Testing & Evaluation (Test Construction)

Prepared By:

Name:

ID No:

Program:

Prepared For:

(LECTURER)

TESTING AND EVALUATION PROJECT

(TEST CONSTRUCTION)

ACKNOWLEDGEMENT

We would like to say our gratitude to all people who have lend a hand us in one way or

another in the writing of this Principles of Testing and Evaluation Project – Test Construction.

First and foremost, we would like to express our compassionate appreciation and thankfulness

towards Prof. Madya Dr. Shariff Bin Omar. He had synchronized the effort and ensured the

sufficient resources are available for the completion of this assignment.

He is also the main instrument in the improving the language and consistency of this

assignment. He helps us surpass our insecure time during the production of this paper. Countless

thanks for his inexhaustible patience with our abundant questions and comments. Our

appreciation is extended to the Form 4 students of SMK Chalok, Setiu, Terengganu who had

graciously agreed to answer our test paper. Thank you for your heartiest assistance and warm

support.

To our fellow comrades, thanks for lending us a hand in order to search for useful

references and appropriate tools to complete this assignment. Nonetheless, their moral support

also much appreciated.

As our reference, every effort has been taken to acknowledge copyright materials. Last of

all, we would like to express gratitude to all people who helped vice versa in this writing of this

vigorously tough assignment.

1.0 INTRODUCTION

1.1 Purpose of the report

Principles of Testing and Evaluation, as the name suggest is a subject that

required students to learn and master the art of testing and evaluating. It is extremely

crucial course whereby in student’s future teaching career they are required to apply all

the principles efficiently and thus this assignment main objective are to check on the

students understanding of this course as whole. At the same time, this assignment is

going to give the students a firsthand experience in conducting a test. This project is

synchronized with the aim since it is to help students to become accustomed to be

scrutinized steps of conducting a test, to analyze the outcome of the test result according

to the rules and principles.

1.2 Subject

Our group had chosen Mathematic as the subject in conducting the test. The

subject later was specified to the Form 1 and the test comprised of chapter 1 until chapter

16, as follows:

Chapter 1: Properties of the Whole Number

Chapter 2: Number and Patterns

Chapter 3: Fractions

Chapter 4: Decimals and Approximations

Chapter 6: Percentages

Chapter 7: Direct Proportion (Integers)

Chapter 8: Basic Measurement

Chapter 10: Polygons 1

Chapter 11: Lines & Angles

The constructions of the test consist of all these chapters. Briefly, the item analysis only

analyzes the objective items. In order to test the student’s ability according to stages of

cognitive competencies, we construct a multiple choice question. Besides that based on

the testing format outlined by the Ministry of Education, Form 1 students are only tested

on objective items. Therefore, there is no subjective included in our test.

1.3 Syllabus

According to the written rule of constructing a test, the planning of the test is the

initial step. In planning stage, the identification of the instructional objective and the

taxonomy of educational objectives is a must. In order to get to both matters, the

existence of syllabus is very useful. Therefore, this group has referred to the ‘Sukatan

Pelajaran Matematik Menengah Rendah’ and ‘Huraian Sukatan Pelajaran Kurikulum

Bersepadu Sekolah Menengah Matematik Tingkatan 1’ in creating the test blueprint.

2.0 TEST PLANNING AND CONSTRUCTION

2.1 Table of specifications

The table of specification was created after the objective and learning outcome

had been identified. The table of specifications includes the representative’s sample of

the assessment domain based on the institutional objectives solely in order to avoid over

emphasis and under emphasis of each goals. The table also encompassed the number of

items and the credence of marks for every item. Last but not least, the types of items were

included as well. By having instructional objective and the taxonomy of educational

objectives in resonance with the table of specifications, the validity of the test was

enormously amplified.

Ability/Topic Cognitive

Knowledge

Cognitive

Comprehension

Cognitive

Application

Cognitive

Analysis

Cognitive

Synthesis

Cognitive

Evaluation

Total

Test

Items

Properties of the

Whole Number

1, 2 3 3

Number and Patterns 4,6,7,8 5 5

Fractions 10 9 2

Decimals and

Approximations

11,12 2

Percentages 15 16 13 14 4

Direct Proportion

(Integers)

17 19 18 3

Basic Measurements 20,21 22,23 4

Lines & Angles 24,25 26,27,28 5

Polygons 1 30 29 2

2.2 Test Paper

As mentioned previously, items constructed in the test consist of objective items

constructed which covers Chapter 1, Chapter 2, Chapter 3, Chapter 4, Chapter 6, Chapter

7, Chapter 8, Chapter 10, and Chapter 11 for the subject Mathematics Form 1. It is

constructed closely in reference to the Bloom’s Taxonomy in cognitive aspects. Time

allocated for the objective items were an hour since there are 30 questions and every 2

minutes were allocated to every items. It is reasoned by the Mathematics question are

lengthy in calculations. The multiple choice items were constructed appropriately

according to the guidelines. All of the items are meaningful and consist of stem and

plausible distracting answer respectively.

