ED301PCB - Assessment in Education

PAIRS/GROUP: Assignment #2 (40%- FINAL DOCUMENT )

Designing Paper & Pencil Tests
Semester One (1) - 2021/2022

In pairs, trainee teachers will select a unit from the National Standards Curriculum based on
their area of specialization, for which you will design a paper and pencil assessment. The unit
selected may or may not be the same unit used in assignment 1. Additionally, trainee teachers
will analyze results from a paper and pencil assessment.

Section A: Constructing a Table of Specification (25 marks)

Section B: Construction of a Classroom Test (30 marks)

Section C: Test Administration (10 marks)

Section D: Analysis of Test Results (25 marks)

Section E: Feedback and Evaluation (10 marks)

Section A: Construction of a Table of Specification

This section will contain the Table of Specification and its associated instructional
objectives. The objectives must be specific and quantifiable. The levels of the taxonomy
must be in alignment with the objectives and the weighting of items must be clearly
illustrated.
Section B: Classroom Test
For this section, learners will submit a paper and pencil test along with its marking
scheme. For each item the instructional objective that it seeks to measure must be
identified.

The test must contain:

 True/false
 Short Answer/ Completion
 Matching
 Multiple choice items.
****Kindly pay keen attention to the rules governing the construction of these items.

Section C: Report on the administration of the classroom test

This section includes a brief but clear report of what procedures would be adhered to in
the event that the test was to be administered. Students will report on the process that
would occur before, during and after the test. Key points to be addressed are:

 How would the classroom be arranged?

 How would the students be assigned to their seats?

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  How would the test papers be issued?
 If students are late for the start of the test, how would this be addressed?
 How would the test be monitored?
 How would the test papers be collected post administration?
 What other procedure/s would be carried out after the test has ended?
NOTE: These are only suggested focus questions!
****Include a sketch of the proposed seating plan/arrangement for the test.

Section D: Analysis of Test Results

Students will be provided with a datasheet bearing the results of a classroom test. Each
pair will be required to:

a) Calculate averages (mean, mode and median) of the results from the data provided.
b) Use Microsoft Excel or any other digital software to create two graphs to illustrate
students’ performance data along with an accompanying discussion that seeks to
interpret performance results.
c) Complete a quantitative item analysis of Four (4) multiple choice items. That is
the difficulty and discrimination index. For each analysis, there must be an
accompanying discussion that seeks to interpret performance results.

Section E: Feedback and Evaluation

Each group/pair will design a report card for TWO students that can be used to provide
feedback to the students as well as their parents. The report card should be attractively
designed and should illustrate the following information:
 Students’ name
 Grade
 Class and Student averages
 Number of sessions – present, late and absent
 Conduct
 Section for Form Teacher’s and Grade Supervisor’s/Principal’s comments

The core subjects – Mathematics, English Language, Science and Social Studies
should be reflected on the report card for each student. For each subject area the
following should be seen:
 Classwork Term Average
 Student Exam Score
 Term Average/ Overall Final Score

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 In the comment section of the report, provide a constructive feedback as (a) Form
Teacher and (b) Grade Supervisor/Principal to each student. Remember to make
recommendations to the students on how they might improve their overall performance.

NB: All members of the group MUST participate in writing the feedback on the report
cards.
_______________________________________________________________________

RUBRIC – Designing Paper & Pencil Test

Section A- Creating the Table of Specifications

TOS Excellent Good Poor

Objectives were The objectives are The objectives are The objectives are poorly
specific and well written, clear and somewhat well written written and lacks clarity,
quantified explicit. They are but lack specificity and and specificity
quantified and specific need to be quantified
(10 marks) (10-8 marks) (7-5 marks) (4-1 marks)

Appropriate The appropriate level The level for a few of the The level for most of the
levels and for the items was used items was inappropriate items selected was
topics based on the content based on the objectives inappropriate based on the
and the objective and the content objectives and the content
(8 marks) (8-6 marks) (5-3 marks) (2-1 marks)

Table Design / The table design was The table design was not The table design was not
Accuracy clear and calculation clear but the weighting clear and the calculation
of weighting of scores of scores was accurate. of the weight of the scores
(7 marks) was accurate. was inaccurate.
(7-5 marks) (4-2 marks) (1 mark)

Total 25 marks

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Section B: Setting of Test Items

