Task 1 Written Report on test Type/ Item

Introduction
Assessment is broader than testing and measurement because it includes all kinds of ways to
sample and observe students skills, knowledge, and abilities (Linn and Miller, 2005). This
should be the fundamental of all when we are about to assess our pupils. In the New Standard
Curriculum for primary school, Ministry of Education had urge schools to come out with the
examination that really counts pupils performance as a whole. Pupils are about to assess in
many, co-curricular, curricular, human capital and many more in order to produce a generation
that is superb in all things.Based on the discussion between my practicum partner and me, we
decided to choose a sample test item of Year 2 that just recently administered in our school, SK
Kg. Pasir Puteh. Mostly, the pupils there are mixed-ability since the school was located in the
village area. Though the school is in village area, there were several pupils that are advance
which the pupils might be exposed to English language from their early aged. The sample test
was a monthly test English Language of Year 2 which was divided into 8 sections. The duration
of the test is 1 hour. Hereby, below is the sample of test item that I analyzed for this coursework.
2.0 Strengths of the test
From the test analyzed I found out there were a few strengths of the test implemented for the
Year 2 pupils in SK. Kg. Pasir Puteh. One the strength that I found in this test it has high
reliability. Though the test designed has only a section of objective questions, the subjective
questions all direct which the answers were specific. Thus, there will be no problems in term of
rater reliability as the answer is definite and specific. The scoring procedures will not have much
debates as the questions designated with only one correct answer. Therefore the marking
process held with fair and relevant.
After evaluating the test, there were a few sections of the test were valid. According to Mousavi,
(2009), face validity refers to the degree to which a test looks right, and appears to measure the
knowledge or abilities it claims to measure, based on the subjunctive judgement of the
examinees who take it, the administrative personnel who decide on its use, and other
psychometrically unsophisticated observers. This means that the looks like a good one to the
learner where the learner know what the test expected and claimed. In this test, the pupils have
familiar with those kind of topics and the question was designed as the pupils familiarized with.
For example, in section C, the arrangement of answers which are beside the picture, and the
choices of answers were arranged in a line make it easier for the pupils to make comparison

which one is the correct answer. The pupils know the expectation of the questions consequently
they could answer the question as it should. Besides, this test accustomed the formats that the
pupils were familiarized with such as choosing the answers and sequencing the steps. The
format used was frequently used in the pupils activity book, exercise that caused the pupils
could expect what the questions want. Other than that, the items designed in the test are clear
and uncomplicated which it is easier for the pupils to understand what the question wanted from
them.
In terms of practicality, the test implemented was considered as practical since the pupils
could complete the task within the time allocated which is 1 hour. As Brown (2003) aptly viewed
that a practical test means it stays within appropriate time constraints. Both designing and
answering were practical as the time consumed could be accepted and suitable. Furthermore,
Brown (2003) also stated that a test that is not excessively expensive is practical. The test
carried was within the budget as it is matters of papers, ink and pencils which was included in
the budget. Besides, it was said practical as the time and effort involved for both design and
scoring could be considered. Since the questions tested did not involve composition question,
thus it would be easier for the teacher to do the scoring. Other than that, the questions tested
were all direct questions which caused the answers designed would not be complicated. Thus, it
clearly can be seen here that this test was practical to be implemented.

3.0 Weaknesses of the test

Instead of the strengths stated, this test also has its weaknesses. Though, one of the test
strengths is face validity, but the test is lack in terms of content validity. Referring to Ward &
Murray-Ward (1999), the difficulty of the assessment should appropriate for the students who
take them. After revising the test, I found out the difficulty level of the test is not reasonable as
the test is too easy for the pupils. There were a few sections that the pupils did not have to think
to answer them. The questions designed did not encourage the pupils thinking skill which
nowadays. The Ministry of Education urged the school to apply the pupils with concrete thinking
skills. The test designed was more to test the pupils vocabulary rather than the content and
uses of the language itself. Most of the sections on the test designed were mainly about
spelling, word recognition and vocabulary. There was only a section, which is section A that
comprises of comprehension questions. Moreover, this test could not assess the pupils in many
skills area such as writing and reading greatly. It just touch and go where the teacher could not

measure the development off the pupils from what they have been taught. Thus, the test
implemented did not assess the pupils knowledge on the previous lesson at all.
Other than that, the first section which is section A was considered to be a little bit
challenging for average and weak pupils. It was because the pupils were only Year 2 and the
school background which is located in village area caused the section A was less reliable for the
takers. This section is testing on the pupils comprehension which the question 3 until 5 were
needing them to understand the text well. These three questions could not directly being answer
if the pupils did not understand the text wholly. For advanced and first class pupils, they might
answer the questions, however after reviewing the pupils examination paper of the first class,
only two pupils have the highest correctness which is four out of five. Therefore, the reliability of
the test could be affected. Moreover, this test was also as lack of reliability as the item designed
is ambiguous. The distractor of the answers could confuse the pupils as the meaning is almost
same. Since the pupils were only in Year 2, it might be difficult for them to differentiate the
meaning between these two distractors which are generous and responsible.
4. The opposite of the word selfish in the story is___________.
A.generous

B.responsible

C.greedy

D.dishonest

4.0 Suggestion for improvements

Hereby, I would like to suggest a few improvements on the test implemented. First of all, the
weakness of his test is it does not have table of specification. Without the table of specification
how the teacher knows the things that they are going to measure or assess. Thus, the test
would be haywire and no definite goal. Besides, the learning outcomes of the test could not be
specified appropriately as there are not guidelines for the test. Moreover, the difficulty of the
assessment should be enhanced to suit the level of the pupils. The test designated was too
easy for the pupils as they could finish the test about 25 minutes early. This thing shows that the
test implemented was not challenging for the pupils especially for those who in the first class.
Therefore, it will be better if the questions designed to test the pupils understanding rather than
their vocabulary. This is because, testing the pupils on the vocabulary items could not assess
their understanding on the language used. The section A of this test was good to access pupils
on their comprehension, but how the questions designated need to be change. Since it is
comprehension question, it is already difficult for the pupils, thus the distractor should not be

ambiguous. In my opinion, since the pupils were only year 2, I would suggest that the distractor
used should be more clear and obvious. It means that it should clearly wrong while the answer
is clearly right if the question design is something that the pupils need to think and not in the test
like this question below.
4. The opposite of the word selfish in the story is___________.
4. The
opposite of B.egocentric
the word selfishC.greedy
in the story is___________.
A.generous
D.dishonest
A.generous
B.responsible
C.greedy are
D.dishonest
Suggested
distractors
which the distractors
clearly wrong

Conclusion
Thus, from the analysis stated above we could see that the test have their strengths and
weaknesses. Teachers are human therefore we are not perfect and cannot run from making
mistake. However, we should keep make progression by analyzing our work in order to become
a better one and consequently improve our work. Hereby, I learnt a lot from the sample test that
I got from my practicum school, SK. Kampong Pasir Puteh.