The answer keys and rubrics were designed according to the items.

Answer Key

Below are the answer keys for the MCQ test items.

Question No. Answer Key1 D2 C3 B4 C5 B6 D7 A8 C9 B10 A11 D12 C13 A14 C15 B16 B17 A18 D19 C20 B21 A22 B23 D24 B25 D26 C27 B28 D29 C30 B

3.0 ASSEMBLING AND ADMINESTERING

3.1 Assembling Test Items

For the assembling test items, we asked the favors from a teacher of

Sekolah Menengah Kebangsaan Chalok, Setiu Terengganu, Puan Azira in

completing this task. But first, we still identified the format of questions used for

Mathematics of Form 1 test paper for our reference to get the idea how the

questions looks like in the test paper. We gathered the reference by looking at the

text books and other Mathematics reference book. We chose the question paper

for Form 1 students in the form of multiple choices. We asked the help from Puan

Azira to use the question paper for final examination of Mathematics paper for

her Form 1 students. She agreed and assisted us by giving the photocopy of

question and the answer sheet for her students. She gave the instruction to the

students to answer the test paper in half and hour time. All the questions are based

on the KBSM and its syllabus. We collected all the information in one month.

Before Puan Azira give us the answer sheets from her students to us, we asked the

approval from the lecturer about the questions on the test paper.

3.2 Administering Test Item

We chose SMK Chalok, Setiu, Terengganu to complete this task. After

getting the cooperation from one of a teacher from this school to assist us in

gathered the information, she suggested us to use the students from Form 1RK to

be the respondents. As the Mathematics teacher for that class, she had given one

and quarter hour for the students to answer the entire questions in the test paper.

Surely the students did not copy from each others’ answers based on the

observation from their own teacher.

4.0 SCORING AND GRADING

4.1 Scoring

The scoring grade for SMK Chalok, Setiu, lower secondary level is divided into

five categories, namely, A, B, C, D and E. Grade A, B and C are regarded as pass

grade while D and E are regarded as fail. Meanwhile, the scoring marks for B are

20 to 23 marks and the scoring marks for C are 15 to 19. Meanwhile, the scoring

marks can be simplified in table below:

GRADE SCOREA 24-30B 20-23C 15-19D 12-14E 11 and below

4.2 Grading

The answered question papers are then marked based on the marking scheme that

we had outlined earlier. The marks are arranged in order, from the highest to the

lowest score as shown in the table below. Next, the scores were interpreted

according to several categories in the following chapter of this report.

NAME AND SCORE OF STUDENTS OF 1 RK

NO NAME OF STUDENT MARK (%) GRADE1 Nazifa Munirah binti Sidi Omar 23 B2 Nurul Akila binti Che Man 22 B3 Mohd Hafiq bin Ismail 22 B4 Ahmad Mustakim bin Mohammad 22 B5 Fatin Musliha 21 B6 Maizura binti Mat Rasid 21 B7 Norzie Aini binti Fauzi 21 B8 Nik Nor Azwani binti Nik Mat 20 B9 Wan Nor Azirah binti Wan Amran 20 B10 Nazatul Akma binti Abu Bakar 20 B11 Nasri bin Abdul Hamid 20 B12 Muhammad Fadhil bin Saidi 20 B13 Wan Nadzirah binti Wan Mohd Suhaimi 20 B14 Nor Akhmal binti Alias 19 C15 Nur Ain binti Abdullah 19 C16 Sahabudin bin Abdullah 19 C17 Muhammad Shamshirul Che Soh 19 C18 M.Azizi bin Ghazali 19 C19 Azlan bin Parlan 19 C20 Rosmaliza binti Mohamad 18 C21 Nabila Akmalina binti Mohd Ghazali 18 C22 Roslina Hasmy binti Abdul Majid 18 C23 Nor Suzana Rosli 17 C24 Nur Farra Sazwa 17 C25 Nor Ashima bt Ghazali 17 C26 Wan Mohd Aiman Hamizan 16 C27 Nurul Fatiha binti Azamron 16 C28 Sh. Norziana binti Mat Daud 16 C29 Nur Zareeda Ayu binti Mohd Kamal Aminuddin 14 D30 Nurul Idayu binti Malik Faiser 11 E

5.0 INTERPRETING THE SCORES

5.1 Table of Frequency

After calculating the marks of the students, the following data was recorded. The

marks are upon 30. There is no one from the class who managed to get an A

which the marks for A are from 24-30. There are thirteen students who got score

20-23 to get the grade B. For grade C, there are fifteen students who get scores

between 15-19 marks. Lastly, there is a student who got score between 12-14

marks to get grade D and also a student got score between 11 and below to get

grade E.

