INSTITUT PENDIDIKAN GURU KAMPUS PERLIS

COURSEWORK ASSESSMENT
(TASK SPECIFICATION SCHEDULE, TASK QUESTIONS & MARKING RUBRIC)
ACADEMIC YEAR JAN 2018

Program Ijazah Sarjana Muda Perguruan

Program : Semester / Year : Semester 2 Year 2
Dengan Kepujian

Course : Assessment In Education Intake : June 2016

Code : EDUP3063 Group : TESL

Tasks Date Set Submission Date Student Learning Time

1. Quiz (10%) 9 February 2018 9 February 2018 2 hours

2. Academic Writing (40%) 26 February 2018 2 April 2018 8 hours

Prepared by Lecturer / Course Coordinator Verified by Head of Department

Name : Mohd Latfi bin Ahamad Name : Cik Ahnizah bt Arshad

Signature : Signature :

Date : Date :

Course Learning Outcomes :

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1. Discuss the basic concept of assessment,its purpose and the principles of assessment in education (C3, LO1)
2. Plan assessment based on the process of unwrapping the standards and constructive alignment in education (C6, LO1, LO3, CTPS3)
3. Construct various types of assessment tools in the classroom based on current information from various sources (C6, A2, LO3, LO6,
CTPS3, LL1)
4. Apply appropriate assessment criteria,interpret data and report on current information in learning (C3, LO3, CTPS1)
5. Analyse issues on assessment in the context of Malaysian primary schools. (C4, LO3, CTPS2)

This coursework evaluates the following learning outcomes 1,2,3, and 4.

Objectives of Project :

Students would able to :

 Answer 2 quiz uestions of 30minutes duration that covers the concept of classroom assessment, roles and purposes of assessment in education and
unwrapping standards and constructive alignment (10%).

 Produce a written essay of 1300 words encompassing a Construct Test Specification Table with 1 set of Test Items. Students are to administer the
Test, interpret the Test Score and report pupils` performance achievement in the learning process of the specific subject (40%).

TASK SPECIFICATION TASK WEIGHTAGE ASPECT / EVALUATION CRITERIA

TOPIC

1. Basic concept of classroom assessment Task 1: Quiz Quiz will be marked based on the provided
2. Roles and purposes of assessment in education Marking scheme and Assessment rubric .
4. Types of assessment tools  Answer 2 structured quiz 10%
5. Unwrapping standards and constructive questions
alignment
 Time allocation for quiz is 30
minutes.

TASK SPECIFICATION TASK WEIGHTAGE ASPECT / ASSESSMENT CRITERIA

TOPIC

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6. Design, Construction and Administration of Test
7. Scoring, Grading and Assessment Criteria
8. Item Analysis and Interpretation of Data
Task 2 : Academic Writing
40%
 Construct a Test Specification
Table for a formative test of any
Level 2 KSSR subjects based
on Bloom`s Taxonomy
(Anderson, 2001).
 Construct a set of 20 objective
test questions/items based on
the constructed TST
 Construct a Test Specification Table
(TST/JSU)
 Construct Test items based on the Test
Specification Table
 Administer Test according to real test
procedures
 Analyse Test score, interpret data and
report on pupils performance

 Administer the test questions  Soft Skills :

according to real test o CTPS 3
procedures o LL1
 Analysing and interpreting test
score using various aspects of
basic statistical tools, e.g
frequency,graph,mean,mode
median and standard deviation

 Reporting pupils performance

during the learning process of
the particular subject

Total 50%

INSTITUT PENDIDIKAN GURU KAMPUS PERLIS

COURSEWORK TASK
ACADEMIC YEAR JANUARY 2018
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 Program : Program Ijazah Sarjana Muda Perguruan Dengan Kepujian Nama Pelajar :
Code : EDUP3063 Semester / Year : Semester 2 Year 2
Course : Assessment in Education Intake : June 2016
Group : TESL S4
Task Date Set Submission Date
1. Quiz (10%) 9 February 2018 9 February 2018
2. Academic Writing (40%) 06 March 2018 16 April 2018

Course Learning Outcomes :

1. Discuss the basic concept of assessment,its purpose and the principles of assessment in education (C3, LO1)
2. Plan assessment based on the process of unwrapping the standards and constructive alignment in education (C6, LO1, LO3, CTPS3)
3. Construct various types of assessment tools in the classroom based on current information from various sources (C6, A2, LO3, LO6,
CTPS3, LL1)
4. Apply appropriate assessment criteria,interpret data and report on current information in learning (C3, LO3, CTPS1)
5. Analyse issues on assessment in the context of Malaysian primary schools. (C4, LO3, CTPS2)

This coursework evaluates the following learning outcomes 1,2,3, and 4.

Objectives of Project :

Students should be able to;

 Answer 2 quiz uestions of 30minutes duration that covers the concept of classroom assessment, roles and purposes of assessment in education and
unwrapping standards and constructive alignment (10%).

 Produce a written essay of 1300 words encompassing a Construct Test Specification Table with 1 set of Test Items. Students are to administer the
Test, interpret the Test Score and report pupils` performance achievement in the learning process of the specific subject (40%).

Students are reuired to complete the following tasks :

TASK 1 : Quiz (10%)

 Answer 2 structured quiz questions.

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 Time allocation is 30 minutes.

TASK 2 : Academic Writing (40%)

Assessment is an important element in the teaching and learning process which not only assist students` learning, but also develops an educator`s
effectiveness in teaching. A well-managed classroom assessment that follows specific procedures will inevitably enhance quality education.

To raise our understanding and skills to develop assessment instruments in the classroom and applying appropriate criteria, you are required to complete
the following tasks :

 Construct a Test Specification Table for a formative test of any Level 2 KSSR subjects based on Bloom`s Taxonomy (Anderson, 2001).

