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Definisi dalam pendidikan:
Satu prosedur yang sistematik untuk ukurperubahan sebahagian daripada semuaaspek tingkah laku seseorang individuterhadap pembelajarannya.
Sistematik prosedur teratur dengan
mengikut peraturan tertentu untukmentadbirkan ujian & menetapkanpemarkahan / penggredan secaraterperinci.Soalan apa?Cara bagaimana dijalankan.
Tempat pengujian.
Memberi ujian untuk dapat sesuatumaklumat tentang pencapaian muriddalam pembelajaran.
Kaedah lazim di kelas kesan pencapaian
Mesti gunakan alat pengukuran e.g.kertas soalan
Ciri-ciri tingkah laku yg diukur :kognitif / psikomotor / afektif
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Dilaksanakan secara formal denganmenggunakan ujian kertas pensel e.g.ujian bulanan & peperiksaan tahunan /tidak formal melalui ujian lisan.
Keputusan memberi bandingan prestasiantara murid.
Usaha untuk tentukan nilai kuantitatifsesuatu benda, perkara / keadaan
Definisi dlm pendidikan: Satu prosesmenghasilkan nilai kuantitatif untuktentukan peringkat pencapaian &kedudukan murid dlm pembelajaran
Perolehi drp penyukatan dgnmenggunakan alat dlm unit angka ygtetap e.g. pembaris ukur panjang/lebarsesuatu benda dlm sm; termometer ukursuhu dlm C / F
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Dilakukan melalui ujian / pp utk kumpulbukti / data dlm angka
Alat pengukuran yg lain: kadar skala,senarai semak, soal selidik & kod skor
Maklumat dikumpulkan utk buatinterpretasi, tetapkan keputusan & capaisesuatu tujuan
Hasil nilai kuantitatif pengukuran :Dlm markah (skala selang) & gred(skala norminal / kategori) ygmenunjukkan prgkt pencapaian
Nilai kuantitatif blh digunakan utkmengatur kedudukan prestasi mmengikut susunan turutan (skalaordinan) e.g. UPSR, PMR, SPM :pengukuran pencapaian m di dlm bbrpm/p sekolah
Perbandingan dibuat antara murid utkmembayangkan kedudukan seseorgmurid dari segi prestasi norma /pencapaian kriteria yg tlh ditetapkan
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Tdk bersifat mutlak krn murid ygmenjawab semua soalan dgn salah &mendpt 0 dlm ujian tidak semestinyatdk mempelajari langsung apa yang tlhdiajarkan kpdnya
Tdk wajar dikatakan seseorg murid ygmendpt markah 90 adalah 2 kali lebihpandai drp m yg hanya mendpt 45
Pengukuran mesti menuju ke arahkeobjektifan supaya keputusan lebih dptdipercayai & konsisten
Sistem/proses akt mengumpul maklumattentang strategi & aktiviti P & P
Buat analisis
Tindakan selanjutnya
PENILAIAN = Pengukuran Kuantitatif +Penghuraian Kualitatif + Pengadilan Nilai
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Meliputi pencapaian & kemajuan dlm
pelajaran & pentaksiran semua aspekperkembangan mental & fizikal, minat,sikap, bakat, emosi & kejayaan dlm sosial
Pengujian
Pengukuran
Penilaian
Perhubungan P3
Prinsip asas melakukan penilaian:tujuan penilaianbidang yg dinilai
calon yg dinilaiteknik yg digunakan, termasuk kesedaran
kekurangan & kelemahan dlm teknik
Prosedur penilaian:
Tujuan
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Rasional 1. MENGAPA Maklumat balik
laporan
obj pljran 2. APA pembljran m
prestasi g
kur
cara menilai
m 3. SIAPA PENILAIAN guru
teknik penilaian masa tmpt kriteria
norma/prestasi
TUJUAN PENGUJIAN &PENILAIAN DI SEKOLAH
Utk mendpt maklumat balikUtk membaiki kurikulum
Sebagai penggerak
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4. BAGAIMANA
BILA, DI MANA,
KRITERIA
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Utk mengesan punca kelemahanUtk menempatkan m dlm jurusan
pendidikanUtk pengelasan & pensijilanUtk penyelidikanRamalan
Tujuan dlm KBSR & KBSM
Mengesan perkembangan penguasaan mdari segi pengetahuan, penhayatan nilaimurni, jasmani & social selaras dgn objP& P
Mengenal pasti kekuatan & kelemahan mdlm pembljran utk merancang akt
pengayaan & pemulihan Mengenal pasti keberkesanan pengajaran
guru supaya memblhkan gurumemperbaiki pengajaran selanjutnya
Mengambil tindakan susulan utkmengatasi kelemahan & meningkatkan
