BACHELOR OF SCIENCE EDUCATION (HONS.

) MATHEMATICS

EDU 485 - LITERACY AND PERFORMANCE COMPETENCE

TEST CONSTRUCTION

PREPARED FOR: MADAM ZURAIMI BINTI ZAKARIA

PREPARED BY:

NO. NAME STUDENT ID

1. AKMAL ZULFADHLI BIN AZMAN 2021839876

2. MUHAMMAD AMIRUL ASHRAF BIN AZIZ 2021816994

3. AHMAD AZWAN BIN AHMAD ROSLAN 2021828984

4. NIK MUHAMMAD HAIKAL BIN NIK 2021887378

MOHAMMAD NASRUDDEEN

5. MUHAMMAD FAHMI BIN ZAINI 2021495164

SUBMISSION DATE:
Table of Content

1.0 Introduction..............................................................................................................................3
2.0 Test Planning............................................................................................................................ 4
3.0 Item Construction.................................................................................................................... 6
3.1 Test Copy.................................................................................................................................. 6
3.2 Copy of the Online Test................................................................................................... 12
3.3 Copy of Answer Scheme..................................................................................................22
3.4 Item Arrangement and Levels on Bloom’s Taxonomy................................................ 24
4.0 Test Administration............................................................................................................... 30
5.0 Item Analysis.......................................................................................................................... 34
6.0 Reflection................................................................................................................................ 44
7.0 Conclusion.............................................................................................................................. 45
1.0 Introduction

This assessment examines the students on Form 3 Mathematics subject where it covers
one chapter which is Chapter 1 (Indices). The students are given 1 hour in order to complete the
tests which consist of two sections which are multiple choice questions (MCQ) and subjective
questions. Based on the “Dokumen Standard Kurikulum dan Pentaksiran” (DSKP), there are 9
learning standards as stated in the Table of Specifications (TOS). The purpose of this test being
constructed is to assess the students' understanding related to the chapter and how far they can
proceed according to the revised Bloom’s Taxonomy. This test will measure the students’
cognitive abilities since the test is a Mathematics subject.
2.0 Test Planning

Table of Specifications

Subject: Mathematics

Form: 3

Topic: Indices
- Index Notation
- Law of Indices

Level on the Taxonomy: R- Remember, U-Understand, A-Apply, An-Analyse, E-Evaluate,

C-Create

NUMBER
ITEM
LEARNING OUTCOMES OF MARKS R U A An E C
TYPES
ITEMS

1.1 Index Notation

1.1.1 Represent repeated 2 MCQ 2 /

multiplication in index
form and describe its
meaning

1.1.2 Rewrite a number in 2 MCQ 2 /

index form and vice versa

1.2 Law of Indices

1.2.1 Relate the 1 MCQ 1 /

multiplication of numbers
in index form with the
same base, to repeated
multiplication, and hence
make generalisation

1.2.2 Relate the division of 1 MCQ 1 /

numbers in index form
with the same base, to
repeated multiplication,
and hence make
generalisation

1.2.3 Relate the numbers in 1 MCQ 1 /

index form raised to a
power, to a repeated
multiplication, and hence
make generalisation

0
1.2.4 Verify that 𝑎 = 1 1 MCQ 1 /
−𝑛 1 1 MCQ 1 /
and 𝑎 = 𝑛 :𝑎 ≠ 0
𝑎

1.2.5 Determine and state 2 MCQ 2 /

the relationship between 2 SUB 4 /
fractional indices and roots
and powers.

