Sains Malaysiana 41(8)(2012): 1043–1049

 

 

Sistem Pemarkahan Berasaskan Pemberat dan Persentil Taburan

(Assessment System Based on Weight and Percentile of Distribution)

Hamizun bin Ismail*, Azmin Sham Rambely & Rokiah Rozita Ahmad

Pusat Pengajian Sains Matematik, Fakulti Sains dan Teknologi, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia

 

Received: 21 September 2011 / Accepted: 25 October 2011

 

ABSTRACT

Kaedah pemarkahan dan penggredan sering dibincangkan dalam aspek penilaian pelajar. Kertas kerja ini bertujuan untuk membincangkan kaedah pemarkahan dan penggredan menggunakan persentil taburan markah. Kaedah pemarkahan dengan menggunakan min dan songsangan varians markah bagi setiap soalan dalam suatu peperiksaan sebagai pemberat kepada soalan berkenaan dibincangkan. Dalam membincangkan penggredan menggunakan persentil taburan markah, persentil boleh ditentukan dengan menganggar taburan bagi markah peperiksaan. Penganggaran dan penentuan persentil bagi dua taburan iaitu taburan normal dan taburan gamma digunakan. Perbandingan dilakukan terhadap keputusan bagi beberapa senario yang diperoleh. Keputusan menunjukkan bahawa kaedah pemarkahan berpemberat yang menggunakan pemberat yang berasaskan kepada tahap kesukaran soalan boleh digunakan untuk mernghasilkan peringkat gred yang lebih jelas dalam kalangan pelajar.

 

Kata kunci: Penggredan; penilaian; tahap kesukaran

 

ABSTRAK

Assessment and grading methods are two important aspects in student evaluation. This paper proposes a method of assessing and grading using percentile of the distribution of examination scores. Assessment methods using the mean and the inverse of variance from the distribution in an examination as weights were discussed. In grading using percentile of the distribution of scores, percentiles can be determined by estimating the distribution of exam scores. Estimation and determination of percentile of the distribution of two distributions, namely normal and gamma distributions were used. Comparisons of results obtained under different scenarios were presented. The result showed that the weighted scoring method that gives weights based on the level of difficulty of the questions can be used to formulate a comprehensible grade distinction among students.

 

Keywords: Assessment; grading; level of difficulty

 

REFERENCES

 

Berger, J.O. 1985. Statistical Decision Theory and Bayesian Analysis (2nd. ed.) New York: Springer-Verlag.

Birenbaum, M. 1997. Assesment preferences and their relationship to learning strategies and orientation. Higher Education 33: 71-84.

Caulkins, J.P., Larkey, P.D. & Wei, J. 1996. Adjusting GPA to reflect course difficulty. Working paper, Heinz School of Public Policy and Management, Carnegie Mellon University. http://www.heinz.cmu.edu/research/185full.pdf

Duru-Bellat, M. 1996. Social inequalities in French secondary schools: from figures to theories. British Journal of Sociology of Education, 17 (3): 341-350.

Hogg, R.V. & Klugman. S.A. 1984. Loss Distributions, New York: John Wiley.

Jandaghi, G. 2010. Assessment of validity, reliability and difficulty indices for teacher-built physics exam questions in first year high school. Educational Research and Review 5(11): 651-654.

Jandaghi, G. & Shaterian, F. 2008. Validity, reliability and difficulty indices for instructor-built exam questions. Journal of Applied Quantitative Method. 3(2): 151-155.

Juridah Johari, Jaafar Sahari, Dzuraidah Abd Wahab, Shahrum Abdullah, Shahrir Abdullah, Mohd Zaidi Omar & Norhamidi Muhamad. 2011. Difficulty index of examinations and their relation to the achievement of programme outcomes. Procedia Social and Behavioral Sciences 18: 71-80.

Kniveton, B.H. 1996. Student perceptions of assesment methods. Assesment & Evaluation in Higher Education 21(3): 229-237.

Penny, A.J. & Grover, C. 1996. An analysis of student grade expectations and markers consistency. Assesment & Evaluation in Higher Education 21(2): 173-183.

Sarina Sulaiman, Shahida Sulaiman, Mohamad Nor Azwan Mohamad Lazam. 2006. Pengelasan tahap kesukaran soalan menggunakan rangkaian neural. Proceedings of the 1st International Malaysian Educational Technology Convention, pp. 357-363.

Sim, S.-M. & Rasiah, R.I. 2006. Relationship between item difficulty and discrimination indices in true/false-type multiple choice questions of a para-clinical multidisciplinary paper. Ann. Acad. Med. Singapore 35(2).

Young, M. & Warrington, M. 1996. Differential achievement of girls and boys at GCSE: Some observations from the perspective of one school. British Journal of Sociology of Education 17(3): 299-313.

Zamri Mahamod, Mohd Sarifuddin Mat Salleh & Anita Abdul Rahman. 2008. Taburan kesukaran item soalan peperiksaan penilaian menengah rendah bahasa Melayu berdasarkan model Rasch. Seminar Pendidikan Kejuteraan dan Alam Bina 2008: UKM Bangi.

Zurawski, R.M. 1998. Making the most of exams: procedures for item analysis. The National Teaching & Learning Forum, 7(6): 1-4.

 

*Corresponding author; email: hamizun@ukm.my

 

 

previous