Score Frequency23 122 321 320 619 618 317 316 314 111 1

5.2 HISTOGRAM OF FREQUENCY DISTRIBUTIONS

A (11-12) B (13-14) C (15-16) D (17-18) E (19-20) F (21-22) G (23-24)0

2

4

6

8

10

12

FORM 1RKSMK CHALOK, SETIU

MARKS

FREQ

UEN

CY

5.3 MEASURES OF CENRAL TEDENCY

5.3.1 Mean

Mean can be defined as the sum of a set of data divided by the number of

data. The equation for mean is:

Sum of the data = Mean

Number of data

Thus, the mean for the table above is the sum of all scores from 1RK and

was divided into the number of the students of the class. The average for

the scores is 18.8. The calculation is shown below:

Mean = 564/ 30

= 18.8

5.3.2 Median

Median can be defined as the mean of two values, when the data is

arranged in numerical order. In the case of this study, since the numbers of

respondents are even, the mean can not be found when the values of marks

are arranged in numerical order and the two numbers in the middle of the

arrangement is taken and it divided by 2.

Median = 38/2

= 19

5.3.3 Mode

Mode is the value of the number that appears the most. The modes for the

scores for 1RK are 20 and 19 with the frequency of 6 respectively.

5.4.1 Standard Deviation

Standard deviation measures how much subjects differ from the mean of the

group.

The equation for Standard deviation (S) is:

SD = ∑ (x-x) 2

N

No x x (x-x) (x-x)2

1 11 18.8 -7.8 60.842 14 18.8 -4.8 23.043 16 18.8 -2.8 7.844 16 18.8 -2.8 7.845 16 18.8 -2.8 7.846 17 18.8 -1.8 3.247 17 18.8 -1.8 3.248 17 18.8 -1.8 3.249 18 18.8 -0.8 0.6410 18 18.8 -0.8 0.6411 18 18.8 -0.8 0.6412 19 18.8 0.2 0.0413 19 18.8 0.2 0.0414 19 18.8 0.2 0.0415 19 18.8 0.2 0.0416 19 18.8 0.2 0.0417 19 18.8 0.2 0.0418 20 18.8 1.2 1.4419 20 18.8 1.2 1.4420 20 18.8 1.2 1.4421 20 18.8 1.2 1.4422 20 18.8 1.2 1.4423 20 18.8 1.2 1.4424 21 18.8 2.2 4.8425 21 18.8 2.2 4.8426 21 18.8 2.2 4.8427 22 18.8 3.2 10.2428 22 18.8 3.2 10.2429 22 18.8 3.2 10.2430 23 18.8 4.2 17.64

Total

564 190.8

SD = 190.8

30

= 2.52

5.4.2 Z-Score and T-Score

Z-score express test performance simply and directly as the number of standard

deviation.

The equation for Z-score is:

Z-score = X-M

SD

T-score refers to any set of normally distributed standard scores that has a mean

of 50 and a standard deviation of 10.

The equation for T-score is:

T-score = 50+10 (Z)

Candidate Marks (X) Z-score T-score1 23 2.14 71.432 22 1.75 67.463 22 1.75 67.464 22 1.75 67.465 21 1.35 63.496 21 1.35 63.497 21 1.35 63.498 20 0.95 59.529 20 0.95 59.5210 20 0.95 59.5211 20 0.95 59.5212 20 0.95 59.5213 20 0.95 59.5214 19 0.56 55.5615 19 0.56 55.5616 19 0.56 55.5617 19 0.56 55.5618 19 0.56 55.5619 19 0.56 55.5620 18 0.16 51.5921 18 0.16 51.5922 18 0.16 51.5923 17 -0.24 47.6224 17 -0.24 47.6225 17 -0.24 47.6226 16 -0.63 43.6527 16 -0.63 43.6528 16 -0.63 43.6529 14 -1.43 35.7130 11 -2.62 23.81

6.0 ITEM ANALYSIS

ITEM 1

Content: Whole Numbers

Objective: Students are able to know about how to round off numbers.

Level of Cognitive Domain: Knowledge

Which of the following numbers when rounded off to the nearest thousand does not become

218 000?

Antara nombor-nombor berikut, yang manakah apabila dibundarkan keapada ribu yang

hampir tidak menjadi 218 000?

A 217 599

B 217 999

C 218 099

D 218 999

Answer: D

ITEM ANALYSIS:

Students Alternatives Difficulty

A B C D

95%

Easy

Upper 10 1 0 0 9

Lower 10 0 0 0 10

Discrimination 0.1 0.0 0.0 -0.1

Suggestion:

For item 1, the difficulty index is 0.95 indicating that this item is at the easy level of

difficulty. The correct answer for this item is D. This item discriminates positively as more

students from the higher group the right answer than those from the lower group. Distracter

A is a weak distracter while distracter B and C have no discriminating power.

ITEM 2


Objective: Students are able to know about places values and digit

values.


