EDA 1130�PENTAKSIRAN PENDIDIKAN�(EDUCATIONAL ASSESSMENT��Bab 10 & 11�Video E� �

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Dr Kim Teng Siang

kskim2007@gmail.com

0124661131

Bab 10�Pentaksiran Prestasi dan Portfolio�(Performance Assessment & Portfolios)�

BAB 10 OVERVIEW

• 10.1 Apa itu Pentaksiran Prestasi (performance) &

P. Portfolio

• 10.2 Kaedah Projet
• 10.3 Pentaksiran Portfolio

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Pentaksiran Prestasi (Performance)

• Pendekatan Pentaksiran Pendidikan yg memerlukan pelajar menunjukkan secara langsung apa yg mereka tahu serta kemampuan melakukan sesuatu tugas terbuka seperti membina satu jawapan, menghasilkan satu projek, atau melakukan sesuatu aktiviti.
• (An approach to educational assessment that requires students to directly demonstrate what they know and are able to do through open-ended tasks such as constructing an answer, producing a project, or performing an activity.)

Jenis Pentaksiran Prestasi (Performance)

• Produk atau hasil
• Persembahan (performances)
• Pentaksiran berorientasi proses (process-oriented assessments)
• Kombinasi jenis-jenis di atas
• (Produk berujuk kpd sesuatu yg dihasilkan oleh pelajar sebagai contoh-tcontok nyata terhadap aplikasi pengetahuan yg mereka pelajari)

Sifat-sifat sesuatu Pentaksiran Prestasi yg baik

Kaedah Penilaian Prestasi: tradisi dan moden

10.2 Apa itu PROJEK?

• Suatu aktiviti di mana kekangan masa dihapuskan dan boleh dikendalikan oleh individu atau kumpulan
• (A project is an activity in which time constraints has been largely removed (compared to an examination) and can be undertaken individually or by a group)
• Ia selalu melibatkan Sebagian besar tugasan atau kerja dilakukan di Rumah atau di luar sekolah
• (and usually involves a significant element of work being done at home or out of school)
• Kerja Projek berasal drp pendekatan Konstruktivis (Binaan)
• Dlm tugasan projet, proses kerja secara keseluruhan adalah sama penting dgn keputusan atau produk terakhir (final result or product)

• Projek berdasarkan Penyelidikan

(The Research-Based Project)

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• Projek berdasarkan Produk

(The Product-Based Project)

a. Apakah yg ditaksir dlm PROJET?

Pengetahuan, kemahiran dan Sikap

• (kemahiran & tanggungjawab) skill of planning, structuring and taking responsibility for a larger piece of work and providing experience of working in project form‘ (like they do in the real world!).
• (Pengetahuan secara mendalam) study in-depth knowledge within a subject or between subjects.
• (mencari perhubungan) opportunities to explore the inter-relationships and inter-connectedness of topics within a subject and between subjects.
• synthesise knowledge from various areas of learning, and critically and creatively applying it to real life situations.

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b. Merekabentuk Projek yg Berkesan �(Designing Effective Projects)

Garis kasar (Outline) Projek harus diberitahu kpd pelajar

Seperti:

• Situasi atau masalah
• Huraian Projek dan Tujuan
• Specifikasi Prestasi:
• Peraturan
• Senarai peserta dgn tugas masing-masing (List of project participants with roles assigned)
• Pentaksiran

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c. Pertimbangan Sebelum Merekabentuk sesuatu PROJEK

• Kenalpasti maktlamat dan objektifnya
• Ketersediaan sumber-sumber serta kemudahan mendapatkannya
• Sokongan pelajar- mentor/ jurulatih

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d. Masalah yg mungkin Timbul dgn Tugasan Projek (Possible Problems With Project Work)

• Aligning project goals with curriculum goals can be difficult
• often take longer than expected
• Students are not clear as to what is required
• teachers are not traditionally prepared to integrate content into real-world activities
• The resources needed may not be readily available
• teachers may not be familiar on how to assess

e. Kerja Kumpulan dlm Projek

Manafaat:

• Peer learning can improve the overall quality of student learning
• Group work can help develop specific generic skills sought by employers
• Group work may reduce the workload involved in assessing, grading and providing feedback to students.

g. Mentaksir Tugasan Projek

• PRODUK, PROSES ATAU KEDUA-DUANYA?

