TASK 2: TEST DESIGN

1.0 INTRODUCTION

2.0 PURPOSE OF TEST DESIGN

In designing a test design, a purpose of an assessment should be decided before
designing an assessment. The purpose of a test must be clear in order for valid
interpretations to be made on the basis of the test scores (Jamal Abedi et.al, 2009).

2.1 Traditional Assessment

The test designed that I choose for this traditional assessment is focusing on testing
Year 4 reading skill. The purpose of this test design is to make sure the pupils read and
understand the main events and characters in the story which is in line with the learning
standards:

2.2.2 Able to read and understand phrases and sentences from:

a) linear text

2.3.1 able to read for information and enjoyment with guidance

a) fiction

Therefore, by extracting the main events and characters based on the text given in
the test design the pupils will be able to read for information and at the same time enjoy
the story with guidance and at the same time will test their understanding of the text.

2.2 Alternative Assessment

The test design that I chose for alternative assessment is focusing on testing Year 4
reading skill. The purpose of this test design is to make sure the pupils to read with fluency,
accuracy and correct pronunciation and understand the text by showing the suitable
expression and actions. Other than that, this assessment is to inculcate confidence in the
pupils to read the text in a creative way with the appropriate use of props. This test design
also to inculcate the teamwork between the pupils in doing the readers’ theatre.

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3.0 OBJECTIVES OF TEST DESIGN

3.1 Traditional Assessment

 At the end of this test, the pupils will be able to show their understanding of the phrases
and sentences in the reading text by answering Multiple Choice Questions test.

 At the end of this test, the pupils will be able to decide on the important information and
events in the reading text by answering “True” or “False” questions.

3.2 Alternative Assessment

 At the end of this test, the pupils will be able to read and understand the text given with
fluency, accuracy, correct pronunciation and with suitable expression in reader’s
theatre.

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4.0 TEST SPECIFICATIONS
Test specifications define the test content and explain how that content will be assessed.
Assessment specifications also provide a link between a state’s content standards and
the items or tasks that appear in a particular test (Jamal Abedi et.al, 2009).

4.1 Traditional Assessment

Test Types: Progress test is administered either at the end of the particular unit or topic
to assess their level of mastery of that particular topic or unit.

Contents: A text is given which the pupils need to read and use to answer the question
given. This traditional assessment consists of two type of test items which are
Multiple Choice Questions and “True and False” statements that aims to test the
pupils’ reading comprehension and in line with the learning standard:

2.2.2 Able to read and understand phrases and sentences from:

a) linear text

2.3.1 able to read for information and enjoyment with guidance

a) fiction

This test design consists of 5 questions of Multiple Choices Questions and 5

questions of “True and False” which brings 2 marks each.

Skills: Reading

Tasks: The pupils are required to choose and circle the correct answer based on the text
and differentiate on which statements extracted from the text provided is true or
false

Section A: Table of Specification for Multiple Choice Questions

No. Topics Level of Bloom Taxonomy Total

Recall Understand Application Analyse Evaluate Create
1. Reading 
2. Comprehens 
3. ion based on 
4. text, The 
5. Four Friends 
Number of items 2 1 1 1 5

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Section B: True and False

 Pupils require to decide whether the statement given is True or False. Each questions value 2
marks and the answer can be found in the text.

4.2 Alternative Assessment

Test Types: Progress test is administered either at the end of the particular unit or topic to
assess their level of mastery of that particular topic or unit.

Skills: Reading

Contents: A text is given to the pupils and use to conduct the task required. This
alternative assessment is a performance-based assessment and conducted
formatively. This alternative-assessment is known as readers theatre that
aims to see pupils’ performance to read a text in a variety of pronunciation,
intonation, expressions and props.

Task: The pupils are required to read the text in groups and perform the text using
appropriate pronunciation, intonation, expression and props. Each member in the
group are assigned a role based on the text to perform.

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5.0 ADMINISTRATION OF TEST DESIGN
What is administration?