1.2.6 Perform operations 2 MCQ 2 /

involving laws of indices 2 SUB 4 /

1.2.7 Solve problems 2 MCQ 2 /

involving law of indices 1 SUB 4 /

TOTAL 20 30 1 4 14 1
3.0 Item Construction

3.1 Test Copy

3.2 Copy of the Online Test
3.3 Copy of Answer Scheme
3.4 Item Arrangement and Levels on Bloom’s Taxonomy

No. Items and Answers Mark Level on

Bloom’s
Taxonomy

SECTION A

1 0
What does 𝑎 equal to? 1 Remember

A. 0
B. 1
C. 𝑎
D. 𝑏

Answer : B

2. Choose the correct index notation for the question below. 1 Understand

3×3 ×3 × 3

A. 4(3)
3
B. 3
4
C. 3
D. 81

Answer : C
3. Choose the correct answer for the question below. 1 Understand

5
𝑝

A. 𝑝×𝑝 ×𝑝 × 𝑝
B. 𝑝×𝑝 ×𝑝 × 𝑝 ×𝑝
C. 5×𝑝
𝑝
D. 5

Answer : B

4. 4 7 2 3
5𝑥 𝑦 × 4𝑦 𝑥 . Solve the equation. 1 Understand

7 9
A. 20𝑥 𝑦
6 10
B. 20𝑥 𝑦
12 14
C. 20𝑥 𝑦
8 21
D. 20𝑥 𝑦

Answer : A

5. 4 8 2 4
8𝑎 𝑏 ÷ 2𝑏 𝑎 . Solve the equation. 1 Understand

A. 0
2 2
B. 4𝑎 𝑏
6
C. 4𝑏
6
D. 6𝑏

Answer : C
6. Choose the correct base for the number below. 1 Apply

128

A. 1
B. 2
C. 4
D. 7

Answer : B

7. 3
Calculate 5 + 2
5 1 Apply

A. 7
B. 25
C. 150
D. 157

Answer : D

8. 2
1 Apply
Which one of the following is equivalent to 27 3 ?

A. 9
1
B. 9
1
C. 81

D. 81

Answer : D

9. 4
−3 1 Apply
Find the value for − 27 .

A. − 81
B. 81
1
C. 81
1
D. − 81
Answer : D
10. 2 2
Find the index form for 7 × 7 × 7 × 7 .
2 2 1 Apply

2
A. 7
4
B. 7
8
C. 7
16
D. 7

Answer : C

11. 4
Convert 1296 into 𝑎 form.
𝑛 1 Apply

A. 64
4
B. 6
1

C. 1296 4

4
D. 1296

Answer : C

12. Simplify the following equation 1 Apply

5 2 3
(−3𝑥) ✕ (4𝑥𝑦 )
2 4
108𝑥 𝑦

6 2
A. 144𝑥 𝑦
6 2
B. 72 𝑥 𝑦
6 2
C. -144𝑥 𝑦
6 2
D. -72𝑥 𝑦

Answer : C
13. Simplify the following equation 1 Apply

1 3
−4
16 4 ✕ 81
2 3
(2 ✕3 )

1
A. − 1458
1
B. 1458
C. 1458
D. − 1458

Answer : B

14. Given 64
𝑥−1
= 256, find the value of x. 1 Apply

3
A. 7
B. 7
7
C. 3
D. 3

Answer : C

15. Calculate the value of x for the equation 1 Apply

2𝑥 𝑥−3 3
3𝑥 ✕ 9 ÷3 = 1

4
A. −9
4
B. 9
9
C. −4
9
D. 4

Answer : D
 SECTION B

1. 1
2 Apply
Convert each of the following term into the form 𝑎 . 𝑛

a. 49

4
b. 1234

2. Convert each of the following terms into the form 𝑎.

𝑛
2 Apply

1
−2
a. 100

b. 3125 5

3. 2
(9×3 ) × 81 3 Apply
Calculate 1 .
3
9 × 27

4. Given m = 4 and n = -2, calculate the value of 3 Apply

2 𝑚
𝑛 −
𝑚
25 ✕ 125 ÷ 625 𝑛
.
5. Solve the following simultaneous equations. 5 Analyse

𝑚 𝑛 7 𝑚 1
64 ✕ 4 = 4 and 2 ✕ 𝑛 = 2
2
4.0 Test Administration

We collect the data from the respondents by using google form as a platform. The test
constructed by us contains two sections which are objective and subjective. The test involves 15
objective questions and 5 subjective questions. Respondents are allocated one hour to answer all
the questions. The questions’ sorting is carried out in order to evaluate people’s understanding of
the topic.

