item building

SEKOLAH-SEKOLAH RENDAH WP LABUAN 2008

ENHANCING ENHANCING YOUR YOUR

ASSESSMENT ASSESSMENT THROUGH THROUGH

ITEM ITEM BUILDINGBUILDING

PENTAKSIRAN

BILA HABIS MENGAJAR, JANGAN TERUS BIARJALANKAN PENTAKSIRAN, WALAU PUN

SEBENTAR

APA PUN CARANYA, GUNA BUDI BICARAUNTUK KITA KESAN , HASIL PEMBELAJARAN

BIAR PUN FORMATIF ATAU PUN SUMATIFASAL DAPAT TENTUKAN TERCAPAINYA

OBJEKTIFJSU DIGUNA RANCANGLAH DENGAN ARIFTAJUK DIAGIHKAN IKUT ARAS KOGNITIF

PENGETAHUAN, KEMAHIRAN, DAN JUGA APLIKASI

USAH JUGA LUPAKAN , KPS MESTI DIUJI

TAHAP PENGUASAAN, DAPAT KITA KESANBOLEH KITA RANCANG, P & P AKAN DATANG

(Ikut Melodi Lagu “Mari Bermain Tali”)

PREPARING A TEST?PREPARING A TEST?

CHARACTERISTICS OF CHARACTERISTICS OF ASSESSMENT ITEMSASSESSMENT ITEMS

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

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

CHARACTERISTICS OF CHARACTERISTICS OF ASSESSMENT ITEMSASSESSMENT ITEMS

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

CHARACTERISTICS OF CHARACTERISTICS OF ASSESSMENT ITEMSASSESSMENT ITEMS

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

CHARACTERISTICS OF CHARACTERISTICS OF ASSESSMENT ITEMSASSESSMENT ITEMS

5.5. INTERPRETATIONINTERPRETATION- the score of the test can be interpreted- the score of the test can be interpreted

to show the achievement/mastery of to show the achievement/mastery of the candidate.the candidate.

CHARACTERISTICS OF CHARACTERISTICS OF ASSESSMENT ITEMSASSESSMENT ITEMS

TYPES OF ITEMTYPES OF ITEM

OBJECTIVE ITEMOBJECTIVE ITEM

Multiple Choice Question (Aneka Pilihan) Multiple Choice Question (Aneka Pilihan) - menghendaki calon memilih satu - menghendaki calon memilih satu jawapan betul/terbaikjawapan betul/terbaik

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

TYPES OF ITEMTYPES OF ITEM

SUBJECTIVE ITEMSUBJECTIVE ITEM

Restricted Response (Respon Terhad) Restricted Response (Respon Terhad) - siri soalan yang dikemukakan terdapat - siri soalan yang dikemukakan terdapat perkaitan antara setiap soalan dengan perkaitan antara setiap soalan dengan stimulus dan perkaitan antara soalan stimulus dan perkaitan antara soalan dengan soalan yang dikemukakan.dengan soalan yang dikemukakan.

TYPES OF ITEMTYPES OF ITEM

SUBJECTIVE ITEMSUBJECTIVE ITEM

Extended response (Respon Extended response (Respon Terbuka)Terbuka)- essay form.- essay form.

Structured response (Respon Berstruktur)Structured response (Respon Berstruktur)- Jawapan dalam bentuk frasa atau ayat - Jawapan dalam bentuk frasa atau ayat pendek.pendek.

COMPONENTS OF AN ITEMCOMPONENTS OF AN ITEM

X is the thickest layer of the EarthX is the thickest layer of the EarthRocks at X are solidRocks at X are solidThere are a lot of metals in XThere are a lot of metals in X

Based on the above informations, X is …Based on the above informations, X is …

AA mantel mantel

B crustB crustC outer layerC outer layerD inner layerD inner layer

DISTRACTORS

STIMULUS

KEY/ANSWERSTEM

OPTIONS

INSTRUCTION: (How the candidate should respond)

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

WHY TTS?WHY TTS?

