Critique of Form 1 Exam

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Critique of Form 1 End of Term III Examination
A critique will be carried out on a form one end of term three examination to determine the extent
to which it conforms to reliability and practicality as was previously discussed.
Reliability
Inter-Rater Reliability: The examination would have been conducted on more than one form one
class. However, each class teacher would correct their own students’ scripts. Since the correction
of these scripts would have been done by one person only, and a person who is familiar with each
student within the class, then it would have been easy for favouritism to affect the results. For
instance, a student who is engaged and participative during normal teaching sessions may have
been extended some leniency when marking was done, as opposed to a negligent student. Thus,
again it can be assumed that the reliability of the test results was compromised. To alleviate any
type of biasness, at least two teachers, (preferably the class teacher who knows his/her students’
potentials and a teacher who does not know the students at all) should mark each script and an
average score is what should be recorded.
A basic, unclear rubric could also give rise to discrepancies in the marking of scripts. This would
leave the distribution of marks subjective to the marker. This could be easily rectified by using a
detailed rubric in which the solution is accompanied by a clear breakdown of the marks. I would
suggest that all form one mathematics teachers should collaboratively design the table of
specifications and the detailed rubric. This would diminish or lessen the chances of any
inconsistencies in the marking of scripts thus producing reliable results
Test Reliability: This pertains to the length of the examination and the language used in the
questions. The language used in the exam was similar to what is used in my classroom regularly.
The other form one teachers were exposed to the exam prior to its administration, verifying the
wording used. This was done to ensure that all the form one students would be able to understand
the questions. A lengthy exam can intimidate as well tire a student which would affect their
concentration level and could also, prevent them from completing the exam within the time limit.
My attached examination requires a variety of skills to be performed within the time allowed. This
admittedly, may have compromised the reliability of the results. I would suggest that a shorter
examination be administered. We can ensure that there is little or no repetition in the testing of
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skills by eliminating some of the questions. This would make the exam doable within a reasonable
time and hence, lessen the anxiety experienced by the students, which may allow them to finish
the exam on time and produce reliable results
Practicality
Cost: The cost of the production and replication of this paper was not an issue at my school.
However, in schools with less resources, and a larger number of form one students, this
examination may not be practical. To lessen the number of pages, the size of the texts and diagrams
can be reduced. To lessen the number of papers replicated, two students can share one examination
paper. Both suggestions would reduce the cost considerably.
Logical: The layout of the exam paper flowed. The level of difficulty increased from one section
to the next. The wording and diagrams were easy for the students to follow and understand.
However, some of the fractions (for example, section one, question 14), were a bit difficult to read.
To rectify this issue would be simple, the text would simply have to be enlarged to make it clearer
for the students.
Scoring: This is most important for any exam. It would be impractical to produce an exam that
would require a great deal of time for the teacher to correct. The accompanying rubric for the form
one exam was not detailed, therefore teachers had to use their discretion when marking and had to
remember how they allotted the marks whilst correcting each script. This proved to be a bit time
and mentally consuming. To remedy this misfortune however, I would recommend a detailed
rubric and table of specification always be created simultaneously with the construction of the
exam paper.

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130

Critique of Form 1 End of Term III Examination

to which it conforms to reliability and practicality as was previously discussed.

average score is what should be recorded.

inconsistencies in the marking of scripts thus producing reliable results

the exam on time and produce reliable results

paper. Both suggestions would reduce the cost considerably.

for the students.

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