After we finish constructing the test, we spread the link of google form to our peer friend,
university colleagues and secondary school students as they are our respondents. We distributed
𝑡ℎ 𝑡ℎ
the link on 18 July 2023. We closed the link on 18 July 2023 after receiving 28 responses.
We distributed the link to the respondents via whatsapp and they spread the link through
WhatsApp status. We have also explained the instructions to answer the test to the respondents.
Below are the instructions to answer the test:

1. The test will be conducted for one hour.

2. The test consists of 15 objective questions and 5 subjective questions.
3. Respondents are required to answer all questions.
4. The test will involve a topic that is indices in Mathematics form 3.
5. For objective questions, respondents are given 4 choices of answers and they have to
choose one answer.
6. For subjective questions, respondents are required to upload a pdf of their answers to the
google form.
Diagram 4.1: Chat with a friend
Diagram 4.2: Spreading the link to friends within WhatsApp group
5.0 Item Analysis

The Scores
Part A

Item Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Keys B C B A C B D D D C C C B C D

Names Answer Score

Nik Akmal 12

Aizol Asror Bin Mohd 11

Ali

Muhammad Syahmi 13
Bin Zakaria

Muhammad Syarmin 15
Aiman Bin Jafri

Nurul Hudaa 15

Zulfa Binti Husnishah 11

Shah 14

Nur Shazlin Balqis 13

Binti Azhar

Uzma 10

Mohammad Hakimie 14
Bin Azhar

Mohammad 14
Fakhrullah Bin Mohd
Amran

Muhammad Amirul 14
Hafidz Bin Zulfikry

Noor Shafika 7
Nadhirah Binti Usalli

Muhd Nor Hakim 13

Siti Zubaidah 12

Nurulain Fatini Binti 8

Zaini

Nor Adnin Aisyah 14

Binti Mohammad
Pauzi

Ahmad Akmal Asyraf 13

Bin Ammar Anuar

Nur Syafiqa Balqis 13

Muhammad Afiq 11
Akmal Bin Zairul

Irsyad Bin Yazit 11

Muhammad Hafiz 7
Hakimi Bin Mazlan

Nor Atierah Binti 4

Mohd Nasir

Athira Binti Ahmad 10

Adriana Nur Nadhirah 11

Binti Azman

Amirul Hafidz 10

Muhammad Syamil 11
Bin Mohd Rasyid

Nurul Fathiah Auni 15

Measures of Central Tendency

Mode 11

Median 12

Mean 11.64

According to the data that we have gathered, we believe that the mean most accurately represents
the central tendency of the test results, out of the mode, the median. This is due to the fact that
the mean incorporates all of the data values into its calculation. Variations in the values have an
effect on the calculation of the mean. Unlike the mode and median, this statistic has no
consequence whatsoever on the overall significance of the data. In light of this, we consider the
mean calculation to be the most accurate and impartial representation of the test scores.
ITEM DIFFICULTY

Item Difficulty Index

Hard (Difficult) Medium (Moderate) Low (Easy)

<0.20 >0.20 and <0.80 >0.80

Item Difficulty Table

Item High- Scoring Low- Scoring Difficulty Difficulty Interpretation

Group Group (Based on Index
(Upper 14) (Lower 14) TOS)