5.1 Traditional Assessment

5.1.1 Administration of MCQ and “True and False
Test Types: Progress test is administered either at the end of the particular unit or topic
to assess their level of mastery of that particular topic or unit.

 MCQ: The test will be administered in the classroom. The MCQ test consists of 5
questions. The test is formative assessment and the questions asked is based on the
text given. The pupils are required to read the text and choose the correct answer.
 True and False: The test will also be administered in the classroom. This test is the
complementary to the MCQ test. The pupils are required to read the same text and
decide whether the statement given is true or false. This test also formative test and
asked based on the text given to check the pupils understanding of the text.

5.2 Alternative Assessment

5.2.1 Administration of Readers Theatre
Test Types: Progress test is administered either at the end of the particular unit or topic
to assess their level of mastery of that particular topic or unit.

For readers theatre, it will be done in the classroom and outside of the classroom.
In the readers theatre, the pupils will be given a text and be divided in group. In groups,
they read the text and assigned each member of the group a role from the story. The
pupils required to practice reading the text with correct pronunciation, correct intonation,
suitable expression and appropriate props to make the story alive. They can practice in
the classroom and outside of the classroom for their preparation to perform the story in
groups. This assessment is a formative assessment as they will be conducted to test
their reading comprehension and the progress will be evaluated from their practice and
performance of the story.

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6.0 TEST ITEMS
6.1 Traditional Assessment
6.1.1 Multiple Choices Questions and “True” and “False” Test Items
Instructions: Read the story and answer the questions below.

The Four Friends

In a far, far away land, there was a beautiful forest with all kind of plants and
animals. These animals lived in harmony with one another. The plants were taken
care of by the gnomes in the forest. They would water and nurture the plants so that
they would grow strong and tall.

One day, while taking care of the plants, four gnomes came across a gnome
that had been turned into stone. Terrified, the four of them ran back to the village to
tell the elders what they had seen.

The elders started whispering amongst themselves. They decided to call a

village meeting. The four gnomes listened curiously and wondering what will going
to happen.

“We need to leave this place,” said the elder gnome. “Our fear has come true.
We have been found. The monsters will come for us.”

All the gnomes started talking and shouting among themselves. They were
worried about where they could go and where they would be safe.

The four friends did not want to leave. They loved their home, the forest and
plants they helped to grow. Thus, they went to the elder.

“Is there no other way to defeat the monster, elder?” asked one of the four
gnomes.

“Of course, there is. But it is too dangerous,” said the elder.

“Please, tell us elder. We want to try. We don’t want to leave our homes,” said
one of the gnomes.

The elder looked at the four gnomes with pride.

“Very well, gnomes. Take this magic dust and sprinkle it on the monster. He
will forget his evil ways. Good luck gnomes. All of our hopes go with you,” said the
elder.

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A. Read the questions and circle the correct answer based on the story above.

1. The gnomes would water and _______________ the plant.

A. grow
B. nurture
C. protect
D. support

2. What does the four gnomes saw?

A. The monster
B. The beautiful plant
C. The stoned gnome
D. The elder

3. Which of the statements is not true?

I. The gnomes are not scared toward the monster.
II. The four friends want to leave their homes.
III. The four friends want to try to stop the monster.
IV. The magic dust can kill the monster.
A. I, II & III
B. II, III & IV
C. I, II & IV
D. I, III & IV

4. Choose the synonyms of the word “pride”.

A. smile
B. anger
C. sadness
D. joy

5. Why do you think the elders’ gnomes want to leave the place?
A. The monsters have found them
B. The place is not safe anymore
C. They found a better place to live
D. They are bored with the place

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B. Read the story again. Then, answer “True” and “False” in the box provided based on
the statement given.

1. The gnomes would take care of the animals in the forest.

2. The four gnome friends saw a gnome that had been turned into stone.

3. The monster turned a gnome into stone.

4. The four gnomes want to try to stop the monster.

5. The elder wanted to leave the forest because they were scared.

6. The magic dust would help to kill the monster.

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6.1.2 Answer Scheme/Suggested Answers
Section A: Multiple Choice Questions

Answer Key:
Options with * and bold

1. The gnomes would water and _______________ the plant.

A. grow
B. nurture*
C. protect
D. support

2. What does the four gnomes saw?

A. The monster
B. The beautiful plant
C. The stoned gnome*
D. The elder

3. Which of the statements is not true?

I. The gnomes are not scared toward the monster.
II. The four friends want to leave their homes.
III. The four friends want to try to stop the monster.
IV. The magic dust can kill the monster.
A. I, II & III
B. II, III & IV
C. I, II & IV*
D. I, III & IV

4. Choose the synonyms of the word “pride”.

A. smile
B. anger
C. sadness
D. joy*

5. Why do you think the elders’ gnomes want to leave the place?
A. The monsters have found them
B. The place is not safe anymore*

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C. They found a better place to live
D. They are bored with the place

Section B: True and False

1. The gnomes would take care of the animals in the forest.

FALSE

2. The four gnome friends saw a gnome that had been turned into stone.

TRUE

3. The four gnomes want to try to stop the monster.

TRUE

4. The elder wanted to leave the forest because they were scared.

TRUE

5. The magic dust would help to kill the monster.

FALSE

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6.1.3 Grading and Rubric
What is rubric and grading?

Section A: Multiple Choice Question

No. of
questions
Marks
answered
correctly
5 10 marks
4 8 marks
3 6 marks
2 4 marks
1 2 marks
0 0 marks

Section B: True and False

No. of
questions
Marks
answered
correctly
5 10 marks
4 8 marks
3 6 marks
2 4 marks
1 2 marks
0 0 marks

The total marks of these two sections are 20 marks. The pupils will be able to score
full marks if they can answer all the questions correctly.

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6.2 Alternative Assessment
6.2.1 Performance Based Assessment: Readers Theatre.
Read the texts. In group, assign each role in the story to each person. Read the texts
again and practice with correct pronunciation and intonation based on the roles
assigned to you. Perform the story with your group with appropriate props.

Characters: The four gnomes, the chief elder, the other gnome and narrator, monster
(other classmates)

The Four Friends

In a far, far away land, there was a beautiful forest with all kind of plants and
animals. These animals lived in harmony with one another. The plants were taken care
of by the gnomes in the forest. They would water and nurture the plants so that they
would grow strong and tall.

One day, while taking care of the plants, four gnomes came across a gnome that
had been turned into stone. Terrified, the four of them ran back to the village to tell the
elders what they had seen.

The elders started whispering amongst themselves. They decided to call a village
meeting. The four gnomes listened curiously and wondering what will going to happen.

“We need to leave this place,” said the elder gnome. “Our fear has come true.
We have been found. The monsters will come for us.”

“Where should we go to save ourselves?” shouts elder gnome.

“We should go to somewhere safer and away from the monster,” says another
gnome.

All the gnomes started talking and shouting among themselves. They were
worried about where they could go and where they would be safe.

“Let’s run away from this village!”, shout another gnome. “This place is cursed
and we will be cursed too if we stay here.” The situations in the village meeting became
chaotic and all the gnomes were panicked.

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 “Silence!”, shout the chief elder. All the gnomes stop shouting at each other and the
situations back in controlled.

“We should not be panicked yet. We, the elders will think of the ways to solve this
problem. If there are really no way out, I am afraid we need to move from this village. For
this moment, please stay at your home and do not go out.” says the chief elder.

The four friends did not want to leave. They loved their home, the forest and plants
they helped to grow. Thus, they went to the elder.

“Is there no other way to defeat the monster, elder?” asked one of the four gnomes.

“Of course, there is. But it is too dangerous,” said the elder.

“Please, tell us elder. We want to try. We don’t want to leave our homes,” said one
of the gnomes.

The elder looked at the four gnomes with pride.

“Very well, gnomes. Take this magic dust and sprinkle it on the monster. He will forget
his evil ways. Good luck gnomes. All of our hopes go with you,” said the elder.

