POSTGRADUATE DIPLOMA IN TEACHING

MAY/2022

HPGD2303

EDUCATIONAL ASSESSMENT

MATRICULATION NO : CGS02484526
IDENTITY CARD NO. : 960729-12-5966
TELEPHONE NO. : 0163018719
E-MAIL : nrsmahkm00@oum.edu.my
LEARNING CENTRE : Kota Marudu Learning Centre
PART A

Question 1

Assessment is an important component of teaching because it determines whether or not

educational objectives are met. Grades, placement, progress, instructional requirements,
curriculum, and, in some cases, funding are all influenced by assessments. Students today require
not only basic reading and math skills but also the ability to navigate an ever-changing world.
They must be able to think critically, analyze information, and draw conclusions. Changes in the
skills and knowledge our students require necessitate the development of new learning
objectives, which alter the relationship between assessment and instruction. Teachers must be
active participants in determining the purpose of assessment and the content to be assessed.
There are some general principles in assessment.
1. Fairness
The RTO should inform your learners on the method of assessment and give them the option
to question the assessment result and be evaluated if necessary. Nonetheless, RTOs can make
acceptable adjustments within the assessment process to accommodate the needs of the
individual learner. Good adaptations fundamentally mean that learners with disabilities should be
ready to participate in education and training on the same basis as learners without disabilities.
This inclusion approach must be reasonable, which suggests it must be based on the individual's
needs and abilities while also considering the interests of all parties involved. Rest breaks,
overtime, and an indication language interpreter are some modest changes.
2. Flexibility
The assessment of this principle is ready-made to the particular learner by:
• Account for the requirements of the learners
• Look into the competencies of the learner
• Embrace the utilization of various assessment methods suited to the context of the learner's
competency unit.
3. Validity
A successful assessment confirms that a student possesses all the knowledge and abilities
provided in a training product. Validity necessitates:

1
 • Assessment of the unit of competency and therefore the accompanying assessment
requirements encompasses a wide range of skills and information required for competent
performance.
• The evaluation of data and abilities is combined with their actual application.
• Assessment must be supported evidence that a student can exhibit their abilities and
knowledge in other similar contexts.
• There may be a need for evidence of the learner's performance that agrees with the
competency units of competency.
4. Reliability
The dependability principle states that assessors at a training provider should consistently
interpret assessment evidence which assessment findings are comparable regardless of who is
assessing. There are four categories of dependability. These are student-related issues, rater-
related issues, test administration-related issues, and test-related issues like the nature of the test
itself.

Question 2
Physical movement, coordination, and the use of motor skills are all part of the
psychomotor domain (Simpson, 1972). These abilities require practice and are measured by
speed, precision, distance, procedures, or techniques used in an execution. As a result,
psychomotor skills range from manual tasks like digging a ditch or washing a car to more
complex tasks like operating a complex machine or dancing. The seven main categories are
listed from the simplest to the most complex behavior.

Stages of psychomotor Domain

1. Perception
This is the ability to guide motor activity by incorporating sensory inputs. It incorporates all
activities from sensory stimulation to cue selection to translation. during this stage, one is in a
position to show the use of non-verbal cues (Setyaning & Utrecht, 2020). as an example, they
will determine where a ball will land when tossed and then go to the appropriate area to receive
the ball. Another example is the ability to adjust the temperature of the burner based on the scent
and flavor of the meal or adjust the forklift's fork height by comparing where the forks are in