lagi proses P & PMenentukan pencapaian murid dlmsemua m/p dgn memberi markah & gredyg berkenaan
Merekod keputusan pengujian &penilaian itu dlm Rekod Prestasi & Rekod
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Profil m utk dirujuk oleh pihak-pihak ygberkenaan
AIMS OF TESTS
Determine changes in ps behaviourDetermine ps achievement in certain
learningPlace p in suitable groups based on testresults
Motivate p to do revisionTrain p to be prepared for public exams
AIMS OF MEASUREMENTS
Determine level of achievement &positions of p in the same class or classes
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Make comparison bet ps achievement &positions in certain subject / their overallacademic achievement
For appropriate streamingMake analysis, interpretation &
conclusion for certain research based onthe result
Award certificates as a form of academicachievement in certain school level
As criteria for relevant authority to referfor certain purpose
AIMS OF EVALUATIONS
Collect information concerning psachievement after teaching-learning acts,to interpret the result and takeappropriate action
Determine ps strength & weaknesses inlearning certain skill in order to planenrichment / remedial work
Determine the trs presentation in class sothat a more effective teaching strategycould be employed
Determine the achievement of pre-determined learning objs so that teaching-learning acts could be planned further
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Record the evaluation results in psPerformance & Profile Record so thatthey could be referred by relevantauthorities when required
Assess the effectiveness of implementing acertain new prog e.g. KBSR / KBSM
CIRI-CIRI UTAMA UJIAN
VALIDITY (KESAHAN)
- Measure what it is supposed to measure- How far the test has fulfilled its obj
CONTENT VALIDITY (KESAHAN ISI)
actually & accurately testing the subject
content according to its aim & skillspredetermined
prepare a Test Blue Print
PREDICTIVE VALIDITY (KESAHAN
RAMALAN)
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- predict the capability / qualification of anind. in carrying out certain duty/work in thefuture, e.g. STPM exam is used to predict acandidates qualification for entering auniversity- predict an inds action / behavioural changein future based on test result, e.g. MTest selected to follow a course in a teachers
training college & obtained a TeachingCertificate
CONCURRENT VALIDITY (KESAHANSERENTAK)
Inds achievement in a test = highly
correlate with the achievement of aprevious similar test
So, test contains high cv.Dont conduct two similar tests after a
short period as there would be the effect ofhistory/memory performs better
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Eg to determine cv tr construct own testitems which include all the materialsfound in the work books.
If test performance correlates with theperformance of ex. in work books, thenhigh cv.
CONSTRUCT VALIDITY (KESAHANGAGASAN)
Matching bet the assessment & attribute Attributes should include all previous
skills related to the assessment of the said
attributes
RELIABILITY (KEBOLEHPERCAYAAN) The extent of how close a particular result
of a test is to the true value of what is
being assessed Refers to the consistency of a ps
achievement after a few similar tests takenat different time periods
Scores obtained would cluster around theproper score (standard score)
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Measures of reliability correlate 2 tests :value of correlation coefficient is morethan .9, tests are reliable. Also known astest-retest reliability
Difficult to determine the reliability of alltest items due to factors such as emotion,test venue, environment condition, andhealth
Reliability of a test could be improved by
preparing more questions The more the questions, the less possibility
of the p guessing the right answers Another way is to us split-half reliability
where the test is split into two equivalenthalves (odd & even nos.)
