Code No.

: MTE 3112 Section A ( 20 marks ) Answer all questions in this section It is a systematic way to measure changes in an individuals behaviour related to pupils learning activities Which of the following best describes the statement above? (A) (B) (C) (D) Test Evaluation Assessment Measurement

1.

2.

Blooms taxanomy for the cognitive domain in designing test items include the following: I. II. III. IV. V. VI. Analysis Synthesis Evaluation Application Knowledge Understanding

Arrange the cognitive skills according to the hierarchy from the lowest level to the highest level (A) (B) (C) (D) I, II, III, IV, V, VI II, VI, III, I, IV, V III, II, I, IV, VI, V V, VI, IV, I, II, III

Code No.: MTE 3112 3. The purpose of a summative test is to (A) (B) (C) (D) assessing the mastering of skills by pupils correct pupils mistakes immediately in class determine pupils achievement after a few learning units have been taught identify pupils strengths and weaknesses in mastering a certain skill which they have learned

4. Which of the following describes a positive skewed curve (A) (B) (C) (D) median < mean < mode mode < mean < median mean < median < mode mode < median < mean

5. Mr. Raju conducted item analysis to find out the strengths and weaknesses of test items that he had prepared. For a particular question, the difficulty index is 0.18 and the discrimination index is 0.05.

From these indices, he concluded that the question should be rejected because it is (A) (B) (C) (D) easy and can be used to differentiate between the weak and good pupils easy and cannot be used to differentiate between the weak and good pupils difficult and can be used to differentiate between the weak and good pupils difficult and cannot be used to differentiate between the weak and good pupils

Code No.: MTE 3112 6. The following are the proceses involved in the administration of a test: I. II. III. IV. Check the candidates identities and their index numbers The candidates seating arrangement according to the index numbers Check the number of question papers suitable with the number of candidates Check the number of answer scripts collected to ensure that it is the same as the number of candidates present during the test

Arrange the above statements in correct order (A) (B) (C) (D) I, II, III, IV II, III IV, I III, II, I, IV IV, III, II, I

7.

What is the aim of the Wechsler Intelligence Scale for children? (A) (B) (C) (D) to assess the difficulty ability of children to assess the affective ability of children to assess the cognitive ability of children to assess the achievement ability of children

8.

There are some important aspects to be considered when constructing a good test. Which of the following is an important aspect to be considered when constructing a classroom test? (E) (F) (G) (H) The principle of maturity The principle of flexibility The principle of balance The principle of medium

Code No.: MTE 3112 Diagnostic testing is important to a classroom teacher. Which of the following is most likely to be the aim of diagnostic testing? (I) (J) (K) (L) to assess the students error to assess the students weaknesses to analyze the students weaknesses to evaluate the students weaknesses

Misconception often occurs in childrens work in mathematics . Which of the following is most related to misconception? (M) (N) (O) (P) misread misinterpret carelessness misapplication of a rule

Four students were asked to arrange some decimal numbers in ascending order. Which of the following students has no error? (Q) (R) (S) (T) 2.4 2.17 2.37 2.25 2.17 2.25 2.37 2.4 2.65 2.17 2.65 2.65 2.25 2.37

2.25 2.37 2.4 2.65 2.17 2.4

Code No.: MTE 3112 The following is the work done by a student. V. VI. VII. VIII. 0.2 + 0.4 = 0.6 0.5 + 0.4 = 0.9 0.6 + 0.7 = 0.13 0.8 + 0.4 =

By following his error pattern, what is the answer to (IV) above? (A) (B) (C) (D) 13. (A) (B) (C) (D) 0.012 0.102 0.12 1.2

The following are the areas identified within the special educational needs Code of Practice EXCEPT

intrapersonal sensory and/or physical communication and interaction behavior, emotional and social development 14. Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder are characterized by pupils problems with attention and hyperactivity or impulsiveness. To enhance the learning of these pupils, the teacher should

(A) (B) (C) (D)

assist the pupils individually repeat the instruction several times create opportunities for the pupils to take part provide more homework and exercises to enhance their understanding

Code No.: MTE 3112 15. A teacher plans extra activities that are interesting and challenging for a group of students of mixed abilities as enrichment. What is the main purpose of these enrichment activities?

(A) (B) (C) (D)

To inculcate the spirit of independence To increase the interest among the students To encourage peer group teaching and learning To encourage their curiousity and the need to know. 16. Remedial teaching should be inculcated as early as possible in ones mathematic education. This is because of the ...