To ensure that: To ensure that:

the test the test measures the learning outcomesmeasures the learning outcomes (what pupils supposed to learn) (what pupils supposed to learn)

there is a balance in the there is a balance in the topics coveredtopics covered (fair) (fair) there is a balance in the there is a balance in the difficulty leveldifficulty level there is a balance in the there is a balance in the constructconstruct

Definition:

- the things/dimension to be assessed (the cognitive domains of Bloom’s Taxonomy)

This include:

- Concrete dimensioneg. Physical features of animals,

the phases of the Moon-Abstract dimension eg. Knowledge, skills, attitude

CHARACTERISTICS OF CHARACTERISTICS OF CONSTRUCTCONSTRUCT

ObservableObservableMeasurableMeasurableManageableManageableRelevantRelevantRepresentativenessRepresentativenessBalanceBalance

CONSTRUCT 1: KNOWLEDGECONSTRUCT 1: KNOWLEDGE

The ability to The ability to recallrecall or identify or identify specific element in a certain specific element in a certain subjectsubjectAcquired through Acquired through observation, observation, experience, reading, tellingexperience, reading, telling

CONSTRUCT 2 : CONSTRUCT 2 : UNDERSTANDING & UNDERSTANDING & COMPREHENSIONCOMPREHENSION

The The ability toability to use ideasuse ideas or materials which or materials which involves knowledge.involves knowledge.

CONSTRUCT 3 : CONSTRUCT 3 : APPLICATIONAPPLICATION

The The skills to use ideasskills to use ideas, concepts, , concepts, principles, theories, procedures and principles, theories, procedures and generalizations generalizations to solve problemsto solve problems in a new in a new situationsituation

KNOWLEDGEKNOWLEDGE

K1 FactK1 FactK2 Terminology/definitionK2 Terminology/definitionK3 Classification/categoryK3 Classification/categoryK4 SequenceK4 SequenceK5 MethodK5 MethodK6 PrincipleK6 Principle

COMPONENT

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, schemeand pattern which is used to arrange orform something such as phenomenon.

UNDERSTANDING & UNDERSTANDING & COMPREHENSIONCOMPREHENSION

U1 TRANSLATIONU1 TRANSLATIONU2 INTERPRETATIONU2 INTERPRETATIONU3 EXTRAPOLATIONU3 EXTRAPOLATION

COMPONENT

UNDERSTANDINGUNDERSTANDINGU1 : TRANSLATIONU1 : TRANSLATION

The ability to express certain concept using The ability to express certain concept using words or other symbols.words or other symbols.

To To changechange symbolsymbol/graph/picture /graph/picture intointo wordword/statement or vice versa/statement or vice versa

UNDERSTANDINGUNDERSTANDING

U2 : INTERPRETATIONU2 : INTERPRETATION The ability to relate parts in a text and The ability to relate parts in a text and

express it in a different way or form express it in a different way or form without changing the meaning.without changing the meaning.

Express using own words. Express using own words. SummariseSummariseTo To explain chartexplain chart, graph, map, table in the , graph, map, table in the

form of statements or vice versa.form of statements or vice versa.To To explainexplain the the meaningmeaning of a of a wordword..

UNDERSTANDINGUNDERSTANDING

U3 : EXTRAPOLATIONU3 : EXTRAPOLATION The skills to forecast or expand information The skills to forecast or expand information

or tendency beyond the information given to or tendency beyond the information given to explain the effect, outcome, and result.explain the effect, outcome, and result.

To form a To form a pre-conclusionpre-conclusion based on an observation, based on an observation, knowledge, experienceknowledge, experience

To make To make predictionprediction based on set/data/graph based on set/data/graph To To forecastforecast based on cause and effect based on cause and effect To give inference, To give inference, explain patternexplain pattern or sequence or sequence

CONSTRUCT 3 : APPLICATIONCONSTRUCT 3 : APPLICATION

The The skills to use ideasskills to use ideas, concepts, , concepts, principles, theories, procedures and principles, theories, procedures and generalizations generalizations to solve problemsto solve problems in a new in a new situationsituation

CLASSIFYING ITEMSCLASSIFYING ITEMS

Construct LOT Difficulty Type Class KeyConstruct LOT Difficulty Type Class Key LevelLevel (Recall/Thinking) (Recall/Thinking)

K4: K4: Y4/IT/: 1.2.1 give Medium Y4/IT/: 1.2.1 give Medium MCQMCQ Recall Recall B B Sequence examples of Sequence examples of

development of development of technologytechnology

Which of the following shows the correct sequence of development of Which of the following shows the correct sequence of development of technology in the field of communication?technology in the field of communication?

