Table of Contents

1.

Introduction..............................................................................................................................2

2.

The Effect of Assessment.........................................................................................................3

3.

Improvement and Suggestion...................................................................................................4

4.

Conclusion................................................................................................................................5

5.

Reflection.................................................................................................................................6

6.

References................................................................................................................................8

APPENDICES.................................................................................................................................9

1.

1 Introduction
Assessment is an important part of learning process. It helps to promote pupils feedback,
teaching strategies as well as opportunity for pupils and teacher to improve their performance.
More specifically, assessment is the ways instructors gather data about their teaching and their
pupils learning. There are three types of assessment, diagnonistic assessment, formative
assessment and summative assessment (Hanna & Dettmer, 2004). Diagnostic assessment can
help you identify your pupils current knowledge of a subject, their skill sets and capabilities, and
to clarify misconceptions before teaching takes place. Whereas, formative assessment provides
feedback and information during the instructional process, while learning is taking place, and
while learning is occurring. On the other hand, summative assessment takes place after the
learning has been completed and provides information and feedback that sums up the teaching
and learning process.
For this assignment, we have chosen summative assessment since we want to evaluate
pupils achievement and performance. The pupils will be given grade to assess what has been
learned and how well it was learned. The assessment that we have done is in the form of a set of
complete question. It is set for mixed ability Year 1 pupils. The question is divided into two
sections which are Section A and Section B. Section A carries 30 marks which focused on
reading skills, meanwhile, Section B carries 20 marks which focused on writing skills. Each
question has different level of difficulties from easy to high level question which suit their level.
Apart from that, we also prepared rubrics for grading.

2. The Effect of Assessment

First of all, this assessment is intended for teachers to summarize pupil achievement at the
end of learning process. It helps teachers to establish the current level at which the child is
functioning such as acquisition of language, perceptual skills or motor skills and design
appropriate education intervention for the child. Through this, we can find out what a child can
or cannot do. This calls for the teachers to design appropriate intervention and educational
programs for either the child or group of children to function at the same level.
Besides, this assessment also can benefits teachers as it aids feedback for teachers (Hudson,
2015). The teachers can use the result to look back at the effectiveness of their teaching methods
as well as the lesson plan. Thus, they can improve the plan for pupils in terms of curriculum,
learning materials and teaching methods to be used.
Meanwhile, from the educational aspects, this assessment helps in educational placement and
referrals after consistent study of the pupil. This helps the teacher to group these pupils according
to their abilities. This is done in order to make a proper placement for them in order to ensure the
learning process take place according to their level. The results from end-of-year assessment are
used to inform programmes for the following year, it is typically the results of the assessment
that are the primary focus of attention. Usually, this method is often used in majority of school
for class segregation. If the pupils in the class is approximately at the same ability, it will be
easier for the teachers to prepare suitable lesson for the class.
In contrast, this kind of assessment is typically used for credentialing and selection such as
qualification or achievement awards (Race & Smith, 2005). Because all of these purposes
involve outcomes with, to a greater or lesser degree, high stakes for individuals or providers,

they can have a blowback effect on teaching and learning. Basically, it can be a huge pressure on
the educator to narrow the focus of teaching to ensure good performance in the assessment. On
the other hand, pupils can similarly narrow their focus, or lose intrinsic, curiosity-driven
motivation as they become concerned about the consequences of a poor assessment outcome.

3. Improvement and Suggestion

Firstly, since we do not have a chance to test our questions, we tried to give it to few Year 1
pupils that we could contact. From 5 people that we test, there are few things that we should
improve such as the fonts, numbering and pictures. Based on their opinion, the font should be
larger so that it is easier for them to read. Second, the answer boxes especially in part 2, Section
B, is confusing. According to them, we should put numbers in each boxes. From our views, the
boxes do not need any numbers since it is align with the questions. In contrast, for their age, it is
confusing. That is why, in the future, we need to be more careful and try to be in their shoes
when preparing the questions. Apart from that, we also should increase the pictures size since
some of them cannot answer the question because they could not see it clearly.
Meanwhile, from our point of views, this question may appears unfair to the low ability
pupils. This is because of this paper is set to all Year 1 pupils. Therefore, pupils with low ability
will show little achievement compared to the other pupils. Contrarily, pupils in high level will do
very well in the test. Therefore, we suggest that test paper should be prepared according to their
level.

4. Conclusion
Indeed, assessment can effect both of the pupils and teachers (Garrisson & Ehringhaus,
1995). Pupils undertaking any form of study will be subject to assessment in one form or another.
Similarly, any member of teaching staff will be engage at some point in assessment related work.
For some of teachers, assessment takes up a considerable proportion of their workload. However,
for pupils it can be a significant determinant of what, when and how they learn. Thus, getting
assessment 'right' is therefore essential, both for pupils and for teachers. Furthermore,
assessments can be a vital component in our efforts to improve education. But as long as we use
them only as a means to rank schools and pupils, we will miss their most powerful benefits. We
must focus instead on helping teachers change the way they use assessment results, improve the
quality of their classroom assessments, and align their assessments with valued learning goals
and state or district standards. Only then, teachers' classroom assessments become an integral
part of the instructional process and a central ingredient in their efforts to help pupils learn, the
benefits of assessment for both pupils and teachers will be boundless.