The digit in the number 63 876 that has ten thousands as a place value is

Digit pada nombor 63876 yang mempunyai puluh ribu sebagai nilai tempat ialah

A 4

B 5

C 6

D 7

Answer: C

ITEM ANALYSIS:


A B C D 100%

EasyUpper 10 0 0 10 0

Lower 10 0 0 10 0

Discrimination 0.0 0.0 0.0 0.0

Suggestion:

For item 2, the difficulty index is 1.0 indicating that this item is at the easy level of difficulty.

The correct answer for this item is C. This item discriminates positively. None of the

distracter is effective.

ITEM 3


Objective: Students are able to analyse this case.

Level of Cognitive Domain: Analysis

Aiman has 56 flags. He uses 35 flags to decorate his class and sells the remainder to Samy at

RM 1.25 each. How much does Samy have to pay?

Aiman mempunyai 56 helai bendera. Dia menggunakan 35 helai bendera untuk menghias

kelasnya dan menjual bakinya kepada Samy dengan harga RM 1.25 setiap satu. Berapakah

yang perlu dibayar oleh Samy?

A RM13.45

B RM26.25

C RM43.75

D RM70.00

Answer: B

ITEM ANALYSIS:

Students AlternativesDifficult

y

A B C D

100%

Easy

Upper 10 0 10 0 0

Lower 10 0 10 0 0


Suggestion:


The correct answer for this item is B. This item discriminates positively. None of the

distracter is effective.

ITEM 4

Content: Number Patterns and Sequences

Objective: Students are able to know about prime factors.


The sum of all the prime factors of 50 is

Jumlah semua factor perdana bagi 50 ialah

A 5

B 6

C 7

D 8

Answer: C

ITEM ANALYSIS:


y

A B C D

15%

Difficult

Upper 10 2 5 3 0

Lower 10 7 3 0 0

Discrimination -0.5 0.2 0.3 0.0

Suggestion:

For item 4, the difficulty index is 0.15 indicating that this item is at the difficult level of

difficulty. The correct answer for this item is C. This item discriminates positively as more


A is effective distracters as they attract more students from lower group while distracter B is

ineffective as they attract more students from higher group. Distracter D has no

discriminating power.

8 , 12 , m , n , 24

ITEM 5


Objective: Students are able to know about the pattern of a number

sequence.

Level of Cognitive Domain: Synthesis

Diagram I shows a sequence of even numbers.

Rajah I menunjukkan suatu urutan nombor genap.

DIAGRAM I

Find the value of m + n.

Cari nilai m + n.

A 34

B 36

C 38

D 40

Answer: B

ITEM ANALYSIS:


y

A B C D 95%

EasyUpper 10 0 10 0 0

Lower 10 1 9 0 0

Discriminatio -0.1 0.1 0.0 0.0

n

Suggestion:


difficulty. The correct answer for this item is B. This item discriminates positively as more


A is effective distracters as they attract more students from lower group. Alternative C and

D have no discriminating power.

ITEM 6


Objective: Students are able to determine lowest common multiple


Find the lowest common multiple (LCM) of 6, 9 and 12.

Carikan gandaan sepunya terkecil (GSTK) bagi 6, 9, 12.

A 10

B 12

C 27

D 36

Answer: D

ITEM ANALYSIS:


y

A B C D90%

Upper 10 0 0 0 10

Easy

Lower 10 0 1 1 8

Discrimination 0.0 -0.1 -0.1 0.2

Suggestion:




B and distracter C are effective distracters as they attract more students from lower group.

Alternative A has no discriminating power.

ITEM 7


Objective: Students are able to determine the highest common factor


Find the highest common factor (HCF) of 8 and 12.

Cari faktor sepunya terbesar (FSTB) bagi 8 dan 12.

A 4

B 6

C 8

D 12

Answer: A

ITEM ANALYSIS:


y

A B C D

75%

Easy

Upper 10 9 1 0 0

Lower 10 6 1 1 2

Discrimination 0.3 0.0 -0.1 -0.2

Suggestion:


difficulty. The correct answer for this item is A. This item discriminates positively as more


C and distracter D are effective distracters as they attract more students from lower group.

Alternative B is confusing distracter.

ITEM 8


Objective: Students are able to know the prime factors


Diagram 2 shows five number cards.

Rajah 2 menunjukkan lima kad nombor.

DIAGRAM 2

The cards which represent prime numbers are

Kad nombor yang mewakili nombor perdana ialah

A 23 and 27

33

37

29 27

23

B 27 and 33

C 23, 29 and 37

D 29, 33 and 37

Answer: C

ITEM ANALYSIS:


y

A B C D

80%

Easy

Upper 10 0 0 9 1

Lower 10 1 0 7 2

Discrimination -0.1 0.0 0.2 -0.1

Suggestion:


The correct answer for this item is C. This item discriminates positively as more students

from the higher group the right answer than those from the lower group. Distracter A and

distracter D are effective distracters as they attract more students from lower group.

Alternative B has no discriminating power.

