This module focuses on general principles and practices of item setting for the assessment of Mathematics at the primary level. The setting of three types of items will be covered: multiple-choice items; short-answer items and long-answer items.

This module focuses on general principles and practices of item setting for the assessment of Science at the primary level. The setting of three types of items will be covered: multiple-choice items; short answer items and items that assess the use of thinking skills (e.g., comparing, classifying, induction and deduction).

Item analysis is a class of processes by which test items are examined critically. There are basically two approaches: by judgmental approach and by numerical analysis. The presentation-cum-workshop will cover two judgmental approaches. The first approach involves asking content area experts to evaluate the degree of alignment between test specifications and actual test content, which is a form of content validation. The second approach involves the use of guiding questions to focus the evaluation of the suitability of the items. Such guiding questions are useful in helping test setters to be reflective practitioners and in improving the quality of items. In the numerical analysis of item responses, the concepts of facility index (FI) and discrimination index (DI) will be covered. There will be hands-on activities (based on actual question papers and item responses) for participants to apply the acquired knowledge.

Moderation is a quality assurance process that ensures valid, fair and consistent marking. When more than one examiner is involved in assessing, it is important to ensure that marking has been carried out according to an agreed standard. This module will be conducted as a talk with some hands-on activities.

This module equips examiners with the knowledge of planning and conducting performance assessment. The focus is on performance assessment which requires candidates to make preparations or to work on a project over an extended period of time and to demonstrate their ability producing a product. Typical subjects that involve performance assessment include project work, design and technology, food and nutrition, and information technology.

Unlike assessments that use multiple-choice items and constructed response items where assessment is done using the counting method, performance assessment is done using the judging method. Scoring rubrics are used to judge levels of performance. This module introduces teachers and examiners to the steps of crafting scoring rubrics that are relevant and aligned to the assessment criteria of the performance assessment.

This module covers the security aspect from the preparation of the national examinations right up to the completion of the conduct of examinations. The course will cover the various Standard Operating Procedures to ensure confidentiality of candidates’ information and for the security of the examination materials at various exam activity centres.

Item response theory models the relationship between a person’s level on the trait measured by a test and the person’s response to a test item. Unlike the classical test theory, item response theory makes strong assumptions about a person’s behaviour when responding to items. In making these strong assumptions, it is possible to: (1) characterise an item independently of any sample of people who might respond to the item; (2) characterise a person independently of any sample of items administered to the person; and (3) predict properties of a test in advance of test administrations.

Formative assessment, or assessment for learning, has gained tremendous interest in the recent years. Teachers are interested in formative assessment for the positive effects on learning. What is formative assessment and how is it different from summative assessment that is so characteristic of national examinations that teachers have to prepare students for? This workshop will present a framework for understanding formative assessment. There will also be a discussion on the strategies to implement formative assessment in ways that will complement what teachers do in the classroom.

What teachers and school leaders do in schools is very much affected by their understanding of academic achievement. What affects academic achievement in school? There are a variety of factors that affect achievement – some are more amenable to control by schools than others. A proper understanding of achievement will shape classroom and school practices that will bring about greater joy in learning and higher levels of effectiveness in teaching.