Fakulti Pendidikan Dan Bahasa MEI 2011 HBEF3203 Pengukuran Dan Penilaian Dalam Pendidikan

FAKULTI PENDIDIKAN DAN BAHASA
MEI 2011
HBEF3203
PENGUKURAN DAN PENILAIAN DALAM
PENDIDIKAN
NAMA TUTOR
: WONG SING CHUAN
NAMA
: NGU LEH HIE
NO. MATRIKULASI
: 850630135446001
NO. KAD PENGENALAN
: 850630135446
NO. TELEFON
: O168599475
E-MEL
: hiehie_85@yahoo.com.my
PUSAT PEMBELAJARAN
: OUM SIBU
1.0
Pengenalan
Pengujian, pengukuran dan penilaian merupakan salah satu bahagian yang penting dalam
proses pengajaran dan pembelajaran. Pengujian, pengukuran dan penilaian berkait rapat dan
saling membantu dalam pencapaian matlamat dalam proses pendidikan.
Melalui maklumat yang diperolehi daripada sesuatu penilaian, guru dapat membaiki
pembelajaran pelajar dengan mengubahsuai aktiviti pengajaran dan pembelajaran. Guru juga
berpeluang untuk mengetahui kekuatan dan kelemahan pelajar supaya tindakan susulan yang
sesuai dapat dirancang untuk mengatasi kelemahan yang dikesan.
Sesuatu ujian yang baik dan bermutu tinggi mempunyai beberapa ciri yang istimewa iaitu
keesahan, kebolehpercayaan, keobjektifan, kebolehtadbiran dan kemudahtafsiran. Keesahan
bermaksud benar dan tepat. Ciri kebolehpercayaan sesuatu ujian merujuk kepada pencapaian
pelajar adalah tekal apabila dia mengambil ujian itu beberapa kali dalam satu jangka masa.
Keobjektifan pula merujuk kepada ketepatan seseorang memeriksa jawapan-jawapan pelajar
berdasarkan skema atau skim permarkahan yang ditetapkan. Ciri kebolehtadbiran merupakan
sejauh manakah kelicinan proses pengujian dapat dilaksanakan di dalam bilik darjah. Ciri
kemudahtafsiran sesuatu ujian merujuk kepada setakat mana hasil pencapaian pelajar dapat
ditafsirkan dengan cara yang boleh member maklumat yang jelas mengikut objektif
penilaiannya.
Dalam tugasan ini, saya telah memilih pelajar Tahun 3 sebagai sasaran. Mata pelajaran
yang dipilih oleh saya ialah Matematik dalam Bahasa Inggeris. Saya telah menyediakan 25
soalan objektif (50%) dan 13 soalan subjektif (50%). Ujian ini mengambil masa 1 jam.
Terlebih dahulu, saya menentukan tujuan ujian bagi memastikan jenis ujian dan bentuk
ujian yang akan ditadbirkan. Seterusnya, saya mengkaji sukatan pelajaran untuk memperoleh
maklumat yang menyeluruh tentang kurikulum yang telah dibina dan menentukan kepentingan
setiap tajuk. Berdasarkan sukatan pelajaran, saya dapat mengetahui skop dan kedalaman
pengajaran bagi sesuatu tajuk, pendekatan yang telah diambil dalam pengajaran dan juga
membandingkan kepentingan di antara satu tajuk dangan tajuk-tajuk yang lain. Hal ini dapat
mengelakkan saya daripada menyediakan item-item yang tidak menepati kehendak sukatan
pelajaran.
Pada masa yang sama, saya juga menganalisis objektif pengajaran bagi menentukan
pengetahuan dan kemahiran yang perlu diuji dan menentukan tahap kesukarannya. Aras
pengetahuan dan kemahiran ini diasaskan berdasarkan enam aras kemahiran Taksonomi Bloom,
iaitu peringkat pengetahuan, kefahaman, aplikasi, analisis, sintesis dan penilaian.
Seterusnya, saya menyediakan satu Jadual Penentuan Ujian (JPU) untuk memastikan
pemberatan yang wajar bagi topik-topik serta aras kemahirannya sesuai dengan kebolehan
pelajar keseluruhannya. Bentuk Jadual Penentuan Ujian mengandungi dua perkara yang penting,
iaitu topik-topik dan aras kemahiran. Bilangan soalan atau item dinyatakan dalam petak-petak
JPU mengikut aras kemahiran yang ditetapkan.
Selepas itu, saya membina item ujian berdasarkan JPU yang telah disediakan. Soalan
yang dibina adalah berdasarkan objektif pengajaran yang telah ditetapkan. Arahan yang
diberikan adalah jelas dan mudah difahami. Setelah soalan siap digubal, saya menyemak soalan
yang digubal dari segi bentuk, isi dan bahasa untuk mengelakkan sebarang kesilapan. Soalansoalan disusun daripada yang senang kepada yang sukar. Saya juga memastikan masa yang
diperuntukkan adalah berpatutan dan mencukupi dengan bilangan soalan.
Seterusnya, saya menguji soalan melalui kajian rintis. Kertas soalan ini diberikan kepada
sampel pelajar untuk mengkaji kesesuaiannya dan membaiki soalan-soalan bagi memastikan
ujian mempunyai kesahan yang tinggi. Selepas ujian dijalankan, aras kesukaran dan daya
diskriminasi soalan dikira.
2.0
Jadual keputusan
2.1
Bil
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Nama Pelajar
Alvin Ang Chin
Ping
Apende
Ch'ng Yew Jun
Christina
Clarisa Chrissy
Denny Ling
Chiong Shian
Eric Tiong Li
Siang
Esther Ngu Yun
Shiang
Foong Kuang
Jing
Jeffry Tan
Kong Wei Ing
Lee Ming Fong
Ling Ding Wei
Ling Xiao Ying
Mason Lau
Shiuan Yi
Melissa Lau Sze
Ling
Melvin Shim Jun
Long
Muhammad
Soalan objektif
No Item
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Markah
Bhgn A
C
C
C
D
C
B
A
C
B
B
D
C
D
D
B
C
D
C
C
C
D
A
D
B
D
D
A
D
D
D
C
A
C
C
C
A
D
A
B
A
B
A
B
B
B
C
B
C
C
C
B
C
B
B
C
A
A
A
A
D
B
C
B
C
B
D
D
D
B
D
D
C
D
C
C
C
D
C
B
C
A
C
A
A
D
A
D
A
A
D
B
A
B
B
B
B
D
B
B
B
C
B
C
C
C
C
C
A
C
C
B
C
B
B
B
C
D
A
A
A
B
C
B
B
B
44
8
40
26
34
44
26
36
C
C
C
C
A
C
B
B
B
B
B
B
D
D
A