ITEM 9

Content: Fractions

Objective: Students are able to analyse the case.

Level of Cognitive Domain: Application

of the 39 students in a class are girls. of the girls wear spectacles. How many girls

who wear spectacles? daripada 39 pelajar dalam satu kelas adalah pelajar perempuan.

daripada pelajar perempuan itu memakai cermin mata. Berapakah bilangan pelajar

perempuan yang memakai cermin mata?

A 8

B 10

C 14

D 18

Answer: B

ITEM ANALYSIS:


y

A B C D

80%

Easy

Upper 10 0 10 0 0

Lower 10 1 6 3 0

Discrimination -0.1 0.4 -0.3 0.0

5

9 6

13 5

9

6

13

Suggestion:


The correct answer for this item is B. This item discriminates positively as more students

from the higher group the right answer than those from the lower group. Distracter A and

distracter C are effective distracters as they attract more students from lower group.

Alternative D has no discriminating power.

ITEM 10

Content: Fractions

Objective: Students are able to compare the values of the fractions

Level of Cognitive Domain: Comprehension

Which of the following fractions has the largest value?

Antara pecahan berikut, yang manakah mempunyai nilai paling besar?

A

B

C

D

6

7

3

4

4

5

2

3

Answer: A

ITEM ANALYSIS:


y

A B C D

40%

Moderate

Upper 10 4 0 0 6

Lower 10 4 0 0 6


Suggestion:

For item 10, the difficulty index is 0.4 indicating that this item is at the moderate level of

difficulty. The correct answer for this item is A. This item discriminates confusedly as

students from the lower group the right answer same as those from the higher group.

Distracter B and distracter C have no discriminating power. Alternative D is a confusing

distracter.

ITEM 11

Content: Decimals

Objective: Students are able to know calculate the difference


Diagram 3 shows a list of decimal numbers.

Rajah 3 menunjukkan satu senarai nombor perpuluhan.

DIAGRAM 3

Calculate the difference between the largest and the smallest decimals.

Hitungkan beza antara nombor perpuluhan yang terbesar dan yang terkecil.

A 0.01

B 8.70

C 9.00

D 9.01

Answer: D

ITEM ANALYSIS:


y

A B C D

50%

Moderate

Upper 10 0 0 3 7

Lower 10 0 1 6 3


11.7, 2.69, 8.3, 6.77, 11.69

Suggestion:




B and distracter C are effective distracters as they attract more students from lower group.

Alternative A has no discriminating power.

ITEM 12

Content: Decimals

Objective: Students are able to know how to change fractions to

decimals


Convert to a decimal number, round it off to three decimal places.

Tukarkan kepada nombor perpuluhan, bundarkan jawapan anda kepada tiga tempat

perpuluhan.

A 0.290

B 0.291

C 0.292

D 0.293

7

24 7 24

Answer: C

ITEM ANALYSIS:


y

A B C D

20%

Difficult

Upper 10 5 1 3 1

Lower 10 7 1 1 1


Suggestion:


difficulty. The correct answer for this item is C. This item discriminates positively as more


A is effective distracters as they attract more students from lower group. Alternative B and

D are confusing distracter as it attracts same students from the lower group and higher group.

ITEM 13

Content: Percentages

Objective: Students are able to know how to find the percentage of the

quantity


Diagram 4 shows the price tag for a shirt in a sale.

Rajah 4 menunjukkan tanda harga sehelai baju dalam satu jualan.

DIAGRAM 4

Calculate the percentage discount offered.

Hitung peratus diskaun yang ditawarkan.

A 25

B 50

C 66

D 75

RM48

Answer: A

ITEM ANALYSIS:


y

A B C D

20%

Difficult

Upper 10 3 0 0 7

Lower 10 1 0 1 8


Suggestion:


difficulty. The correct answer for this item is A. This item discriminates positively as more


C and D are effective distracters as they attract more students from lower group. Alternative

B has no discriminating power.

ITEM 14


Objective: Students are able to know the about discounts

Level of Cognitive Domain: Evaluation

Table 1 shows the prices and discounts for four types of mp3.

Jadual 1 menunjukkan harga dan diskaun bagi empat jenis mp3.

Mp3

Price

(RM)

Discount

(%)

J

K

L

M

150

200

250

300

10

35

50

55

TABLE 1

The cheapest mp3 after the discount is

Mp3 yang termurah selepas diskaun ialah

A J

B K

C L

D M

Answer: C

ITEM ANALYSIS:


y

A B C D

45%

Moderate

Upper 10 7 0 3 0

Lower 10 3 0 6 1


Suggestion:


difficulty. The correct answer for this item is C. This item discriminates negatively as more

students from the lower group the right answer than those from the higher group. Distracter

A is ineffective distracter as they attract more students from higher group while distracter D

is effective distracter as they attract more students from lower group. Alternative B has no

discriminating power.

