Test Performance Report

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LEMBAGA PEPERIKSAANKEMENTERIAN PELAJARAN MALAYSIA

ARAS 8, BLOK E11, KOMPLEKS KERAJAAN PARCEL E62604 PUTRAJAYA

PEPERIKSAAN SIJIL PELAJARAN MALAYSIATAHUN 2011

TEST PERFORMANCE REPORT

ADDITIONAL MATHEMATICS 23472 / 2

PREPARED BY:

MR MUSTAFFA BIN MAMAT

CHIEF EXAMINER ( T0100 )

5 JANUARY 2012


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1. EXAMINATION : PEPERIKSAAN SIJIL PELAJARANMALAYSIA

2. YEAR : 2011

3. SUBJECT : ADDITIONAL MATHEMATICS 2

4. SUBJECT CODE : 3472 /2

5. CHIEF EXAMINER : MR MUSTAFFA BIN MAMAT

6. EXAMINER CODE : T0100

7. GENERAL COMMENTS ON THE QUESTION PAPER

7.1 Format

According to the Assessment Instrument format.

Part A : 6 questions (Answer all questions). Marks ranged from 5to 8 and the total score of this section is 40.

Part B : 5 questions (Choose any four). The mark for each

question is 10. The total maximum mark is 40.

Part C : 4 questions (Choose any two).The mark for each questionis 10 and the total maximum score is 20.

The total score is 100 and the duration of the paper is 2 hours 30Minutes. A list of formula is also provided.


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7.2 Difficulty level

The sampling data (Appendix `A) indicates that question 1 and 13are of low level of difficulty while questions 2 to 15 are of mediumlevel of difficulty.

A total of 19.47% of the candidates scored 0 to 20 marks, 56.98% of thecandidates scored 21 to 70 marks and 23.55% scored marks from 71 to 100.8.05% of the total number of candidates scored 10 and below, while thepercentage of candidates who scored above 90 is 5.11%.

7.3 Comparison with SPM 2010

Overall, the level of difficulty of the question paper for 2011 is lower than in 2010.The candidates in the weak group can answered question 1, question 7 andquestion 13 easily.

8. GENERAL COMMENTS CONCERNING THE MARK SCHEME

8.1 Scope of mark scheme with respect to the syllabus.

The fact and the description specified in the mark scheme conform to thesyllabus. Overall, the mark scheme adhered to and in accordance with all thecandidates solutions or answers.

ACHIEVEMENT

GROUP

MARKS

RANGE

NUMBER OF

CANDIDATES

% TOTAL

CANDIDATES

%

LOW0-10 1517 8.05

3666 19.4711-20 2149 11.41

AVERAGE

21-30 2409 12.79

10731 56.98

31-40 2291 12.16

41-50 2107 11.1951-60 2088 11.09

61-70 1836 9.75

HIGH

71-80 1853 9.84

4436 23.5581-90 1621 8.61

91-100 962 5.11

TOTAL 18,833 100 18,833 100


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The mark scheme is good, comprehensive, clear as well as easy to follow andunderstand. The marks allocated for each question are fair with respect to all thevarious stages in the solutions. As a whole, the mark scheme can be followedeasily by the examiners, as the mark scheme has fewer amendments. The markscheme stresses on correct step by step solutions written by each candidates in

order to obtain marks. This is important as the algorithm of solving problem inmathematics must be correct before any marks can be given away.

This years mark scheme is still printed on both sides of the page. We still hopethat in years to come, the mark scheme will be printed only on one side as theextra blank pages can be used by examiners to note down additional notes, suchas examples or alternative scheme.

8.2 Relevancy of mark scheme with subject matter learnt by candidates

Mark scheme is relevant to what the candidates have learned. It focuses on how

they use the right method to get the answer as specified in the syllabus. Themark scheme should emphasize on correct algorithm if not no marks will begiven.

8.3 Comparison to SPM 2010

Generally, the mark scheme is the same as in the year 2010. The instructionsand grading symbols used are easily understood.

9. SCOPE OF QUESTIONS WITH RESPECT TO THE SUBJECT CONTENTS

9.1 The questions covered almost all the constructs and important skill of the topicstested and encompassed most of the Additional Mathematics syllabus.

9.2 Generally, the question paper covers all contexts and constructs required to betested. Although the questions seem easier compared to last year, the standardof the paper is still maintained and suitable to the level of the candidates. Thoseexamination questions are within the scope of the syllabus and carry variouslevels of difficulties.

9.3 The questions are within the Additional Mathematics syllabus of Form 4 andForm 5. The table below shows questions based on the Additional Mathematicssyllabus.


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No. question Topic Secondary Scope1 Simultaneous Equations 4

2 Indices and Logarithms 4

3 Progressions 5

4 Statistics 4

5 Coordinates Geometry 4

6 Trigonometric Functions 5

7 Linear Law 5

8 Integrations 5

9 Circular Measures 4

10 Vectors 5

11 Probability Distributions 512 Motion Along A Straight Line 5

13 Index Numbers 4

14 Solution Of Triangles 4

15 Linear Programming 5

The percentage of questions from Form 4 ia 46.67% and from Form 5, 53.33%.

10. RELEVANCY OF QUESTIONS WITH SUBJECT MATTER LEARNT BYCANDIDATES

The questions are relevant and important to the curriculum, teaching andlearning, with various stages of skills tested. The questions are in accordance tothe Additional Mathematics syllabus.

11. ERRORS / WEAKNESSES OF THE QUESTION PAPER AND SUGGESTIONS

This years paper is still bilingual. Questions in English appeared first followed bythe equivalent Bahasa Melayu version. It is still distracting and confusing to thecandidates, the question appeared longer than it should be. This is especially so

in Question 13 and Question 15 whereby a lot of time is needed to read thequestion. In my opinion, question paper should be written separately in Englishand in Bahasa Melayu.

For the 2012 examination, a Standard Normal Distribution Table is proposed tobe printed in the question paper.


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12. IMPACT OF ITEMS TO CANDIDATES RESPONSE

As a whole, the questions were well presented. There were no major mistakesand weaknesses that could lead to candidates being unable to answer thequestions if they had studied well.

Special cases are as follows :

12.1 In the question 11(b)(ii), that was the mistake in the translation betweenEnglish language t minutes and bahasa Melayu tsaat.

12.2 Question 3, the requirement of the value of common ratio, r, in 3(a) is notclearly stated. The values could be both 3 or 3. As a result, candidatesmay obtain two different answers for 3(b) as well. For part 3(c), ifr= - 3 , itwill give an undefined answer. So the question should state clearly forrisalways positive orris greater than zero. Question 3 for Progressions

should be tested in problems solving but not only in applications.

12.3 For Question 4, some candidates assume that 2 is added once to thesum of each number multiplied by three. This is because in Englishversion is then 2 is added to it . The candidates refer it to the sum ofthe numbers. In addition , this question is not suitable to be tested inPaper 2, because the data used is ungrouped data.

12.4 Question 6 is non-routine question because for the suitable graph in part6(b) is the reciprocal graph whereas normally is the straight line graph.

12.5 In Question 14, too many informations were given, it caused candidatescould use many different methods to answer the question.

12.6 In the question 11(b)(ii), that was a mistake in the translation betweenEnglish language tminutes and bahasa Melayu tsaat . It could makecandidates confused about the task of the question.

Test Performance Report

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