EA Sample Assignment (BI) PDF

# HPGD2303 EDUCATIONAL ASSESSMENT ## Course Details - Matriculation NO: - Semester/Year: Semester 2/2024 - Program: Postgraduate Diploma in Teaching ## Table of Content | Task | Page | |---|---| | Task 1: Table of Specifications and Description | 1-8 | | Task 2: The Test Paper and Commentary | 9-30 | | Task 3: Item Analysis and Interpretation | 31-51 | | References | 52 | | Part 2: Online Class Participation | 53-57 | ## Part 1: Task 1: Table of Specifications and Description ### 1.1: Table of Specifications (TOS) - Subject/Course of study: Science - Class/Course level: Form 3 - Four topics to be assessed: 1. Stimuli and Responses 2. Respiration 3. Transportation 4. Reactivity of Metals #### Table 1: Table of Specification (TOS) | Topic | Hours of Interaction | % Hours | Marks Allocated/No. of Items | Comprehension | Application | Analysis | Total Marks | |---|---|---|---|---|---|---|---| | 1 | 2 | 20 | 4 | 2 /1,2 | 1 / 3 | 1 / 4 | 4 | | 2 | 3 | 30 | 6 | 2 / 5,6 | 2 / 7,8 | 2 / 9,10 | 6 | | 3 | 3 | 30 | 6 | 2 / 11,12 | 2 / 13,14 | 2 / 15,16 | 6 | | 4 | 2 | 20 | 4 | 1 / 17 | 1 / 18 | 2 / 19, 20 | 4 | | **Total** | **10** | **100** | **20** | **7 / 35** | **6 / 30** | **7 / 35** | **20** | ### 1.2 TABLE OF SPECIFICATIONS (TOS) DESCRIPTIONS A Table of Specifications (TOS) is a necessary tool that helps with the construction and formation of evaluation instruments including examinations or tests. It acts as a plan to ensure assessment items’ content and cognitive difficulty are aligned with the learning goals and course material. A TOS is designed with the main objective of enhancing the validity of a teacher’s examinations. The table of specifications outlines the evaluation criteria for Form 3 students in the subject of Science. It is designed to test students’ comprehension, application, and analysis of important scientific topics through a well-rounded exam. The table includes four topics: Stimuli and Responses, Respiration, Transportation, and Reactivity of Metals. Each topic is assigned a predetermined amount of hours of engagement, which corresponds to its significance and intricacy within the curriculum. The allocation of marks is directly proportionate to the amount of time spent on each topic, guaranteeing an equitable representation. The evaluation includes 20 multiple-choice questions distributed among topics according to instructional time and significance. These questions are classified into three cognitive complexity levels: comprehension, application, and analysis. This categorization aligns with Bloom's taxonomy, which is a useful tool for evaluating foundational knowledge, skills in practical application, and critical thinking abilities. The inclusion of questions that test various levels of comprehension and cognitive processes ensures a comprehensive evaluation. This structured approach guarantees that the evaluation covers both the breadth and depth of the material. Educators can guarantee a well-balanced, comprehensive evaluation by developing a table of specifications. Ultimately, this effort enhances the reliability and accuracy of the assessment, leading to a more accurate measurement of learning and student achievement. To ensure the assessment aligns with previous learning experiences, topic selection for the Form 3 Science exam, which includes stimuli and responses, respiration, transportation, and reactivity of metals, is based on the curriculum covered previously. The Topic 1 "Stimuli and Response" was selected because students have gained knowledge of how organisms interact with their surroundings through sensory and neurological systems. The Topic 2 "Respiration" is included because it discusses gas exchange mechanisms and the respiratory system, topics on which students have existing knowledge. Comprehending how organisms maintain their lives requires understanding respiration, which is why "Transportation" is the Topic 3. This topic emphasizes the movement of substances inside organisms, particularly circulatory systems in plants and animals. This information helps students comprehend the connection between the structure and function of biological systems. The Topic 4 “Reactivity of Metals” was chosen to evaluate students' comprehension of chemical characteristics and metal reactions, which are essential components. This ensures that students have a strong grasp of fundamental chemical principles. Students are graded on material aligned with the curriculum, reinforcing learning. This approach not only tests knowledge but also prepares students for more advanced studies. The time allocated for each topic accurately reflects its intricacy and importance. The time given for the study of “Stimuli and Responses” is 2 hours, which is considered adequate for students to comprehend how creatures perceive and respond to their surroundings. This topic encompasses the examination of the human neurological system and the reactions of plants and animals to different stimuli, which are essential for understanding increasingly intricate biological systems. The topic of "Respiration" is allocated 3 hours to explore