the limitations of Phytogoras Therem?

i. Cannot use for acute-angled triangle.

ii. Cannot use for right-angled triangle.

iii. Cannot use for obtuse-angled triangle.

A. i, ii

B. ii, iiiC. i, iii

D. i, ii, iii

1.1Formulate Test Blue Print.

Test Blue Print contains two important elements which is topics (represented

along the vertical axis) and skill levels (represented along the vertical axis).

We can ensure that skills learned will be tested comprehensively as well as

its wightage of each skill level is appropriately allocated.


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Table below is From 1 Test Blue Print Semester 2 which contains 40

Mathematics items.

1.2Construct items/questions.

Referring the formulated Test Blue Prints, teacher can set the test questions,

usually prepared in either the form of subjective questions or objective items.

1.3Check items/questions.

After setting the items/questions, the teacher must check them carefully so that

they do not contain any mistake before the test administered. Teacher can

check the items based on format, content and language used during the

TOPIC

I II III IV V VITOTAL

KNW COMPH APL AN SYN EVA

m p s m p s m p s m p s m p s m p s m p s

WHOLE NUMBERS 1 1 1 1 0 4 0

NUMBER PATTERNSAND SEQUENCES 1 1 1 1 1 1

FRACTIONS 1 1 1 1 1 1 2 2

DECIMALS 1 1 1 0 3 0

PERCENTAGES

1 1 1 1 2 1 1

INTEGERS 1 1 1 1 0

ALGEBRAIC

EXPRESSIONS 1 1 1 2 1 0BASICMEASUREMENTS 1 1 1 1 1 1 2

LINE ANDANGLES

1 1 1 1 1 1

POLYGONS 1 1 1 0 2 1

PERIMETER ANDAREA 1 1 1 0 3 0

SOLID GEOMETRY 1 1 1 1 0 2

TOTAL m/p/s 3 2 2 1 3 2 1 5 2 1 4 1 2 4 1 2 2 2

10

20

10

TOTAL 7 6 8 6 7 6

PERCENTAGE 17.50% 15.00% 20.00% 15.00% 17.50% 15.00%

35.00%


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process of test construction. The teacher must to ensure that instructions given

are clear and simple to understand, time allocated is reasonable and the

arrangement of items are from easy to difficult and in a sequential order

according to the pre determined Test Blue Print.

6.6 Pre Test

The main aims of having a pre test are to ensure that questions which have

been set contain good and characteristics. Information collected from this pre

test will assist teacher to correct weaknesses found in the items. Some of the

good items can be used as questions for actual test later.

20 ANALYSIS AND INTERPRETATION OF ITEMS/QUESTIONS2.1Difficulty index

Difficulty Index, D.I=Number of candidates who answer the question correctly

(C)Total candidates who attempt the item (T)

Difficulty Index, D.I=CH+CLTH+L

CH = Total number of candidates in the high score group who answer

correctly the

item/question.

CL = Total number of candidates in the low score group who answer

correctly the

item/question.

T H+L = Total number of candidates in both groups with high and low scores

Difficulty Index (D.I) Interpretation of and

item

Decision

D.I


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0.3 D.I0.8 Average Accept

D.I >0.8 Too easy Modify

7.2 Discrimination index

Difficulty Index, Ds.I=CH-CL12TH+L

CH = Total number of candidates in the high score group who answer

correctly the

item/question.

CL = Total number of candidates in the low score group who answer

correctly the

item/question.

T H+L = Total number of candidates in both groups with high and low scores

Discrimination Index

(Ds.I)

Interpretation of and

itemDecision

Ds. I. > 0.4Positive Discrimination

High

Very suitable and can be

accepted

0.2 Ds.I.0.4Positive Discrimination

Moderate

Modify the item /

question.

0 Ds.I.0.20

Positive Discrimination

low

Item / question needs to

be reconstructed.

Ds.I.


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1. Design the format: at the top part of the question paper, write the name

of the test, instructions, date, marks and time allocated.

2. Select question from the Question Bank by referring Blue Print Test.

3. Arrange the item selected from simple to difficult.

4. Determine the marks to be given for each question.

5. Item must be typed with double/triple spacing so that they can be read

easily.

6. Check again all the items to ensure that they do not contain any mistake

in terms of language, structures and content.

1.1Administration of the test

1.1.1 Preparation Stage

1. Checking of the number of test question paper which have

prepared.

2. The candidates seating must be arranged according to certain

examination rules.

3. All facilities needed for the test such wall clock, candidates seating

plan, and other instrument.

1.1.1 Implementation Stage

Candidates usually 15 minutes in the test room before the test begin,

they must sit according to their respective allocated places, an

question papers as well as writing papers will then distributed by the

invigilators.

1.1.2 Coordination

Collecting the candidates answer scripts according to their indexs

numbers, including those unused writing papers. All the answer scripts

must be checked to ensure that the number of scripts collected is the

same as the number of the candidates.

1.2Marking Scheme for Subjective Tests

1. The content criterion that covers the information aspect or related fact of

the answer.


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2. The organization criterion that covers the aspect of accurate usage of

language and the skill of the presenting ideas logically and maturely

3. The process criterion that covers the aspect of accuracy, suitability,

perfectness, consistency, originality and creativity contained in the

candidates answer.

1.1.1 Analytical Approach

The marking scheme can be allocated or divided into three components

namely:

1. Content (content criterion) =12

2. Presentation (organization criterion) =4

3. Technique (process criterion) =4

Total mark =20

9.0 ANALYSIS AND INTERPRETATION OF TEST RESULT

There have 4 stages of evaluation process.

1. Collect arrange students score.

2. Measurement of mean, mode, median and standard deviation.

3. Make analysis on representative data.

4. Interpretation based on analyzed data.

9.1 Cumulative Frequency Distributions: Ogive

- The total number of values that fall below various scores of the frequency

distribution.


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Score X

From the ogive, we can find:

1. The number of candidates who obtained less than 74 mark

2. The number of candidates who fail, if the passing mark is 60 and above

3. The % of the candidates who would obtain grade A.

9.2 Percentage Ogive

Relative cumulative frequency polygon

A graph in which the upper class boundary of each class boundary is plotted

against the corresponding relative (%) cumulative frequency.

9.3 Histogram

Displays the class boundaries in the horizontal axis and the frequencies on

the vertical axis.


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Consist a set of rectangles on the horizontal axis with the class marks at the

centre of each rectangular based in which the length is equal to the

respective class width.

From the graph we will identify the number of candidates obtained by certain

arrange percentage marks.

9.4 Frequency Polygon

A line graph with class frequency plotted against class mark. Normally

constructed by joining the mid points of the tops of each rectangle in the

histogram.

9.5 Frequency Curve

It is similar to frequency polygon but the point plotted as a smooth curve.


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Some common types of frequency curves which is

1. Normal Curve

The observations equidistant from the central axis are having the same

frequency

1. Positive Skewed Curve

The curve possessed positive skewness

1. Negative Skewed Curve

The curve possessed negative skewness


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10. INTERPRETATIONS OF STATISTICAL DATA

10.1 Normal Distribution Curve

a) If the measure of dispersion the standard deviation, of a normal curve is

large, we can conclude that the achievement or performance of the students

is varied and heterogeneous.

b) If the measure of dispersion is small then the performance of the students is

approximately the same or homogeneous.


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10.2 Positive Skewed Curve

a) Mode


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A. TRANSFER OF KNOWLEDGE

10 TEST BLUE PRINT (REFER APPENDIX 1)

20 TEST ITEMS (REFER APPENDIX 2)


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30 MARKING SCHEME

Answer:

1. A) 5 957 14. D) 1, 2 AND 4

2. B) 8 15. C) 12

3. D) 1 939 464 16. D) 2, 3 AND 5

4. D) 2 146 17. C) 941

5. C) 639 18. B) 47,1626

6. A) 35 911 19. D) 7112

7. A) 112 20. C) 13790

8. C) 318 21. D) 4712

9. B) 114 22. A) 278

10.

C) 3 384 23. A) 58

11

.

A) I AND II 24. C) 8914

12

.

C) 160 25. A) RM 528.90

13

.

D) CUSTOMER 60TH

A. TESTING AND EVALUATION

10 ANALYZE TEST SCORE AND ITEMS (REFER APPENDIX 3)

1.1 Difficulty Index


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From the table in Appendix 3, I pick question 6, 10, and 21 as example to

calculate the difficulty index and discrimination index as follow:

I allot 25% of total candidates as the high score group and 25% of total

candidates as the low score group.

Number of candidate in the high score group = 25% x 52 = 13

Number of candidate in the low score group = 25% x 52 = 13

Question No. 6

DIFFICULTY INDEX

For small number of candidates For large number of candidates

Total correct answers (C) = 40

Total number of candidates (T) = 52

Difficulty Index=CT=4052=0.77

Total number with high score correct

(CH) = 12


(CL) = 4

Total candidates (TH+L) = 26

Difficulty

Index=CH+CLT(H+L)=(12+4)26=0.6

Question No. 10

DIFFICULTY INDEX



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(CH) = 12


(CL) = 5


Difficulty


Question No. 21

DIFFICULTY INDEX






(CH) = 11


(CL) = 6


Difficulty


5

1.2 Discrimination Index

Question No. 6


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DIFFICULTY INDEX

For large number of candidates

Total number with high score correct (CH) = 12

Total number with high score correct (CL) = 4


Difficulty Index=CH+CL12T(H+L)=(12-4)1226=0.6

2.0 INTERPRET THE OUTCOMES OF THE TEST

2.1 Cumulative Frequency Distribution: Ogive

Table 2.1 Frequency Distribution

Score (X) Frequency

92 1

88 1

84 3

80 8

72 3

68 4

64 8

60 556 3

52 6

48 3

44 2

40 2

36 1

32 2

Table 2.2 Cumulative Frequency Distribution

Score (X) Sum Cumulative

30 3+0 3

40 7+3 10

50 9+10 19


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60 17+19 36

70 3+36 39

80 12+39 51

90 1+51 52

100 0+52 52

Figure 2.1 Ogive

2.2 Percentage Ogive

Table 2.3 Cumulative Frequency and Relative (%) Cumulative Distribution

Score (X)Class limits

Frequency

Cumulativefrequency of(less than)

% cumulativefrequency

30.5-35.5 2 2 3

35.5-40.5 4 6 11.5

40.5-45.5 5 11 21

45.5-50.5 3 14 27

50.5-55.5 6 20 38.4

55.5-60.5 3 22 42.3

60.5-65.5 10 32 61.5

65.5-70.5 4 36 69

70.5-75.5 3 39 75

75.5-80.5 8 47 90

80.5-85.5 3 50 96

85.5-90.5 1 51 98

90.5-95.5 1 52 100

Figure 2.2: % Ogive2.3 Histogram

Figure 2.3: Histogram

2.4 Frequency Polygon


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Figure 2.4: Frequency Polygon

Figure 2.5: Frequency Polygon

2.5 Frequency Curve

Figure 2.6: Frequency Curve (Positive skewed curve)

2.6 Mean

2.4 Frequency distribution of ungrouped scores.

Score (X) Frequency

(F)

FX

92 1 92

88 1 88

84 3 252

80 8 640

72 3 216

68 4 272

64 8 512

60 5 300

56 3 168

52 6 312

48 3 144

44 2 88

40 2 80

36 1 36

32 2 64

F=52 FX=3264

Mean, x=FXF= 326452=62.77


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2.7 Median

Median is a value in the middle of an array of a set of data. It is values that divide

the bottom 505 of a group of data arranged is ascending order, from the top 50% of

the data.

Table 2.5 Cumulative Frequency


Frequency Cumulativefrequency cf

30.5-35.5 2 2

35.5-40.5 4 6

40.5-45.5 5 11

45.5-50.5 3 14

50.5-55.5 5 19

55.5-60.5 3 22 (s)(L) 60.5-65.5

10 (fm) 32

65.5-70.5 4 36

70.5-75.5 3 39

75.5-80.5 8 47

80.5-85.5 3 50

85.5-90.5 1 51

90.5-95.5 1 52

Median, M= L+N2-sfm x C

= 60.5+522-2210 x 5

= 62.5 63


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2.8 Mode

The mode is the value which has the greatest frequency, i.e. the value which occur

the most often.

Table 2.6 Frequency Distributions of grouped data


Frequency

30.5-35.5 2

35.5-40.5 4

40.5-45.5 5

45.5-50.5 3

50.5-55.5 6

55.5-60.5 3

60.5-65.5 10

65.5-70.5 4

70.5-75.5 3

75.5-80.5 8

80.5-85.5 3

85.5-90.5 1

90.5-95.5 1

Mode=L+ 11+2C

=60.5+ 10-310-3+10-45

=60.5+2.69

=63

2.9 Interpretations of Statistical Data

From the calculation above, I find the following:

Median =63

Mode =63

Mean =63

Modal Class HighestFrequency


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Normal Distribution Curve

Mean= Median=Mode

A. REFLECTION

10 Focused on Issues

I learned the various methods of testing and evaluation of this assignment. My first task is to

do some research about testing and evaluation. After I was finishing study the items from

this topic I was preparing my blue print test from the test specification table or JPU. From

this part I have learned how to provide the question by referring the JPU. I was deciding

what types of skills that I want to test of my students. From the Taxonomy Blooms skill level,

I can identify the question which is suitable with my students levels. The JPU help me to

divide the questions test following the skill and difficulty level of the questions. After that,

I chose the questions from various sources such as School Bank question, references book

and exercise book that will be used during the test. In this test I choose four skills which are

knowledge, comprehension, application and evaluation.

20 Analysis Issues

2.1StrengthI have been done this test of students in Form1. There are 54 students in this class,

but two of them not attend to school. The test result shows 13 of the student was

getting grade A which is they have more than 80 percent correct answer from the

test given. Only three students not pass in this test. From the result, I have do

analysis to find the difficulty index and discrimination index of the questions. I found

76 percent of indicates were achieving 0.3 to 0.8 index value. It is means the

question is suitable for test. 52 percents of test items have positive discrimination

high which is the items is very suitable and can be accepted.

In addition, I found the value of mean, median and mode have the same value which

is 63. It is shows the question the achievement or performance of the students is

varied and heterogeneous.


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2.2Weakness

There are some of the questions are too easy and too difficult.

30 Implementation

I will make improvements at the time of the test questions will come. The selection of an

appropriate question to be given to students is important to ensure that all tests carried

out effectively.


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