ITEM 15


Objective: Students are able to know the relationship between

percentages and fractions


A group of students consists of 48 boys and 72 girls. of the boys and of the girls take

part in an academic camp. Calculate the percentage of the students who attend the camp.

Sekumpulan pelajar terdiri daripada 48 lelaki dan 72 perempuan. daripada pelajar

lelaki dan pelajar perempuan mengikuti kem akademik. Hitung peratus pelajar yang

menyertai kem tersebut.

A 24

B 40

C 48

D 95

Answer: B

ITEM ANALYSIS:


y

A B C D

30%

Moderate

Upper 10 0 4 6 0

Lower 10 0 2 8 0

Discrimination 0.0 0.2 -0.2 0.0

3

8 5

12

Suggestion:


difficulty. The correct answer for this item is B. This item discriminates positively as more


C is effective distracter as they attract more students from lower group. Alternative A and D

have no discriminating power.

ITEM 16


Objective: Students are able to solve problems based on case given.


Encik Shahin bought 100 watermelons with a cost of RM2.00 per watermelon. 8 of the

watermelons were rotten and could not be sold. He sold the remaining watermelons at

RM3.00 each. Find the percentage of profit.

Encik Shahnin membeli 100 biji tembikai dengan harga RM2.00 sebiji. 8 biji tembikai telah

rosak dan tidak boleh dijual. Dia menjual buah tembikai yang tinggal dengan harga RM3

sebiji. Cari peratus keuntungan.

A 24

B 38

C 42

D 50

Answer: B

ITEM ANALYSIS:


A B C D

30%

Moderate

Upper 10 2 5 1 2

Lower 10 6 1 1 2


Suggestion: Revise

For item 16 the difficulty index is 0.3. This indicates that this item level of difficulty is at

moderate level. The correct answer for this item is B. The discrimination index of the item’s

answer key is 0.4 this indicates that this is a good item. Distracter A has -0.4 for its index of

discrimination and thus it is an effective distracter. Distracter C on the other hand, has an

index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter D has 0.0 for

its discrimination index and thus it is an ineffective distracter. It is suggested that this item to

be revised for future use.

ITEM 17

Content: Integers

Objective: Students are able to differentiate positive and negative

integers.


How many negative integers are there between -5 and 5?

Berapa banyak integer negatif di antara -5 dan 5?

A 4

B 5

C 9

D 11

Answer: A

ITEM ANALYSIS:

Suggestion: Retain


A B C D

35%

Moderate

Upper 10 6 0 2 2

Lower 10 1 1 1 7

Discrimination 0.5 -0.1 0.1 -0.5


moderate level. The correct answer for this item is A. The discrimination index of the item’s

answer key is 0.5 this indicates that this is a strong item. Distracter B has -0.1 for its index of

discrimination and thus it is an effective distracter. Distracter C on the other hand, has an

index of discrimination of 0.1 and thus it is a confusing distracter. Distracter D has -0.5 for

its discrimination index and thus it is a effective distracter. It is suggested that this item to be

retained.

ITEM 18

Content: Integers

Objective: Students are able to analyze the whole numbers


Diagram 5 is a number line.

Rajah 5 ialah suatu garis nombor.

-3 -2 -1 0 1 2 3 4

DIAGRAM 5

Which of the following represent the correct steps?

Antara berikut, yang manakah mewakili langkah yang betul?

A 3-(-2)

B 3-(-5)

C 3+(-2)

D 3+(-5)

Answer: D

ITEM ANALYSIS:


A B C D

5%

Difficult

Upper 10 5 0 5 0

Lower 10 2 0 7 1


Suggestion: Remove


difficulty level. The correct answer for this item is D. The discrimination index of the item’s

answer key is -0.1 this indicates that this is a weak item. Distracter A has 0.3 for its index of

discrimination and thus it is a confusing distracter. Distracter B on the other hand, has an

index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter C has -0.2 for

its discrimination index and thus it is effective distracter. It is suggested that this item to be

removed.

ITEM 19

Content: Basic Measurements



Puan Rosnah bought 1.55 kg fish, and 2 kg 80 g meat. What is the total mass, in kg, that

Puan Rosnah bought?

Puan Rosnah membeli 1.55 kg ikan dan 2 kg 80 g daging. Berapakah jumlah jisim, dalam kg,

yang dibeli oleh Puan Rosnah?

A 3.135

B 3.558

C 3.63

D 4.35

Answer: C

ITEM ANALYSIS:


A B C D

100%

Easy

Upper 10 0 0 10 0

Lower 10 0 0 10 0


Suggestion: Remove


easy level. The correct answer for this item is C. The discrimination index of the item’s

answer key is 0.0 this indicates that this is weak item. Distracter A has 0.0 for its index of

discrimination and thus it is an ineffective distracter. Distracter B on the other hand, has an


its discrimination index and thus it is an ineffective distracter. It is suggested that this item to

be removed.