the intricate mechanisms of gas exchange and the respiratory system in sustaining life. This extended period enables comprehensive investigation. “Transportation” is allotted 3 hours for understanding chemical movement throughout plants and animals with a specific emphasis on the circulatory system. The "Reactivity of Metals" receives a 2-hour allocation, focusing on the reactivity series, extracting metals from ores, and establishing a solid understanding of chemical reactions and elemental characteristics. Bloom’s Taxonomy is a hierarchical framework for categorizing educational learning goals based on complexity and specificity. It includes six cognitive processing levels: knowledge, comprehension, application, analysis, evaluation, and synthesis. Subsequent levels require more profound cognitive processing. Applying Bloom's Taxonomy to educational exams ensures a thorough examination of a student's cognitive capacities. This methodical approach facilitates the development of analytical reasoning and the ability to resolve complex issues, which are vital in practical situations. The Form 3 Science exam was designed to comprehensively evaluate students’ knowledge and abilities by including three cognitive complexity levels: comprehension, application, and analysis. The exam utilizes a 7:6:7 ratio for these levels, ensuring a well-rounded evaluation. The exam guarantees a strong understanding of core ideas by including 7 comprehension questions. The 6 application questions promote practical application and problem-solving abilities. The 7 analytical questions evaluate advanced cognitive abilities, including critical thinking and deconstructing intricate material. The allocation of assessment components guarantees a thorough assessment of comprehension, practical implementation, and analytical proficiencies. This aligns with the educational goals of the scientific curriculum, fostering the development of holistic cognitive capacities. A total of 35% of the evaluation consists of comprehension questions. These questions evaluate the understanding of fundamental ideas and principles, ensuring a strong foundation of knowledge addressing increasingly complicated issues. They cover various activities such as describing concepts in your own words, analyzing information, or summarizing significant ideas. Application questions, contributing 30% to the evaluation, require pupils to use their understanding in fresh and practical circumstances. This stage establishes links between theoretical ideas and real-life situations. For example, students may be tasked with using comprehension of the human respiratory system to elucidate the impact of exercise on breathing rates or employing concepts of metal reactivity to forecast the results of chemical reactions. The remaining 35% of the evaluation comprises analysis questions. Students are challenged to disassemble complicated knowledge into its constituent parts, comprehend linkages, and recognize underlying structures. They study facts, compare and contrast various concepts, and assess the relevance of their results. An example of an analysis question might be one in which students are asked to dissect a complicated biological process such as the manner in which diverse stimuli cause varied reactions in plants and animals or to evaluate experimental data to make assumptions regarding the reactivity of metals. By including three degrees of cognitive complexity, the evaluation is fair and thorough, assessing understanding as well as the ability to use that information proficiently and engage in critical thinking. This equips students to tackle future academic obstacles and apply what they have learned in real-world situations. Students’ comprehension, application, and analysis levels for every topic guarantee a thorough assessment. Topic 1 consists of 4 questions: 2 comprehension, 1 application, and 1 analysis. Comprehension questions assess fundamental understanding such as recognizing components of the nervous system. The application question entails practical scenarios such as forecasting reactions to stimuli. The analysis question investigates the correlation between various stimuli and responses. Topic 2 includes 6 questions: 2 comprehension, 2 application, and 2 analysis. Comprehension questions evaluate the level of understanding regarding the respiratory system and the process of gas exchange. Application questions typically require the practical interpretation of data or scenarios such as providing explanations for respiratory processes. Analytical questions involve the comparison of respiratory adaptations or the examination of the impact of different factors on respiration rates. Topic 3 includes 6 questions: 2 comprehension, 2 application, and 2 analysis. Comprehension questions target the circulatory system in both plants and animals. Application questions assess the ability to apply knowledge in real-life scenarios, such as the movement of nutrients. Analysis questions require the interpretation of circulatory data. Topic 4 includes four questions: 1 comprehension, 1 application, and 2 analysis. Comprehension