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• Penggunaan Rubric utk menyemak dan memberi markah

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h. Siapa yg mendapat Markah– Individu atau � kumpulan?�

• Kaedah 1: Semua sama –(Shared Group Mark- all same)

2: Ada lebih, ada kurang

(Share-Out Marks- some more, some less)

3: Markah Individu

4: Markah Individu (peperiksaan)

5: Kombinasi Purata Kumpulan

dan Markah Individu

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i. Kaedah Penilaian Proses dlm sesuatu Projek

• Peer / Self Evaluation of Roles
• Individual Journals
• Minutes of Group Meetings
• Group and Individual Contribution Grades

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j. Pentaksiran Kendiri dlm Tugasan Projek� (Self Assessment in Project Work)�

Soalan tanya sendiri semasa membuat pentaksiran kendiri:

• Apakah kejayaan atau pencapaian projek?
• Apakah yg harus saya lakukan utk menambahbaik projek?
• How well did I meet my learning goals? What was most difficult about meeting the goals?
• What surprised me most about working on the project?
• What was my group‘s best team effort? Worst team effort?
• How do I think other people involved with the project felt it went?
• What were the skills I used during this project? How can I practice these skills in the future?

10.3 Pentaksiran Portfolio

Apa itu PORTFOLIO?

• Portfolio ialah satu koleksi kerja-kerja pelajar yg menunjukkan kefahaman dan perkembangannya sepanjang masa tugasan serta refleksinya terhadap setiap kerja-kerja (sebagai artifek) yg dilakukan

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• (a portfolio is a collection of a learner’s work to show understanding and growth over time as well as the learner’s reflection on individual pieces of work or “artifacts”)

a. Apa itu Pentaksiran Portfolio?

• Menilai koleksi tugas yg dilakukan oleh pelajar
• Pentaksiran yg berpanjangan dan bersambungan (i.e. pentaksiran formatif) (continuous and ongoing assessment)
• Menegaskan tugasan memantau perkembangan pelajar (Emphasize monitoring students’ progress)
• Merupakan pelbagai dimensi (multidimensional)- esei, projek, ujian, artifek, laporan, maklum balas dan refleksi kendiri)

b. Kenapa Pentaksiran Portfolio diGunakan?

• (Aras lebih tinggi) many higher-level cognitive skills and the affective domain (feelings, emotion, attitudes, values) are not adequately assessed using traditional assessment methods
• (lebih luas) wider range of skills and understandings
• monitor change and growth
• (refleksi) opportunity for students to reflect about their own learning and thinking.

c. Jenis-jenis Portfolios?

• Portfolio berasaskan Proses - how learner has grown

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• Portfolio berasaskan Produk : quality of end product or work

d. Bagaimana sesuatu Portfolio Dibangunkan?

• Koleksi (Collection) – organise, record, habit of documentation
• Pemilihan (Selection): select relevant documents and evidence
• Refleksi: written or oral, review their progress or work
• Perhubungan (Connection): work with reality, other subjects etc

e. Portfolio Elektronik

• Penggunaan teknologi eletronik sebagai bekas (CD, DVD, Laman Web, Cloud Storage) membolehkan pelajar mengumpul dan menyusun artifek-artifeknya dlm pelbagai bentuk media (audio, video, grafik dan teks) dan seterusnya dgn menggunakan sambungan hyperlik menyusun dan menghubungkan maklumat atau bukti kpd hasil pembelajaran, maktlamat dan standard yg ditetapkan.

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• “uses electronic technologies as the container such as CD, DVD or the web, allowing students to collect and organise artifacts in many media types (audio, video, graphics and text) and to use hypertext links to organise material, connecting evidence to appropriate outcomes, goals and standards”

https://www.studentartguide.com/articles/how-to-make-an-eportfolio-for-students

f. Pelaksanaan Portfolio Elektronik

• Aras seklah atau daerah
• Sumber-sumber

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• Kelebihan PORTFOLIO ELEKTRONICK
• dapat melayan kehendak generasi muda

Bab 11�Memberi Gred berasaskan Pentaksiran-Pentaksiran dlm Bilik Darjah�(Assigning Grades on the Basis of Classroom Assessments)�

Bab 11: OVERVIEW

• 11.1 Maklum balas dan Penilaian (Feedback and evaluation)- formal & informal
• 11.2 Asas Pemberian Gred (Basis for assigning grades) – rangka rujukan (frame of reference), composite scores
• 11.3 (Pelaporan) Reporting student progress
• 11.4 (Amalan Terbaik) Best Practices in Educational Assessment

11.1 Mengguna Statistik utk menghuraikan Skor Ujian dan memberi maklum Balas

• CENTRAL TENDENCY: - mean , mode, median

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• DISPERSION: - range, standard deviation