A more reliable approach is the use ofparallel tests : reduce the practice effects
OBJECTIVITY (KEOBJEKTIFAN)
The accuracy of an examiner in marking acandidates answers
Giving the same marks to the sameanswers according to the marking schemedetermined earlier
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Objective test and subjective test withlimited structured responses good egs. asthere is only one correct answer & markswould not be affected by the examinersemotions
Free responses tests (essays) lowwobjectivity
Objectivity could be improved by using ananalytic marking scheme imp. Pts aregiven appropriate marks or coordinationmeeting for all examiners by marking afew sample scripts
ASSESSIBILITY (KEBOLEHTAFSIRAN)
Result of achievement can be easilyinterpreted & assessed
Test result easy to collect, assess &interpret to reflect a clear & accuratepicture of the test performance
Correct depiction of achievement &placing, strengths & weaknesses,
suitability of teaching-learning strategy &
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test items, & achievement of teaching-learning objective in the class
Data collected from test result easilycollected & converted into statisticalfigures, then expressed in the form of table/ graph depicting a clear picture forinterpretation test is has highassessibility
ADMINISTRABILITY
(KEBOLEHTADBIRAN)
The smooth implementation of the testingprocess room / examination hall
The arrangement of the exam center,punctuality in carrying out the test,instructions & invigilation well done,collection & marking of answers scriptsaccording to schedule
Improved via no. of questions = timeallocated, arrangement of tables & chairs,
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distribution of qn papers & collection ofanswer scripts, instructions &standardized & efficient marking scheme
PENGERTIAN JPU
Satu blue print @ rangka rujukan utkmembantu g menyediakan 1 ujian ygmempunyai keutuhan & kesahan yg tinggi
JPU mengandungi:Bentuk & tempoh masa ujianKandungan topik-topik Aras kemahiranPeruntukan peratusan item / soalanBilangan soalan Aras kesukaran
Tujuan Penyediaan JPU Ujian yg dibina lebih terancang
Meningkatkan kesahan & kebolehpercayaan
ujian Panduan & penentu bagi penggubal soalan
Menyeimbangkan tajuk-tajuk, obj pelalaran
& aras kemahiran Panduan penggubal soalan yg lain spy soalan
bermutu G boleh membuat perbandingan ant aras
kesukaran 1 ujian dgn ujian yg lain
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Ciri-ciri Utama JPU
Mengandungi maklumat ttg tajuk-tajuk ygakan diuji
Menyenaraikan aras kemahiran yg akan diujimengikut Taksonomi Bloom (PKAASP)
Ada 2 lajur- lajur menengak : tajuk-tajuk yg akan diuji- lajur mendatar : jenis kemahiran soalan
Gambaran jumlah soalan dlm 1 ujian Bilangan soalan mengikut aras kesukaran
soalanMenentukan kesahan ujian bidang yg akan
diuji mengikut peruntukan masa dlm proses P& P
LANGKAH-LANGKAH MEMBINA JPU
MENENTUKAN OBJ UJIAN
MENENTUKAN ISI UJIAN
MENGISI LAJUR KANDUNGAN
MENGISI LAJUR KEMAHIRAN
MENENTUKAN JENIS & BILANGAN SOALAN
MENYEMAK SEBARAN SOALAN
TAKSONOMI BLOOM (BLOOMS TAXONOMY)
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1. KNOWLEDGE (PENGETAHUAN)
Kebolehan calon mengingat kembali fakta, prinsip,
hukum, konsep (apakah? Siapakah? senaraikan,nyatakan)
Cth2 soalan subjektif:
a. Berapa bucukah yg terdapat dlm sebuah kubus?b. Senaraikan dua ciri khas yg terdpt dlm mamaliac. Siapakah yg pertama menyarankan konsep pembentuk-
an Malaysia?
2. COMPREHENSION (KEFAHAMAN)
Kebolehan calon memahami, menukar, menerang &
menjelaskan fakta, prinsip, konsep, hukum atau teori(jelaskan, terangkan, huraikan)
Cth2 soalan subjektif:
a. Terangkan dgn menggunakan satu ayat anda sendiri,maksud aras kemahiran dlm bdg pendidikan.
b. Mengapakah 4 x 5 = 20?c. Huraikan konsep disiplin di prgkt sekolah.
3. APPLICATION (APLIKASI)
Kebolehan calon menggunakan fakta, prinsip, konsep,hukum, teori, kemahiran utk menyelesaikan masalah(kirakan, selesaikan, gunakan, tunjukkan)
Cth2 soalan subjektif:
a. Cari perimeter segitiga yg mempunyai panjang sisi 5cm, 12 cm dan 13 cm.
b. Buat ayat dgn menggunakan simpulan bahasa khabarangin.
c. Tuliskan sepucuk surat kpd Pengarah PendidikanNegeri utk memohon kebenaran bertukar sekolah.