questions pertain to fundamental metal reactivity. The application questions forecast the results of chemical reactions involving metals. Analysis questions involve the comparison of reactivity levels or the examination of extraction methods. Multiple-choice questions (MCQs) are a valuable method for evaluating students’ comprehension of scientific concepts. MCQs enable the efficient assessment of a diverse array of subject matter within a restricted timeframe, especially crucial in comprehensive disciplines such as science. MCQs allow educators to encompass a greater amount of content within a single assessment, guaranteeing a more comprehensive evaluation of students' comprehension. MCQs also offer a transparent and unbiased scoring system, minimizing grading prejudice and ensuring uniformity in assessment. Their objective nature is essential in standardized testing settings where fairness and dependability are indispensable. MCQs are versatile since they assess various cognitive complexity levels ranging from simple recollection of information to more advanced cognitive abilities such as application and analysis. They are an excellent option for evaluating various cognitive abilities due to this versatility. There are addition benefits to using MCQs. Their ease of administration and grading makes them suitable for large class sizes. Automated grading methods, as examined in research paper by (Marcelo Guerra Hahn et al., 2021), have really transformed the evaluation procedure by facilitating fast and accurate examination of not only multiple-choice questions but also intricate assignments and short answer questions. These systems use technology such as machine learning, natural language processing, and test case analysis to provide immediate feedback to students. Well-crafted MCQs pinpoint misunderstandings and areas requiring additional study, informing future instructional and learning endeavors. Employing MCQs in the Form 3 Science assessment enables a thorough, unbiased, and effective assessment of students' understanding and proficiency in important subject areas. This methodology not only guarantees an impartial and uniform evaluation but also fosters the cultivation of a wide array of cognitive skills, equipping students for academic hurdles and practical problem-solving in the real world. ## Part 1: Task 2: The Test Paper and Commentary ### 2.1 TEST PAPER DESIGN **SCIENCE ASSESSMENT (2024)** - Science - Form 3 - 45 MINUTES - **Please do not open this question until you are informed to do so.** **Instruction:** 1. Answer all the questions provided in this assessment. 2. There are 20 multiple-choice questions in this paper. 3. Each question has three answer options (A, B and C). Choose only one. 4. Make sure you answer all the questions in the time given which is 45 minutes. **NAME:** **CLASS:** **Read carefully and answer the 20 multiple-choice questions following.** 1. Which situations listed below best describes an involuntary action? A. Suraya removes his foot after accidentally stepping on a sharp item. B. Alisa is driving a car. C. Azrina is playing a piano. 2. Which nervous system structure is responsible for processing data gathered by sensory organs? A. Spinal cord B. Brain C. Peripheral nerves 3. A person immediately removes their hand from a hot stove after touching it. Which pathway is the most accurate description of the sequence of events that occur during this reflex action? A. Sensory neuron → Brain → Spinal Cord → Muscle B. Sensory neuron → Spinal cord → Motor neuron → Muscle C. Motor neuron → Sensory neuron → Brain→ Gland 4. The graphic displays a type of food. Which area of the tongue is most sensitive to the food's flavor above? 5. A schematic of the human respiratory system is shown below. What will occurs in the lungs when S is contracts? A. The thoracic cavity’s air pressure drops. B. The thoracic cavity's air pressure rises. C. Air is exhaled. 6. The process of gas exchange in the alveolus is shown in the figure below. Why is oxygen able to permeate from the alveolus to the blood capillaries? A. The alveolus has an excessively high concentration of carbon dioxide. B. The concentration of oxygen is continually changes. C. The oxygen concentration in the alveolus is greater than in the blood capillaries. 7. The pace at which a person breathes quickens after they have accomplished a sprint. How does this alteration assist the body fulfill its higher oxygen demand? A. By reducing the concentration of carbon dioxide in the blood. B. By boosting the inhalation of oxygen and transport of oxygen to the muscles. C. The process of lowering the temperature of the body by evaporative cooling. 8. When experiencing an asthma attack, a person who suffers from asthma will take an inhaler. How does the medicine included in the inhaler aid to ease the symptoms? A. Through the reduction of blood pressure. B. Through the relaxation of the muscles around the airways. C. Through an increase in the amount of mucus that is produced in the lungs. 