2
respect to the pallet. The verbs during this stage include words such as describes, detects,
differentiates, distinguishes, identifies, and chooses.
2. Set
This refers to being able to act. it's made up of physical, cerebral and emotional components.
These are the dispositions that determine how one reacts to situations. The stage follows a group
of stages in a production process. Additionally, it recognizes one's own strengths and
weaknesses. It also demonstrates a desire to find out a new procedure. This stage is closely tied
to the Affective domain's "Responding to phenomena" subdivision. The verbs during this stage
are begins, displays, shows, states and volunteers.
3. Guided Response
This involves the initial phases of learning a posh skill, which incorporates imitation and
trial and error. Practicing results in adequate performance. It helps a learner to unravel a
mathematical equation. It also builds a model by following instructions. It further helps to reply
to the instructor's hand signals while learning to operate a forklift. The key verbs during this
stage are copies, traces, follows, react, reproduce, and responds.
4. Mechanism
This is another step in acquiring a complex skill. It involves plenty of confidence and
proficiency in conducting movement because the learned reactions develop into habits. as an
example , employing a computer, fixing a leaking faucet and using an automobile. The key verbs
include mixes, organizes, assembles, calibrates, builds, repairs, heats, dismantles, grinds,
displays, fastens, manipulates, measures, mends, and sketches.
5. Complex Overt Response
The skillful execution of motor actions involving complex movement patterns. Skill is
demonstrated by quick, precise, and well-coordinated execution that requires little energy. This
category includes both hesitation-free execution and automatic execution. For example, players
frequently make satisfying sounds or swear words as soon as they hit a tennis ball or throw a
football because they know what the outcome will be based on the feeling of the action. As an
example the power to operate a computer accurately and swiftly. The key verbs during this stage
are assembled, builds, calibrates, and constructs.

3
 6. Adaptation
In this stage, one's skills are developed in an adequate manner, and they may just movement
patterns to meet specific needs. this suggests that they are able to respond well to the unseen
situation and adapt instruction to match the requirements of the students. Additionally, they will
work with a machine that was not set for a particular task. The verbs, during this case, include
varies alters, revises, changes reorganizes, rearranges, and adapt.
7. Origination
This stage involves the belief in new movement patterns that are able to match a given
setting. Learning outcomes place a premium on creativity supported well-developed skills. as an
example, when one creates a replacement theory, creates fresh and comprehensive training
programs or comes up with a replacement gymnastic routine. The verbs, during this case, are
arranges, composes, builds, originates, constructs, initiates, creates, designs makes, and
combines.
In conclusion, learning is a necessary part of everyone's life. It is critical for growth and
development, so both students and teachers must be committed to the process. It is also
necessary to ensure that the teaching of learning content takes into account the various areas of
learning that have been identified. As it becomes more important to teach students using a
variety of strategies and techniques, teachers must employ instructional strategies that
incorporate multiple domains of learning in order for teaching and learning to be considered
effective.

4
PART B
Question 1
a) Short answer questions are one of the most commonly used methods for assessing student
learning. Short answer questions requiring students to create responses are known as short
replies. Before asking more in-depth assessment questions on a topic, they are frequently used in
tests to gauge students' basic knowledge and understanding (low cognitive level) of that subject.
Bloom's Taxonomy was created by teacher by the name of Benjamin Bloom in the middle of the
19th century. Since then, other educators have realized that a variety of learning styles are best
evaluated using a variety of question kinds. Knowing, comprehending, applying, analyzing, and
evaluating are some categories of learning. Here, we'll talk about some of the advantages and
limitations of short-answer questions.
The advantage of short-answer questions is that they can be used as a form of instructor
feedback. This may be the case for all exam questions, but short answer and essay questions
might help the teacher determine whether or not a student has a clear understanding of the
subject. This aids the teacher in enhancing the course material for upcoming courses. Because
the solutions are not as simple as rigorous, predetermined alternatives, students may obtain half
credit, which is advantageous for both students and instructors. Teachers can also get knowledge
from their students. Any teacher who creates and assesses essays or short answers will tell you
that they have occasionally read something that has inspired them to improve the way they teach
the subject. The most crucial aspect in short-answer question is that when students must explain
their response, they cannot infer the proper response. Students learn concepts better when they
write their responses. Students can learn and retain knowledge by reading, listening about it, or
even talking about it, but processing that information in a way that compels them to then express
it in writing provides them another chance to reflect on it and explain what they have learned.
One of the limitations of short-answer question is only suitable for testing low-level
cognitive skills, i.e., knowledge and understanding. Most short-answer questions are considered
difficult if many candidates cannot answer the questions asked. In addition, the difficulty of the
question may be due to the candidate's inability to recall what has been read, or learned, or
questions that are not within the candidate's knowledge. The ability to remember is the
foundation for other cognitive skills. Remembering is an important skill because not all
candidates can remember things quickly and retain their memory over time. Remembering has a