D
D
D
C
C
A
C
C
C
D
D
C
D
D
D
D
D
B
D
A
B
C
C
C
C
C
C
B
B
A
A
A
B
B
B
B
B
B
B
C
C
C
C
A
C
B
B
C
B
D
B
A
A
D
A
D
A
B
C
C
B
B
C
D
D
C
D
D
D
B
D
C
D
D
B
C
C
C
C
C
A
A
A
D
A
B
D
A
A
A
A
A
A
B
B
D
B
D
B
C
D
B
B
B
D
C
C
A
C
A
B
A
A
C
A
D
B
B
B
D
B
C
D
A
C
A
A
B
B
B
B
D
B
D
C
38
40
14
44
26
22
30
22
C
C
B
B
D
D
C
C
D
B
D
D
C
C
A
A
B
B
C
C
B
A
A
A
B
B
D
B
D
B
C
B
A
D
D
A
B
C
B
A
C
B
A
A
B
B
C
C
B
D
48
26
19
20
21
22
23
24
25
26
27
28
29
30
Danny Sii
Nicholas Siah
Tuong Lun
Nicole Liau Ai
Ling
Niki Sim Tong
En
Peter Kong Ying
Qi
Pheobe Lu Siew
Chien
Siow Kok Foo
Ting Fu Qi
Ting Ngiik Quan
Tiong Yong Song
Victoria Lee Ee
Wei
Wendy Ngu Tang
Xi
Wong Su Qing
jumlah pelajar
betul
22
38
16
24
C
C
C
C
B
B
D
B
B
A
C
D
A
D
D
C
C
C
C
C
A
A
A
D
B
D
D
A
B
D
C
C
B
C
D
D
A
D
B
D
B
B
B
A
B
C
C
C
C
C
B
C
C
D
B
A
A
A
A
A
B
A
B
D
B
D
B
C
D
D
D
D
B
C
D
C
C
C
D
C
A
C
B
A
A
A
A
A
A
A
B
B
B
C
B
B
D
A
B
D
A
C
D
D
C
C
C
B
C
A
B
C
C
B
B
A
B
B
C
C
B
A
D
D
D
34
24
16
24
32
18
C
C
B
B
D
D
C
C
D
B
D
B
C
C
A
A
B
B
C
C
B
B
A
A
B
B
D
D
D
D
C
C
A
A
A
A
B
B
C
D
C
C
A
A
B
B
C
A
C
C
42
36
23 23 21 27 17 17 26 14 26
20 25 20 24 19 21 16
22 12 17 12 19
13
2.2
Soalan subjektif
No Item
Bil
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Nama Pelajar
Alvin Ang Chin Ping
Apende
Ch'ng Yew Jun
Christina
Clarisa Chrissy
Denny Ling Chiong
Shiann
Eric Tiong Li Siang
Esther Ngu Yun Shiang
Foong Kuang Jing
Jeffry Tan
Kong Wei Ing
Lee Ming Fong
Ling Ding Wei
Ling Xiao Ying
Mason Lau Shiuan Yi
Melissa Lau Sze Ling
Melvin Shim Jun Long
Muhammad Danny Sii
Nicholas Siah Tuong
Lung
Nicole Liau Ai Ling
Niki Sim Tong En
Peter Kong Ying Qi
Pheobe Lu Siew Chien
Siow Kok Foo
Ting Fu Qi
Ting Ngiik Quan
Tiong Yong Song
Victoria Lee Ee Wei
Wendy Ngu Tang Xi
Wong Su Qing
Markah
Bahagian
B
21
2
18
10
7
1
1
0
1
0
1
2
0
0
0
0
0
3
1
0
1
1
1
4
1
0
1
1
1
5
2
0
2
2
0
6
2
2
2
0
0
7
0
0
2
0
2
8
2
0
0
2
0
9 10 11 12 13
1 2 3 3 3
0 0 0 0 0
1 2 0 3 3
2 0 0 0 2
0 2 0 0 0
1
1
1
0
1
0
1
0
0
1
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
0
1
0
1
1
2
2
2
2
2
2
2
2
2
2
0
0
2
2
2
1
2
2
2
2
0
1
2
0
2
0
2
2
2
2
2
2
2
2
2
2
1
0
0
2
0
2
2
2
2
2
2
2
0
2
2
2
2
2
2
2
2
2
2
0
2
0
1
2
1
2
2
1
2
2
0
2
0
0
0
0
2
0
3
0
3
0
0
0
3
0
0
0
0
3
0
3
2
2
0
0
0
3
2
0
2
0
3
0
3
1
2
2
0
0
3
0
0
1
0
0
0
24
16
20
16
15
12
24
9
10
12
5
17
7
0
1
0
0
1
1
0
1
1
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
0
0
0
1
0
1
1
0
2
2
2
2
1
0
2
2
0
2
0
1
2
2
0
2
0
0
2
1
0
0
2
0
2
2
0
2
2
2
2
1
0
2
2
2
2
1
0
2
2
0
2
2
0
0
2
0
2
0
0
2
2
0
2
0
0
1
2
2
0
2
0
0
2
0
0
1
0
2
2
0
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
2
0
0
0
0
3
2
0
0
1
0
0
2
0
0
0
0
3
1
7
13
11
4
13
15
3
12
10
0
16
19
2.3
Markah keseluruhan
Bil
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
3.0
Nama Pelajar
Alvin Ang Chin Ping
Apende
Ch'ng Yew Jun
Christina
Clarisa Chrissy
Denny Ling Chiong Shiann
Eric Tiong Li Siang
Esther Ngu Yun Shiang
Foong Kuang Jing
Jeffry Tan
Kong Wei Ing
Lee Ming Fong
Ling Ding Wei
Ling Xiao Ying
Mason Lau Shiuan Yi
Melissa Lau Sze Ling
Melvin Shim Jun Long
Muhammad Danny Sii
Nicholas Siah Tuong Lung
Nicole Liau Ai Ling
Niki Sim Tong En
Peter Kong Ying Qi
Pheobe Lu Siew Chien
Siow Kok Foo
Ting Fu Qi
Ting Ngiik Quan
Tiong Yong Song
Victoria Lee Ee Wei
Wendy Ngu Tang Xi
Wong Su Qing
Jadual perbandingan serta ulasan dan komen
Markah
Bhgn A
44
8
40
26
34
44
26
36
38
40
14
44
26
22
30
22
48
26
22
38
16
24
34
24
16
24
32
18
42
36
Markah
Bhgn B
42
4
36
20
14
48
32
40
32
30
24
48
18
20
24
10
34
14
14
26
22
8
26
30
6
24
20
0
32
38
Jumlah
86
12
76
46
48
92
58
76
70
70
38
92
44
42
54
32
82
40
36
64
38
32
60
54
22
48
52
18
74
74
Selepas ujian dijalankan, analisis item yang sistematik perlu dibuat terhadap item-item
yang telah digunakan dalam sesuatu ujian. Analisis ini dijalankan berdasarkan keputusan ujian.
Indeks kesukaran item dan indeks diskriminasi item ditentukan. Melalui indeks kesukaran item
dan indeks diskriminasi item yang diperolehi, saya dapat menentukan sama ada item itu sesuai
digunakan atau tidak.
3.1
Analisis indeks kesukaran item
Ciri pertama yang dapat menentukan kualiti sesuatu item ujian ialah indeks kesukaran
item. Indeks kesukaran item digunakan untuk mengenalpasti sama ada item tersebut terlalu
sukar, sederhana atau terlalu mudah.
Nilai indeks kesukaran item dikira dengan cara berikut:
a. Item objektif:
Bilangan calon yang member jawapan betul
Indeks kesukaran item (p)
Jumlah calon yang menjawab
b. Item subjektif:
Markah purata
Indeks kesukaran item (p)
Julat markah penuh
Jumlah markah
Markah purata
Jumlah pelajar
Julat markah penuh = Markah maksimum Markah minimum
Berdasarkan pengiraan tersebut, item yang sukar mempunyai nilai indeks kesukaran yang
rendah, manakala item yang mudah mempunyai nilai yang tinggi. Melalui pengiraan ini, hasil
kiraan dikelaskan seperti berikut:
Item objektif:
Nilai (p)
Pengkelasan Item
0.00 0.20
Terlalu sukar
0.21 0.40
Sukar
0.41 0.60
Sederhana sukar
0.61 0.80
Mudah
0.81 1.00
Terlalu mudah
No.
Soalan
Indeks kesukaran item