9. The structure of an alveolus is shown in the figure below. What is the significant of presence millions of alveolus in the lungs ? A. Increasing the rate of gas diffusion. B. To increase the amount of oxygen dissolved. C. To facilitate gaseous exchange, increase the alveolus’s overall surface area. 10. Cigarette smoke includes several types of toxic chemicals, including cigarette tar. How is the respiratory system affected by cigarette tar? A. Tar from cigarettes lowers body temperature. B. The air passage cells are destroyed by cigarette tar. C. The entire surface area of the alveolus is increased by the presence of cigarette tar. 11. What statement is accurate regarding to the structure of capillary? A. The thickness of the capillary wall is one cell. B. Has a large lumen. C. Has valves. 12. Which blood component has a water content of 90% among the following? A. Blood Plasma B. Red blood cells C. Platelets 13. What blood types are compatible for transfusion to a patient with blood group B? A. A, B and AB B. A and O C. B and O 14. The heart valve of a patient is not closing correctly, which is causing problems with blood flow. What is the primary heart valve function that this disorder affects? A. Circulating blood throughout the body B. Ensuring the prevention of the reverse flow of blood C. Keeping the heartbeat under control 15. Even though the plant is regularly watered, its leaves are turning yellow. Which parts of the plant has to be investigated to determine the nature of the nutrient absorption problem? A. Leaves B. Flowers C. Roots 16. A patient's cells are not getting enough oxygen, even with appropriate oxygen consumption. Which blood vessels is probably not working properly? A. Vein B. Artery C. Capillary 17. A blast furnace used to produce iron from its ore is seen in the figure below. Which sections, A, B, and C, had the slag removed? 18. What will occur in the event that a spatula containing crystals of potassium manganate (VIII) is combined with a powder of a reactive metal and then heated in the experiment? A. The crystals will blow up B. The crystal will undergo reduction C. The crystal will be oxidized 19. The graphic shown illustrates the placement of metal X within the reactivity series of metals. Which of the following statements accurately describes metal X? A. Metal X may be extracted using the same approach as potassium extraction. B. When the oxide of metal X is burned with carbon, it produces a brilliant, bright flame. C. Oxide of metal X burns strongly in hydrogen. 20. Which of the following may be utilized to reduce the mining difficulties in Malaysia? A. Expand the mining zones inside the forest reserve. B. Construct a special power plant for the mining region. C. Utilize modern technologies for monitoring and enforcement ### 2.2: TEST PAPER COMMENTARY | Item No. | Item | Complexity Level | Explanation | |---|---|---|---| | 1. | Which situations listed below best describes an involuntary action? | Comprehension | **Stem:** The stem is straightforward and focused requiring students to determine an involuntary action. **Stimulus:** The stimulus is not explicitly stated in the scenarios that are offered in the different options, which explain various behaviors. **Options:** The options provide three unique behaviors, one of which being an involuntary response. (A: Suraya removes his foot). The other two (driving a car and playing a piano) are voluntarily performed, which aids in identifying the right response. **Cognitive level:** The comprehension level as it involves student to recall and understanding stage, when students are expected to grasp the fundamental notion of involuntary reflex responses without the need to evaluate or apply the material in a different context. | | 2. | Which nervous system structure is responsible for processing data gathered by sensory organs? | Comprehension | **Stem:** The stem is straightforward and focused, and it asks students to identify the structure that is responsible for processing sensory input. **Options:** There are three separate structures of the nervous system that are provided by the choices. These structures are the spinal cord, the brain, and the peripheral nerves. Because it is responsible for processing sensory information, the correct answer is the brain (B). There are other choices that assist in distinguishing between the many components of the nervous system and the tasks that they perform. **Cognitive level:** The comprehension level of this item involves the memory and understanding of the fundamental function of various components of the nervous system, without the requirement for analysis or application of the material in a new situation. | | 3. | A person immediately removes their hand from a hot stove after touching it. Which pathway is the most accurate description of the sequence of events that occur during this reflex action? | Application | **Stem:** The stem is concise and direct, students required to determine the appropriate route in reflex action. **Stimulus:** The stimulus is elicited by the situation of coming into contact with a hot stove and quickly removing the hand, so exemplifying a typical reflexive response. **Options:** The choices include descriptions