Group 3

1. Discuss the THREE fundamental principles for crafting

assessment tasks. Give examples to support your discussion.
2. List FIVE learning outcomes that are best measured with
selected-response test item and constructed-response test item
respectively. Give reason to support your answer

VOON TZE MING 127765

TEE MING KEAN 130976
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TEH SHY HUI 127760
 PART 1
Discuss the THREE fundamental principles
for crafting assessment tasks. Give examples
to support your discussion.
 1. Focus each assessment task entirely on
important learning outcomes

Waste time to test minor points of content

Example : The item of task must be based on
learning outcome that we want to achieved
Limited to test items which measure only
educationally important objectives and content
 2. Craft each task to elicit from students only the
knowledge and performance that are relevant to the
learning outcomes to be assessed
Need very clear idea of the learning outcome that she want to
assessed.
Avoid elicit unwanted behaviors such as bluffing, test-fear,
wild guessing, craftiness because can lead the teacher to
evaluate incorrectly.
Example: Aligned the task and learning outcomes so
that items can built to test the knowledge, skills and abilities
based the learning outcome.
3. The tasks neither prevent nor inhibit students'
ability to demonstrate that they have achieved the
learning outcome.
Imprecise wording in a question, may make an item so
ambiguous that a student who has the knowledge answers it
incorrectly.
Inappropriate vocabulary, poorly worded directions or poorly
drawn diagrams may lead knowledgeable students answer
incorrectly.
Example: An appropriate words, clearly diagram, an
obvious instructions, even the format or arrangement of an
item also can lead students response correctly
 PART 2
List FIVE learning outcomes that are best
measured with selected-response test item and
constructed-response test item respectively.
Give reason to support your answer
1. Selected-response test item (objective test item)
- students select their responses from alternatives
we present to them.

I. Binary-choice items
II. Multiple binary-choice items
III. Multiple choice items
IV. Matching items
1. Binary-choice item
- Only 2 options from which to select.
- The most common form is the true or false
item.
- choose between yes-no, right-wrong, correct-
incorrect and so on.
- Students can answer many item in a short time.

- Weakness :
- student has a 50% chance to get the correct
answer. However, the more questions on a
binary choice test, the greater the accuracy.
 Example1

Learning outcome :
At the end of the section, students will be able to state what
an alloy is.

Activity 8.2
1. Steel contain 99.5% iron and 0.5% of carbon. (*T/F)
2. The special properties of Duralumin is light, strong and
resistant to corrosion. (*T/F)
3. The composition of Brass has 88% copper and 12% tin.
(T/*F)
2. Multiple binary-choice item
- A cluster of items is presented to the students, requiring a binary response to each
item in the cluster. Usually, the item are related to an initial statements.
Example :
Learning outcome : At the end of the section, students will be able to
solve problems involving data representations and measures of
dispersion.

A total of 12 students took a math test with 10 items and get a score as
follows:
5,6,7,7,7,7,8,8,8,8,9,10

Which of the following is true?

1. The median is 7.5 - true
2. The mode is 8.0 - false
3. The range is 5.0 - true
4. The median is different than the mean - false
 Positives of Multiple-Binary Test Items:

Students cannot only memorized information

like they can in a binary test.
This type of test is more demanding and
requires a deeper level of thinking.
Students can respond to 2 or more items in a
cluster in the same amount of time it takes to
answer a single item. More items on a test
leads to a more reliable test.
 Multiple Choice Items ( MCQs )

- Have a stem
- The alternatives contain one best / correct answer
- The alternatives contain two or more distractors
- Four types : Direct-question form, Incomplete
statement form, Rearrangement form, Substitution
form
- Higher Level MCQs :
 Example :
Learning Outcome : At the end of the lesson, students are able
to understand the process of mitosis.
Outcome : Example :
At the end of the lesson, students are able to relate the physical
properties of substances to the arrangement of particles.
 Matching Items
- Have responses and premises
- Both responses and premises are homogenous
 Example
Learning Outcome :Pada akhir pembelajaran, murid-murid
dapat mengenal pasti jenis ayat dalam Bahasa Melayu.
 Constructed-response tests
Students need Short- Essay item Students
must be able
to supply a to assemble
word, a phase
or a sentence
answer > extended-response
> restricted-response
relevant
information,
in response. critically
analyse the
Direct Direct information.
question question

Incomplete Imperative
statement statement
 Short-answer: Direct question & Incomplete
statement Learning outcomes:
Diagram 2 shows the experiment to study the rusting of metals.
At the end of the section,
students will be able to:
1. State the properties of
alloy (metals).

2. Relate the changes in

the properties of
metals when they are
converted to alloys.