1 14 13 Easy 0.96 Low

2 14 14 Easy 1.00 Low

3 14 14 Easy 1.00 Low

4 11 10 Medium 0.75 Moderate

5 14 11 Easy 0.89 Easy

6 10 2 Medium 0.42 Moderate

7 14 11 Easy 0.89 Easy

8 14 3 Medium 0.60 Moderate

9 14 5 Medium 0.68 Moderate

10 14 14 Easy 1.00 Easy

11 14 10 Easy 0.85 Easy

12 12 7 Medium 0.68 Moderate

13 13 6 Medium 0.68 Moderate

14 13 8 Medium 0.75 Moderate

15 7 4 Hard 0.39 Moderate

Item Discrimination

Item Discrimination Index

Poor Reasonable Good

<0.20 >0.20 and <0.40 >0.40

Student Grouping Table

Group Students Score

Muhammad Syarmin Aiman

15
Bin Jafri

Nurul Hudaa 15

Nurul Fathiah Auni 15

Shah 14

Mohammad Hakimie Bin

14
Azhar

Upper 14 Mohammad Fakhrullah Bin

14
Mohd Amran

Muhammad Amirul Hafidz

14
Bin Zulfikry

Nor Adnin Aisyah Binti

14
Mohammad Pauzi

Muhammad Syahmi Bin

13
Zakaria
 Nur Shazlin Balqis Binti
13
Azhar

Muhd Nor Hakim 13

Ahmad Akmal Asyraf Bin

13
Ammar Anuar

Nur Syafiqa Balqis 13

Nik Akmal 12

Siti Zubaidah 12

Aizol Asror Bin Mohd Ali 11

Zulfa Binti Husnishah 11

Muhammad Afiq Akmal Bin

11
Zairul

Irsyad Bin Yazit 11

Adriana Nur Nadhirah Binti

11
Azman

Muhammad Syamil Bin

11
Lower 14 Mohd Rasyid

Uzma 10

Athira Binti Ahmad 10

Amirul Hafidz 10

Nurulain Fatini Binti Zaini 8

Noor Shafika Nadhirah Binti

7
Usalli

Muhammad Hafiz Hakimi

7
Bin Mazlan

Nor Atierah Binti Mohd Nasir 4

Item Discrimination Table

Item High- Scoring Low- Scoring Difficulty Discrimination Interpretation

Group Group (Based on Index
(Upper 14) (Lower 14) TOS)

1 14 13 Easy 0.07 Poor

2 14 14 Easy 0.00 Poor

3 14 14 Easy 0.00 Poor

4 11 10 Moderate 0.07 Poor

5 14 11 Easy 0.21 Reasonable

6 10 2 Moderate 0.57 Good

7 14 11 Easy 0.21 Reasonable

8 14 3 Medium 0.79 Good

9 14 5 Medium 0.64 Good

10 14 14 Easy 0.00 Poor

11 14 10 Easy 0.29 Reasonable

12 12 7 Medium 0.36 Reasonable

13 13 6 Medium 0.50 Good

14 13 8 Medium 0.36 Reasonable

15 7 4 Hard 0.21 Reasonable

Interpretations

I. The easiest item(s) in the test.

On our test, question 2, question 3 and question 10 would be the questions with the least
amount of difficulty. These items all have an index value of 1, which is the highest
possible. According to the difficulty index, an item is going to be simpler to do if the
index score is greater. This is further shown by the fact that all of the respondents, or one
hundred percent of the respondents, gave an accurate response to the question. As a
result, questions 2, 3 and 10 are the easiest items on the test.

II. The most difficult item(s) in the test.

The most difficult question in our test is question number 15, which has a difficulty index
of 0.39. When compared to the other questions, this index is the lowest possible score.
The less the difficulty index of a task is, the more difficult it will be to complete. The
number of respondents who got the questions right is an indication of this phenomenon.
Question 15 was correctly answered by only 7 of the top 14 responders and only 4 of the
bottom 14 respondents. As a direct consequence of this, the most difficult question in the
test is question 15.

III. The most discriminative item(s) in our test.

Question 8 is the most discriminative item on our test, as indicated by its Discrimination
Index score of 0.79, which is the highest among the other items. This is demonstrated by
the number of respondents in both the Upper Group and the Lower Group who responded
correctly to the question. For item 8, all 14 upper group respondents were able to answer
correctly, whereas only 3 lower group respondents were able to do so. This effectively
differentiates between respondents who have and have not mastered the desired learning
outcome.
 IV. The least discriminative items(s) in our test

Items 2, 3 and 10 are the least discriminatory according to the discrimination index.
According to the Discrimination Index, these items get the lowest value, 0, indicating
poor discrimination. This argument is also supported by the amount of students in the
bottom 14 who correctly answered these questions. All of the students properly answered
the questions. Overall, the items are insufficient for efficiently assessing students.

V. Item(s) that need to be improved

We determined that items 1 and 4 require improvement. This is due to the item's low
index of discrimination of 0.07, which indicates poor discrimination despite being
categorised as simple. We attribute this poor discriminating rate to the questions'
ineffectual distractions. Substitutes and upgrades to the distractors are necessary to
increase the item's discrimination index.