(p)
Pengkelasan Item
Catatan / komen
23
= 0.77
30
Mudah
Sesuai digunakan
23
= 0.77
30
Mudah
Sesuai digunakan
21
= 0.7
30
Mudah
Sesuai digunakan
27
= 0.9
30
Terlalu mudah
Ubahsuai soalan
17
= 0.57
30
Sederhana sukar
Sesuai digunakan
17
= 0.57
30
Sederhana sukar
Sesuai digunakan
26
= 0.87
30
Terlalu mudah
Ubahsuai soalan
14
= 0.47
30
Sederhana sukar
Sesuai digunakan
26
= 0.87
30
Terlalu mudah
Ubahsuai soalan
10
1
= 0.03
30
Terlalu sukar
Ubahsuai soalan
11
20
= 0.67
30
Mudah
Sesuai digunakan
12
25
= 0.83
30
Terlalu mudah
Ubahsuai soalan
13
20
= 0.67
30
Mudah
Sesuai digunakan
14
24
= 0.8
30
Mudah
Sesuai digunakan
15
19
= 0.63
30
Sederhana sukar
Sesuai digunakan
16
21
= 0.7
30
Mudah
Sesuai digunakan
17
16
= 0.53
30
Sederhana sukar
Sesuai digunakan
18
5
= 0.17
30
Terlalu sukar
Ubahsuai soalan
19
22
= 0.73
30
Mudah
Sesuai digunakan
20
12
= 0.4
30
Sukar
Sesuai digunakan
21
17
= 0.57
30
Sederhana sukar
Sesuai digunakan
22
12
= 0.4
30
Sukar
Sesuai digunakan
23
19
= 0.63
30
Sederhana sukar
Sesuai digunakan
24
9
30
Sukar
Sesuai digunakan
25
13
= 0.43
30
Sederhana sukar
Sesuai digunakan
= 0.3
Berdasarkan data-data yang dikumpul, terdapat 4 soalan yang terlalu mudah, 8 soalan
yang mudah, 8 soalan yang sederhana sukar, 3 soalan sukar dan juga 2 soalan yang terlalu sukar.
Soalan subjektif:
No
item
Jumlah
markah
Purata
markah
Julat
markah
Indeks kesukaran
item
17
0.57
0.57
= 0.57
1
0
=0
2
Pengkelasan item
Catatan / komen
Sederhana sukar
Sesuai digunakan
Terlalu sukar
Perlu diubahsuai
28
0.93
0.93
= 0.93
1
Terlalu mudah
Sesuai digunakan
21
0.7
0 .7
= 0.7
1
Mudah
Sesuai digunakan
43
1.4
1.4
= 0.7
2
Mudah
Sesuai digunakan
36
1.2
1.2
= 0.6
2
Sederhana sukar
Sesuai digunakan
42
1.4
1.4
= 0.7
2
Mudah
Sesuai digunakan
41
1.37
1.37
= 0.68
2
Mudah
Sesuai digunakan
35
1.17
1.17
= 0.59
2
Sederhana sukar
Sesuai digunakan
10
30
1
= 0.5
2
Sederhana sukar
Sesuai digunakan
11
18
0.6
0 .6
= 0.2
3
Terlalu sukar
Perlu diubahsuai
12
30
1
= 0.33
3
Sukar
Sesuai digunakan
13
27
0.9
0 .9
= 0.3
3
Sukar
Sesuai digunakan
Bagi soalan subjektif pula, terdapat 1 soalan sahaja yang terlalu mudah, 4 soalan mudah,
4 soalan sederhana sukar, 2 soalan sukar dan 2 soalan lagi terlalu sukar.
3.2
Indeks Diskriminasi Item
Indeks diskriminasi item digunakan untuk menentukan perbezaan keupayaan pelajar.

Indeks ini membolehkan guru mengenalpasti pelajar cerdas dan pelajar lambat. Dalam tugasan
ini, saya mengira indeks diskriminasi item berdasarkan langkah-langkah Mehrens &Lehmann
(1991). Sebelum mengira indeks diskriminasi item, pelajar dibahagi kepada 3 kumpulan
berdasarkan pencapaian mereka dalam ujian, iaitu 27% pelajar berpencapaian rendah (R), 46%
pelajar berpencapaian sederhana dan 27% pelajar berpencapaian tinggi (T). Dalam kelas saya,
terdapat 8 orang pelajar berpencapaian rendah, 14 orang pelajar berpencapaian sederhana dan 8
orang lagi pelajar berpencapaian tinggi.
Seterusnya, saya mengira bilangan pelajar yang menjawab dengan betul di kalangan
R ),bilangan pelajar yang menjawab dengan betul di kalangan

pelajar berpencapaian tinggi ( R ) dan jumlah pelajar berpencapaian rendah dan tinggi (
T ).
pelajar berpencapaian rendah (
( L U )
Selepas memperolehi maklumat yang dinyatakan di atas, indeks diskriminasi boleh dikira
dengan menggunakan cara berikut:
(-)
Indeks diskriminasi (d)
Jadual berikut menunjukkan cara mengelaskan item berdasarkan indeks diskrimunasi.

Nilai (d)
Pengkelasan item
0.00 0.10
Tidak baik
0.11 0.20
Kurang baik
0.21 0.30
Sederhana baik
0.31 0.40
Baik
0.41 1.00
Sangat baik
Bil
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Nama Pelajar
Denny Ling
Chiong Shian
Lee Ming Fong
Alvin Ang Chin
Ping
Melvin Shim Jun
Long
Esther Ngu Yun
Shiang
Ch'ng Yew Jun
Wendy Ngu Tang
Xi
Wong Su Qing
Foong Kuang Jing
Jeffry Tan
Nicole Liau Ai
Ling
Pheobe Lu Siew
Chien
Eric Tiong Li
Siang
Mason Lau Shiuan
Yi
Siow Kok Foo
Tiong Yong Song
Clarisa Chrissy
Ting Ngiik Quan
Christina
Ling Ding Wei
No Item
Jumlah
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Markah
C
C
B
B
D
D
C
C
D
D
D
D
C
C
A
A
B
B
C
C
B
B
A
A
B
B
D
D
D
D
C
C
A
A
A
A
B
B
B
B
C
C
C
A
B
B
C
A
B
B
92
92
86
82
A
C
B
C
D
D
C
C
D
D
D
D
C
C
A
A
B
B
C
C
B
B
A
A
B
B
D
D
D
D
C
C
A
A
A
A
B
B
A
B
C
C
A
A
D
B
A
A
D
B
76
76
C
C
C
C
B
B
B
B
D
D
D
D
C
C
C
C
D
B
D
D
D
B
D
D
C
C
C
C
A
A
B
B
B
B
B
B
C
C
C
C
B
B
B
B
A
A
A
A
B
B
B
C
D
D
D
D
D
D
B
D
C
C
C
C
A
A
A
A
A
A
A
A
B
B
B
B
C
D
C
D
C
C
C
C
A
A
A
A
B
B
B
B
C
A
A
C
C
C
B
B
74
74
70
70
64
60
58
C
C
B
C
C
D
A
B
D
A
B
B
B
B
D
D
D
B
D
D
D
C
C
C
C
C
C
C
B
A
B
D
D
B
D
D
D
D
D
B
D
A
C
C
D
C
C
C
C
D
A
D
A
B
B
A
B
B
B
B
A
B
B
C
C
C
C
C
C
A
B
C
B
C
D
B
D
A
A
A
D
A
A
D
B
A
B
B
D
C
B
C
B
D
D
D
B
D
D
D
D
C
C
C
D
C
C
C
C
D
B
C
A
C
A
D
A
A
B
B
A
A
D
A
A
A
B
B
B
B
C
B
D
C
D
D
B
B
B
B
D
C
C
C
D
C
A
B
C
A
C
C
C
D
C
C
B
B
B
B
C
A
B
C
A
C
A
B
B
A
D
B
D
B
D
54
54
52
48
48
46
44
21
22
23
24
25
26
27
28
29
30
Ling Xiao Ying

C B D C D B C B B
Muhammad
Danny Sii
C B D C B D C A B
Kong Wei Ing
C B A A C B C A B
Niki Sim Tong En C B D C A B D D B
Nicholas Siah
Tuong Lun
C B D D A A C D B
Melissa Lau Sze
Ling
D D B C D B C D B
Peter Kong Ying
Qi
C D C C D C C B C
Ting Fu Qi
C B A C A A B D B
Victoria Lee Ee
Wei
A D A C B C C B A
Apende
C A C D A A A D A
jumlah pelajar
betul
23 23 21 27 17 17 26 14 26
Bil. Jawapan betul
dalam
kumpulan skor
tinggi
7 7 8 8 7 7 8 8 8
Bil. Jawapan betul
dalam
kumpulan skor
rendah
6 4 2 5 2 0 5 1 5
42
C
C
C
A
C
B
A
D
A
B
C
C
B
C
D
B
C
B
B
C
A
D
D
D
A
A
A
C
D
C
A
B
A
B
A
B
A
C
C
B
D
A
C
A
D
D
D
C
40
38
38
36
32
B
C
B
C
A
A
B
B
D
C
D
B
C
C
D
B
A
A
B
B
D
A
C
D
B
B
C
C
D
B
D
D
32
22
D
B
B
C
C
A
D
C
D
D
C
C
A
D
B
C
D
D
C
A
B
D
D
B
A
C
B
C
A
D
B
C
18
12
20 25 20 24 19 21 16
22
17 12 19
13
No
item
Indeks Diskriminasi
Item (d)
Pengkelasan item
Catatan / komen
1
= 0.125
8
Kurang baik
Ubahsuai soalan
3
= 0.375
8
Baik
Sesuai digunakan
6
= 0.75
8
Sangat baik
Amat sesuai
digunakan
3
= 0.375
8
Baik
Sesuai digunakan
5
= 0.625
8
Sangat baik
Amat sesuai
digunakan
7
= 0.875
8
Sangat baik
Amat sesuai
digunakan
3
= 0.375
8
Baik
Sesuai digunakan
7
= 0.875
8
Sangat baik
Amat sesuai
digunakan
3
= 0.375
8
Baik
Sesuai digunakan
10
0
=0
8
Tidak baik
Ubahsuai soalan
11
4
= 0.5
8
Sangat baik
Amat sesuai
digunakan
12
2
= 0.25
8
Sederhana baik
Ubahsuai soalan
13
5
= 0.625
8
Sangat baik
Amat sesuai
digunakan
14
2
= 0.25
8
Sederhana baik
Ubahsuai soalan
15
5
= 0.625
8
Sangat baik
Amat sesuai
digunakan
3.3
16
5
= 0.625
8
Sangat baik
Amat sesuai
digunakan
17
8
=1
8
Sangat baik
Amat sesuai
digunakan
18
2
= -0.25
8
Tidak baik
Ubahsuai soalan
19
5
= 0.625
8
Sangat baik
Amat sesuai
digunakan
20
3
= 0.375
8
Baik
Sesuai digunakan
21
7
= 0.875
8
Sangat baik
Amat sesuai
digunakan
22
5
= 0.625
8
Sangat baik
Amat sesuai
digunakan
23
4
= 0.5
8
Sangat baik
Amat sesuai
digunakan
24
3
= 0.375
8
Baik
Sesuai digunakan
25
4
= 0.5
8
Sangat baik
Amat sesuai
digunakan
Corak jawapan
Item
Corak jawapan
A
23
Indeks
kesukaran
Indeks
diskriminasi
0.77
0.125
23
0.77
0.375
21
0.7
0.75
27
0.9
0.375
17
0.57
0.625
17
0. 57
0.875
26
0.87
0.375
14
0.47
0.875
26
0.87
0.375
10
26
0.03
11
20
0.67
0.5
12
25
0.83
0.25
13
20
0.67
0.625
14
24
0.8
0.25
15
19
0.63
0.625
16
21
0.7
0.625
17
16
0.53
18
24
0.17
-0.25
19
22
0.73
0.625
20
12
10
0.4
0.375
21
17
0.57
0.875
22
12
11
0.4
0.625
23
19
0.63
0.5
24
12
0.3
0.375
25
13
11
0.43
0.5
1. Three thousand eight hundred and four can be written as

A 3084
B 3800
C 3804
D 3840
4. Arrange the numbers below in descending order.
A 865, 586, 568, 658
C 865, 658, 586, 568
B 658, 568, 865, 586

D 568, 658, 586, 865
7.
Convert the amount of money shown above to sen.

A 182 sen
B 185 sen
C 1820 sen
D 1850 sen
TV1
5:48
Negaraku / Al-Quran
4.0
Item-item
yang diubahsuai
5:50
Azan Subuh
6:00
Inspirasi Pagi
Merujuk6:30
kepada indeks
kesukaran item dan indeks diskriminasi, terdapat 8 soalan
Sinar Rohani
objektif yang perlu
iaitu
7:00 diubahsuai,
Berita Pagi
7:30
Selamat Pagi Malaysia
8:00
Berita Sabah dan Sarawak
8:10
9:00
World News on 1
9:15
568,
865,
658, 586
Use
TV1
program
to answer questions 9 10.
9. What program does start at 6:30?

A Inspirasi Pagi
C Berita Pagi
B Sinar Rohani
D Selamat Pagi Malaysia
10. What program does end at 9:15 morning?

A World News on 1
B Berita Pagi
C Selamat Pagi Malaysia
D Azan Subuh
12 Subtract 5432 from 8000.
A 2568
C 6528
B 5268
D 8256
14. Which of the following has the largest value?

A 68
B 49
C 58
D 79
18. 71 minutes 65 minutes =
A 6 seconds
C 350 seconds
B 300 seconds
D 360 seconds
7.
Convert the amount of money shown above to SEN.

A 182 sen
B 185 sen
C
1820
sen
1850tersebut
sen
Bagi soalan 1, 4, 7, 9, 12 dan 14, didapatiDsoalan
adalah sangat mudah dan tidak
mencabar. Maka, ramai pelajar dapat menjawab dengan betul. Jadi, saya akan mengubahsuai
soalan ini dengan
TV1 menggunakan nombor yang lebih besar. Bagi soalan 10 dan 18 pula, ramai
pelajar tidak 5:48
dapat menjawab
soalan
disebabkan kecuaian pelajar dan juga kehendak soalan tidak
Negaraku
/ Al-Quran
ditekankan. Bagi
18, Subuh
ramai pelajar memilih jawapan A kerana mereka tidak perasan
5:50 soalan
Azan
6:00yang Inspirasi
Pagi dalam unit saat. Berikut adalah soalan-soalan yang telah
bahawa jawapan
diminta adalah
6:30
Sinar
Rohani
diubahsuai:
7:00
Berita Pagi
7:30
Berita Sabah
dan Sarawak
1.8:00
Three thousand
and four
can be written as
8:10
A 3004Selamat Pagi Malaysia
B 3800
9:00
World
News
on
1
C 3400
D 3840
9:15
5865,
5856
Use TV15568,
program
to5586,
answer
questions 9 10.
11. What program does start at half past six?
A 5568, Pagi
5586, 5865, 5856
B 5865,
5856, 5568, 5586
A Inspirasi
B Sinar
Rohani
C 5865,
5856, 5586, 5568
D 5568,Pagi
5865,
5856, 5586
C Berita
Pagi
D Selamat
Malaysia
A World News on 1
B Berita Pagi
D Azan Subuh
13 Take away 5432 from 8000.
A 2568
C 6528
B 5268
D 8256

A 268
B 249
C 258
D 279
A 6 minutes
C 350 minutes
B 300 minutes
D 360 minutes
5.0
Kesimpulan
Penilaian adalah penting untuk mengesan penguasaan, kemajuan dan pencapaian.

Berdasarkan jadual JPU yang telah disediakan, ia telah banyak membawa manfaat kepada saya.
Jadual JPU telah membantu saya menyediakan satu set kertas soalan yang berkualiti dan
menepati semua objektif pengajaran dan pembelajaran.
Berdasarkan data-data yang dikumpul dalam tugasan ini, saya mendapati kebanyakan
soalan yang terdapat dalam kertas soalan ini adalah sesuai untuk pelajar saya bagi menguji
kemajuan dan pencapaian pelajar dalam kelas. Melalui ujian ini, saya Berjaya mengesan dan
mengenalpasti penguasaan dan kemajuan pelajar saya. Kertas soalan yang disediakan sesuai
kerana pelajar dapat menyiapkan kertas soalan ini dalam masa yang ditetapkan. Soalan-soalan ini
bolehlah disimpan di dalam bank soalan sebagai rujukan pada masa akan datang.
Walau bagaimanapun, terdapat juga beberapa soalan yang terlalu mudah atau terlalu
susah yang perlu diubahsuai kerana soalan seperti ini tidak dapat mengesan penguasaan pelajar
dan membezakan pelajar yang lambat dengan pelajar yang cerdas.
6.0
Lampiran
6.1
Rancangan Tahunan Matematik Tahun 3
TOPIC : WHOLE NUMBERS

LEARNING AREA : NUMBERS TO 10 000
WEEK
LEARNING
LEARNING OUTCOMES
VOCABULARY
OBJECTIVES
Pupils will be taught

to:
Pupils will be able to :
1. Say and use the

number names in
familiar contexts.
i. Say the number names to 10 000.
Number
ii. Recognise numerals to 10 000.
Numerals
iii. Count up to 10 000 objects by

grouping them in thousands,
hundreds and tens.
Recite
One thousand,
One thousand
and one, one
thousand and
two, ten
thousand
Count
Thousands
2. Read and write

numbers to 10 000.
i. Write numerals to 10 000.
Number names
ii. Read number words to 10 000.
Number words
iii. Write number words to 10 000.

3. Know what each
digit in a number
represents.
i. Recognise the place value of

numbers.
Digit
Thousands
Hundreds
Tens
Ones
Four digit
Three-digit
REMARK
Place value
Place holder
Partition
2
4. Understand and
use the vocabulary
of comparing and
arranging numbers
or quantities to 10
000.
i. Arrange numbers to 10 000 :
Count on
a. count on in ones, twos, fives,

tens, hundreds and thousands.
Count back
Next
b. count back in ones, twos, fives,

tens, hundreds and thousands.
Before
After
ii. Compare two numbers and say

which is more or less.
Between
Compare
Position
iii. Position numbers in order on a

number line.
Ascending
Descending
Sequence
5. Understand and
use the vocabulary
of estimation and
approximation.
i. Estimate quantities of objects up

to 1000.
ii. Round whole numbers less than
10 000 to the nearest 10.
Estimate
Quantities
Actual
Difference
Approximation
Round
Nearest
Greater
higher
LEARNING AREA : ADDITION WITH THE HIGHEST TOTAL OF 10 000

3
1. Understand
addition as
combining two
groups of objects.
i. Add up to three numbers without

regrouping, involving up th 4-digit
numbers.
Add
ii. Add two numbers up to 4-digit,

with regrouping.
Plus
iii. Add three numbers up to 4-digit,

with regrouping.
sum
addition
Total
Regrouping
Standard written
method
2. Use and apply

knowledge of
addition in real life.
i. Solve problems involving

addition in real life situations.
Sentence
Solve problems
Modeling

LEARNING AREA : SUBTRACTION WITHIN THE RANGE OF 10 000
5
1. Understand
subtractions as take
away or
difference between
two groups of
objects.
i. Subtract two numbers up to 4digit, without regrouping.

ii. Subtract two numbers up to 4digit, with regrouping.
iii. Subtract three numbers up to 4digit, without regrouping.

iv. Subtract three numbers up to 4digit, with regrouping.
2. Use and apply

knowledge of
subtraction in real
i. Recognise subtraction as the

inverse of addition.
Subtract
Take away
Minus
Multiples
standard written
method
Inverse
life.
ii. Solve problems involving

subtraction in real life situations.
Solve problems
modelling

LEARNING AREA : MULTIPLICATION WITHIN 6, 7, 8, AND 9 TIMES-TABLES
WEEK
LEARNING
LEARNING OUTCOMES
VOCABULARY REMARK
OBJECTIVES

to:
1. Understand
multiplication as
repeated addition ( 6,
7, 8, and 9 timestable)
i. Recognise multiplication as
repeated addition.
Repeated
addition
ii. Write number sentences for

multiplication.
Times, mutiply
Equal
iii. Build up the multiplication tables

of 6, 7, 8, and 9.
Times-tables
iv. Multiply two 1-digit numbers.
Multiplication
tables
Build up
2. Know by heart the

multiplication tables
of 6, 7, 8 and 9.
i. Recall rapidly the multiplication

facts of 6, 7, 8 and 9 times-tables.
Recall
3. Use and apply

knowledge of
multiplication in real
life.
i. Find unknown numbers in number

sentences.
Unknown
numbers
ii. Solve problems involving

multiplication in real life situations.
Times
Count in steps
of
Number
sentence

LEARNING AREA : MULTIPLICATION WITH THE HIGHEST PRODUCT OF 1000
9
1. Understand and
use the operation of
i. Multiply 2-digit numbers by 1digit numbers without regrouping.
Multiplicand
Multiplier
multiplication.
ii. Multiply 2-digit numbers by 10.
Product
iii. Multiply 2-digit numbers by 1digit numbers with regrouping.

iv. Multiply 3-digit numbers by 1digit numbers without regrouping.
v. Multiply 3-digit numbers by 1digit numbers with regrouping.

vi. Solve problems involving
multiplication in real life situations.
LEARNING AREA : DIVISION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
WEEK
LEARNING
LEARNING OUTCOMES
VOCABULARY REMARK
OBJECTIVES
10

to:
1. Understand
division as sharing
equally or grouping.
i. Recognise division as sharing

equally.
(Corresponding to 6,
7, 8 and 9 timestables.)
2. Derive quickly
division facts.
ii. Recognise division as grouping.
Share
Sharing equally
Divide
iii. Write number sentences for

division.
Division
iv. Divide numbers within the

multiplication tables.
Group in sixes
to Group nines
i. Derive quickly division facts of 6,

7, 8 and 9 times-tables.
Derive
i. Find unknown numbers in number

sentences.
Unknown
numbers
(Corresponding to 6,
7, 8 and 9 timestables)
11
3. Use and apply

knowledge of
division in real life.
ii. Solve problems involving division

in real life situations.
Modeling
Simulating
With remainder
Without
remainders

LEARNING AREA : DIVISION WITH THE HIGHEST DIVIDEND OF 1000
1. Understand and
use the operation of
division.
i. Divide 2-digit numbers by 1-digit

numbers without remainders.
ii. Divide 2-digit numbers by 10
without remainders.
iii. Divide 2-digit numbers by 1-digit
numbers with remainders.
iv. Divide 2-digit numbers by 10
with remainders.
v. Divide 3-digit numbers by 1-digit
numbers without remainders.
vi. Divide 3-digit numbers by 1-digit
numbers with remainders.
vii. Solve problems involving
division in real life situations.
Divide
Divide by
Division
With remainder
Without
remainders
Dividend
Divisor
Quotient
Solve
Pose problems
TOPIC : FRACTIONS
LEARNING AREA : INTRODUCTION TO FRACTIONS
WEEK
LEARNING
LEARNING OUTCOMES
VOCABULARY REMARK
OBJECTIVES
13

to:
1. Understand and
use the vocabulary
i. Recognise one whole, one half,

one quarter and three quarters.
Fractions , parts
One whole
related to fractions.
ii. Say fractions parts, one whole,

one half, one quarter and three
quarters in contexts.
One half
iii. Read fractions, parts, one whole,

one half, one quarter and three
quarters in context.
Two quarters
1 1
3
iv. Write
,
and
in context.
2 4
4
v. Recognise
2
1
4
=
and
= 1.
4
2
4
vi. Recognise fractions as equal

shares of a whole set.
One quarter
Three quarters
Numerator
Denominator
Equal parts
Equal shares
Portions
over
TOPIC : MONEY
LEARNING AREA : MONEY TO RM100
14
1. Understand and
use the vocabulary
related to money.
i. Represent the value of money in

RM and sen.
ii. Exchange :
a. coins up to RM10, and
b. notes up to RM10.
Ringgit
Sen
RM
Coins
Notes
iii. Convert ringgit to sen and vice

versa.
Value
How much ?
Combinations
Money
15
2. Use and apply

knowledge of money
in real life.
i. Add money up to RM100.
Coins
ii. Subtract money up to RM100.
Notes
iii. Multiply money to the highest

product of RM100.
Value
How much ?
iv. Divide money with dividend not

more than RM100.
Combinations
Money
v. Solve problems involving money

TOPIC : TIME
LEARNING AREA : READING AND WRITING TIME
WEEK
LEARNING
LEARNING OUTCOMES
VOCABULARY REMARK
OBJECTIVES
16

to:
1. Understand, read
and write the
vocabulary related to
time.
i. Read the time to the half or quarter Half , quarter

hour on a clock.
Hour
ii. Write the time to the half and
Quarter past
quarter hour.
iii. Read simple timetables.
Quarter to
iv. Read calendars.
Half past
minutes past
past
minutes to
to
rows, columns
am, pm
date
calendars
month, day
week
TOPIC : TIME
LEARNING AREA : RELATIONSHIP BETWEEN UNITS OF TIME

1. Understand the
relationship between
units of time.
i. Use units of time and know the

relationship between.
Minute, minutes
a. minute and seconds,
Second,
seconds
b. week and days; and
Day, days
c. year and months.
Week, weeks
Month, months
ii. Convert weeks to days and vice

versa.
Year, years
Second hand
Minute hand
Hour hand
Units, convert
TOPIC : TIME
LEARNING AREA : ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION
INVOLVING TIME.
17
1. Add, subtract,
multiply and divide
units of time.
i. Add units of time in:
Plus, add
a. hours; and
Total, sum
b. minutes.
Altogether
Subtract
Take away
ii. Subtract units of time in :

a. hours ; and
b. minutes.
iii. Multiply units of time in :
a. hours ; and
b. minutes.
hours left ?
minutes left ?
multiply by
share
division
recall
iv. Divide units of time in :
a. hours ; and
b. minutes.
times-tables
equals
is equal to
TOPIC : TIME
LEARNING AREA : SOLVING PROBLEMS INVOLVING TIME
WEEK
LEARNING
LEARNING OUTCOMES
VOCABULARY REMARK
OBJECTIVES
18
Pupils will be taught to:
1. Use and apply

knowledge of time in
real life.
i. Solving problems involving time

Minute, minutes
Second,
seconds
Day, days
Week, weeks
Month, months
Year, years
Second hand
Minute hand
Hour hand
Pose
6.2
Sukatan
Pelajaran
Whole Numbers
Fractions
Money
Time
Jadual Penentuan Ujian

Borang JPU (Soalan Objektif)
Objektif Pengajaran
I
II
Tajuk
M P S M P
S
M
Numbers to 10000
3 1
Addition with the Highest Total of 10000
1
1
Subtraction within the Range of 10000
1
1
Multiplication within 6, 7, 8 and 9 Times-tables
1
Multiplicatian with the Highest Product of 1000
1
1
Division within 6, 7, 8 and 9 Times-tables
Division with the Highest Dividend of 1000
1
Introduction to Fractions
1
Money to RM100
1
1
Reading and Writing Time
1
2
Relationship between Units of Time
1
Addition, Subtraction, Multiplication and Division
involving Time
1
Solving Problems involving Time
1
Jumlah Soalan
Peratusan
I : Pengetahuan
II : Pemahaman dan Aplikasi
III : Analisis, Sintesis dan Penilaian
M
- Mudah
P
- Pertengahan
S
- Sukar
III
P
Pemberatan
Bilangan
Peratus
Soalan
Soalan
1
1
15
60
2
2
8
8
24
25
100
Sukatan
Pelajaran
Whole Numbers
Fractions
Money
Time
Borang JPU (Soalan Subjektif)

Objektif Pengajaran
I
II
Tajuk
M P S M P S M
Numbers to 10000
1
1
Addition with the Highest Total of 10000
Subtraction within the Range of 10000
1
Multiplication within 6, 7, 8 and 9 Timestables
Multiplicatian with the Highest Product of
1000
1
Division within 6, 7, 8 and 9 Times-tables
Division with the Highest Dividend of 1000
Introduction to Fractions
1
Money to RM100
1
1
Reading and Writing Time
1
1
Relationship between Units of Time
Addition, Subtraction, Multiplication and
Division involving Time
Solving Problems involving Time
Jumlah Soalan
Peratusan
2
I : Pengetahuan
II : Pemahaman dan Aplikasi
III : Analisis, Sintesis dan Penilaian
MPS-
3 1
Mudah
Pertengahan
Sukar
III
P S
Pemberatan
Bilangan Peratus
Soalan
Soalan
1
1
7
53.8
1
3
7.7
23.1
15.4
13
100
1
1
2 2
6.3
Kertas soalan
Year 3 Mathematics
A. Circle the correct answers.

1. Three thousand eight hundred and four can be written as
A 3084
B 3800
C 3804
D 3840
Siri Intensiti Latihan Pengukuhan Topikal, Cemerlang
2. In 7653, 6 represents
A thousands
C tens
B hundreds
D ones
Smart Mathematics Practice, Cemerlang
3. Which number is greater than 2913?

A 2813
B 2899
C 2908
D 2930
568, 865, 658, 586
A 865, 586, 568, 658

C 865, 658, 586, 568
B 658, 568, 865, 586

D 568, 658, 586, 865
Ujian Tropikal Intensif Cemerlang SJK (C) Mathematics,
Cemerlang
5. April is the
A first
C third
month of the year.

B second
D fourth
6. Convert 42 days to weeks.

A 3 weeks
C 5 weeks

Cemerlang
B 4 weeks
D 6 weeks
7.
Convert the amount of money shown above to sen.

A 182 sen
B 185 sen
C 1820 sen
D 1850 sen
8.
=
The missing number is
A 1
C 3
B 2
D 4
Cemerlang
TV1
5:48
5:50
6:00
6:30
7:00
7:30
8:00
8:10
9:00
9:15
Negaraku / Al-Quran
Azan Subuh
Inspirasi Pagi
Sinar Rohani
Berita Pagi
Berita Sabah dan Sarawak
World News on 1
Use TV1 program to answer questions 9 10.

9. What program does start at 6:30?
A Inspirasi Pagi
C Berita Pagi
B Sinar Rohani
D Selamat Pagi Malaysia
Bank soalan sekolah

A World News on 1
B Berita Pagi
D Azan Subuh
Bank soalan sekolah
11. 342 + 2167 = (

A 2049
C 2409
) + 415
B 2094
D 2940
Cemerlang
12. Subtract 5432 from 8000.

A 2568
C 6528
B 5268
D 8256
Cemerlang
13. 58 multiplied by 8 is
A 644
C 458
B 464
D 446

A 68
B 49
C 58
D 79
Cemerlang
15. What is the remainder for 988 devided by 6?
A 1
B 2
C 3
D 4
16. 9 skirts cost RM 81. How much does each skirt cost?
A RM 7
B RM 8
C RM 9
D RM 10
17. Mother needs 125 minutes to sew a blouse. How many minutes does she need to sew 4
blouses?
A 500 minutes
B 600 minutes
C 700 minutes
D 800 minutes

A 6 seconds
C 350 seconds
B 300 seconds
D 360 seconds

Cemerlang
19. There are 40 tables in each classroom. Find the total number of tables in 9 classrooms.
A 355
B 360
C 370
D 390
20. Len Chai has an orange. He wants to share it with his three younger brothers. What
fraction of orange does each get?
A

21. In February, 1682 pupils joined a computer course in a school. In March, 103 more
pupils joined the same course. Find the total numbers of pupils joined the course in
March.
A 1578
B 1587
C 1785
D 1875
22. Ming Tian has 2507 marbles.Cemerlang
He gives 579 marbles to Ming Huat. How many marbles
does he have now?
A 1928
B 2928
C 3086
D 3928
23. There are 40 tables in each classroom. Find the total number of tables in 9 classrooms.
A 355
B 360
C 370
D 390
Cemerlang
24. Mary has 2347 cards. Susan has 823 cards more than Mary. How many cards do they
have altogether?
A 3170
B 3160
C 5517
D 5527
25. There are 3406 balls in 3 baskets. The first basket has 872 balls. There are 1341 balls in
the second basket. How many balls are they in the third basket?
A 1093
B 1193
C 1293
D 1393
B. Solve the following problems.

1
Write 3015 in words.
(1 m)
2
Write the time in words.
Smart
Mathematics
Practice,
Cemerlang
Siri Intensiti
Latihan
Pengukuhan
Topikal,
Cemerlang
(1 m)
3
Shade the figure according to the fraction given.
Siri Intensiti
Latihan
Pengukuhan
Topikal,
Cemerlang
1
4
(1 m)
Convert 3405 sen to ringgit.
(1 m)
5
Arrange the numbers in descending order.
Siri Intensiti
Latihan
Pengukuhan
Topikal,
Cemerlang
4521, 4512, 4531, 4513
Smart
Mathematics
Practice,
Cemerlang
(2 m)
Ahmad sold 1209 pieces of cakes while Raju sold 872
pieces of cakes. Find the difference between the number of
pieces of cakes sold by Ahmad and Raju.
Siri Intensiti
Latihan
Pengukuhan
Topikal,
Cemerlang
(2 m)
7
What is 85 times 7?
(2 m)
8
10
What is the amount of money shown in the diagram?
(2 m)
Pak Abus shop has 2274 BMX bicycles, 1007 Mountain
bicycles and 2309 Mixi bicycles. How many bicycles are
there in Pak Abus shop?
(2m)
A storybook has 653 pages. Nora has read 245 pages, how
many more pages does she need to read?
Ujian Tropikal
Intensif
Cemerlang SJK
(C)
Mathematics,
Cemerlang
Siri Intensiti
Latihan
Pengukuhan
Topikal,
Cemerlang
Smart
Mathematics
Practice,
Cemerlang
Ujian Tropikal
Intensif
Cemerlang SJK
(C)
Mathematics,
11
(2m)
Father gave RM90 to Johnny, asked him to share with his
two brothers. How much will each get?
12
(3 m)
Kamal takes 45 minutes to answer 9 questions. How long
does he take to answer one question?
13
(3 m)
Mrs Teo gives 309 sweets equally to 10 pupils. How many
sweets does each pupil get? How many sweets are left?
Cemerlang
Ujian Tropikal
Intensif
Cemerlang SJK
(C)
Mathematics,
Cemerlang
Smart
Mathematics
Practice,
Cemerlang
Smart
Mathematics
Practice,
Cemerlang
(3 m)
6.4
Skema pemarkahan
Soalan Objektif
1
11
16
21
12
17
22
13
18
23
14
19
24
10
15
20
25
Soalan Subjektif
1. Three thousand and fifteen (1m)
2. Twelve thirty / half past twelve (1m)
3.
(1m)
4. RM34.05 (2m)
5. 4531,4521,4513,4512 (2m)
6.
1209
7.
-872
-(1m)
337
-(1m)
85
X
-(1m)
595
-(1m)
8. RM76.85 (2m)
9.
2274
10.
1007
+ 2309
-(1m)
5590
-(1m)
9. RM90 3
(2m)
= RM30
(1m)
10. 45 minutes 9
(2m)
= 5 minutes
(1m)
11. 309 10
= 30 r 9
(1m)
(2m)
653
-245
-(1m)
408
-(1m)

Fakulti Pendidikan Dan Bahasa MEI 2011 HBEF3203 Pengukuran Dan Penilaian Dalam Pendidikan

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Fakulti Pendidikan Dan Bahasa MEI 2011 HBEF3203 Pengukuran Dan Penilaian Dalam Pendidikan

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FAKULTI PENDIDIKAN DAN BAHASA

: WONG SING CHUAN

: NGU LEH HIE

NO. KAD PENGENALAN

Jadual perbandingan serta ulasan dan komen

Analisis indeks kesukaran item

Jumlah calon yang menjawab

Julat markah penuh

Julat markah penuh = Markah maksimum Markah minimum

Indeks kesukaran item

Indeks Diskriminasi Item

Indeks diskriminasi item digunakan untuk menentukan perbezaan keupayaan pelajar.

R ),bilangan pelajar yang menjawab dengan betul di kalangan

Jadual berikut menunjukkan cara mengelaskan item berdasarkan indeks diskrimunasi.

Ling Xiao Ying

1. Three thousand eight hundred and four can be written as

B 658, 568, 865, 586

Convert the amount of money shown above to sen.

9. What program does start at 6:30?

10. What program does end at 9:15 morning?

14. Which of the following has the largest value?

Convert the amount of money shown above to SEN.

14. Which of the following has the largest value?

Penilaian adalah penting untuk mengesan penguasaan, kemajuan dan pencapaian.

Rancangan Tahunan Matematik Tahun 3

TOPIC : WHOLE NUMBERS

Pupils will be taught

Pupils will be able to :

1. Say and use the

i. Say the number names to 10 000.

ii. Recognise numerals to 10 000.

iii. Count up to 10 000 objects by

2. Read and write

i. Write numerals to 10 000.

ii. Read number words to 10 000.

iii. Write number words to 10 000.

i. Recognise the place value of

i. Arrange numbers to 10 000 :

a. count on in ones, twos, fives,

b. count back in ones, twos, fives,

ii. Compare two numbers and say

iii. Position numbers in order on a

i. Estimate quantities of objects up

TOPIC : WHOLE NUMBERS

LEARNING AREA : ADDITION WITH THE HIGHEST TOTAL OF 10 000

i. Add up to three numbers without

ii. Add two numbers up to 4-digit,

iii. Add three numbers up to 4-digit,

2. Use and apply

i. Solve problems involving

TOPIC : WHOLE NUMBERS

i. Subtract two numbers up to 4digit, without regrouping.

iii. Subtract three numbers up to 4digit, without regrouping.

2. Use and apply

i. Recognise subtraction as the

ii. Solve problems involving

TOPIC : WHOLE NUMBERS

Pupils will be taught

Pupils will be able to :

ii. Write number sentences for

iii. Build up the multiplication tables

iv. Multiply two 1-digit numbers.

2. Know by heart the