4. ANALYSIS (ANALISIS)
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Kebolehan calon membanding & menghuraikan faktor-
faktor kesamaan, perbezaan & perhubungan ant satusama lain (tafsirkan, asingkan, bandingkan, bahagikan)
Cth2 soalan subjektif:
a. Bezakan maksud gula dengan 'gula-gula.b. Bandingkan kebaikan ujian objektif dgn ujian subj.c. Analisiskan faktor2 yg mempengaruhi pembentukan
FPK.
5. SYNTHESIS (SINTESIS)
Kebolehan calon mencantum, menggabung &mengintegrasikan fakta atau idea yg berkaitan(gabungkan, bentukkan, kumpulkan, merekabentuk)
Cth2 soalan subjektfi:
a. Bagaimanakah nilai2 murni dpt diintegrasikan dlm akt.Kokurikulum?
b. Rancangkan langkah2 yg blh mempertingkatkanprestasi m dlm pembljrn BM.
c. Gubahkan satu pantun bertema 'kasih sayang.
6. EVALUATION (PENILAIAN)
Kebolehan calon membuktikan, menilai, mengesahkan,mengkritik, memberi pendapat atau merumus sesuatuprinsip, teori, pernyataan & karya & sebagainya(buktikan, nilaikan, kritikkan, beri komen anda)
Cth2 soalan subjektif:
a. Nilaikan buku 'Sejarah Melayu dari sudut sastera.b. Apakah pendapat anda terhdp Wawasan 2020?c. Kritikan program KBSR yg dilaksanakan di SR.
JPU Ujian Mata Pelajaran Kimia
Topik-
topik
Aras-aras Domain Kognitif Jumlah
Penget Kefah Aplikasi Analisis Sintesis Penilaian
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Jirim 2 3 2 1 1 1 10
IkatanKimia 1 3 2 2 1 1 10
Asid &
Bes 1 2 1 2 2 1 10Bahanbuatan
dlmindustri
1 2 2 2 1 1 9
Bahankimia utkpertanian
2 3 2 1 1 2 11
Jumlah item aneka pilihan 50
Soalan:
1. Apakah yang dimaksud JadualPenentuan Ujian?
2. Beri 3 sebab mengapa JPU perludisediakan oleh guru?
3. Senaraikan 5 perkara yang perlu ada didalam JPU.
4. Jelaskan 3 kelemahan sesuatu ujian yangdibina tanpa JPU.
5. Bina satu JPU bagi mata pelajaran yangakan anda ajar.
Example of a Blueprint (JPU)
Test Specifications for Pilot Study Pretest
Section AShort story 1No. of multiple-choice questions : 20
Total score : 20The allocation of question types:
Section BShort Story 2Number of questions : 20
Total score : 20The allocation of question types:
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Lower level questions: Lower level questions:
Barretts
TaxonomyOf
ComprehensionLevels
NuttallsQuestion
TypeQuestionNo./Total
Barretts
TaxonomyOf
ComprehensionLevels
NuttallsQuestion
TypeQuestionNo./Total
1 1 1-4 4 1 1 1-4 4
2 2 5-8 4 2 2 5-8 4
Subtotal 8 Subtotal 8
Higher level questions: Higher level questions:
Barretts
TaxonomyOf
ComprehensionLevels
NuttallsQuestion
TypeQuestionNo./Total
Barretts
TaxonomyOf
ComprehensionLevels
NuttallsQuestion
TypeQuestionNo./Total
3 3 9-12 4 3 3 9-13 5
4 4 13-16 4 4 4 14-16 3
5 ) 5 17-18 2 5 ) 5 17-18 2
) 6 19-20 2 ) 6 19-20 2
Subtotal 12 Subtotal 12
Total 20 Total 20
Total number of Lower level questions : 16 - 40%
Total number of Higher level questions : 24 - 60%
Analysis of Answer Scripts using Flanagans Method (I.D.)
a. 60 answer scripts were analysedb. comparison made bet good & weak sts on how well they
performed on each test itemc. Short cut for calculating item discrimination (item/indeks
diskriminasi) manually called Flanagans method namedafter its inventor described by Oller (1979, pgs. 250-252 inBailey, 1998: 135)
The following are the steps utilised in computing ID:
1. Score the exam. Rank order the papers from highest tolowest score.
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2. Take the top 27% percent of the exams and the bottom27% percent of the exams from the top to bottom of thepile of papers. These two subsets of the exams will bereferred to as the high scorers and the low scorers,
respectively. (Set the middle group aside for themoment.)