(A) (B) (C) (D)

difficulties faced in mathematics hierarchical nature of mathematical skills importance of developing early mathematical skills suggestions made in the Primary School Integrated Curriculum (KBSR) 17. : A Year Two pupil performed the addition of two numbers in the following way 2 6 + 1 8 _________ 3 1 4 What is the most suitable method to help this pupil correct his misconception? (A) (B) (C) (D) Give more similar questions for students to practice. Use word problems to illustrate the meaning of addition. Use concrete manipulative tasks to illustrate the regrouping process. Demonstrate and explain the computation in a step-by-step manner.

Code No.: MTE 3112 18. ICT is an integral part of teaching and learning and central to good practice. Thus, it could be used effectively to assess what pupils know, understand and can do. A way in which it could be applied purposefully to help assess pupils mathematical ability is to use ICT-based models and simulations to explore (A) (B) (C) (D) 19. design of experiments generation of formulae patterns and relationships higher order thinking skills

One of the characteristics of a good Mathematics test item is its test validity. A test item with good validity (A) (B) (C) (D) discriminates high and low achievers measures what it is intended to measure translates learning outcomes into diagnostics predicts the competence of students in future tests

20.

Item analysis is a completely futile process unless its results help instructors improve their classroom practices and item writers improve the construction of their test items. One of the ways to improve is to ensure that test items have (A) (B) (C) (D) appropriate difficulty level for the students to whom it is given been analysed properly prior to the adminstration of the test surpassed a pilot test and the validity of its test items confirmed their respective indices verified with an item analysis ICT program

Code No.: MTE 3112

Index Number:______________________ Section B ( 40 marks )

Answer all questions in this section (a) There are various types of assessment used in evaluation which includes formative and summative assessment. State the differences of formative and summative assessment based on these aspects: (i) Format ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ (ii) Follow-up action ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ [ 4 marks ]

Code No.: MTE 3112 (b)

Index Number:______________________

Mr. Goh conducted a mathematics test for his class of 30 students. CH and CL are the total number of students in the high achievement group and the low achievement group respectively who answered the items correctly. The high achievement group and the low achievement group each has 10 students. (i) Complete Table 1 below

Item Number 1 2 3

CH 8 7 9

CL 5 3 2

Difficulty Index

Discrimination Index 0.30

0.50 0.55 0.70

Table 1 (4 marks) (ii) Explain whether item number 3 is suitable to be kept in the item bank.

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ (2 marks)

Code No.: MTE 3112

Index Number:______________________

(a)

A teacher is planning a diagnostic test for a particular group of students. State two reasons for the importance of diagnostic testing. (i)_______________________________________________________ (ii)______________________________________________________ [ 4 marks ] (b) Show three examples of the misconception of students related to the topic (i) decimals ___________________________________________________ ___________________________________________________ ___________________________________________________ (ii) fractions ___________________________________________________ ___________________________________________________ ___________________________________________________ [ 6 marks ]

(a)

(i)

State the definition for enrichment activity. [ 1 mark ] ___________________________________________________

(ii)

There are five stages in the teaching and learning of remedial activity. Name three out of the five stages. ___________________________________________________ ___________________________________________________ ___________________________________________________

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Code No.: MTE 3112

Index Number:______________________

[ 3 marks ]

(b)

Dyslexia is a condition that affects the pupils ability to process language. Describe three strategies that can be used to help pupils with dyslexia. (i) (ii) (iii) ___________________________________________________ ___________________________________________________ ___________________________________________________ [ 6 marks ]

4.

(a)

There is a lot of potential for the use of new technologies in education especially the use of ICT assessment, such as the use of interactive computing, and courseware (computer based learning materials), which usually may include some self-assessment for formative or summative assessment. Explain briefly two ways in which ICT can be used in assessment using suitable examples. (i) ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

(ii)

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ [ 4 marks ] 11

Code No.: MTE 3112

Index Number:______________________

(b)

Table 2 below shows the scores obtained by a group of pupils for a particular test item in a Mathematics test. Table 2 : Test item scores for Mathematics test Test Item 10 pupils High Scores Group 10 pupils Low Scores Group Choice A 0 3 B* 5 2 C 4 2 D 1 3 E 0 0

Show how both the Difficulty Index and Discrimination Index for this test item are calculated. (i) Difficulty Index

(ii)

Discrimination Index

[ 6 marks ]