Test Excellent Good Poor

MCQs Well written Observes most of More than three
items in keeping the guidelines for guidelines are not
with guidelines writing MCQs/ 1- observed/ Several
(7 marks) for writing MCQs 3 guidelines not errors
observed. Few
(7 marks) errors
(6-4 marks) (3-1 marks)
Completion/ Observes the rules 1-2 rules not More than two
Short Answer for writing observed. (Few rules not
(4 marks) completion items. errors) observed /Several
(4 marks) (3-2 marks) errors
(1 mark)
Matching Observes the 1-2 guidelines not More than 2
guidelines for observed guidelines not
writing Matching observed /Several
(4 marks) items errors
(3-2 marks)
(4 marks) (1 mark)
True/False Observes the 1-2 guidelines not More than two
guidelines for observed guidelines not
writing observed.
(4 marks) True/False items
(3-2 marks) (1 mark)
(4 marks)
Quality of test Items constructed Few items (1-2) Many items (3 or
items are correctly not matching more) not
aligned to objectives matching stated
objectives objectives
(5 marks) identified
(4-3 marks)
(5 marks) (2-1 marks)
Appropriateness Language of test Some dimensions Two or more
of test for age items, length of as it relates to dimensions not
group e.g. print, paper and appropriateness accounted for
length of test, instructions are accounted for.
clarity of appropriate for
instructions. age group
(3 marks) (2 marks) (1 mark)
(3 marks)
Formatting Spacing adequate, One dimension Two or more
pages numbered, not addressed/ dimensions
clear instructions deficient missing/deficient
(3 marks) for every section
of the test, like
items grouped (1 mark)
together (2 marks)
(3 marks)

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 TOTAL (30 marks)
Section C - Administration of the Test

Indicators Good Poor

Description on An explicit explanation of the
Administration of Test procedures that would be followed for
the administration of the test. The
(8 marks) following prompts were answered.
 How would the classroom be
arranged?
 How would the students be
assigned to their seats?
 How would the test papers be
issued?
 If students are late for the start Several of the questions were
of the test, how would this be not answered
addressed?
 How would the test be (4-1 marks)
monitored?
 How would the test papers be
collected post administration?
 What other procedure/s would
be carried out after the test has
ended?

(8-5 marks)

Seating Plan Diagram is clear with details showing Diagram was not clear
assignment of seats and the number of
(2 marks) students

Sketch of the seating

plan/arrangement for the test included

(2 marks) (1 mark)

Total 10 marks

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 Section D – Analysis of the Test

Indicators Excellent Good Poor

Averages Accurate use of formula Use of formula with few Incorrect use of formula
and accurate errors and limited and little or no
(6 marks) discussion/ discussion/interpretation on discussion/interpretation on
interpretation test items test items

(6 marks) (5-3 marks) (2-1 marks)

Graphs Accurate Use of Use of formula with few Incorrect use of formula
formula and accurate errors and limited and little or no
(3 marks) discussion on graphs discussion/interpretation on discussion/interpretation on
test items test items
(6 marks)
(5-3 marks) (2-1 marks)
Difficulty Level and Correct use of formula Use of formula with few Incorrect use of formula
discussion on items and accurate discussion errors and limited and no discussion on test
on test items discussion on test items items
(8 marks)
(8-7 marks) (6-4 marks) (3-1 marks)

Discrimination Index Correct calculation of Use of formula with few Incorrect use of formula
and discussion on the index using the errors and limited and no discussion on test
items formula and accurate discussion on test items items
discussion on test
(8 marks) items (6-4 marks) (3-1 marks)

(8-7 marks)
Total 25 Marks

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 Section E: Feedback and Evaluation

Indicators GOOD FAIR

Design of report card is ‘reader friendly’ Design of card does not help
Design of e.g. Has a key; Is attractive, clear, easy reader to quickly locate
Report card to understand. Details on the report information,
should depict important details such as Is unattractive
(4 marks) name, class, averages, absence, late and
conduct, etc.

(4-3 marks) (2-1 mark)

Report on Report given on two students is Report given on 1 student is
Two student comprehensive and accurate. comprehensive and accurate
(2 marks) (2 marks) (1 mark)

Report data is accurately used to provide Feedback is vague; no specific

Meaningful meaningful feedback: recommendations/
Feedback -specific areas of commendation mentioned, commendations made; no use
Provided -specific areas of weakness mentioned; of data to support feedback
-specific suggestions/recommendations being given.
(4 marks) made for programmes that can improve
student learning/performance.

(4-3 marks) (2-1 mark)

TOTAL 10 marks

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