3. Then, to compute the I.D. value for each item, thefollowing formula is used:
I.D. =[# of high scorers who got the item right] [# of low scorers who got the item right]
27% of the total number of students tested
I.D. values range from +1 to 1, with positive 1 showing aperfect discrimination between high scorers and lowscorers,
and 1 showing perfectly wrong discrimination. An I.D. of 0 shows no discrimination, or no variance
whatsoever. The lowest acceptable values are usually set at 0.25 or 0.35
(Oller, 1979 in Bailey, 1998: 135)
The relationship between item difficulty and itemdiscrimination indexes is shown in the figure below (Salkind,1997: 142):
The Relationship between Item Difficulty and ItemDiscrimination Indexes
Discrimination Level
+1.00
0
0% 50% 100%
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-1.00
Difficulty Level
Reference:
Bailey, K.M. (1998). Learning about Language Assessment:Dilemmas, Decisions, and Directions. London: Heinle andHeinle Publishers.
Salkind, N.J. (1997). Exploring Research (3rd ed.). New Jersey:
Prentice Hall.
I.D. Discriminates bet good & weak stsFormula:
BT - Br1/2J
BT = Jumlah calon dlm kumpulan skor tinggimenjawab item dgn betulBr = Jumlah calon dlm kumpulan skor rendahmenjawab item dgn betulJ = Jumlah dua kumpulan skor tinggi & rendah
I.D. Interpretationof an item/qn
Decision
I.D.>
0.4+
discriminationHigh Very suitable &can be accepted
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0.2 < I.D. 1 0.8 Too easy Modify
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Interpretation of an item/qn based on I.K.
KLASIFIKASI UJIANUJIAN OBJEKTIF
Item soalan yg perlu SATU jawapan betul Kesahan keobjektifan sgt tinggi
Jenis-jenis UO1. Jenis item respons bebas (separuh obj)2. Jenis item respons tetap (obj)
Jenis Item Respons Bebas:a. Item yg memerlukan jawapan pendekb. Item melengkapkan ayat
c. Item perkaitan
Jenis Item Respons Tetap:a. Item betul / salahb. Item jenis padananc. Item jenis pengelasand. Item aneka pilihan
UJIAN SUBJEKTIF
Berbentuk karangan atau esei Kesahan keobjektifan sangat rendah kecuali
jika ada skema permarkahan yg baik2 jenis:
i. jawapan pendek
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ii. jawapan tidak terhad
PERBANDINGAN DI ANTARA
UJIAN FORMATIF & UJIAN SUMATIF
Ujian formatif Ujian sumatif
Fungsi Maklum balas kpdguru & pljr
mengenai kemajuanpljr
Kesan puncakelemahan utkpemulihan
Pensijilan ataupenggredan pljr
akhir kursus
Masa diberi Sepanjangpengajaran
Di akhir satu-satuunit atau kursus
Tekanandalampenilaian
T/laku kognitif,psikomotor & afektif
T/laku kognitif
Focuspengukuran
Satu-satu segmen Objektif kursus
Sifat sampelan Terhad kpd tugasanpembljaran
Beraneka jenis
Kesukaranitem
Berubah-ubahmengikut segmen
Semua prgkt: adayg sgt senang &
ada pula yang sgt
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susah
Ujian formatif Ujian sumatif
Jenis alat Alat pengukurformatif yg dibentukkhas
Peperiksaan akhirtahun
Jenis-jenisskor
Ujian rujukankriteria
Biasanya ujianrujukan normattp blh ujianrujukan kriteria
Cara melaporskor
Skor gagal atau lulus Jumlah skor
UJIAN RUJUKAN NORMA