AA drum >> smoke signal >> telephone >> teleconferencingdrum >> smoke signal >> telephone >> teleconferencingBB smoke signal >> drum >> telephone >> teleconferencingsmoke signal >> drum >> telephone >> teleconferencingCC smoke signal >> drum >> cellular phone >> telephonesmoke signal >> drum >> cellular phone >> telephoneDD drum >> smoke signal >> telephone >> cellular phonedrum >> smoke signal >> telephone >> cellular phone

CONSTRUCT 4 CONSTRUCT 4 SPS1 : TO INFERSPS1 : TO INFER

The ability to make a logical statement to explain The ability to make a logical statement to explain the cause and effect of an observation.the cause and effect of an observation.

K1 To state a logical reason to explain the K1 To state a logical reason to explain the observation. observation.

K2 To state other logical reason to explain K2 To state other logical reason to explain the observation. the observation.

K3 To state additional observations to K3 To state additional observations to support support a given inference (explanation). a given inference (explanation).

Making a forecast about what will happen in Making a forecast about what will happen in the future based on prior knowledge gained the future based on prior knowledge gained through experience or collected data.through experience or collected data.

K4 To state what will happen by using K4 To state what will happen by using data or previous information. data or previous information.K5 To state what will happen by extrapolating K5 To state what will happen by extrapolating

the data. the data.

CONSTRUCT 4 CONSTRUCT 4 SPS2: TO PREDICTSPS2: TO PREDICT

CONSTRUCT 4 CONSTRUCT 4 SPS 3: INTERPRETING INFORMATIONSPS 3: INTERPRETING INFORMATION

To get the information from an implicit idea such as To get the information from an implicit idea such as pattern (trend),relationship or conclusion from a given pattern (trend),relationship or conclusion from a given data in the form of bar chart, diagram, table.data in the form of bar chart, diagram, table.

K6 To make statements derived from the data or K6 To make statements derived from the data or information gathered. information gathered.K7 To state the pattern or trend from information K7 To state the pattern or trend from information gathered. gathered.K8 To state the relationship of the variables.K8 To state the relationship of the variables.K9 To make conclusion based on the information K9 To make conclusion based on the information gathered. gathered.

CONSTRUCT 4 CONSTRUCT 4 SPS:4 TO CONTROL VARIABLESSPS:4 TO CONTROL VARIABLES

To identify variables (things to change, keep the To identify variables (things to change, keep the same and to observe).same and to observe).

K10 To state the variables needed in the K10 To state the variables needed in the investigation.investigation.

K11 To state the things to change.K11 To state the things to change.K12 To state the things to observe.K12 To state the things to observe.K13 To state the things to keep the same.K13 To state the things to keep the same.

CONSTRUCT 4 CONSTRUCT 4 SPS 5: TO MAKE HYPOTHESESSPS 5: TO MAKE HYPOTHESES

To state the relationship between the thing To state the relationship between the thing to change and the thing to observe and the to change and the thing to observe and the validity of the statement can be tested.validity of the statement can be tested.

K14 To suggest explanation/s for the K14 To suggest explanation/s for the relationship between variables. relationship between variables.

K15 To state explanation/s based from K15 To state explanation/s based from previous knowledge or previous knowledge or

scientific scientific principle. principle.

SAMPLES OF SPS ITEMSSAMPLES OF SPS ITEMS

XIEXIE NINTERIMA KASIH

ARIGATOO GOZAIMASUKESUWON

THANK YOUMOHD. YATIM BIN DOLIRsk lembah keramat Okt.1995 – 1 Jul 2008