1

SECTION A
OBJECTIVE ANSWERS

1. A 11. B
2. A 12. D
3. D 13. B
4. D 14. C
5. D 15. B
6. A 16. D
7. C 17. C
8. C 18. D
9. B 19. B
10. C 20. A












2

SECTION B
(40 marks)

1 (a) i) Mean: The Average
ii) Mode: The data corresponds to the highest frequency in a
set of data.
iii) Median: The value in the middle of an array set of data.


(b) Any two of the below

(i) A large number of item can be given in a short period
(ii) Higher and lower level objectives can be assessed
(iii) Scoring usually quick and objective
(iv) Less influenced by guessing


2. (a) (i) Both are an integral part of teaching and learning process

(ii) School based tests focus on many learning areas, while
classroom tests focus on one or two learning areas.

(b) (i) Identify the pupils who are having trouble or need help.
(ii) Locating the errors or learning difficulties.
(iii) Discovering the casual factors of slow learners.


3. (a) (i) stripe cards, place value chart, etc
Relevant and appropriate explanation
(ii) fraction cards, picture cards, etc
Relevant and appropriate explanation


(b) (i) difficulty to count objects
(ii) difficulty to combine and partition numbers
(iii) difficulty to remember the mental calculation methods
(iv) have significant reading difficulties
(v) difficulty to decide which operations to use to solve word
problems
(vi) difficulty to draw shapes

Any of the 3 above

3

4. (a) (i) CAI is a system where pupils learn by making use of
sophisticated technology and computer system. For example
pupils go through planned self-learning materials on their
own without the aid of the teacher. There is no direct
classroom teaching and the teacher acts as a facilitator.

(ii) In CAT, computer system is used to evaluate the
effectiveness in learning and the evaluation can be
conducted when pupils answer questions and the answers
are given in the computer. The computer can also be used to
select questions stored in the item bank and each question
is displayed in different sequences in the monitor. Pupils
answer question by question, and later check the marks
given in the computer to check their performance.


(b) (i) Keep track and record the progress of pupils
(ii) Use appropriate and relevant software such as Hot Potatoes
to construct questions
(iii) Have more ways/methods to assess learning







4

SECTION C
(40 marks)

1. (a) i) distribution of the question are not uniform
ii) question is not valid
iii) question are not reliable
iv) output of the test are not testing learning outcome
v) questions are not test level of knowledge skill

(b) i) Range: Semester 1: 86 40 = 46
Semester 2: 75 50 = 25

ii) Mean: Semester 1: 62
Semester 2: 63

iii) Standard deviation:
Semester 1: 14.9
Semester 2: 8.6

iv) Achievement of the pupils are almost the same because
the mean is 62 and 63, but distribution of marks are more
disperse in Semester 1.




2 (a) (i) Incorrect response due to lack of understanding and
errors enhancing understanding through questioning and
the use of teaching aids
(ii) Incorrect responses due to lack of misconception
overcome misconceptions through examples


(b) - The error unable to choose a correct operation for the
problem
- Use teaching aids eg. a diagram or concrete objects to
represents a pizza with 12 pieces and 36 pieces of RM 1
note.
- Ask the students Can you share equally 36 pieces of RM 1
note with 12 pieces of pizza?
- How to share equally?
- Ask the students place RM 1 notes on each piece of pizza
(e.g for the first round one pizza has one RM1) until all 36
RM 1 note are distributed equally
- Ask the student to count number of RM1 on each pizza

5

- Differentiate share equally and take away { RM 36 is
shared equally among 12 pizza or take away 12 (as done
earlier)

Any five of the above

3 (a) - Are always on a go and feel restless
- Often act without considering the consequences
- Easily distracted with boring and difficult task,

For each sign, suggest two ways

(b) The pupils may find difficult to understand the context of the
problem.
They find it difficult to distinguish between questions involving
why? when? what? and who?
They also have difficulty to understand a negative when used in
problems,


Any four steps of the remedial activities by the teacher