perbandingan antara 1 pljr dgn plr lain dalamsatu kelas
jenis soalan senang & susah bezakan prgkt pencapaian pljr memberi pangkatan dari tinggi ke rendah
berdasarkan pencapaian
contoh: Markah Rosmawati adalah baikberbanding dgn pljr lain di dalam kelas ataumarkah Rosmawati adalah lebih baikdaripada 80% pljr dlm kelas
menggalakkan perkembangan maksimumUJIAN RUJUKAN KRITERIA
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pencapaian ind diukur & dibandingkan dgnkriteria yg tlh ditentukan
Contoh: Ujian memandu kereta pencapaianpemandu A berbanding dgn pemandu-pemandu lain tidak penting
Uji kemahiran-kemahiran asas spt membaca& mengira di SR (KBSR) rekod prestasi ygmenyenaraikan kemahiran-kemahiran ygharus diperolehi bagi satu-satu unitpembelajaran (obj asas minimum)
Berpendapat semua pljr blh menguasai apa ygdiajar jika diberi masa yang mencukupi
Soalan-soalan hampir sama prgktkesukarannya
Tujuan bilakah kemahiran pljr mencukupiutk membenarkan dia bermula dgn unit
pljran yg lain. Kelemahan tekan kpd pembljaranbahagian & bukan seluruh. Perasaankegagalan & kurang cekap krn mengambilmasa yg lama utk selesai 1 unit pembljran
Ujian pengetahuan & kefahaman kurangefektif
Ujian rujukannorma
Ujian rujukankriteria
Penggunaan Ujian
membandingkan
Membandingkan
pencapaian dgn
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pencapaian individu kriteria ygditentukan
Tekanan Mengukurperbezaanpencapaian ind.
-sda-
Bidang Meliputi satu bdgpljran yg luas
Menumpu pdtugas-tugaspembljran ygterhad
Pelan Ujian Jadual penentuanbiasanya diguna
Kriteria secaraterperinciditentukan
Pemilihanitem ujian
Soalan ujian berbezamengikut prgktkesukarannya.Bertujuanmendptkandiskriminasimaksimum ant calon
Semua soalan dptmembayangkanpencapaian calondgn jelas.Biasanya hampirsama prgktkesukarannya
Ujian rujukannorma
Ujian rujukankriteria
Tarafpencapaian
Kedudukan dlmsesuatu kumpmenentukanpangkat pencapaian
Taraf mutlakmenentukan prgktpencapaian.Contohnya: Ros
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dapat menjawab20 drp 25 soalanMatematik
UJIAN SARINGAN & UJIAN DIAGNOSTIK
Konteks pendidikan pemulihan u/saringan kenal pasti pljr-pljr yg benar-
benar perlukan pendidikan pemulihan
Terdiri drp unit-unit pembljran yg dipljri Setlh u/saringan, pljr yg dianggap tidak
perlukan p/pemu dihantar balik ke kelas biasa
Perlukan p/pemu akan duduki u/diagnostic
u/diag kesan punca kelemahan yg khusus 2 jenis: ujian diagnostic kebolehan & ujian
diagnostic BM & Mat.
UJIAN SARINGAN UJIAN DIAGNOSTIK
1 Uj am yg meliputikemahiran asas 3M
Diberi berasaskankeputusan u/saringan.Bdg yg diuji adalah lebihkhusus. Meliputikemahiran 3M &pengamatan
2 Blh kenal pasti Dpt kenal pasti punca
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kelemahan &keblhan pljr dlmpengamatan & m/p
asas
kelemahan secaraterperinci
3 Bertujuanmengasingkan pljryg lambat
Bertujuan memulihkanatau mengatasi mslh-mslh pembljran
4 Satu ujianpetempatan
Satu ujian rujukankriteria
5 Dpt menilaipencapaian pljrsecara kasar
Keputusan ujiandigunakan utk mencarikesalahan bagimembolehkan objpengajaran pemulihandisediakan secara prgktdemi prgkt
6 Biasa diberi secarakump
Biasa diberi secara ind.
