You are on page 1of 10

FACULTY OF EDUCATION AND LANGUAGE

________________________________________________________________________
HMEF5053
MEASUREMENT AND EVALUATION IN EDUCATION
MAY SEMESTER 2015
ASSIGNMENT
________________________________________________________________________
INSTRUCTIONS TO STUDENTS
1. This assignment contains question that is set in English.
2. Your assignment should be typed using 12 point Times New Roman font and 1.5
line spacing.

3. You must submit your hardcopy assignment to your Facilitator and ON-LINE
via the MyVLE. For the online student, you are to submit a softcopy of your
assignment via MyVLE and another softcopy to the facilitator via e-mail. Refer to
the portal for instructions on the procedures to submit your assignment on-line.
You are advised to keep a copy of your submitted assignment and proof of the
submission for personal reference. Your assignment must be submitted on 1012 July 2015
(4th Seminar).
4. Your assignment should be prepared individually. You should not copy another
persons assignment. You should also not plagiarise another persons work as
your own.
EVALUATION
This assignment accounts for

60% of the total marks for the course.

OBJECTIVE:
The assignment is intended to provide you the opportunity to:
1. Explain the principles and/or applications of performance assessment, analyse literature
on the approaches of performance assessment and discuss performance assessment
strategies.
2. Carry out a small research or case study on the usage of performance assessment in
the classroom, implement a research in school and collect relevant data for the
research; interpret and synthesize the data collected to produce a coherent report; and
write a research report using an appropriate report writing format.
INSTRUCTIONS:
The assignment consists of two (2) related tasks.
Question 1 requires you to gather information from various sources and write an essay in not
more than 1000 words.
Question 2 requires you to carry out a case study on the usage of performance assessment in
the classroom. Write your report in not more than 5000 words.
The details of the tasks are explained below:
QUESTIONS:
1. Explain the term performance assessment. Discuss the strengths and weaknesses of
performance assessment as practised in your country. Justify your answer with suitable
examples.
[30 marks]
2. Identify a teacher who is using performance assessment and observe students during
the assessment. Carry out your small research or a case study guided by the research
questions below:
-

Are they actively involved and on-task?

Do they seem motivated and eager to get feedback on their performance?

How authentic is the task?


2

Can there be more than on correct answer?

Is the instruction integrated with the assessment?

Interview some students and ask them how they react to performance assessments.
Below are some questions to guide your interview:
-

What do they like and dislike about them?

How do they compare to more traditional types of assessment?

How could they be more effective?

Write your research report in NOT more than 5000 words.


[70 marks]
[TOTAL: 100 MARKS]

ADDITIONAL GUIDELINES / ASSIGNMENT FORMAT


Use double space and 12-point of Times New Roman font.
The assignment should contain about 3000 5000 words (15 20 pages)
Provide reference using the American Psychological Association (APA) format
References should be latest (year 2005 onwards)
Assignments should be submitted according to the due date.
You are to submit a softcopy of your assignment online through MyVLE and a hardcopy to
your facilitator. For the online student, you are to submit a softcopy of your assignment via
MyVLE and another softcopy to the facilitator via e-mail.
Plagiarism is not acceptable. If you are not sure what is meant by plagiarism, refer to the
various websites which discuss this matter, e.g. owl.english.purdue.edu/handouts.

MAY SEMESTER 2015


HMEF5053- MEASUREMENT AND EVALUATION IN EDUCATION
SCORING GUIDE
Question 1 (30 marks)
Scale

25-30

Criteria
Coverage & Content
Accurate, relevant and thorough analysis of case.
A comprehensive range of relevant literature is chosen and used
appropriately. Relationship of ideas is clearly shown.
Quality of Review
Excellent critical review: Accurate, comprehensive and complete analysis
of ideas and issues.
Organisation
Well organised, logical and coherent. Ideas developed fully and clearly
with appropriate examples, explanations and substantiation.
Quality of Sources
Excellent referencing and bibliographical skills.
Includes a very wide variety of primary and secondary sources.