of several paths, with one of them being the appropriate reflex pathway. (B: Sensory neuron → Spinal cord → Motor neuron → Muscle). The alternatives assist pupils in distinguishing the accurate reflex arc from other but wrong routes. **Cognitive level:** Application level because it demands students to use their understanding of the nervous system in order to comprehend and recognize the appropriate sequence of events that occur during a reflex response. | | 4. | The graphic displays a type of food. Which area of the tongue is most sensitive to the food's flavor above? | Analysis | **Stem:** The stem is straightforward and focused, and it asks students to determine which area of the tongue is more sensitive to the flavor of the meal that is shown in the graphic. **Stimulus:** The stimulus is presented via the visual representation of the meal (bitter gourd) and the schematic of the tongue with clearly marked parts. This facilitates the students' ability to establish a connection between the topic and a practical illustration, as well as to look into the provided facts. **Options:** The choices line up with the tongue's A, B, and C identified parts. The area of the tongue that is more sensitive to the bitter flavor usually associated with the dish shown is indicated by the right answer, A. Students can identify between various tongue areas with the aid of the other alternatives. **Cognitive level:** Analysis level as it involves pupils analyzing the diagram and establishing the relationship between the sensory function of various sections of the tongue and the taste of the food shown in the stimulus. | | 5. | A schematic of the human respiratory system is shown below. What will occurs in the lungs when S is contracts? | Comprehension | **Stem:** The stem is straightforward and focused, and it asks students to determine the impact that the contraction of the diaphragm (designated S) has on the lungs. **Stimulus:** The schematic of the human respiratory system serves as the stimulus, with a specific focus on the diaphragm (S). This graphic aid facilitates students' comprehension of the question's context. **Options:** Different effects on air pressure and air flow in the thoracic cavity are described by the various alternatives. The right response is option A, which states that there is a drop in the air pressure within the thoracic cavity. In order to assess the pupils' level of comprehension, the other choices offer outcomes that are not only plausible but also erroneous. **Cognitive level:** The comprehension level of this topic is focused on students' ability to recall and grasp the fundamental role of the diaphragm and its impact on the thoracic cavity throughout the process of breathing. | | 6. | The process of gas exchange in the alveolus is shown in the figure below. Why is oxygen able to permeate from the alveolus to the blood capillaries? | Comprehension | **Stem:** The stem is concise and precise, prompting students to elucidate the mechanism by which oxygen can permeate from the alveolus to the blood capillaries. **Stimulus:** The schematic illustrating the process of gas exchange in the alveolus serves as the stimulus. This graphic aid helps students' comprehension of the context and mechanisms associated with gas diffusion. **Options:** The options depict several circumstances according to gas concentration. The accurate response is option C, which asserts that oxygen diffuses due to its larger concentration in the alveolus compared to the blood capillaries. The alternative choices assist pupils in discerning between accurate and erroneous explanations for gas diffusion. **Cognitive level:** Comprehension level because it needs pupils to remember and comprehend the fundamentals of gas exchange in the respiratory system, which are reinforced by the visual stimuli. | | 7. | The pace at which a person breathes quickens after they have accomplished a sprint. How does this alteration assist the body fulfill its higher oxygen demand? | Application | **Stem:** The stem is concise and directed, prompting students to clarify the mechanism by which enhanced respiration rate subsequent to physical activity aids in fulfilling the augmented oxygen requirements of the body. **Options:** Each option elicits distinct physiological responses. The accurate response is option B, which asserts that an elevated respiratory rate aids in augmenting the intake and transportation of oxygen to the muscles. The alternative choices offer realistic yet inaccurate outcomes, aiding in the assessment of students' comprehension of the body's reaction to physical activity. **Cognitive level:** Application level because its required since students need to use their understanding of physiology to explain the body's response to exercise and the subsequent increase in oxygen demand. | | 8. | When experiencing an asthma attack, a person who suffers from asthma will take an inhaler. How does the medicine included in the inhaler aid to ease the symptoms? | Application | **Stem:** The question is straightforward and direct, and it asks students to describe how the medicine included in an