5. Reflection
If we think of our children as plants, summative assessment of the plants is the
process of measuring them. It is interesting and important to compare analyse
measurements but, in itself, this does not affect the growth of the plants.
Garden Analogy (Clark, 2001)
As stated in the quotes, it is clearly that there is bad pointing to the summative assessment.
However, we still think that this assessment is necessary for the pupils. That is why we have
chosen this type of assessment to assess pupils. Critics sometimes contend that this approach
means teaching to the test. We believe that the crucial issue is, what determines the content and
methods of teaching? If the test is the primary determinant of what teachers teach and how they
teach it, then we are indeed teaching to the test. We realize that teacher plays huge role in
planning well-designed assessment for pupils. That is why this assignment is very challenging
for us as we need to design the best and most suit test according to the pupils level.
Designing a complete set of test is not as simple as we think. There are varieties of
preparation that we need to do such as a complete set of question, rubric, test blueprint as well as
answer for the question. This is the first time for us to experience this. We need to prepare a set
of question for English subject for a mixed ability class. While deciding to choose which year
that we are going to do, we had chosen Year 1 since we already had the textbook. Since there was
no specific type of question that we need to make for this assignment, it took few days to select
what kind of question that we are going to use. While deciding the questions, we tried to think if
we were the pupils, what kind of topic and activity that will fit at their level. We were wondering
if the questions are too easy or too hard for them. Therefore we went to the library to look out for

few tips in choosing suitable questions for Year 1 pupils. Fortunately, we found a suitable book
that gave us an idea to prepare the questions.
When we are selecting what kind of questions that suit Year 1 pupil, there are lots of things
that need to be considered. For example, we find that nearly every pupil has suffered the
experience of spending hours preparing for a major assessment, only to discover that the material
that he or she had studied was different from what the teacher chose to emphasize on the
assessment (Guskey, 1997). So, we decide to take the topics that the pupils familiar with. We
refer the textbook used in the school in order to ensure that we are not out of topic.
Even though this assignment seems very hard at first, but, as we do some brainstorming and
exchange ideas and knowledge, we managed to complete the assignment. Lastly, we could say
that we have learnt a lot thru this assignment likes, how to choose suitable question, aspects that
we should look at in designing test as well as the importance of cooperation in teamwork. In the
future, if we were given the same chance to prepare questions test for pupils, we will definitely
use this experience as my reference and try to make it better than this.

6. References
1. Race, P. Brown, S. and Smith, B. (2005). 500 Tips on assessment (2nded.). London:
Routledge.
2. Cowan, J. (2005). Designing assessment to enhance pupil learning. Retrieved from
http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_guides/
ps0069_designing_assessment_to_improve_physical_sciences_learning_march_2009.pdf
3. Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using contextadaptive planning. Boston, MA: Pearson A&B.
4. Clarke, S. (2001). Unlocking Formative Assessment: Practical Strategies for Enhancing
Pupils Learning in the Primary Classroom. London: Hodder and Stoughton.
5. Guskey, T. R. (1997). Implementing mastery learning (2nd ed.). Belmont, CA: Wadsworth.
6. Hudson, J. (2015). Education Review: a multi-lingual journal book review. Retrieved from
http://www.edrev.info/reviews/rev354.htm
7. Garrison, C. & Ehringhaus, M. (1995). Formative and Summative Assessments in the
Classroom. Retrieved from
http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

APPENDICE
S
-TEST BLUEPRINT ( JADUAL
SPESIFIKASI UJIAN (JSU))
-QUESTION PAPER
-ANSWER SCHEME

-RUBRICS

ANSWER SCHEME
ENGLISH
YEAR 1

EXAMINERS NAME

: __________________________________

SIGNATURE

:__________________________________

DATE

:______________________________

Answers
Section A
1. A
2. B
3. C
4. A
5. A
6. D
7. C
8. A
9. B
10. E
11. live
12. moved
13. old
14. how
15. Primary One
16. studying
17. interesting
18. new
19. friends
20. sounds
21. Sunday
22. snacks

23. morning
24. sunny
25. rained
26. following
27. D
28. A
29. E
30. C
31. B
32. Kuala Lumpur
33. her health so that she will feel good
every day.
34. does in the morning is brush her
teeth.
35. cheese/ tomato sandwiches.
36. takes
a
jog
around
her
neighbourhood with her dad.
37. T
38. F
39. F
40. T

41.
42.
43.
44.

45. Section B
46.
1.
1. HEAD
4. crown
7. hat
10. helmet
13. headband

50.

2. FEET
5. sandals
8. socks
11. slippers
14. boots

3. NECK
6. scarf
9. bowtie
12. necktie
15. necklace

(each answer carries

47.
48.
49.
1
2

marks)

2. a) unhappy
51. b) enjoyable
52. c) tasty
53. d) sleepy
54. e) ill
55. f) difficult
56.
(each answer carries 1 mark)
57.
3. a) Grandmother
58. b) Grandfather
59. c) Uncle
60. d) brother
61. e) cousin
62. f) Aunty
63.
(each answer carries 1 mark)
64.
4. ( Suggested answer)
65.
1. a.There are three friends name Ali, Ahmad and Siti.
66.
b.They are going to the town.
67.
2. a. They go to ice-cream stall.
68.
b. Ali and Ahmad buy chocolate flavor. Siti buys strawberry flavor.
69.
3. a. They eat the ice-cream deliciously.
70.
b. They go home happily.
71.
72.
( Each answer carries
2 marks)
73.
74.

*1 mark for language.

*1 mark for content.

75.
76.

77.

Rubrics for Assessment

78.
79.

98.
99.

80.

Marks

81.

Grade

83.

80 - 100

84.

86.

60 - 79

87.

89.

40 - 59

90.

92.

20 - 39

93.

95.

0 - 19

96.

82.
85.
88.
91.
94.
97.

Scale
Excellent
Good
Average
Weak
Very weak