5
unique method. Effective methods of remembering are not the same for everyone. However,
there is a general guide to remembering things. For example, candidates are often instructed to
do exercises aimed at retaining something they have learned in their memory. Remembering is
more effective when it is timed and situational. Furthermore, short-answer questions may be less
objective than scoring multiple-choice questions asked by a machine. This may be the case if the
creator is less careful in creating the question. Also, scoring takes more time than objective
multiple-choice or true/false questions.

b) A word, a short phrase, or a number must be the response for short answers. Short replies
come in three different flavors. A straight question is posed in the question variant. In the
completion variety, the student is given an incomplete sentence to finish. In the association
variant, the learner must remember a list of terms for which they must recall labels, numerals, or
other phrases. Because they can be used to gauge lower-order cognitive abilities like memory
and information processing, short responses are helpful in educational assessments. They can
also be used to evaluate higher-order skills, though. Students can be challenged to analyze data,
work out numerical issues in science and math, or balance equations using both math and
chemistry. There are four guidelines to consider when constructing effective short answer
questions
Constructed questions must measure a precise and specific ability. Short-answer
questions are used to determine the ability being measured. The use of short answers further
strengthens the validity of the test content. It is worth remembering again that short-answer
questions are very well suited to questions related to remembering something. Below are four
guidelines to follow when formulating effective short answers.
Firstly, decide that the question can be answered in two or three short sentences. If the
given answer requires the candidate to write more than 3 short sentences, the essay method
should be used. Besides, Determine if only one answer is correct or if more than one answer of
the same type will be accepted as correct answers. Ensure that all examiners agree on the answer
to each question. To avoid having multiple answers that are accepted as correct answers,
construct questions where the correct answer is limited to one or two answers.
Second, set the reading level for a particular question below a candidate's reading level so
that the candidate can understand the task of the question with only one reading. Candidates do

6
not need to read a question over and over to understand the task of that question. The reading
level required to understand a question must be lower than the candidate's reading level to
answer that question.
Next, make sure that the grammar and vocabulary used in the test are the same as those
used in class. It is worth remembering again that while the short-answer questions requires
candidates to remember something, candidates do not have to remember every sentence in the
textbook. What they need to remember are the facts associated with it. This situation is different
from memorizing verses from the Qur'an and Hadith, where you have to remember every word,
punctuation, and so on.
Lastly,Ensure that the question and test format allows the examiner to evaluate the
candidate's answers more effectively. This can be accomplished by providing candidates with a
space to write their answers. This makes it easier for the examiner to review and score the
candidate's answers.

Question 2
a) According to Bloom's Taxonomy, the developer of the essay question should be explicit
about the type of procedure the applicant must use to respond to the questions and the level at
which a question should be structured. For instance, the question creator should be able to create
a question that assesses the candidate's capacity for information absorption and decision-making
if they want the candidate to examine certain information and make an appraisal of it. It should
be emphasised that the Builder must constantly review the curriculum to make sure the necessary
abilities align with its needs. Below are guidelines for creating effective essay questions that you
can use to measure your students' performance.
Firstly, use new material or similar situations when formulating essay questions. Avoid
using words similar to those in the textbook except for special terms. This is because essay
questions are better suited to test the candidate's understanding and thinking of certain aspects,
facts, etc. It is a loss if essay questions are used to obtain information such as: What, Who, When,
List, and so on. The verb is used more for memorizing or recalling information from memory.
Next, write the essay assignment clearly so that the candidate is not in doubt or confused
by the assignment. The candidate's response must reflect the candidate's level of understanding
or mastery of the task set, not the candidate's way of trying to explain the requirements of the