inhaler may assist ease the symptoms of asthma. **Options:** Depending on the choice, the medicine will have a variety of physiological impacts. The right response is option B, which explains that the medicine is beneficial because it makes the muscles surrounding the airways more relaxed. Students’ comprehension of asthma therapy is put to the test by the alternative choices, which provide results that are reasonable but misleading. **Cognitive level:** Application level as it involves students use their understanding of respiratory physiology and asthma therapy to elucidate the mechanism of action of medicine included in an inhaler. | | 9. | The structure of an alveolus is shown in the figure below. What is the significant of presence millions of alveolus in the lungs ? | Analysis | **Stem:** The stem is concise and precise, encouraging students to determine the significance of having a large number of alveolus in the lungs. **Stimulus:** The figure illustrating the structure of the alveolus serves as the stimulus. This graphic aid helps students' comprehension of the context and role of the alveolus in the respiratory system. **Options:** The options provide several functions associated with the alveolus. The accurate response is option C, which asserts that having a multitude of alveoli enhances the overall surface area for gas exchange. The other alternatives assist pupils in discerning amongst various potential however wrong functions. **Cognitive level:** Analysis level as it involves for students to examine the diagram and use their understanding of the respiratory system to comprehend the functional importance of having a substantial quantity of alveolus. | | 10. | Cigarette smoke includes several types of toxic chemicals, including cigarette tar. How is the respiratory system affected by cigarette tar? | Analysis | **Stem:** The stem is concise and precise, requiring students to determine the impact of cigarette tar on the respiratory system. **Options:** There are a variety of consequences that cigarette tar might have according to the choices. It is proper to choose option B, which asserts that cigarette tar is responsible for the death of cells in the air route. Students' comprehension of the negative consequences of cigarette tar may be evaluated with the aid of the other alternatives, which give effects that are reasonable but inaccurate. **Cognitive level:** The analysis level of this item involves students analyzing the effects of cigarette tar on the respiratory system and discerning between accurate and inaccurate results depending on their understanding. | | 11. | What statement is accurate regarding to the structure of capillary? | Comprehension | **Stem:** The stem is straightforward and direct, requiring students to figure out the right statement regarding the anatomy of a capillary. **Options:** The options exhibit distinct structural attributes of a capillary. The correct response is option A, which asserts that the capillary wall is composed of a single layer of cells. The alternative choices provide reasonable but erroneous attributes, therefore aiding in the assessment of pupils' comprehension of capillary organization. **Cognitive level:** Comprehension level as it involves the students' ability to remember and grasp the fundamental structural characteristics of capillaries.| | 12. | Which blood component has a water content of 90% among the following? | Comprehension | **Stem:** The stem is straightforward and concise, requiring students to determine the blood component that comprises 90% water. **Options:** The choices display various blood components. Since 90% of blood plasma is made up of water, option A is the right response. Different components and their attributes may be distinguished with the aid of the other selections. **Cognitive level:** Comprehension level as requires students to understand what is the composition of the blood in human body. | | 13. | What blood types are compatible for transfusion to a patient with blood group B? | Application | **Stem:** The stem is concise and precise, prompting students to determine the compatible blood groups for a patient with blood group B. **Options:** A variety of blood group combinations are shown depending on the settings. An individual with blood type B is able to receive transfusions of blood from blood groups B and O, as stated in the right answer, which is C. The remaining choices enable pupils to differentiate between blood types that are compatible with transfusions and those that are not compatible. **Cognitive level:** Application level as it involves the use of students’ understanding of blood group compatibility to identify the suitable blood types for transfusion to a patient with blood group B. | | 14. | The heart valve of a patient is not closing correctly, which is causing problems with blood flow. What is the primary heart valve function that this disorder affects? | Application | **Stem:** The stem is concise and precise, prompting students to determine the primary purpose of heart valves. **Stimulus:** The given scenario elucidates the state of the heart