GUIDE TO PREPARING ASSIGNMENT QUESTIONS

ASSIGNMENT FORMAT
An assignment must be performance-based in that it requires students to complete a task or a
number of related tasks to achieve its objective(s). The performance task(s) should ideally
provide the desired degree of realism and encompass more than one learning outcome. They
might involve
gathering information from various sources,
carrying out a project,
conducting an eperiment,
creating a model,
doing a field study!case study
"riting an etended#response essay, etc.
An assignment should not be in the fom of a test !a!e "onsisting of a set of esti"ted#
es!onse $uestions% The total ma&s allotted fo the assignment should be '((%
ASSIGNMENT )A*OUT+
An assignment should have the follo"ing components$
%tatement of objective
Task description
%coring &riteria
%ubmission guidelines
Please efe to A!!endi, A fo an e,am!le of assignment%
MAR-ING S./EME
'ach assignment must be accompanied by an appropriate marking scheme.
The scoring method adopted for the marking scheme can either be the analytic method using a
checklist!point system, the holistic method using a rubric or a combination of both. (nder the
holistic method, the rubric can either be analytic or holistic.
)
%coring *ethod
Analytic method using a checklist!point system +olistic method using a rubric
+olistic ,ubric Analytic ,ubric
Please efe A!!endi, 0 fo e,am!les of diffeent s"oing methods%
APPENDI1 A
Ob2e"ti3e+
The assignment is intended to provide you the opportunity to undergo a process of
devising a quality *&- test paper for use in classroom assessment.
The assignment consists of three (.) related tasks.The details of the tasks are eplained
belo"$
TAS- I+ The Test Pa!e 45( ma&s6
/repare a test paper for a subject area or a course of study of your choice. The test
should consist of 01 *&- items covering at least 2 learning outcomes. The learning
outcomes can be from a single topic!subtopic or different topics!subtopics.
TAS- II+ .ommenta7 on the Test 48( ma&s6
3rite a commentary on the test you have developed. 4n the commentary, you should
include the follo"ing$
(a) 5escription of the test, focusing on the learning outcomes being tested, the
relevant *&- items and their difficulty levels based on the 6loom Taonomy. 7ou
can present the information in a table of specifications.()1 marks)
(b) 'planation of measures you have taken to ensure that the criteria of good *&-
items are strictly adhered to. (01 marks)
TAS- III+ Test Administation and Item Anal7sis 49( ma&s6
Administer the test to a group of students (.1 or above). &onduct an item analysis of the
test. /resent the results of the item difficulty, discrimination inde and distractor
analysis of each *&- item (.1 marks)
4nterpret the results of the item analysis for each *&- item. 4nclude in your
interpretation suggestions on ho" to improve the quality of each item if the item does
not perform as it should be. (01 marks)
:TOTA)+ '(( MAR-S;
Assessment .iteia
7our response to each task "ill be graded separately based on the scoring scheme
attached. 8or maimum credit, be sure that your response addresses each of the
scoring criteria components.
0
Additional Guidelines
7our assignment should be typed on A2 paper using )0 pt Times 9e" ,oman and
).: spacing.
7ou are to submit a softcopy of your assignment on-line through my;<' and a
hardcopy to your facilitator.
5ocuments to be submitted are$
()) The test paper
(0) A commentary of the test paper
(.) A report of the item analysis.
/lagiarised assignment "ill be rejected.
.
A!!endi, 0
4'6 ANA)*TI. MET/OD USING A ./E.-)IST<POINT S*STEM
A score is a"arded for every correct!relevant point in a response. The sum of
these individual scores provides the final score of the response.
'ample
A"ard 0 marks for each "ell-elaborated reason.
A"ard ) mark for a mere mention of an appropriate reason.
%uggested ans"ers$
======
======
=====..
=====..
(Accept any t"o of the above.)
(Accept any other appropriate ans"ers.)
45 ma&s , 5 = > ma&s6
456 /O)ISTI. MET/OD USING T/E /O)ISTI. RU0RI.
A single score is a"arded for the response taken as a "hole based on the rubric
"ith the predetermined criteria.
'ample$
*arks 5escriptor
> # ? The response contains all the important ideas related to the topic. The
ideas are fully developed "ith lots of facts and eamples. The ans"er is
eemplary, detailed and clear.
: # @ The response contains most of the important ideas related to the topic.
The ideas are "ell-developed "ith some facts or eamples.
The ans"er is good, has some detail, and is clear.
. # 2 The response contains some of the important ideas related to the topic.
The ideas are satisfactorily developed "ith supporting facts or
eamples.
The ans"er is satisfactory but may be vague or include some inaccurate
information.
) # 0 The response contains fe" important ideas related to the topic. The
ideas are not properly developed. There are numerous misconceptions.
The ans"er is poor.
2
4? ma&s , ' = ? ma&s6
486 /O)ISTI. MET/OD USING T/E ANA)*TI. RU0RI.
%eparate scores are a"arded for different aspects or dimensions of the response
based on the rubric "ith the predetermined criteria.
'ample (a) $
5imension ) 0 . 2
8ocus!
Arganisation
*ain ideas not
clear
*ain ideas
present but not
focused
%tated or implied
main ideas
8ocused B
organised
&learly stated
main idea
(nified focus B
organisation
'laboration ,estricted
elaboration of
main point
*oderate
elaboration of
main point
8ull elaboration
of one main point
'tended
elaboration of
one main point.
*echanics %ome minor and
some major
errors that cause
confusion
%ome minor
errors
Ane or t"o major
errors
A fe" minor
errors
9o more than
one major error
Ane or t"o minor
errors
9o major errors
4> ma&s , 8 = '5 ma&s6
A @eighted holisti" ubi" "an be used%
'ample (b)$
5imension ) 0 . 2
"eight score
8ocus!
Arganisation
*ain ideas not
clear
*ain ideas
present but not
focused
%tated or
implied main
ideas
8ocused B
organised
&learly stated
main idea
(nified focus B
organisation
C ).0: :
'laboration
,estricted
elaboration of
main point
*oderate
elaboration of
main point
8ull elaboration
of one main
point
'tended
elaboration of
one main point. C ).0:

:
*echanics
%ome minor
and some
major errors
that cause
confusion
%ome minor
errors
Ane or t"o
major errors
A fe" minor
errors
9o more than
one major error
Ane or t"o
minor errors
9o major errors C 1.: 0
4> ma&s , '%59 , 5 = '( ma&s6
4> ma&s , (%9 , ' = 5 ma&s6
: