INSTITUT PENDIDIKAN GURU

KAMPUS KOTA BHARU

16109, PENGKALAN CHEPA, KELANTAN
PROGRAM IJAZAH SARJANA MUDA PERGURUAN
(JUNE INTAKE 2021 YEAR 2 SEMESTER 5)

ASSESSMENT IN EDUCATION (EDUP3063)

PREPARED BY :
TITLE TASK 2 : ACADEMIC WRITING

NAME MUHAMMAD ADNAN HASANY BIN YUSZAIRI

INDEX NUMBER 2021082340258

IDENTITY CARD NUMBER 021215-01-0349

CLASS/UNIT PISMP TESL 2

COURSE AND CODE ASSESSMENT IN EDUCATION (EDUP3063)

LECTURER NAME DR. MOHAMMAD SHUKERI BIN HAMZAH

DATE OF SUBMISSION 13/03/2023

 INSTITUT PENDIDIKAN GURU KAMPUS KOTA BHARU
Pengkalan Chepa, 16109, Kota Bharu, Kelantan
COPY 1 to Lecturer
COURSEWORK FEEDBACK FORM
COPY 2 to Student
Reference: KPM. (2016). Buku Panduan Pentaksiran. Cyberjaya : IPGM

Programme: PISMP Semester/Year: SEMESTER 5/2023

Student’s Name: MUHAMMAD ADNAN HASANY BIN YUSZAIRI Exam Reg. 2021082340258

Coursework Title: TASK 2 (ACADEMIC WRITING)

Lecturer: DR. MOHAMMAD SHUKERI BIN HAMZAH Code & Course: ASSESSMENT IN EDUCATION
(EDUP3063)

CW Submission Date: 13.03.2023 Word Count (if applicable):

I certify that the work which I have submitted is my own work in accordance with the Student’s Signature:
guidelines given and is not plagiarised from any published or known sources. Extracts from
other sources have been properly acknowledged as references and quotations. In the event
of being found guilty of plagiarism, I accept the penalty administered by the authority of this Adnan
department/Institute.

Feedback/Comments: Please refer to the general/specific assignment criteria, as appropriate.

1st Marker/Examiner 2nd Marker/Moderator (if applicable)

Strengths:

Areas for improvement:

Signature: GRADE/MARKS Signature: GRADE/MARKS

Date: Date:

N.B All marks are subjected to moderation and confirmation at the exam board meeting by IPGM Senate
STUDENT’S ACKNOWLEDGEMENT OF GIVEN FEEDBACK

I acknowledge I have read and understood the feedback/comments given. Signature:

Thank you.

________
1.0 INTRODUCTION
Assessments play a crucial role in evaluating student performance and providing
valuable feedback to educators. In the Malaysian education system, the Jadual Spesifikasi
Ujian (JSU) is a document that outlines the format, content, and other critical aspects of
assessments and examinations. This document helps to ensure that evaluations are
standardized and consistent for all students, thus promoting fairness and accountability.

The JSU is based on the Dokumen Standard Kurikulum dan Pentaksiran (DSKP),
which outlines the learning goals and skills that students are expected to achieve at each level
of education. The DSKP provides guidelines for the development of curriculum and
examinations in schools, while the JSU specifies the details of individual exams and
assessments. Together, these documents contribute to ensuring that students receive a
standardized and high-quality education in Malaysia.

Additionally, the DSKP serves as a critical component of the Malaysian education system. It
outlines the learning objectives and skills that students are expected to achieve at each level
of education (KPM, 2021). The DSKP provides a framework for the development of curriculum
and assessments in schools, ensuring that all students receive a standardized and high-quality
education.

The Jadual Spesifikasi Ujian (JSU) is a critical component of the Malaysian education
system. It serves as a guideline for teachers and educators to design and administer fair and
consistent assessments for students. The JSU outlines the test format, content, and other
critical details for every examination and assessment in Malaysia (Isna, 2011). It provides clear
directions for the creation of the assessment items and helps to ensure that all students are
assessed on the same criteria. By promoting consistency and standardization, the JSU helps
to promote fairness and accountability in the educational system.

The JSU is based on the Dokumen Standard Kurikulum dan Pentaksiran (DSKP),
which outlines the learning objectives and skills that students are expected to achieve at each
level of education. The DSKP provides guidelines for the development of curriculum and
assessments in schools, while the JSU specifies the details of individual exams and
assessments. Together, these documents contribute to ensuring that students receive a
standardized and high-quality education in Malaysia. The DSKP serves as the foundation for
the educational system, providing a framework for what students are expected to learn and
achieve. The JSU builds on this foundation, providing a framework for assessing and
measuring that learning.
 The use of the JSU is an effective way to promote standardized assessments in the
Malaysian education system. The JSU ensures that all assessments are based on the same
criteria and that all students are assessed fairly and consistently. The JSU promotes
accountability in the educational system by providing clear guidelines for teachers and
educators to design and administer fair and consistent assessments.

The test was conducted during a School-Based Experience (SBE) at Sekolah

Kebangsaan Temiang in Negeri Sembilan. A total of 15 students out of 21 that attended school,
classified as mixed-ability in terms of level of proficiency, were present on the day of the test.
The items created based on the JSU were carried out to these students to evaluate their
performance. The findings of this report will contribute to the ongoing efforts to improve the
teachers in training in creating a well-developed JSU after got posted to the assigned school.

In this task, the focus is on the DSKP for year 4, and specifically on creating 15 items of
assessment based on the vocabulary and social expression options outlined in the JSU table
in the appendix. The purpose of this study is to explore how well the DSKP aligns with the
assessments used in schools and to evaluate the effectiveness of the JSU in promoting
standardized assessments.
2.0 JADUAL SPESIFIKASI UMUM (JSU) DEVELOPMENT PROCESS

2.1 Determine the Scope of the Subject Matter

The first step is to determine the scope of the subject matter that the JSU will cover. I
chose DSKP English Year 4. This involves identifying the relevant topics and subtopics
that need to be included in the JSU.

2.2 Use Bloom Taxonomy to Identify Difficulty Levels

Bloom Taxonomy classifies questions into six levels based on their complexity, ranging
from simple recall to complex analysis and evaluation. This will help ensure that the
JSU covers a range of difficulty levels.

2.3 Define the Learning Objectives

The learning objectives are the specific knowledge, skills, and attitudes that students
are expected to gain from studying the subject matter covered by the JSU that align
with the DSKP and Bloom Taxonomy.

2.4 Develop the Content Outline

Once the learning objectives have been defined, the next step is to develop a content
outline that outlines the topics and subtopics that will be covered in the JSU.

2.5 Create Assessment Items

The JSU should include a variety of assessment items, such as multiple-choice

questions, short answer questions, and essay questions. The test conducted consisted
of objective questions only considering subjective questions can be quite difficult.

2.6 Review and Revise

The JSU were reviewed and revised to ensure that it is accurate, comprehensive, and
aligned with the DSKP, learning objectives, and Bloom Taxonomy to create the
questions that follows the proper level.
3.0 CARRYING OUT THE TEST

In order to conduct a test in a school, it is crucial to inform the school administration

beforehand and obtain permission to ensure that the test is conducted in compliance with the
school policies and regulations. I notified the school administration on the first day of the
school-based examination (SBE) and requested that they allocate a slot in the school
timetable for the test. Once the slot was allocated, I distributed the test papers to the students
and provided them with the necessary materials, such as pens or pencils, to complete the test.
The test was scheduled for the first period.

Before commencing the test, I provided the students with detailed instructions about
the test format, duration, and how to answer the questions. I made sure that all students
understood the instructions before beginning the test. To ensure confidentiality and prevent
cheating, I instructed the students to arrange their tables in a way that simulates a real school
test. Students were seated far enough apart, and no materials that could be used to cheat
were allowed on the table. During the briefing, I reminded the students to avoid cheating and
talking with others during the test.

To ensure that the students are comfortable and can concentrate on the test, adequate
facilities such as proper lighting, tables, and chairs were provided. I checked the facilities the
day before the test to ensure that everything was in order. Once all of the above was taken
care of, the students commenced the test for 30 minutes without any disturbance.

(1379 words)
4.0 RESULT’S SUMMARY AND ANALYSIS

The purpose of this study was to analyze the performance of 15 students in a recent
test. The data was presented through two charts, Graph 1.0 and Graph 2.0. Graph 1.0
depicted the students' mastery levels, which were determined by converting their raw scores
using a specific table. In contrast, Graph 2.0 displayed a bell-shaped chart that showed a
normal distribution of the scores.

The conversion table used in the analysis defined five levels of mastery based on the
raw test scores. The average TP score for all 15 students was 3.47, with a mode and median
of 3. The results indicate that most students scored in the 41-60% range, which falls under
level 3 mastery. Graph 2.0 showed a bell-shaped distribution of the TP scores, with a mean of
64.4, a mode of 80, and a median of 67. This suggests that most students scored in the 61-
80% range, which also falls under level 3 mastery.

The standard deviation of the TP scores was 0.743, which means that the scores were
relatively close to the mean. The variance of the scores was 0.552, indicating that there was
not much variability in the scores. On the other hand, Graph 2.0 showed a standard deviation
of 16.03, indicating a relatively wide range of scores. The variance of the scores was 257.11,
which is considerably higher than Graph 1.0's variance.

Overall, the results reveal that most students achieved level 3 mastery (41-60%), with
some students performing better or worse. The wide score range in Graph 2.0 suggests that
some students struggled more than others. These findings are significant because they
provide insight into the students' performance and can be used to identify areas of
improvement.
5.0 REFERENCE
Isna, I. (2011). Jadual Spesifikasi Ujian [web log]. Retrieved March 13, 2023, from
http://pengajian-ipg.blogspot.com/2011/10/jadual-spesifikasi-
ujian.html#:~:text=JSU%20adalah%20sebuah%20jadual%20yang,san%20pemberat
an%20taburan%20aras%20kesukaran.
KPM. (2021). Dokumen Standard kurikulum Dan Pentaksiran (DSKP). KPM. Retrieved March
16, 2023, from https://www.moe.gov.my/warga-kpm/pegawai-perkhidmatan-
pendidikan/dskp
APPENDIX
(4 SMART) TEST RESULT

Table of conversion score into mastery level (TP):

TP Score achieved during the test

1 0-20%

2 21-40%

3 41-60%

4 61-80%

5 81-100%

(Table 1.0)

Student’s result:

No. Name Score (%) TP Remark

1 Muhammad Aniq Iqbal bin Mohd Nazri 93 5

2 Nurul Aina Safiyya 33 2

3 Qistina Qaisara binti Khairal Azhar 80 4

4 Muhammad Iskandar Zulkarnain 53 3

5 Nur Dania Qistihar binti Che Wan 73 4

6 Nur Aiman Amani bin Majidi 47 3

7 Muhammad Iqwan 53 3

8 Irfan Luqman 47 3

9 Nur Zara Dania binti Abdul Fattah 60 3

10 Zarif Zafri 80 4

11 Kafyl Aideen bin Zuhairi 67 4

12 Ain Juraiha binti Razalli 80 4

13 Nur Qistina Qadisha 73 4

14 M. Ammar Imtiyaz bin Abdul Khalil 60 3

15 Muhammad Aiman Adli 67 3

(Table 2.0)
TP result represented by the bar chart:

(Graph 1.0)

Mean : 3.47

Mode :3

Median :3

Standard deviation : 0.743

Variance : 0.552

Normal distribution of score (bell-shaped graph)

(Graph 2.0)

Mean : 64.4

Mode : 80

Median : 67

Standard deviation : 16.03

Variance : 257.11
 JADUAL SPESIFIKASI UJIAN (JSU)
BAHASA INGGERIS PAPER 1 YEAR 4
2023

WEIGHTING (%) NO. OF QUESTION

SECTION TYPE OF QUESTION NO. OF HOURS
Remembering Understanding Applying Analysing Evaluating Creating

noun 4 hours 30 38.46 Q4 Q1 Q2, Q3,

A Word Action words minutes x 5
Vocabulary Level Adjectives weeks = 22.5
hours
Part of body
noun 4 hours 30 30.77 Q5 Q6 Q7, Q8 Q9, Q10
Phrase Collective noun minutes x 4
Level verb weeks =

Sentence 18 hours
Level Sentences to
describe
pictures

To ask for reason 4 hours 30 30.77 Q11, Q13 Q12 Q14,

B To thank you minutes x 4 Q15
Social To ask for information weeks =
Expressions
To thank you
To receive phone call 18 hours
58 hours 30 100 15 questions
TOTAL minutes
 SECTION A

Questions 1 – 4

Choose the best word to fill in the blanks.

Pilih perkataan yang terbaik dan isikan tempat kosong.

1 They bring their __________ to the music room.

A bag
B chair
C flute
D sharpener

2 Hasyim’s hobby is collecting _________ . He keeps them in an album.

A sea shells
B clothes
C gloves
D coins

3 We had _________ for dessert after lunch.

A chicken rice
B vegetables
C ice-cream
D noodles

4 We use our __________ to breathe.

A liver
B lungs
C heart
D kidney
Questions 5 – 7

Study the picture carefully and choose the best phrase to complete the paragraph.
Lihat gambar dengan teliti dan pilih rangkai kata yang terbaik bagi melengkapkan
perenggan di bawah.

Mr Lim is in his workshop. He is a _______(5)_______ .

He needs a _______(6)_____ to help him in his job. His friend will

______(7)______ nearby damaged car to his workshop. He will be very

careful in doing his work.

5 A pilot
B teacher
C mechanic

6 A a pair of scissors
B a box of colours
C a set of toolbox

7 A push
B pull
C tow
D put
Questions 8 – 10

Study the pictures carefully. Then choose the best answer.

Lihat gambar dengan teliti. Pilih jawapan yang terbaik.

8 A Tea grows well on the hill slopes.

B The tea plantation is on flat ground.
C The two women are plucking the
flowers.
D The two women are carrying bags on
their backs.

9 A Ramli is painting a scene.

B Ramli is drawing flowers.
C Ramli is painting a vase of flowers.
D Ramli teaches drawing the flowers.

10
A My father is mowing the lawn.
B My father is repairing the fence.
C My father is weeding the garden.
D My father is trimming the hedge.
 SECTION B

Questions 11 – 15

Look at the pictures below carefully. Choose the best sentence to fit the situation shown in
the pictures.
Lihat gambar dengan teliti. Pilih ayat yang terbaik bagi situasi dalam gambar.

11
A Really?
B Please give me an astray.
C Sorry, thanks for reminding us.

12 A Let me carry your basket.

B Your basket is heavy, isn’t it?
C You must give me your basket.
D Would you like to buy this basket?

13 A Why?.
B Thank you
C Please hold on.
D Hey, don’t disturb me!

14 A Can we go to the movies?

B Can I go to the movies?
C Where is the movie showing?
D What are you doing this evening?
15 A Why?
B Sorry, I need it for myself.
C My book is not interesting.
D Go look for it at the bookshop.