valve, so establishing the framework for comprehending its functionality. **Options:** The options provide several functionalities pertaining to the cardiovascular system. The correct response is option B, which asserts that the cardiac valve inhibits the retrograde flow of blood. The other alternatives assist pupils in distinguishing between distinct functions of the components of the heart. **Cognitive level:** Application level because it demands students to use their knowledge of heart anatomy and physiology in order to comprehend the effect that a dysfunctional heart valve has on the flow of blood through the heart. | | 15. | Even though the plant is regularly watered, its leaves are turning yellow. Which parts of the plant has to be investigated to determine the nature of the nutrient absorption problem? | Analysis | **Stem:** The stem is concise and precise, prompting pupils to determine the specific component of the plant that should be investigated while the leaves are changing color to yellow. **Stimulus:** The given scenario elucidates the problem with the plant, so establishing the framework for comprehending nutrient absorption. **Options:** The options represent distinct components of the plant. The correct response is option C, which asserts that the roots should be scrutinized for problems pertaining to nutrition assimilation. The alternative choices assist pupils in distinguishing between distinct components of plants and their respective purposes. **Cognitive level:** Analysis level as it involves students analyzing the circumstance and use their understanding of plant physiology to identify the specific plant portion responsible for nutrient absorption and potentially creating the problem. | | 16. | A patient's cells are not getting enough oxygen, even with appropriate oxygen consumption. Which blood vessels is probably not working properly? | Analysis | **Stem:** The stem is concise and directed, prompting students to determine the blood vessel that is likely experiencing dysfunction when a patient's cells are not adequately obtaining oxygen despite appropriate intake. **Stimulus:** The given scenario elucidates the situation wherein the distribution of oxygen to cells is affected, hence establishing the framework for comprehending the role of various blood veins. **Options:** The options offer distinct categories of blood vessels. The accurate response is option B, which indicates that the artery is likely experiencing malfunction. The other alternatives assist pupils in distinguishing between distinct blood arteries and their functions in the transportation of oxygen. **Cognitive level:** Analysis level as it involves students to examine the scenario and utilize their understanding of the circulatory system to identify the blood vessel that may be responsible for the problem with oxygen transportation. | | 17. | A blast furnace used to produce iron from its ore is seen in the figure below. Which sections, A, B, and C, had the slag removed? | Comprehension | **Stem:** The stem is concise and precise, prompting pupils to determine the specific location where slag is eliminated in the blast furnace. **Stimulus:** The schematic of the blast furnace serves as the stimulus, providing students with a visual aid that assists them in comprehending the structure and function of the components that make up the furnace. **Options:** The options represent distinct components of the blast furnace (A, B, and C). The accurate response is option B, which designates the specific section of the furnace where slag is extracted. The additional choices assist pupils in differentiating between various segments of the furnace and their corresponding roles. **Cognitive level:** Comprehension level because it demands pupils to re-call and comprehend the fundamental functions and components of a blast furnace in order to determine the location where slag is removed. | | 18. | What will occur in the event that a spatula containing crystals of potassium manganate (VIII) is combined with a powder of a reactive metal and then heated in the experiment? | Application | **Stem:** The stem is concise and precise, prompting students to determine the result of combining potassium manganate (VIII) crystals with a reactive metal powder and subjecting them to heat. **Options:** The options provide distinct results of the response. The accurate response is option A, which asserts that the crystals will detonate. The other alternatives assist pupils in distinguishing between potential but wrong results. **Cognitive level:** Application level, students are required to use their knowledge of chemical processes and the reactivity of substances in order to make a prediction about the result of the experiment. | | 19. | The graphic shown illustrates the placement of metal X within the reactivity series of metals. Which of the following statements accurately describes metal X? | Analysis | **Stem:** The stem is concise and precise, prompting students to determine the accurate statement for metal X, considering its placement in the reactivity series. **Stimulus:** The figure illustrating the placement of metal X in the reactivity series serves as the stimulus, aiding pupils in comprehending the reactivity context. **Options:** Different assertions are made about metal X in each of the available alternatives. When the oxide of metal X is burned with carbon, it produces a brilliant flame, as stated in the correct answer, which is B. Through the use of the other choices, students are able to discriminate between statements that are right and those that are erroneous based on their understanding of the reactivity series. **Cognitive level:** Analysis level as it requires to examine the diagram and use their comprehension of the reactivity series and chemical attributes in order to ascertain the accurate declaration about metal X. | | 20. | Which of the following may be utilized to reduce the mining difficulties in Malaysia? | Analysis | **Stem:** The stem is straightforward and focused, requiring students to find remedies for alleviating mining problems in Malaysia. **Options:** The options provide distinct resolutions. The accurate response is option C, which asserts that using sophisticated technology for enforcement and monitoring may effectively alleviate mining concerns. The alternative choices provide reasonable but less efficient alternatives, aiding in the assessment of students' capacity to examine and assess various methods of addressing environmental issues. **Cognitive level:** Analysis level as it requires students to examine the available possibilities and use their comprehension of efficient environmental management tactics to ascertain the optimal answer. | ## Part 1: Task 3: Item Analysis and Interpretation ### 3.1 ITEM ANALYSIS According to Arhin et al. (2023), item analysis is an essential aspect of educational evaluation, allowing for the assessment of individual test question quality and efficacy using statistical techniques. Item analysis helps educators identify the strengths and weaknesses of each test item. This information assists them in making informed decisions about whether to retain, modify, or eliminate certain assessment questions. It ensures that examinations effectively evaluate student learning and generate reliable data. Educators can improve assessment quality through item analysis, which ultimately enhances the effectiveness of student development and overall improvement in education. The examination administered to a group of 30 students was analyzed using rigorous guidelines incorporated within item analysis procedures. The process begins with administering the exam to pupils and collecting their answers. Accurate grading of each exam paper and documentation of the results follow, ensuring a foundation for subsequent analysis. Organizing exam papers in descending order based on scores – from highest to lowest – is crucial for identifying high and low achievers, which is essential for later research stages. The paper with the highest score is positioned at the top, while the paper with the lowest score occupies the bottom. This explicit organization facilitates identifying high-performing and low-performing groups. To establish the size of each group, multiply the number of exam papers (30) by 0.27 (representing 27%). The result, approximately 8.1, rounds to 8. Therefore, the highest-scoring 8 test papers and the lowest-scoring 8 test papers are selected to create the high and low groups, respectively. Separating the intermediate cluster of 14 papers is possible, but choosing just the high and low groups streamlines the analysis and emphasizes the most discernible performance levels. After identifying the high and low groups, tally the replies for each individual item. The number of students in each category who chose each choice (A, B, or C) is tallied for each individual item on the exam, providing the necessary data to determine the Difficulty Index and the Discrimination Index for each individual item. The Difficulty Index quantifies an item’s difficulty. It is calculated by determining the percentage of students who answered a certain question correctly. The Discrimination Index evaluates the degree to which a particular item distinguishes between high and low scores. ### 3.2 DIFFICULTY INDEX The Difficulty Index (P) is a crucial indicator in the field of educational assessment. It measures the degree of difficulty of test items by quantifying the proportion of students who answered a particular question correctly. It provides insights into the overall ease or difficulty of a question. The index calculates the ratio of students who correctly answered a specific question to the total number of students attempting it. The resulting value falls within the range of 0 to 1. A study by Yusnida and Nour Ayouni (2023) highlights the importance of the Difficulty Index in assessing the effectiveness of summative exams. It helps educators identify questions that are either excessively challenging or too simple, allowing modifications to assessments to ensure accurate measurement of student knowledge acquisition. A higher Difficulty Index indicates a greater

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