7
task. Questions that address controversial issues should ask about the issue and be evaluated
from the standpoint that the candidate provides evidence for the issue, not that the candidate
agrees with the issue.
Besides, make sure the essay question can elicit the behavior desired by the questioner.
Example: State the definition of agriculture in a controlled environment. In this question, the test
administrator does not want the candidate's opinion on the definition of controlled enviroment,
but the actual definition of that in agriculture. We should also make sure that the length and
complexity of the required answers match the candidate's maturity level. We can get this
information from the syllabus objectives.
Lastly, provide scoring rules along with each constructed question. The scoring rules
assure the creator that this is the desired answer to the constructed question. If the questions and
scoring rules do not match, revisions must be made. Constructors should correct the question
assignment or scoring rules depending on the situation. Make sure there is a correct and accurate
answer for each question before constructing another question. Also, make sure there is
sufficient time to answer the questions. The time should be appropriate to the length and
complexity of the answer given. It is better to note the maximum score for each question next to
each question. This makes it easier for candidates to answer the questions in a way that matches
their abilities. Candidates have many variables to consider when answering a question.

b) From teaching to the process of assigning grades to students in school, being a teacher is
not as simple as it appears. A teacher must follow certain rules, particularly when assigning
grades to students. Giving the same value to a smart learner and a less smart learner is a form of
teacher dishonesty to the learner. Giving feedback is as vital to grading, as teachers we are aware
of its significance. Teachers can assist students in focusing on their development, demonstrating
that we share that concentration, and enhancing our online profile by grading students and
providing them with general or specific feedback. Additionally, we can use grading and feedback
to promote the course material, improve student engagement, and have a beneficial effect on
their performance. But how can a teacher evaluate student work fairly? Here is a how-to..
Firstly, Harnessing rubrics. A good teacher is a fair examiner. He can evaluate and
evaluate his students' achievements or learning achievements in a variety of ways that are more
accurate and in line with his planned teaching goals. Rather, he will avoid or not use a judgment

8
model that is incompatible with the learning objectives he has established. A rubric is one of the
evaluation models that a teacher can use to provide a more fair assessment in class. The rubric-
based assessment model enables the teacher to evaluate the critical aspects of his students'
abilities. Rubric evaluation also allows a student to be judged on more than just the end result. A
teacher will be able to notice how the student performs in that area. A good rubric will provide
each student with a clear, explicit, and open guide to help them learn effectively. With that
rubric, even a student can assess what has been accomplished, what has not been accomplished,
and which aspects of his understanding, knowledge, and skills need to be improved.
After that, organize the rubric. Despite fully understanding the subject of study, the
teacher will be able to create a representative rubric. As a result, good rubrics are usually created
by one or more teachers in their study group. This does not mean that a teacher cannot create his
own rubric. A more diverse understanding and multifaceted view will result from collaborative
work, resulting in a more complete outcome. This can help teachers to check students' responses
fairly.
However, for some, evaluating activities is a difficult task. Above all, track the progress
of learning processes and outcomes until they meet fair and objective criteria. Many
considerations must be made. Teachers must be skilled in using various methods, arranging
instruments, analyzing question details, determining scoring guidelines, and understanding
various techniques and concepts that are appropriate for the area of assessment to be measured,
in addition to understanding the principles of fair and objective assessment.
In conclusion, students want to see that their teachers value them and their work. They
require motivation, constructive criticism, and direction. Furthermore, specific, timely, and fair
feedback assists students in understanding their individual progress in the course and motivates
them to keep going. While grading and feedback can consume a significant amount of a teacher's
time, they are an essential part of your student's educational experience. As a result, it is in your
best interests to ensure that the process is fair and effective.

Question 3

a) Portfolio assessment is a broad term that refers to a process that can serve a variety of
functions. A portfolio assessment is a collection of student work that is related to the standards
that must be learned. This body of work is frequently compiled over time to reflect what has

9
been taught and what you have learned. Each component of the portfolio was chosen because it
is a true representation of what you have learned and is intended to demonstrate your current
knowledge and skills. A portfolio is, by definition, a storybook that documents student learning
progress throughout the year. Portfolios are classified into two types: process-oriented portfolios
and product-oriented portfolios;
1. Process-oriented portfolio