The four friends walked through the forest looking for the monster. They had sachet
in their hands filled with the magic dust.

“We go walk, walk, walk, walk in the forest the whole day through,

To find, find, find, find, find, the monster we look,

We will look, look, look, look, through the forest whole day through,

To sprinkle the magic dust and the monster will be a fool”, sings the four gnomes
throughout their adventure.

After a while, they came across a mushroom. “Let’s rest for a while, friends,” says
one of them. They rest under the big mushrooms. Suddenly, they heard a loud groan.

“Arghh!” groan the monster. The gnomes quickly hid behind the mushrooms and
watching the monster eating. He was eating on the log in front of a big tree.

The gnomes know they need to take this chance to sprinkle the magic dust. They
quickly climb up the tree. They were sitting on the branches above the monster’s head. Then,
they sprinkle the magic dust onto the monster. The monster stops eating and faint for a while.

After a few hours, the monster awakes and forget everything about gnomes’ village.
He seems confused and slowly walk away from the gnomes’ village. The four gnomes bring
the good news back to the village. The villager was so proud of them and the villagers lived
happily ever after.

-The End-

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6.2.2 Suggested Answer
The pupils are expected to:

 Assign roles to the member of the groups

 Read and practice the text
 Prepare appropriate props
 Perform according to the roles in group based on the text

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 6.2.3 Grading and Rubric

Readers’ Theatre Rubric

Name: _________________ Date: ___________

Excellent Good Satisfactory Inadequate

(16.0-20.0) (11.0-15.0) (6.0-10.0) (1.0-5.0)
Oral Delivery Consistently speaks Usually speaks Sometimes Speaks too soft and
Volume loudly enough for loudly enough for speaks softly, so hardly can be heard by
audience to hear audience to hear some of the the audience
character’s lines
are not clearly
heard by the
audience
Oral Deliver All the words are Most words are Some of the words Many words pronounced
Clarity pronounced pronounced are not incorrectly, too fast or
correctly and easily correctly and pronounced slow, mumbles
understood easily understood correctly but still
can be understood
Oral Delivery Consistently reads Usually reads Reading has Minimal expression and
with variety and with appropriate pleasant, but tones make the reading
Reads with
appropriate expression and largely difficult to focus on.
expression
expression and tone makes the unchanging,
tones makes the reading expression and
reading interesting, interesting and tone.
appealing, and appealing
effectively conveys
the character and
message of the text.
Gestures, Eye Excellent gestures Good gestures Few gestures and No gestures or eye
Contact, and Props and eye contact with and eye contact little eye contact. contact. Props are non-
the audience. Props with the Props are not existent
are effective and audience. Props used appropriately
add to the are effective
performance.
Cooperation with Consistently works Work work cooperatively Have difficulty in working
group cooperatively with cooperatively with the group in with others
others in all aspects with others at some aspects but
most of the time sometimes could
in some aspect not agree on what
to do and wasted
time

Points earned ________ Percentage _______%

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7.0 FEEDBACK
In assessment, feedback from the teacher to the pupils is important in order to
keep the pupils updated about their achievements and progress. Below is my feedback
form I plan to give to my pupils to give report on their progress and achievements.

7.1 Traditional Assessment

Feedback Form

Name :

Gender :

Class :

Date :

Title of the :
story

Feedback/Comments

Score: Score:

Grade:

Acknowledgement:

Pupils has received the feedback for the test Multiple Choice Questions section and “True” and
“False” section for testing their reading comprehension.

For pupil: For teacher:

Signature: Signature:

Name: Name:

Date: Date:

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7.2 Alternative Assessment

Feedback Form

Name :
Gender :
Class :
Date :
Title of the :
story

No Criteria Level of Achievement

Excellent Good Satisfactory Inadequate
(16.0-20.0) (11.0-15.0) (6.0-10.0) (1.0-5.0)
1. Oral Delivery:
Volume
2. Oral Deliver:
Clarity
3. Oral Delivery:
Reads with expression
4. Gestures, Eye Contact,
and Props
5. Cooperation with group

Comments:

____________________________________________________________________________________

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8.0 REPORTING

What is reporting?

8.1 Traditional Assessment

Below are the sample reports that I will give to my pupils based on three level of
proficiency which are low proficiency, average proficiency and high proficiency pupils.

a) High Proficiency pupils

Feedback Form

Name : Johnny Legolas

Gender : Boy

Class : 4 Bestari

Date : 1 April 2019

Title of the : The Four Friends

story

Feedback/Comments

MCQ: TRUE AND FALSE:

The pupil demonstrates a very high The pupil able to differentiate the correct event
comprehension toward the text. happens in the story by being able to
differentiate which of the statement is true or
false.

Score: 10/10 Score: 10/10

Grade: A(20/20)

Acknowledgement:

Pupils has received the feedback for the test Multiple Choice Questions section and “True”
and “False” section for testing their reading comprehension.

For pupil: For teacher:

Signature: Signature:

Name: Name:

Date: Date:

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b) Average Proficiency Pupils

Feedback Form

Name : Arianna James anak John

Gender : Girl

Class : 4 Bestari

Date : 1 April 2019

Title of the : The Four Friends

story

Feedback/Comments

MCQ: TRUE AND FALSE:

The pupil demonstrates
understanding of the text.
a good The pupils almost able to differentiate the
correct event in the story by being able to
differentiate which of the statement is true or
false.

Score: 6/10 Score: 6/10

Grade: B (12/20)

Acknowledgement:

Pupils has received the feedback for the test Multiple Choice Questions section and “True”
and “False” section for testing their reading comprehension.

For pupil: For teacher:

Signature: Signature:

Name: Name:

Date: Date:

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 c) Low Proficiency Pupils

Feedback Form

Name : Mohd Syukri Adam bin Mohd Salleh

Gender : Boy

Class : 4 Bestari

Date : 1 April 2019

Title of the : The Four Friends

story

Feedback/Comments

MCQ: The pupil demonstrates low TRUE AND FALSE:

understanding of the text
The pupil is barely able to differentiate the
correct event in the story by being able to
differentiate which of the statement is true or
false

Score: 2/10 Score: 2/10

Grade: D (4/10)

Acknowledgement:

Pupils has received the feedback for the test Multiple Choice Questions section and “True”
and “False” section for testing their reading comprehension.

For pupil: For teacher:

Signature: Signature:

Name: Name:

Date: Date:

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8.2 Alternative Assessment
Below are the sample reports that I will give to my pupils based on three level of proficiency
which are low proficiency, average proficiency and high proficiency pupils.

a) High proficiency pupils

Feedback Form

Name : Johnny Legolas

Gender : Boy
Class : 4 Bestari
Date : 5 April 2019
Title of the : The Four Friends
story

No Criteria Level of Achievement

Excellent Good Satisfactory Inadequate
(16.0-20.0) (11.0-15.0) (6.0-10.0) (1.0-5.0)
1. Oral Delivery: 18
Volume
2. Oral Deliver: 17
Clarity
3. Oral Delivery: 19
Reads with expression
4. Gestures, Eye Contact, 18
and Props
5. Cooperation with group 15
Total Marks 87 (A)

Comments:

The pupils consistently speak loudly enough for audience to hear, all the words are pronounced correctly
and easily understood, consistently reads with variety and appropriate expression and tones makes the
reading interesting, appealing, and effectively conveys the character and message of the text, excellent
gestures and eye contact with the audience. Props use are effective and add to the performance and the
pupil works cooperatively with the group member.

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b) Average Proficiency Pupil

Feedback Form

Name : Arianna James anak John

Gender : Girl
Class : 4 Bestari
Date : 5 April 2019
Title of the : The Four Friends
story

No Criteria Level of Achievement

Excellent Good Satisfactory Inadequate
(16.0-20.0) (11.0-15.0) (6.0-10.0) (1.0-5.0)
1. Oral Delivery: 14
Volume
2. Oral Deliver: 15
Clarity
3. Oral Delivery: 10
Reads with expression
4. Gestures, Eye Contact, 14
and Props
5. Cooperation with group 14
Total marks 67 (B)

Comments:

The pupil usually speaks loudly enough for audience to hear, most words are pronounced correctly and
easily understood, reading has pleasant, but largely unchanging, expression and tone, good gestures and
eye contact with the audience. Props are effective and work cooperatively with others at most of the time in
some aspect.

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c) Low Proficiency Pupil

Feedback Form

Name : Mohd Syukri Adam bin Mohd Salleh

Gender : Boy
Class : 4 Bestari
Date : 5 April 2019
Title of the : The Four Friends
story

No Criteria Level of Achievement

Excellent Good Satisfactory Inadequate
(16.0-20.0) (11.0-15.0) (6.0-10.0) (1.0-5.0)
1. Oral Delivery: 7
Volume
2. Oral Deliver: 6
Clarity
3. Oral Delivery: 5
Reads with expression
4. Gestures, Eye Contact, 8
and Props
5. Cooperation with group 7
Total Marks 33 (D)

Comments:

The pupil sometimes speaks softly, so some of the character’s lines are not clearly heard by the audience,
some of the words are not pronounced correctly but still can be understood, minimal expression and tones
make the reading difficult to focus on, few gestures and little eye contact. Props are not used appropriately,
work cooperatively with the group in some aspects but sometimes could not agree on what to do and wasted
time.

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9.0 JUSTIFICATIONS
9.1 Traditional Assessment
9.1.1 Choice of Test Type

The test type that I choose is the progress test. The progress test is a test that
administered either at the end of the particular unit or topic to assess their level of mastery of
that particular topic or unit. I choose progress test as it is important for the pupils. These tests
assist students and teachers to measure progress in a specific textbook series (Geyser,
2006). In my test design, I want to test my pupils’ mastery skill in reading skill based on the
topic I have chosen which is the Rosemary and the Gutsy Gnomes. Therefore, from this test
I can see my pupils progress in their reading comprehension and reading skill.

9.1.2 Choice of Test Items

The test items that I have chosen for the test designs are Multiple Choice Questions
and “True and False”. Multiple Choice Questions is a discrete item which usually marked
objectively, where there is clearly a correct answer and the same marks would be
awarded by whoever marking the questions (Geyser, 2006). In addition, the multiple-
choice questions and “True and False” I have chosen also have integrative purpose where it
tests the language in context and contain different part of the language. This is because I want
to test my pupils understanding of sentences and phrases in the context of the text given. The
test items I chose also in line with the DSKP I mentioned earlier. Multiple-choice items provide
you with much more flexibility in what aspects you want.

9.1.3 Choice of Grading

For traditional assessment, I chose to grade my multiple-choice questions and “True and
False” items by giving marks to the total questions answered. Each question is given 2 marks
each which gives 10 marks in total. This is called holistic grading system which is useful
as a time-saving approach (Nordquist, 2019). Holistic grading systems is a single
criteria rubrics (one-dimensional) used to assess participants' overall achievement on
an activity or item (Brookhart, 2008). In my test design, I grade my pupils’ achievement in
comprehension based on the amount of correct answers they answered correctly in the MCQ
and ““True and False”.

9.1.4 Choice of Feedback

For my feedback, I plan to give to my pupils through the feedback form I have created
which include my pupil’s name, class, the title of the text they read, my comments and with
their score and grade they had achieved for the test. I created this form because it is easier

24
for the pupils to read and know what they have achieved. This feedback form also includes
everything they need to know which are their strength and weakness. The comments that I
give also based on the rubrics created which indicate their performance level. Based on
UNSW (2019), the main objectives of feedback are to justify to the pupils how their mark
or grade was derived by giving comments.

9.2 Alternative Assessment

9.2.1 Choice of Test Type

9.2.2 Choice of Test Items

9.2.3 Choice of Grading

9.2.4 Choice of Feedback

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