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• The Norm - norm-referenced assessment

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• Percentiles

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11.2 Asas utk Memberikan Gred�(Basis for Assigning Grades)

• 1. Relative—score compared to other students (where you rank)
1. grade (like a class rank) move up or down depends on what group you are in, not just your own performance (norm-referenced)
• 2. Absolute—score compared to specified performance standards (what you can do)
• grade does NOT depend on what group you are in, but only on your own performance
• complex task, because must
1. clearly define the domain
2. clearly define and justify the performance standards
3. do criterion-referenced assessment
• 3. Learning ability or improvement—score compared to learning “potential” or past performance
• widely used in elementary schools
• inconsistent with a standards-based system (each child is their own standard)
• can’t reliably measure change with classroom measures
• therefore, should only be used as a supplement

a. Rangka Rujukan (Frame of Reference)

b. Garispanduan kpd Penggredan yg berkesan�(Guidelines for Effective Grading)

1. Describe grading procedures to students at beginning of instruction.
2. Clarify that course grade will be based on achievement only.
3. Explain how other factors (effort, work habits, etc.) will be reported.
4. Relate grading procedures to intended learning outcomes.
5. Obtain valid evidence (tests, etc.) for assigning grades.
6. Try to prevent cheating.
7. Return and review all test results as soon as possible.
8. Properly weight the various types of achievements included in the grade.
9. Do not lower an achievement grade for tardiness, weak effort, or misbehavior.
10. Be fair. Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade.
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c. Mengabungkan gred-gred menjadikan skor Komposit �(Combining Grades into Composite Scores)

• (Pemberatan) Properly weight each component to create a composite

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• (Skala Sama) Must put all components on same scale to weight properly:
1. equate ranges of scores (where students score 10-

50 on one test and 80-100 on another)

• or, convert all to T-scores or other standard scores

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11.3 Melaporkan Perkembangan Prestasi � Pelajar (Reporting Student’s Progress)

a) How is Student Assessment Results Used?

• the extent to which it has met all learning outcomes or objectives,
• the strengths and weaknesses of individual subject areas,
• the learning needs of students
• whether individual students should be promoted to the grade or level
• which part of the school’s curriculum that needs help.

b. Siapakah yg ditujukan?�(Audience Addressed in the Report?)

• students
• teaching staff
• curriculum review committees
• school administrators
• school districts
• parents
• government authorities
• teachers
• associations or unions
• community
• accrediting bodies

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d. Maklumat yg Harus dimaksukan dlm sesuatu Laporan?

• What did we do?
• Why did we do it?
• What did we find?
• How will we use it

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Percentages meeting expectations

• What students have learned and the school's effectiveness -proportion of students meeting learning outcomes or objectives.

Demographic data that helps describe the school population and identify special problems or needs (e.g., mobility rate, proportion of students from low-income families).

Other indicators of school effectiveness (e.g., attendance, dropout, and graduation rates; academic awards; satisfaction),

Analyses showing the proportion of students in various groups (e.g., income level, minority groups, students with disabilities) who meet objectives/outcomes

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f. Apakah Format Laporan?

• Buat perbandingan Data is to presented as comparisons with standards and expectations or with results from previous years
• Statements regarding why some students are not meeting outcomes/objectives, and descriptions of efforts to improve student learning (future, current, or previous).
• Length of report - Avoid allowing reports to become so long that few people will read them 
• Organise and index reports so that readers can quickly locate information they need.
• Devices such as executive summaries with page or chapter number references and detailed tables of contents can be very effective.

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g. Bagaimana Maklumat dlm Laporan digunakan?�(How is Information in the Reports Used?)

• To inform the readers of the actual performance
• To help them to draw conclusion
• To provide multiple sources of information in order to make a better conclusion
• To plan further remedial or enrichment in the future

h. Kerahsiaan (Confidentiality)

• is extremely important
• Open reporting must avoid individual information – report at school level, aggregate the results etc

11.4 Amalan yg Terbaik dlm �Pentaksiran Pendidikan�(Best Practices in Education Assessment)

• Uses authentic and appropriate approaches
• Provides an holistic understanding of each child’s learning and development
• Is objective and non-judgemental
• Is ongoing, measuring progress over time

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Pentaksiran yg berkesan (samb.)

• Recognises cultural diversity and perspectives
• Incorporates children’s views
• Incorporates families’ and other professionals’ views
• Incorporates and uses assessment of all aspects of the curriculum or program