Both test tubes with their contents are left for three days. The results are
recorded in Table 2.
Type of nail Observation
Iron nail Rusts
Stainless steel nail Does not rust
Table 2
(a) Complete Table 2 by showing what has happened to the stainless steel nail at
the end of the experiment. [1mark]
(b) Which nail is more resistant to corrosion? [1mark]
Stainless steel nail.
Essay item: Extended-response essay & restricted-response essay
1st L.O : A student will be able to analyse the production of
ammonia in industry.
Question 1. Ammonia fertiliser is a nitrogen fertiliser that supplies
nitrogen element to animals and plants during the formation of
protein.
Examples of ammonia fertiliser are ammonium sulphate,
ammonium nitrate and ammonium phosphate.
Conduct an experiment on how to prepare ammonium sulphate
fertiliser based on the following criteria:
i. Aim of the experiment [1m]
ii. Problem statement [1m]
iii. Hypothesis [1m]
iv. Identification of variables [2m]
v. List of apparatus and materials [1m]
vi. Procedure or method [3m]
vii. Tabulation of data [1m]
viii. Conclusion [1m]
Answer:
Aim: To prepare ammonium sulphate fertiliser
Problem statement: How is ammonium sulphate salt prepared in the
laboratory?
Hypothesis: Ammonium sulphate salt is prepared through the
reaction between ammonia aqueous solution and sulphuric acid.
Then, the process of crystallisation is carried out.
Variables: a) that is kept constant: Concentration of acid and alkali
b) that is manipulated : Chemicals
c) that is responds : Ammonium salt
Materials: Red litmus paper, 2 mol dm ammonia solution, 1 mol
dm dilute sulphuric acid, distilled water, filter paper
Apparatus: 100 cm beaker, glass rod, tripod stand, Bunsen burner,
wire gauze, filter funnel, measuring cylinder, evaporating dish.
 Procedure:
1. 25 cm of dilute sulphuric acid is measured with
a measuring cylinder. This acid is poured into a
100 cm beaker.
2. Ammonia solution is added drop by drop into the
beaker while the solution is stirred with a glass
rod.
3. The solution produced is tested with a red litmus
paper from time to time. The adding of ammonia
solution is stopped if the litmus paper turns blue
(or when the solution releases the smell of
ammonia).
4. The solution is then poured into an evaporating
dish.
5. The solution is boiled until it saturates.
6. The solution is cooled at room temperature.
White ammonium sulphate crystals will be
formed.
7. The salt crystals are filtered and rinsed with cold
distilled water.
8. The crystals formed are dried using a filter paper.
 Analysis:
1. The ammonia solution is in excess when the red litmus paper
begins to change its colour to blue.
2. The saturated solution has to be cooled at room temperature so
that crystallisation can occur.
3. The salt crystals are rinsed with a little cold distilled water to
remove impurities like ammonia solution.
Conclusion
1. Ammonium sulphate fertiliser can be prepared through the
reaction between ammonia solution and dilute sulphuric acid and
finally, through crystallisation.
2. Hypothesis that is made can be accepted.
2nd L.O :Students will be able to analyse the effects of industrial waste disposal on the
environment.
Question 2. Air pollution is caused by the burning of fossil fuel from factories.
a) Explain briefly what will happen if acidic gas dissolves in rainwater. [2m]
b) Describe one effect of pollution to the environment and human health caused by the event
in 2 a) [6m]
Answer:
a) When acidic gas included sulphur dioxide and nitrogen dioxide dissolve in rainwater, acid rain
will be formed. Sulphur dioxide and nitrogen dioxide dissolve very easily in water and can be
carried very far by the wind. As a result, the two compounds can travel long distances where they
become part of the rain, with a pH of less than 7.

b) Acid rain can be extremely harmful to environment, especially to the forests. Acid rain that
seeps into the ground can dissolve nutrients, such as magnesium and calcium, that trees need to
be healthy. Acid rain also causes aluminium to be released into the soil, which makes it difficult
for trees to take up water. Moreover, most lakes and streams would have a pH level near 6.5. Acid
rain, however, has caused many lakes and streams to have much lower pH levels. The effect of
acid rain can cause respiratory diseases in human health, or can make these diseases worse.
Respiratory diseases like asthma or chronic bronchitis make it hard for people to breathe. The
pollution that causes acid rain can also create tiny particles. When these particles get into
peoples lungs, they can cause health problems, or can make existing health problems worse.
3rd L.O :A student is able to describe the importance of practising the
responsible ways of disposing industrial waste.

Diagram 1.1. A polluted sea Diagram 1.2. A clean sea

Question 3. Why it is important for us to practise responsible ways of
disposing industrial waste? Explain using your own words and give
examples. [4m]
Answer:
A clean environment is essential to sustain life. It is important to preserve
and conserve the environment especially in the way of disposing the
industrial waste. Preserve is the effort to maintain the environment in good
situation. While conservation is the management of environment to prevent
the damage of it. For example, water is one of the important resources to
living things. Uncontrolled and haphazard disposal of industrial wastes will
pollute the water. When the water has been polluted, it will endanger the
aquatic lives and may even cause them to become extinct. Not only it will
affect the environment and the aquatic lives, but also human lives. When we
consume aquatic animals and plants from polluted water which we dont
know, we will fall sick.
 Sources
Anthony J.Nitko, 1983. Educational Tests and
Measurement: An Introduction. New York: University of
Pittsburgh.
Noor Hayatee Bt. Md. Noor, Mak Sew Yin, Quek Yoke
Hua, Chong Kum Ying, 2005. Science Form 4. Pustaka
Alhas (M) Sdn. Bhd.
Yeap Tok Kheng, 2009. Longman Essential Science
SPM. Pearson Malaysia Sdn. Bhd.