These types of portfolios focus on the learner’s development. They capture the learning
and creation processes, including previous versions, reflections on the process, and roadblocks
encountered during the process (Lam, 2018). They can be divided by topics, but they all contain
all the work of a learner from the start, middle, and finish of a learning unit. For instance, a short
story can be made using three drafts. These drafts include a basic draft, a modified form based on
teacher and peer comments, and a final draft. The learner is given a chance to comment on how
one is superior to the other. In this way, the artefacts can be compared to show how the student's
skills have progressed. The learner is also able to reflect on the process in various ways,
including writing, during a parent-teacher conference, noting how abilities have changed,
celebrating triumphs, and establishing present and future problems.
2. Product- Oriented portfolios
These are compilations of the best work that the learner has done. The goal is to capture
and reflect on the quality and breadth of achievements instead of the process by which they were
achieved. It is typical for a student to gather all their work until the conclusion, at which point
they must select artefacts that reflect the best work. This process can be aided in a variety of
ways. Students can be given a chance to make their own decisions. It also provides a chance for
teachers to set restrictions for the constituents of the portfolio and the level of quality the work
must attain in order to be included. For instance, when teaching mathematics, a teacher may
require that a portfolio include proof of the ability to correctly apply the use of mean, median,
and mode. They may also require that these works receive a certain grade in order to be included
in the portfolio. This kind of portfolio can be helpful in keeping students accountable for creating
high-quality work. Nonetheless, each piece of work in a product-oriented portfolio must be
accompanied by a self-reflection, typically in writing, on the reason, the artefacts represent
exceptional work.

10
b) The usage of learning portfolios is a novel technique for evaluating pupils has assessed
performance and ability to comprehend new material. They are collections of documents, books,
and other educational items that are used to evaluate specific student performance. The following
are the advantages and disadvantages of using portfolios in assessment.
Advantages of using a portfolio
Assessment portfolios encourage interaction between teachers and students. Learners
who struggle to socialize in class benefit from physical interaction with the teacher, while others
may appreciate talking about their achievements. It gives a platform for learners to share their
progress, receive feedback and ask questions. The teacher is able to give them strategies for
improving their work during conferences. Talking with parents and peers is also effective in
building meaningful introspection and objective.
Additionally, enables learners to be accountable for mastering subject-area content
standards. They provide learners with concrete evidence of their academic achievements and
their participation in community projects. Furthermore, offer an alternative avenue for students
to demonstrate skill documentation. This is because high school graduation focuses on the
mastery of key aspects of the curriculum. Furthermore, many institutions seek portfolios to
determine whether students have basic skills, problem-solving skills, and collaborative work
skills.

Disadvantages of using a portfolio in assessment

One disadvantage is that it can be difficult for students, parents, teachers, and
policymakers to carry out. Extra time is required for planning, setting educational goals, devising
strategies, identifying appropriate teaching methodologies, interacting with interested parties,
aiding students in developing portfolios, and evaluating outputs (Lam, 2018). Portfolio building
takes time and demands a great deal of attention and discipline to complete. Furthermore, no
reliable grading criteria have yet been created to evaluate the quality of generated portfolios.
Because outcomes are very personal, with contents differing from student to student, objectively
assessing portfolio contents would be extremely difficult.
When comparing performance and schools' portfolio scores, queries on who the study
belonged to and whether the students accomplished the task with someone else or alone might
arise. These questions may raise concerns regarding the portfolio assessment's validity and

11
dependability. In this instance, students' portfolio scores may not accurately reflect their true
performance. To address this issue, teachers should monitor students' progress and compel them
to show their work on a regular basis.
The assessment portfolio is clearly an alternative assessment method for monitoring and
evaluating student performance during the learning process. Furthermore, the portfolio serves as
an assessment tool based on contemporary learning theories such as constructivist learning
theory, multiple intelligence theory, and brain-based learning theory. In summary, portfolios are
valuable tools for assessing student achievement. Thus, it is not true that traditional assessment
methods are being abandoned in favor of new assessment methods. Other assessment methods,
in addition to using portfolios as an assessment method, allow for more reliable information
about students. As a result, it should not be overlooked that the use of both alternative and
traditional assessment methods can be extremely beneficial in the future.

12