Essay Question

7. You are going to construct a reading test for Year 4 pupils. Identify the different stages
involved in test construction and discuss what would you at different stages.

Based on the requirements of the question, I will construct a reading task for year 4
pupils. In test construction, there are few stages involves in constructing the test.

 First stage: Deciding the test purpose

In this stage, the assessors need to decide on the test purpose of the test construction.
The assessors need to decide on what skills to assess based on the learning standard
and what type of test does the assessor want to use. The purpose of a test must be
clear in order for valid interpretations to be made on the basis of the test scores. In
addition, the most familiar distinctions in terms of test purpose is that between
achievement and proficiency test.
Example:
The test designed that I made is focusing on testing Year 4 reading skill. In this task, I
will design a test which I plan to assess reading skills based on Year 4 topic Unit 5,
Rosemary and The Gutsy Gnomes. The purpose of this test design is to make sure
the pupils read and understand the main events and characters in the story which is in
line with the learning standards:
2.2.2 Able to read and understand phrases and sentences from:
a) linear text
2.3.1 able to read for information and enjoyment with guidance
a) fiction
Therefore, by extracting the main events and characters based on the text given in the
test design the pupils will be able to read for information and at the same time enjoy
the story with guidance and testing their understanding of the text at the end of the
topic. The type of the test used is achievements test.

 Second stage: Determining the objectives of the test

In this stage, the assessors need to determine the objectives of the test specifically by
stating the skills that they need to master and the assessing techniques used to asses
the skills. In this stage also includes what language abilities are to be assessed.
Example:
 At the end of this test, the pupils will be able to show their understanding of
the phrases and sentences in the reading text by answering Multiple Choice
Questions test.
  At the end of this test, the pupils will be able to decide on the important
information and events in the reading text by answering “True” or “False”
questions.

 Third stage: Constructing test specification

Test specifications define the test content and explain how that content will be
assessed. Test specification also known as a set of instruction for creating the test. In
this stage, it includes information such as length, number and structure of each part of
the test, type of materials used, the response format, the test rubric and how responses
are to be scored.

Example:

Test Types: Progress test is administered either at the end of the particular unit
or topic to assess their level of mastery of that particular topic or
unit.

Contents: A text is given which the pupils need to read and use to answer the question
given. This traditional assessment consists of two type of test items which
are Multiple Choice Questions and “True and False” statements that aims to
test the pupils’ reading comprehension and in line with the learning standard:

2.2.2 Able to read and understand phrases and sentences from:

a) linear text

2.3.1 able to read for information and enjoyment with guidance

a) fiction

This test design consists of 5 questions of Multiple Choices Questions and 5

questions of “True and False” which brings 2 marks each.

Skills: Reading

Materials: A reading text entitled “The Four Friends”

Tasks: The pupils are required to choose and circle the correct answer based on the
text and differentiate on which statements extracted from the text provided is
true or false.
 Section A: Table of Specification for Multiple Choice Questions

N Topics Level of Bloom Taxonomy Total

o. Recall Understand Application Analyse Evaluate Create
1. Reading 
2. Comprehen 
3. sion based 
4. on text, The 
5. Four Friends 
Number of items 2 1 1 1 5

Section B: True and False

 Pupils require to decide whether the statement given is True or False. Each questions
value 2 marks and the answer can be found in the text.

Rubric:

Section A: Multiple Choice Question

No. of questions
answered Marks
correctly
5 10 marks
4 8 marks
3 6 marks
2 4 marks
1 2 marks
0 0 marks

Section B: True and False

No. of questions
answered Marks
correctly
5 10 marks
4 8 marks
3 6 marks
2 4 marks
1 2 marks
0 0 marks
 Fourth stage: Administration of the test
Test administration is implemented to help reduce measurement error and to increase
the likelihood of fair, valid, and reliable assessment. In this stage, it includes the
instruction of the test, how to answer the test, where the test is conducted and the type
of assessment used.
Example:

Administration of MCQ and “True and False

Test Types: Progress test is administered either at the end of the particular unit or topic
to assess their level of mastery of that particular topic or unit.

 MCQ: The test will be administered in the classroom. The MCQ test consists of 5
questions. The test is formative assessment and the questions asked is based on the
text given. The pupils are required to read the text and choose the correct answer.
 True and False: The test will also be administered in the classroom. This test is the
complementary to the MCQ test. The pupils are required to read the same text and
decide whether the statement given is true or false. This test also formative test and
asked based on the text given to check the pupils understanding of the text.
 Fifth stage: Test design and type of items used
In this fifth stage, the assessors need to construct the items used in the test and
arranged it appropriately. In this stage, the assessors need to make sure the content
validity by presenting tasks that is relevant to the skills that is being assessed and
practical to be done. Other than that, the items chosen should be able to be evaluated
reliably by the teacher or scorer. The tasks also need to be authentic and not bias.
Example:

Multiple Choices Questions and “True” and “False” Test Items.