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Code No.: MTE 3112

Index Number:______________________

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Code No.: MTE 3112 Section C ( 40 marks ) Answer 2 questions only in this section (a) Test blue print plays an important role in increasing the validity and the evaluation. reliability of

State two reasons why a teacher needs to prepare a test blue print prior to setting a test. Explain the steps that need to be taken in order to construct a test blue print. (10 marks) (b) Some educators are of the opinion that take-home projects and assignments do not achieve the target of making students work independently and with interest. Some students may take the easy way out and may even copy or pliagiarise their friends work . As such, many believe that school-based assessment may cause more problems and adversely affect public opinion towards take-home projects and assignments. As such, alternative methods of school-based assessment have been suggested to help encourage students to work independently and boost their learning efforts . (i) (ii) Explain what you understand by the term alternative assessment? Suggest two such alternative assessments and discuss the implications of using them to replace take-home projects and assignments.

(10 marks)

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Code No.: MTE 3112 (a) Explain five of the test characteristics and construct a diagnostic test with a clearly stated learning outcome to be achived by a student. (10 marks) (b) Give three examples of two misconceptions by your students on the topic of whole numbers. For each misconception, explain the error pattern made by your students and suggest a way to help your students to correct each misconception. (10 marks)

3.

(a)

In a mathematics classroom, a teacher applies his/her knowledge, experiences and creativity to generate effective teaching and learning strategies that cater to the needs of the pupils with various abilities and interest.

Identify one symptom of pupils visual difficulties and describe four teaching strategies that can be employed to overcome the problem. (10 marks)

(b)

In a mathematic test, the pupils provide the following answer for the addition of fraction with different denominator.

Identify the misconception of the pupils and suggest a remedial activity to overcome the problem. (10 marks) .

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Code No.: MTE 3112 Government of Malaysia 2010

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Code No.: MTE 3112

MARKING SCHEM SECTION A (20 marks) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 11. 12. . 13. 14. 15. 16. 17. 18. 19. 20. A D A D D C C C C D B C A C C B C C C A

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Code No.: MTE 3112

SECTION B 40 marks (10 marks each for 1,2,3 &4) 1 a (i) Format Formative test - Informal (observation, question and answer) -formal (paper-pencil test in a short duration) Summative test - Paper-pencil test or oral test within a suitable time period Explanation x 2 marks = 2 marks (ii) Follow-up action Formative test - correct weaknesses immediately or carry outremedial/enrichment activities in class - replacing pupils in suitablearning group summative test - Place pupils in suitable groups/class - Plan/modify lesson curriculum - Award certificates based on achievement in examinations. Explanation x 2 marks = 2 marks (i) Item No. 1 Difficulty index = 8 + 5 20 = 13/20 = 0.65 2 marks Item No.2 Discrimination index = 7 3 2 marks 1/2 (20) = 0.40 --------------

--------------

(ii) For item no.3 , the difficulty index is between 0.3 and 0.8, while the discrimination index is more than 0.40, It can be concluded that item no.3 is a very suitable item and can be kept in the item bank. Explanation x 2 marks = 2 marks

2 a

(i) marks (ii) marks

to locate the area of learning difficulty to identify the learning difficulty

-----------------------

2 2

2 b

(i)

three examples related to misconception on whole numbers marks 18

------------

Code No.: MTE 3112 (ii) marks 3 a (i)Enrichment activity is carried out to strengthen the skills and concept taught accept other explanations 1 mark three examples related to misconception on fractions

------------

(ii)Plan and implement diagnostic test. Acsess the student performsnce. Plan the remedial activities. Plan and implement screening test. Make conclusion. (1 marks x 3 = 3 marks)

3 b

(i) Arrange pupils with dyslexia to sit infront the class so that the teacher can ensure they are paying attention and understand what being taught. (ii) Use multisensory sensory approach in teaching language to deliver information during teaching. (iii)Tell story about famous people who had trouble learning to read and write. Function to reduce their inferiority complex that they are mentally slow. ( 3 x 2 marks= 6 marks) (i) Improving efficiency in conducting assessment in terms of speed and ease e.g. administration of multiple choice (objective) testing (ii) Increasing opportunities to explore new methods of assessment using simulations e.g. mathematical modelling (4 marks) (i) Difficulty Index 2 marks 1 mark Discrimination Index = = 0.30 2 marks 1 mark (6 marks)