ITEM 20




Amalina is 15 years 4 months old. Her sister is 30 months older than her. What is her

sister’s age?

Umur Amalina ialah 15 tahun 4 bulan. Kakaknya 30 bulan lebih tua daripadanya. Berapakah

umur kakaknya?

A 17 years 4 months

B 17 years 10 months

C 18 years 10 months

D 19 years 4 months

Answer: B

ITEM ANALYSIS:


A B C D

90%

Easy

Upper 10 0 10 0 0

Lower 10 1 8 0 1

Discrimination -0.1 0.2 0.0 -0.1

Suggestion: Retain


easy level. The correct answer for this item is B. The discrimination index of the item’s

answer key is 0.2 this indicates that this is good item. Distracter A has -0.1 for its index of

discrimination and thus it is an ineffective distracter. Distracter C on the other hand, has an

index of discrimination of 0.0 and thus it is an ineffective distracter. Distracter D has -0.1 for

its discrimination index and thus it is effective distracter. It is suggested that this item to be

retained.

ITEM 21


Objective: Students are able to measure the time and solve problems.


Farid started driving from his house at 0755 and arrived at Johor Bharu at 1605.

The duration of his journey is

Farid mula memandu dari rumahnya pada jam 0755 dan tiba di Johor Bharu pada jam 1605.

Tempoh masa perjalanan ialah

A 8 hours 10 minutes

B 8 hours 50 minutes

C 9 hours 10 minutes

D 9 hours 50 minutes

Answer: A

ITEM ANALYSIS:


A B C D

60%

Moderate

Upper 10 6 3 0 1

Lower 10 6 3 0 1


Suggestion: Remove


moderate level. The correct answer for this item is A. The discrimination index of the item’s

answer key is 0.0 this indicates that this is weak item. Distracter B has 0.0 for its index of



its discrimination index and thus it is ineffective distracter. It is suggested that this item to be

removed.

ITEM 22


Objective: Students are able to calculate and solve problems based on

case.


780 g of grade A rice is mixed with kg of grade B rice and place on a weighing scale. If

70 g of rice is removed, what is the reading, in kg, of the remaining mass?

780 g beras gred A dicampurkan dengan kg beras gred B dan diletakkan di atas alat

penimbang. Jika 70 g beras itu dikeluarkan, berapakah bacaan, dalam kg, baki berat beras?

A 0.76

B 1.21

C 7.6

D 1.31

Answer: B

ITEM ANALYSIS:


A B C D

85%

Moderate

Upper 10 0 10 0 0

Lower 10 0 7 2 1


1

2

1

2

Suggestion: Revise



answer key is 0.3 this indicates that this is good item. Distracter A has 0.0 for its index of


index of discrimination of -0.2 and thus it is effective distracter. Distracter D has -0.1 for its

discrimination index and thus it is effective distracter. It is suggested that this item to be

revised for the future use.

ITEM 23


Objective: Students are able to measure the time and solve problems.


A bus took 6 hours 30 minutes to travel from Kuala Terengganu to Kuala Lumpur. The bus

arrive Kuala Lumpur at 4.00 a.m. At what time, in the 24-hour system, does the bus leave

Kuala Terengganu?

Sebuah bas mengambil masa 6 jam 30 minit bagi perjalanan daripada Kuala Terengganu ke

Kuala Lumpur. Bas itu tiba di Kuala Lumpur pada jam 4.00 a.m. Pada jam berapakah, dalam

system 24 jam, bas itu bertolak daripada Kuala Terengganu?

A 0230

B 0930

C 1030

D 2130

Answer: D

ITEM ANALYSIS:


A B C D

25%

Difficult

Upper 10 0 6 1 3

Lower 10 1 6 1 2


Suggestion: Remove



answer key is 0.1 this indicates that this is weak item. Distracter A has -0.1 for its index of

discrimination and thus it is effective distracter. Distracter B on the other hand, has an index

of discrimination of 0.0 and thus it is ineffective distracter. Distracter C has 0.0 for its

discrimination index and thus it is ineffective distracter. It is suggested that this item to be

removed.

ITEM 24

Content: Lines and Angles 1

Objective: Students are able to analyze the type of angles.

Level of Cognitive Domain: Analyze

Diagram 6 shows four angles labelled I, II, III and IV.

Rajah 6 menunjukkan empat sudut yang dilabelkan I, II, III dan IV.

DIAGRAM 6

Which of the following angles are obtuse angles?

Antara sudut-sudut berikut, yang manakah merupakan sudut cakah?

A I and II only

B I and IV only

C II and III only

D II and IV only

I

II

III

IV

Answer: B

ITEM ANALYSIS:


A B C D

95%

Easy

Upper 10 0 10 0 0

Lower 10 0 9 1 0


Suggestion: Remove




discrimination and thus it is ineffective distracter. Distracter C on the other hand, has an

index of discrimination of -0.1 and thus it is effective distracter. Distracter D has 0.0 for its


removed.