20-24

Coverage & Content


Relevant and substantial analysis of case.
A good range of relevant literature is chosen and used appropriately.
Relationship of ideas is clear.
Quality of Review
Good Critical review:
Concise, accurate analysis of ideas
Organisation
Well organised with a few minor errors.
Ideas well developed and includes adequate supporting facts or examples.
Quality of Sources
Excellent referencing and bibliographical skills with a few minor errors.
Includes more than adequate number of primary and secondary sources.
4

Scale

Criteria

15-19

Coverage & Content


Mostly relevant and good analysis of case. A satisfactory range of relevant
literature is chosen and used. Relationship of ideas is fairly clear.
Quality of Review
Fairly good critical review:
Fairly accurate and in depth analysis of ideas.
Organisation
Fairly well-organised, logical and coherent. Fairly well-developed ideas
that include adequate supporting facts/examples.
Quality of Sources
Good referencing and bibliographical skills.
Includes adequate number of primary and secondary sources.

10-14

Coverage & Content


Fairly accurate, relevant analysis of case.
Fair range of relevant literature is chosen and used
Relationship of ideas is fairly clear
Quality of Review
Fairly good critical review
Fairly accurate analysis of ideas and issues.
Organisation
Fairly well organised with some lapses. Ideas developed fairly well. With
few supporting facts/examples. Some typographical, spelling or language
errors.
Quality of Sources
Fairly good referencing and bibliographical skills.
Includes fairly sufficient number of primary and secondary sources.

0-10

Coverage & Content


Insufficient/ irrelevant analysis of case
Relationship of ideas not shown clearly.
Quality of Review
Little or no critical review;
Illogical and unconvincing analysis of ideas.
Organisation
Poorly organised with profound weaknesses in organisation.
Ideas are poorly developed with little or no substantiation.
5

Scale

Criteria
Quality of Sources
Poor referencing and bibliographical skills.
Lacking in both primary and secondary sources.

Question 2 (70%)
MARKING RUBRICS FOR RESEARCH/CASE STUDY REPORT
Aspect
Criteria
1.0 INTRODUCTION
Reflection on
teaching
experience

EXCELLENT

DISTINCTION

CREDIT

PASS

FAIL

9-10

7-8

0-4

Good description of T&L


experience that is
relevant to the focus of
study.

Adequate description of
T&L experience that is
relevant to the focus of
study.

Outstanding description
of T&L experience that
is relevant to the focus
of study.

Very good description


of T&L experience that
is relevant to the focus
of study.

Vague description of
T&L experience that is
relevant to the focus of
study.

(10 marks)
2.0 FOCUS OF
INVESTIGATION /
ISSUE OF CONCERN

(10 marks)

9-10

7-8

0-4

Substantial articulation
of the issue that relates
to the practice of
performance
assessment in
classroom.

Very good articulation of


the issue that relates to
the practice of
performance
assessment in
classroom.

Good articulation of the


issue that relates to the
practice of performance
assessment in
classroom.

Appropriate articulation
of the issue that relates
to the practice of
performance
assessment in
classroom.

Inappropriate/ limited
articulation of the issue
that relates to the
practice of performance
assessment in
classroom.

Outstanding description
of the information
gathering procedures
and convincing
justification for the use
of the strategies.

Very good description of


the information
gathering procedures
and convincing
justification for the use
of the strategies.

Good description of the


information gathering
procedures and
convincing justification
for the use of the
strategies.

Adequate description of
the information
gathering procedures
and convincing
justification for the use
of the strategies.

Vague description of the


information gathering
procedures and
convincing justification
for the use of the
strategies.

Aspect
Criteria
3.0 TARGET GROUP/
PARTICIPANTS
(5 marks)
.

3.0 OBJECTIVE/
RESEARCH
QUESTIONS
(5 marks)

4 .0 Data Gathering
Methods

(5 marks)

5.0 ANALYSIS AND


INTERPRETATION OF
DATA

(5 marks)

EXCELLENT

DISTINCTION

CREDIT

PASS

FAIL

2.5

0-2.4

Very clear and detailed


description of
participants;
number, gender, class /
position, academic
performance and other
unique aspects of
participants.

Clear description of
participants;
number, gender, class /
position, academic
performance and other
unique aspects of
participants.

Good description of
participants;
number, gender, class /
position, academic
performance and other
unique aspects of
participants.

Adequate description of
participants;
number, gender, class /
position, academic
performance and other
unique aspects of
participants.

Vague/Inappropriate
description of
participants;
number, gender, class /
position, academic
performance and other
unique aspects of
participants.

2.5

0-2.4

The objective is fully


and very clearly stated.

The objective is clearly


stated.

The objective is
satisfactorily stated.

The objective is
adequately stated.

The objective is
inadequately stated.

Highly focused and


appropriate research
questions.

Focused and
appropriate research
questions.

Good research
questions which are
pertinent to the
investigation.

Satisfactory research
questions, generally
focused and relevant,
with some gaps.

Research questions are


insufficient and/or
inappropriate.

2.5

Outstanding description
of the data gathering
methods and convincing
justification for the use
of methods.
5
Very clear and detailed
description of data
analysis methods with
highly convincing
justification.

Very good description of


the data gathering
methods and convincing
justification for the use
of methods.
4
Very good description of
data analysis methods
with convincing
justification.

Good description of the


data gathering methods
and well-argued
justification for the use
of methods.
3
Good description of
data analysis methods
with fairly convincing
justification.

Adequate discussion of
data gathering methods
and some justification
for the use of methods.

Limited/Flawed
explanation of data
gathering methods.

2.5
Data analysis methods
are generally outlined
and justified although
with possible gaps.

0-2.4
Data gathering methods
are insufficiently
explained.

0-2.4

Aspect
Criteria
6.0 FINDINGS

(10 marks)
7.0 CONCLUSION

(10 marks)

8.0 ACADEMIC
WRITING

(5 marks)

9.0 LIST OF
REFERENCES
(5 marks)

EXCELLENT

DISTINCTION

CREDIT

PASS

9-10
Findings are highly
relevant to the study
and answer the
research questions.
9-10
The work demonstrates
highly critical, incisive
argument and a highly
appropriate conclusion
based on a full analysis.

7-8
Findings are relevant to
the study and answer
the research questions.

6
Findings are mostly
relevant to the study
and answer most of the
research questions.
6
All major aspects of the
question are taken into
account with no notable
omissions. There is
clear evidence of ability
to synthesize ideas, and
to produce critically
aware material.

5
The findings
satisfactorily answer the
research questions, with
some gaps.
5
The work is
conventional,
straightforward, and, on
balance, presents a
generally acceptable
argument and
conclusion.

2.5

7-8
The work demonstrates
critical, strong argument
and an appropriate
conclusion based on a
substantial analysis.

Presentation is excellent
in all respects.

Presentation is very
good in all respects.

A good standard of
presentation is
maintained.

Presentation is
generally clear and
appropriate.

Language is accurate
and clear and contains
very few errors.

Language is accurate
and clear and contains
no significant errors..

Language is intelligible
at all times and contains
some errors.

Language is generally
clear and substantially
correct with no serious
or sustained
miscommunication.

5
A comprehensive range
of relevant literature is
chosen and used
appropriately.

4
A very good range of
relevant literature is
chosen and used
appropriately.

3
A good range of
relevant literature is
chosen and used
appropriately in most

2.5
A core range of relevant
literature has been
consulted.

FAIL
0-4
The findings are
insufficient and/or
irrelevant to the study.
0-4
The work contains some
obvious and significant
inadequacies in terms of
content, relevance, logic
and critical
judgment/argument.

0-2.4
Presentation is
generally not clear.
Language is generally
faulty with numerous
errors which impede
communication.

0-2.4
Insufficient coverage of
and familiarity with a
range of relevant
literature.

Aspect
EXCELLENT

DISTINCTION

CREDIT

PASS

FAIL

Criteria
parts.
Excellent referencing
and bibliographical
skills.

Very good referencing


and bibliographical
skills.

Good referencing and


bibliographical skills.

Acceptable referencing
skills.

Limited quotations and


references are included
in the text.

Full compliance with


APA academic
conventions.

A very good level of


compliance with APA
academic conventions.

In compliance with APA


academic conventions.

Acceptable level of
compliance with APA
academic conventions.

Inaccurate and
inconsistent use of APA
academic conventions.

Few if any technical


errors.

Few technical errors.

Several technical errors.

Some technical errors.

Numerous technical
errors.

10

You might also like