4 a

4 b

= 0.35 (ii)

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Code No.: MTE 3112

1a

SECTION C 40 marks 20 marks each question The reasons for a teacher to prepare a test blue print: - guiding principles and procedures in executing the assessment of teaching and learning - to ensure that the appropriate weightage for various topics and skills levels reflect accurately the pupils overall ability - facilitates test construction and enables a beginner tester to get a good test. 2 reasons x 1 mark = 2 marks Steps in preparing a test blue print -Decide the objective of the test -Decide the content of the test -Draw a bi-directional chart -Fill in the content/topics in the vertical column -Fill in the various skills (levels of cognitive domain) in the vertical columns -Decide the types and number of questions for the content and skill -check the distribution and percent of questions for the topics and skills 4 steps x 2 marks = 8 marks

1b

1.(b) (i) Alternative assessment - also called authentic or performance assessment - designed by the teacher to gauge students' understanding of the lessons taught - designed so that the content of the assessment being used matches the content of what is being taught Any TWO correct explanations ....................... 2 x 2 marks = 4 marks (ii) Alternative assessment methods
Mathematical tasks given in a variety of formats: written, oral, practical; closed or open-ended; real life or abstract; completed individually or as a group

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Code No.: MTE 3112

observational strategies - anecdotal record keeping, annotated class lists and checklists questioning approaches - involving structured or open-ended interviews, self questioning, higher-order questions or fact recall. reporting - either oral reports or written reports in portfolios, journals and /or diaries

Any TWO of the above methods with suitable explanations and/or examples ...........................................................2 x 2 marks = 4 marks Implications Students are given opportunities to demonstrate the extent of their knowledge, understandings, skills, and attitudes marks Help students provide feedback continuously to their teacher

Any ONE of the above or equivalent................ 1 x 2 marks = 2

2a

(10 marks) Validity when a test fulfils its purpose, it measure what it suppose to measure. Reliability the consistency of a test to measure accurately what it supposes to measure. The extent to which a particular measurement is consistent and reproducible Objectivity the fainess of a test to the testee Discrimination able to make distinction between poor and good students Comprehensiveness test items covers much of the content of the course Practically and scoring easy to assign quantitative value to a test Usability a good test test is usable, unambiguous and clearly stated with one meaning only Any five of the characteristics being listed ----- 5 x 1 mark -= 5 marks Explaination to the five listed characteristics----- 5 x 1 mark = 5 marks

2b

Three examples on each misconception ----------- 2 x 3 marks = 6 marks Description of error pattern on each misconception ---------- 2 x 1 mark = 2 marks Suggestion for each misconception ----------- 2 x 1 mark = 2 marks

3a

Symptoms of visual difficulties:

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Code No.: MTE 3112 Clumsiness Poor handwriting/ poor hand-eye coordinations Frowing and squiniting Become more tired more quickly than other children Headache ( 1 examples x 2 = 2 marks) 4 teaching strategies: 1. Use activities that encourage collaboration so that the pupils learn how to work together. 2. Provide opportunities for pupils to assiat in demonstration that can help to build their self-steem. 3. Audio tape teacher instruction and explanation so that the pupils can play-back the demonstration for themselves. 4. Find out the visual needs of the pupils such as using black on the white board, using certain font size on worksheet etc. 1 appropriate strategy = 2 marks ( 4 x 2 marks = 8 marks) Total = 10 marks 3b Misconception in addition of fraction with different denominators. Adding the respective numerators and denominators without converting thm to equivalent fractions first before addition. (2 marks) Remedial activity : Step 1: Fold and shade a circle with different color for fraction. Each shade parts is

22

Code No.: MTE 3112

+ = 2/2 = 1 Step 2: Take another circle and devide it into 3 equal parts. Shade one parts = Therefore + + = 3/3 = 1 Just add the numerator value but maintain the same value of denominator. Convert each of the fraction to equivalent fraction of the same denominator.

Step 3: Take another circle and devide it into 6 equal parts. Shade one parts = Therefore + + + + = 6/6 = 1 So, + + = 3/6, equivalent fraction = And + = 2/6, equivalent fraction =

Step 4:

= (3/6) + ( 2/6) = 3/6 + 2/6 =5/6 Conclusion : = (3/6) + ( 2/6) = 3/6 + 2/6 =5/6

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Code No.: MTE 3112 (4 steps x 2 = 8 marks) Total = 10 marks

Government of Malaysia 2010 -

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