New Horizons in Education

Abstract

Background: Education reform in Hong Kong stresses the learning function of assessment. It is important for teachers to know how to do item analysis of a test. By analyzing the items of the test, teachers will understand how their students have learnt. This will help teachers plan their teaching and eventually help students learn.

Aims or focus of discussion: The author shares an “Assessment For Learning” experience of using Student-Problem Chart Analysis techniques and Correction Coefficient to a grade III Mathematical class in a Hong Kong primary school.

Arguments/comments/suggestions: The experience informed that, when using SPCA, three levels of focus should be considered during the formulating process of assessment tools in class. They included: 1) clear assessment objectives for assessment materials; 2) items clarification, appropriation, discriminative power should be considered; 3) deep re ection of teaching procedures and methods from the assessment materials after the measurement. Teachers should adjust their actions in order to suit the needs of students learning and progress.

Conclusion: It is essential for teachers to know how to analyze assessment tests. Good analysis entails being able to match learning objectives to the needs of their students. Deliberation should start well before the test is developed and after the results have been collected. Teachers should look into relevant materials when considering the test content, analyze the test items and re ect on their own teaching when data have been collected from students.

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