 Construct a set of 20 objective test questions/items based on the constructed TST

 Administer the test questions according to real test procedures

 Analysing and interpreting test score using various aspects of basic statistical tools, e.g frequency,graph,mean,mode median and standard deviation.

 Reporting pupils performance during the learning process of the particular subject

Task Instructions :

1. Task 1 and 2 are indidual task. Task 2 should be typed, 1.5 spacing, not inclusive of front cover and reference page. Use Arial font size 11.

2. Front cover should comply to PISMP requirements such as, format,colour and the following details:

i. Name

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 ii. Index number
iii. Identification number
iv. Code and Course name
v. Lecturer`s name
vi. Submission date

3. Attach the completed “Borang Maklum Balas Kerja Kursus” after the front cover.

4. Attach reference list for the completed task. Reference should be written according to Publication Manual of American Psychological
Association (APA).

5. This task is 100 marks and weightage of 50%.

6. Task should show originality, matured and academic quality.

7. Plagiarism is absolutely PROHIBITED.

8. Refer to assessment rubric for guidance.

9. Writing task should be completed within the required time frame.

Prepared by : Checked by :

_________________ ________________________________
( MOHD LATFI AHAMAD) (Nama : KALAISELVAN A/L PATCHEYAPAN)
Course Coordinator EDUP3063 Subject Matter Expert (SME)
Jabatan Ilmu Pendidikan Jabatan Ilmu Pendidikan
IPG Kampus Perlis IPG Kampus Perlis
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Endorsed by :

_____________________________

(Nama : AHNIZAH BINTI ARSHAD )

Head of Department
Jabatan Ilmu Pendidikan
IPG Kampus Perlis

MARKING RUBRIC FOR WRITTEN ESSAY

SCALE

High Distinction Distinction Credit Pass Fail

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COMPONENT 40-36 Marks 35-30 Marks 29-24 Marks 23-20 Marks 19-0 Marks
(A+) (A, A-) (B+, B, B-) (C+, C) (C-, D+, D, F)

 Construction of TST  Construction of TST is
Construction of 100% accurate with
Test Specification content in MS
Table
 Total question for 
each level of
Bloom`s Taxonomy is
balance and very
suitable
80% accurate with
content in MS
Total question for each
level of Bloom`s
Taxonomy is suitable
 Construction of TST is  Construction of TST is  Construction of TST iis
70% accurate with 50% accurate with less than 50% accurate
content in MS content in MS with content in MS
 Total question for each  Total question for each  Total question for each
level of Bloom`s level of Bloom`s level of Bloom`s
Taxonomy is quite Taxonomy is not very Taxonomy is not
suitable suitable suitable

 Questions prepared  Questions prepared  Questions prepared  Questions prepared  Questions prepared
Constructing Test according to TST and according to TST and according to TST and according to TST and according to TST and
Items using the correct levels of correct levels of Bloom`s correct levels of Bloom`s correct levels of correct levels of
prepared TST Bloom`s accurately accurately construct and accurately construct and Bloom`s accurately Bloom`s accurately
construct and detailed detailed for 80% test detailed for 70% test construct and detailed construct and detailed
for 100% test items items items for 60% test items for less than 50% test
items
 Showed very clear  Showed very clear  Showed quite clear  Showed slightly clear
ability to develop test ability to develop test ability to develop test ability to develop test  Showed inability to
questions questions questions questions develop test questions

Administer test  Formative Test  Formative Test  Formative Test  Formative Test  Evidence of
questions administered very administered administered quite administered less Formative Test
constructed satisfactorily satisfactorily satisfactorily than satisfactorily implementation
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according to real not satisfactory
exam procedures  Very clear  Clear briefing on  Quite clear briefing  Less than clear
briefing on the the process of on the process of briefing on the  Not clear briefing
process of administering administering process of on the process of
administering Formative Test Formative Test administering administering
Formative Test Formative Test Formative Test
 Evidence of  Evidence of
 Evidence of Formative Test Formative Test  Evidence of  Evidence of
Formative Test implementation implementation Formative Test Formative Test
implementation satisfactory quite satisfactory implementation implementation
very satisfactory less than not satisfactory
satisfactory

Analysing test  Method to  Method to  Method to  Method to  Method to

score,interpreting analyse test analyse test analyse test analyse test analyse test
data and reporting score is very score is suitable score is not quite score is not score is not
pupils performance suitable suitable quite suitable suitable
 Analysis of test
 Analysis of test score is clearly  Analysis of test  Analysis of test  No analysis of
score very explained score is not score is not test score
clearly clearly explained clearly explained
explained  Interpretation of  No interpretation
all test score and  Interpretation of  Interpretation of of all test score
 Interpretation of pupils all test score and all test score and pupils
all test score performance pupils and pupils performance
and pupils report is complete performance performance report done
performance report is quite report is slightly
report is complete complete
excellent and
complete

COMPONENTS SCALE

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 High Distinction Credit Pass Fail
Distinction

40 – 36 marks 35 – 30 marks 29 – 24 marks 23 – 20 marks 19 – 0 marks

( A+ ) ( A, A- ) ( B+, B, B- ) ( C+, C) ( C-, D+, D, F)

Soft skills – CPTS Excellent ability to Good ability to source for Able to source for ideas Manage to source for Not able to source for
3 source for ideas and ideas and alternatives and alternatives ideas and alternatives ideas and alternatives
alternatives

Soft skills – LL1 Excellent ability to Good ability to search and Able to search and manage Manage to search and Not able to search and
search and manage manage relevant information relevant information from manage relevant manage relevant
relevant information from from various resources. various resources. information from various information from various
various resources. resources resources

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