ITEM 25


Objective: Students are able to analyze the parallel and perpendicular

lines

Level of Cognitive Domain: Analyze

Diagram 7 shows six straight lines which meet at point P.

Rajah 7 menunjukkan enam gairs lurus yang bertemu di titik P.

DIAGRAM 7

Which of the following pair of lines are not perpendicular to each other?

Di antara berikut, pasangan garis yang manakah tidak berserenjang di antara satu sama lain?

A RP and PU

B SP and PV

C QP and PT

D TP and PV

V

U

T

S R

Q

P

30°

30°

30° 30°30°

Answer: D

ITEM ANALYSIS:


A B C D

15%

Difficult

Upper 10 2 5 1 2

Lower 10 0 7 2 1


Suggestion: Remove




discrimination and thus it is confusing distracter. Distracter B on the other hand, has an index

of discrimination of -0.2 and thus it is effective distracter. Distracter C has -0.1 for its


removed.

ITEM 26


Objective: Students are able to evaluate the value of angles.


Diagram 8, PQ and RS are straight lines.

Rajah 8, PQ dan RS ialah garis lurus.

DIAGRAM 8

Find the value of x.

Cari nilai x.

A 20

B 60

C 100

D 120

3y°

y°

x°

60°P

R

Q

S

Answer: C

ITEM ANALYSIS:


A B C D

75%

Easy

Upper 10 0 0 9 1

Lower 10 0 0 6 4

Discrimination 0.0 0.0 0.3 -0.3

Suggestion: Revise


easy level. The correct answer for this item is C. The discrimination index of the item’s


discrimination and thus it is ineffective distracter. Distracter B on the other hand, has an

index of discrimination of 0.0 and thus it is ineffective distracter. Distracter D has -0.3 for its


revised for future use.

ITEM 27




In Diagram 9, JKL is a straight line.

Dalam Rajah 9, JKL ialah satu garis lurus.

DIAGRAM 9

Find the value of x.

Cari nilai x.

A 20

B 25

C 36

D 100

JK L

3x° x° 80°

Answer: B

ITEM ANALYSIS:


A B C D

95%

Easy

Upper 10 0 10 0 0

Lower 10 0 9 1 0


Suggestion: Remove




discrimination and thus it is ineffective distracter. Distracter C on the other hand, has an

index of discrimination of -0.1 and thus it is effective distracter. Distracter D has 0.0 for its


removed.

ITEM 28




In Diagram 10, POQ and ROS are straight lines.

Dalam rajah 10, POQ dan ROS ialah garis lurus.

DIAGRAM 10

Calculate the value of v + w.

Hitung nilai v + w.

A 50

B 90

C 120

D 140

120°

40°

R

O

PS

Q

v°

w°

Answer: D

ITEM ANALYSIS:


A B C D

90%

Easy

Upper 10 0 0 0 10

Lower 10 0 1 1 8


Suggestion: Revise


easy level. The correct answer for this item is D. The discrimination index of the item’s



index of discrimination of -0.1 and thus it is effective distracter. Distracter C has -0.1 for its


revised for future use.

ITEM 29

Content: Polygons 1

Objective: Students are able to analysis the value of angles.


In Diagram 11, PQS is a triangle and PQR is a straight line.

Dalam Rajah 11, PQS ialah segitiga dan PQR ialah garis lurus.

DIAGRAM 11

Find the value of r.

Cari nilai r.

A 125

B 90

C 55

D 45

R

P

S

Q

35°

r°

Answer: C

ITEM ANALYSIS:


A B C D

65%

Easy

Upper 10 0 0 10 0

Lower 10 0 6 3 1

Discrimanation 0.0 -0.6 0.7 -0.1

Suggestion: Retain


moderate level. The correct answer for this item is C. The discrimination index of the item’s

answer key is 0.7 this indicates that this is strong item. Distracter A has 0.0 for its index of


index of discrimination of -0.6 and thus it is effective distracter. Distracter D has -0.1 for its


retained.

ITEM 30

Content: Polygons 1

Objective: Students are able to measure the value of angles.


In Diagram 12, RSTU is a quadrilateral.

Dalam Rajah 12, RSTU ialah sisiempat.

DIAGRAM 12

Find the value of p.

Cari nilai p.

A 40

B 50

C 70

D 80

U

R

T

100°140°

70°p°

Answer: B

ITEM ANALYSIS:


A B C D

85%

Easy

Upper 10 2 8 0 0

Lower 10 1 9 0 0

Discrimanation 0.1 -0.1 0.0 0.0

Suggestion: Remove



answer key is -0.1 this indicates that this is weak item. Distracter A has 0.1 for its index of

discrimination and thus it is confusing distracter. Distracter C on the other hand, has an index

of discrimination of 0.0 and thus it is ineffective distracter. Distracter D has 0.0 for its


removed.

7.0 CONCLUSION

Documents

Testing & Evaluation (Test Construction)