CARA ANALITIK Sesuai utk soalan esei bentuk tindak balas terbatas
Pemberatan markah diberikan bagi setiap soalan
atau unit-unit sesuatu soalan Jumlah markah adalah jumlah poin yg diberi bagi
setiap soalan / unit
Lebih dipercayai & memudahkan pemeriksa
Tidak sesuai bagi soalan bentuk tindak balas
lanjutan
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Tidak dapat membezakan mutu dua jawapan jika
hanya diberi 1 atau 2 markah dlm skimpermarkahan
Sering digunakan dlm peperiksaan awam soalanyg memerlukan jawapan terperinci, seragam &berstruktur
Membolehkan ramai pemeriksa & bukan pakar utk
memeriksa skrip jawapan Mengambil masa yg agak lama utk memeriksa
Kelebihan cara AnalitikMudah menentukan jawapan yg tetapDiperiksa sekali sudah mencukupiPencapaian boleh dijadikan panduanBoleh diperiksa oleh pemeriksa yg krg
berpengalaman atau kurang mahir dlm bidangberkenaan
Kelemahan cara AnalitikDiperiksa secara fakta & bukan secara keseluruhanKemahiran penulisan calon tidak diberi tumpuanMemerlukan masa yg lama utk memeriksaLebih memeriksa kesalahan semasa memeriksa
karangan
Cara Holistik / Global
Menilai satu-satu skrip secara keseluruhannya Pemeriksa menentukan standard jawapan yg
diperiksa
Jawapan tidak dibandingkan dgn 1 contoh jawapanyg unggul
Pemeriksaan mesti konsisten Pemeriksa yg berpengalaman spy perselisihan
memberi markah dpt dikurangkan
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Menjimatkan masa pemeriksaan Sesuai utk soalan esei bentuk tindak balas lanjutan
Kelebihan cara Holistik
Kemahiran calon menjawab soalan dinilai secarakeseluruhan
Taksiran dibandingkan dlm kumpulanMengurangkan masa utk memeriksa kerana tidak
memerikdsa sering ayat, fakta & idea jawapancalon
Kelemahan cara Holistik
Sukar hendak diuruskan & mungkin perludiperiksa lebih drp sekali
Mungkin tidak diperiksa dgn telitiMemerlukan ketua pemerika yg berpengalamanMemerlukan pemeriksa yg berpengalaman
MARKING APPROACHES
Analytic Holistic / Global
Focuses on specific pointallocation
Focuses on essay responseas a whole
Helps to identifystrengths &weaknesses ofstudentsperformance
Reliability increases
ability of student isassessed globally
marking is faster
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Marking is moreobjective
Marking is not
influenced byemotions / haloeffects
tr might get tooattentive to details& might miss thestudents responseas a whole
marking might takea long time
a 2nd marker might berequired(moderation)
marking is notobjective
marking can beinfluenced byirrelevant factorssuch as neatness &handwriting
markers mut beexperienced
MARKING APPROACHES
Types of scoring instruments for performanceassessments
Checklists Rating Scales
Rubrics
Analytic Rubrics Holistic Rubrics
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Scoring instruments forperformance assessments
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Holistic marking scoring the overall process / product as a
whole not judging the component parts separately
errors in some part of the process can be
tolerated provided the overall quality is high used when performance tasts where there is no
definite correct answer assessment on a unidimensional level
quicker scoring process
utilised when performance assessment is
summative in nature limited feedback given to sts.
An eg. of holistic scoring rubrics
Template for Holistic Rubrics
Score Description
5 Demonstrates complete understanding ofthe problem. All requirements of task are
included in response.4 Demonstrates considerable understandingof the problem. All requirements of taskare included.
3 Demonstrates partial understanding of theproblem. Most requirements of task areincluded.
2 Demonstrates little understanding of the
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problem. Many requirements of task aremissing.
1 Demonstrates no understanding of the
problem.0 No response / task not attempted.
