Educational assessment : Searching for the right balance between multiple-choice testing and subjective testing / Lau Sie Hoe ... [et al.]
Multiple-choice formatted tests, though the most widely used, are also the most criticized. Currently, student knowledge at primary and secondary school levels in Malaysia are assessed using both Multiple-Choice formatted test and Subjective formatted test. These two tests are administered and score...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Research Reports |
| Language: | English |
| Published: |
2014
|
| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/46517/1/46517.pdf http://ir.uitm.edu.my/id/eprint/46517/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Multiple-choice formatted tests, though the most widely used, are also the most criticized. Currently, student knowledge at primary and secondary school levels in Malaysia are assessed using both Multiple-Choice formatted test and Subjective formatted test. These two tests are administered and scored separately. The final score for grading student knowledge is the combination of these two scores. the Multiple-Choice test score: Subjective test score (MC:SC) ratio used to calculate the final score differ according to subject and level of education. In the case of Mathematics, the subjective test was introduced for the first time at Penilaian Menengah Rendah (PMR) in 1995 after the weakness of the multiple-choice formatted test »,as realized. The MC:SC ratio was fixed at 60:40. In 2003, the Education Ministry took a reverse decision by introducing multiple-choice test for the first time to assess mathematics at Sijil Pelajaran Malaysia (SPM) level with the MC:SC ratio of 40:100 |
|---|