VI. Were the test items effectively arranged?

Number of the test items were not effectively arranged. The items were not arranged from
the lowest difficulty moving to higher difficulty. According to the Bloom Taxonomy of
Learning, the item should start from Understanding, Analysing and Applying.

VII. Did the test consist of an effective mix of items of varying levels of difficulty?

The test does consist of an effective mix of items of varying levels of difficulty. We have
designed and constructed the items with varying Bloom’s Taxonomy level, testing
various questions in accordance with the DSKP of Form 4 in Malaysia, as shown in our
table of specifications. Although the level of difficulty for each item was not arranged
well, the students were able to answer correctly to some of the questions. As a result, we
can assert with assurance that this test does indeed contain a useful assortment of
difficulty levels.
VIII. Conclusion

To conclude, this test is an effective assessment. We did follow the DSKP as reference in
constructing this test. Bloom’s Taxonomy is required in order to test the candidates on
each level of difficulty and it also needs to be mentioned in the Table of Specifications.
There is several data in Item Difficulty and Item Discrimination that do not accurately
represent the Table of Specifications, however, by comparing our targeted participants
and test participants, we are able to make sure that the test efficacy is being kept. Since
the respondents that are being targeted are Form 3 students, the data that we got are
aligned with what we predicted despite the numbers of participants who are above the
targeted age.
6.0 Reflection

As teachers, it is essential for us to possess knowledge not just about the material we
teach, but also about the assessments we design and implement. For all the decisions we make in
the assessment that we construct will eventually affect the students. This course has eventually
helped us to eliminate those unnecessary parts on how to create a set of items by giving us
guidance on how to do it properly. It also gives us guidance on how to interpret students’ results.
As we were doing this assessment, we realised the importance and we knew that we cannot make
questions where we do not give a thought about our students. With different objectives of the
assessments, we also must use different assessments and constructing each and every item with
proper detail was hard.

In order for this assessment to achieve the learning standards for students, DSKPs was a
reference and we must use it as a guidance. For every level of difficulty of each item, the
numbers of items must be equal to one another and the set of questions should not be too difficult
nor easy. We also arrange the set of questions according to the Bloom Taxonomy of learning as it
will help to make the assessment more effective. Though we exerted considerable effort in
crafting what we hoped would be impeccable assessment materials, we regrettably faced a few
challenges. Notably, some mistakes inadvertently surfaced, particularly concerning the
effectiveness of the distractions we had thoughtfully incorporated into the material.

While we were pleased with the range of outcomes our students achieved on the test, we
also recognise that its design could still use some tweaking. The varied results show that, to some
extent, the examination took into account each student's unique challenges. However, if we
observe low overall performance in the assessment, it may prompt us to make the educated guess
that the assessment did not sufficiently address all of the students' challenges. We have grown to
recognise the critical necessity of student statistical data in our capacity as teachers. This
information is a useful tool for identifying areas where pupils could be weak or having trouble.
Teachers can learn a lot about the particular areas that need more focus throughout their
instructional approach by analysing this data. In order to improve the quality of the learning
process overall, they can better adapt their teaching strategies and concentrate on meeting the
unique needs of each of their pupils.
7.0 Conclusion

After doing this assessment, we learned how to construct an effectual assessment

properly but there were some adjustments and improvements that must be considered as it was
our first time doing it. The assessment's intricate aspects, including difficulty level,
discrimination index, and skillful use of distractions, were carefully considered. We are also
guided by Bloom Taxonomy of Learning on how to arrange the items in the assessment.
Furthermore, this course has provided us with insights into how students' performance statistics
can be beneficial tools for teachers. By using those statistics, it helps give us an insight on
students' understanding thus it will help us to make some adjustments. Those statistics will also
help teachers to find which parts were lacking as the information was properly organised.
Moreover, an assessment that is constructed effectively will help students to ace for all levels. In
conclusion, this assessment has helped us and increased our knowledge regarding the work on
how to become a teacher.