Analytic marking
scoring separate, individual parts of theproduct / performance first
summing the individual scores to obtain a total
score type of response is focussed 1 / 2 acceptable
responses & creativity is not usually lookedinto
result initially in several scores followed by a
summed total score assessment on a multidimensional level
scoring process is slower / time-consuming
product is examined several times
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individuals work should be examined a
separate time for each specific task / scoringcriterion
significant feedback to sts. & trs. Specific feedback is given on each
performance Easy to keep a profile of sts strengths &
weaknesses Before designing a rubric, tr decides whether
to score the product holistically or analytically If a summative score is wanted holistic
scoring approach is used If formative feedback analytical scoring
should be used
TEMPLATE FOR ANALYTIC RUBRICS
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Criteria#1
Descriptionreflectingbeginninglevel ofperformance
Descriptionreflectingmovementtowardsmasterylevel ofperformance
Descriptionreflectingachievementof masterylevel ofperformance
Descriptionreflectinghighest levelofperformance
Criteria#2
Descriptionreflectingbeginning
level of
Descriptionreflectingmovement
towards
Descriptionreflectingachievement
of mastery
Descriptionreflectinghighest level
of
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performance masterylevel ofperformance
level ofperformance
performance
Criteria
#3Description
reflectingbeginninglevel ofperformance
Description
reflectingmovementtowardsmasterylevel ofperformance
Description
reflectingachievementof masterylevel ofperformance
Description
reflectinghighest levelofperformance
Criteria#4
Descriptionreflecting
beginninglevel ofperformance
Descriptionreflecting
movementtowardsmasterylevel ofperformance
Descriptionreflecting
achievementof masterylevel ofperformance
Descriptionreflecting
highest levelofperformance
Step-by-step procedure in designing scoringrubrics
Step 1: Re-examine the learning objs to be addressed by thetask
Step 2: Identify specific observable attributes that you wantto see (as well as those you dont want to see) your stsdemonstrate in their product, process, orperformance
Step 3: Brainstorm characteristics that describe eachattribute
For holistic rubrics For analytic rubrics
Step4a:
Write thoroughnarrative descriptionsfor excellent work &
poor work
Step4b:
Write thoroughnarrativedescriptions for
excellent work &
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incorporating eachattribute into thedescription
poor work for eachindividual attribute
Step5a:
Complete the rubricsby describing otherlevels on thecontinuum that rangesfrom excellent to poorwork for the collectattributes
Step5b:
Complete the rubricsby describing otherlevels on thecontinuum thatranges from excellentto poor work for eachattribute
Step 6: Collect samples of the students work thatexemplify each level
Step 7: Revise the rubrics as necessary
TABLE OF SPECIFICATION(TEST BLUEPRINT)
PURPOSE Guidance in the construction of test qns. Appropriate weightage for various topics &
their skill levels Inform sts what they are expected to find in
the text / exam & how they could best preparefor it
FACTORS TO CONSIDER:
The construction of a good test requires a clearspecification that has the following information:
1. Form of test items to be used
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2. No. of items in each form3. Kinds of tasks the items would present4. No. of tasks for each kind
5. Areas of content to be tested6. No. of items in each area7. Level & distribution of item difficulty
PREPARATION:
A test specification or test blueprint could bepresented in a two-way grid used to outline thecoverage of a test
Several major areas of content to be coveredare assigned to several rows / columns of thegrid
Questions
Test Blueprints
1. What is a Test Blueprint?2. What is the purpose of a test blueprint?3. Prepare a test blueprint for a specified
topic in the syllabus
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Objective & Subjective Tests
1. Compare and constrast objective andsubjective tests
2. Construct objective and subjectiveitems based on your test blueprint
3. What are the principles involved inconstructing subjective questions?
4. List the strengths and weaknesses ofobjective and subjective tests
American Psychological Association (APA)Contoh penulisan bibliografi / rujukan
Buku rujukan:
Candy, T. (2003). This is the title of the book(2nd ed.). City: Publisher.
Lee, S. M. (1993). Pedagogi 4 (A). Pengujiandan Penilaian dalam Pendidikan. KualaLumpur: Kumpulan Budiman Sdn. Bhd.
Mok, S. S. (2003). An Education Course forK.P.L.I. (Student Development, Teaching-Learning Process and Evaluation). SubangJaya: Kumpulan Budiman Sdn. Bhd.
Majalah / Suratkhabar:
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Sofiah Jane. (2004, November). Sofi Back witha Kick. Magazine of Tomorrow, pp. 8-10.
Woods, T. (2004, November 23). Tiger Back inthe Hunt. The Star Publications, pp. 45.
Jurnal:
Wallace, M. 2001. Action Research. The EnglishTeacher. Edinburgh: Oxford University Press,2(3), 23 - 41.
Tesis:
Koh, B. H. (2002). Developing Reading Strategies.Unpublished masters thesis, University PutraMalaysia, Serdang, Selangor.
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