Instructions: Read the story and answer the questions below.

The Four Friends

In a far, far away land, there was a beautiful forest with all kind of plants and
animals. These animals lived in harmony with one another. The plants were taken
care of by the gnomes in the forest. They would water and nurture the plants so that
they would grow strong and tall.
One day, while taking care of the plants, four gnomes came across a gnome
that had been turned into stone. Terrified, the four of them ran back to the village to
tell the elders what they had seen.
The elders started whispering amongst themselves. They decided to call a
village meeting. The four gnomes listened curiously and wondering what will going
to happen.
“We need to leave this place,” said the elder gnome. “Our fear has come true.
We have been found. The monsters will come for us.”
All the gnomes started talking and shouting among themselves. They were
worried about where they could go and where they would be safe.
The four friends did not want to leave. They loved their home, the forest and
plants they helped to grow. Thus, they went to the elder.
“Is there no other way to defeat the monster, elder?” asked one of the four
gnomes.
“Of course, there is. But it is too dangerous,” said the elder.
“Please, tell us elder. We want to try. We don’t want to leave our homes,” said
one of the gnomes.
The elder looked at the four gnomes with pride.
“Very well, gnomes. Take this magic dust and sprinkle it on the monster. He
will forget his evil ways. Good luck gnomes. All of our hopes go with you,” said the
elder.
A. Read the questions and circle the correct answer based on the story above.

1. The gnomes would water and _______________ the plant.

A. grow
B. nurture
C. protect
D. support

2. What does the four gnomes saw?

A. The monster
B. The beautiful plant
C. The stoned gnome
D. The elder

3. Which of the statements is not true?

I. The gnomes are not scared toward the monster.
II. The four friends want to leave their homes.
III. The four friends want to try to stop the monster.
IV. The magic dust can kill the monster.
A. I, II & III
B. II, III & IV
C. I, II & IV
D. I, III & IV

4. Choose the synonyms of the word “pride”.

A. smile
B. anger
C. sadness
D. joy

5. Why do you think the elders’ gnomes want to leave the place?
A. The monsters have found them
B. The place is not safe anymore
C. They found a better place to live
D. They are bored with the place
B. Read the story again. Then, answer “True” and “False” in the box provided based on
the statement given.

1. The gnomes would take care of the animals in the forest.

2. The four gnome friends saw a gnome that had been turned into stone.

3. The monster turned a gnome into stone.

4. The four gnomes want to try to stop the monster.

5. The elder wanted to leave the forest because they were scared.

6. The magic dust would help to kill the monster.

 Sixth stage: Scoring and Feedback
In assessment, feedback from the teacher to the pupils is important in order to keep
the pupils updated about their achievements and progress. Therefore, in this stage,
the assessors need to think of a way on how to give feedback to the pupils regarding
their achievement in the test. In scoring, the teachers or assessors need to refer to
the rubric created earlier to give marks to the pupils based on their achievement in
the test. One of the ways to give feedback is by feedback form.
Example:

Feedback Form

Name :

Gender :

Class :

Date :

Title of the :
story

Feedback/Comments

Score: Score:

Grade:

Acknowledgement:

Pupils has received the feedback for the test Multiple Choice Questions section and “True” and
“False” section for testing their reading comprehension.

For pupil: For teacher:

Signature: Signature:

Name: Name:

Date: Date:
 Seventh stage: Reporting
In this stage, it involves how do you record your feedback and gives it to your test
taker. The way the test is reported is an important consideration whether letter grade
or holistic reported is suitable under some circumstances. By providing the report of
the pupils’ achievements and progress it allows the pupils to know the opinion of others
of their performances and exposed to their strengths and weakness which they need
to maintain and improve.
Example:
Feedback Form

: Mohd Syukri Adam bin Mohd Salleh

Gender : Boy

Class : 4 Bestari

Date : 1 April 2019

Title of the : The Four Friends

story

Feedback/Comments

MCQ: The pupil demonstrates low TRUE AND FALSE:

understanding of the text
The pupil is barely able to differentiate the correct
event in the story by being able to differentiate which
of the statement is true or false

Score: 2/10 Score: 2/10

Grade: D (4/10)

Acknowledgement:

Pupils has received the feedback for the test Multiple Choice Questions section and “True” and
“False” section for testing their reading comprehension.

For pupil: For teacher:

Signature: Signature:

Name: Name:

Date: Date: