mps 1053 testing & evaluation in science & maths education · •national examinations –...

MPS 1053

Testing & Evaluation in

Science & Maths Education

Week 2

Issues and development

Assessment

• Assessment & Evaluation are carried out based on a set of standard or learning/assessment objectives.

• Testing & Measurement are performed to obtain the information as to how far the standard or objectives have been achieved.

• Hence, assessment is an on-going process in all areas of teaching & learning.

Assessment

• General principles for assessment: • Clearly specifying what is to be assessed has priority in

the assessment process.

• An assessment procedure should be selected because of its relevance to the characteristics or performance to be measured.

• Comprehensive assessment requires a variety of procedures.

• Proper use of assessment procedures requires an awareness of their limitations.

• Assessment is a means to an end, not an end in itself.

Traditional Assessment

• Evaluations that include standardize and classroom achievement tests with mostly closed-ended items, such as true/false, multiple choice, and fill in the blank.

(Belle, 1999)

• National Examinations – UPSR, PMR, SPM, STPM.

• Paper 1 & most part of Paper 2

Assessment in Malaysian School

• Centralized

• Top-down

• Periodical

• Summative (Abu Bakar Ibrahim, 2006)

Centralized

• Same question paper for all schools

– rural and urban

• Same question paper for all students

– Different abilities/individual differences

• Norm-referenced

– Score compared to the norm or group

– Competition, stress, anxiety


Top Down

• Directive from LPM

• Limited involvement of teachers

– Invigilators, examiners


Periodical

• UPSR (Year 6, Age 12)

– summative exam after 6 years of primary schooling

• PMR (Form 3, Age 15)

– after 3 years

• SPM (Form 5, Age 17)

– after 2 years

• Exam in 1, 2 or 3 hours only - One-off


Summative

• Testing knowledge / cognitive domain

• ‘Paper-and pencil’ test / exam

• Encourage rote learning / memorization

– Memory-based learning

• Tendency for teachers to “teach to the test”

• More suitable to measure achievement


• Considered important by

– Students

– Teachers

– Administrators

– Parents

– Stake-holders

• Standardized, national examination is considered very important


Traditional Assessment

• Many weaknesses:

– The students performance is solely based on the answers given in the test papers.

– There is no other assessment except at the end

– Students are ranked, no detail and individual attention

– Not helpful to improve the students’ attainment

• Alternative assessment – standard-based assessment.

Standard-based assessment

• Based on the outcome-based education philosophy (Constructivism, student-centred learning, promote educational reform)

• Assessment is a key part of the standards reform movement.

• The first part is to set new, higher standards to be expected of every student.

• Then the curriculum must be aligned to the new standards.

• Finally, the student must be assessed if they meet these standards of what every student "must know and be able to do".


• A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills.

• Uses free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve.


• Assessment reports should lead to educational improvement.

• A narrative report should not only indicate the level of performance of the individual in the various areas but also customize the report to each individual by indicating how he or she should be able to improve.

• Assessment reports should aim at providing suggestions for individuals on how they can overcome weaknesses and enhance strengths.

• The reports should be self-explanatory and provide other teachers and parents with information on not only the strengths and weaknesses of the students but also offer suggestions on what remedial and enrichment activities are most appropriate and how these may be carried out.

Humanistic Assessment

(Ananda Kumar Palaniappan, 2006)

Humanistic Assessment

• The effort, often by a state or local education agency, to organize all the features of schooling (including aims, curriculum, instruction, and assessment) so as to produce specifically delineated results (often including non-cognitive as well as cognitive results) and generally with the expectation that all students will demonstrate such results.

• Outcome-based education is an effort of education that converges the traditional focus on what the school provides (Means + Ends) to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes (Final cause) are.

Outcome-Based Education

The key features of OBE systems are:

• Creation of a curriculum framework that outlines specific, measurable outcomes.

• A commitment not only to provide an opportunity of education, but to require learning outcomes for advancement.

• Standards-based assessments that determines whether students have achieved the stated standard. Assessments may take any form, so long as the assessments actually measure whether the student knows the required information or can perform the required task.

• A commitment that all students of all groups will ultimately reach the same minimum standards. Schools may not "give up" on unsuccessful students.


• Constructive alignment is an example of outcomes-based education (OBE).

• Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the learning outcomes intended in a way not typically achieved in traditional lectures, tutorial classes and examinations (Biggs and Tang, 2007).

Constructive Alignment

• In constructive alignment, we start with the outcomes we intend students to learn, and align teaching and assessment to those outcomes.

• Constructive alignment is the underpinning concept behind the current requirements for programme specification, declarations of Learning Outcomes (LOs) and assessment criteria, and the use of criterion based assessment.


There are two basic concepts behind constructive alignment:

• Learners construct meaning from what they do to learn. This concept derives from cognitive psychology and constructivist theory, and recognizes the importance of linking new material to concepts and experiences in the learner's memory, and extrapolation to possible future scenarios via the abstraction of basic principles through reflection.

• The teacher makes a deliberate alignment between the planned learning activities and the learning outcomes. This is a conscious effort to provide the learner with a clearly specified goal, a well designed learning activity or activities that are appropriate for the task, and well designed assessment criteria for giving feedback to the learner.


• Project Work (Additional Maths)

• PEKA

Alternative Assessment

• Project Work is a new element in the Additional Mathematics curriculum starting year 2002.

• It is a means of giving pupils the opportunity to transfer the understanding of mathematical concepts and skills learnt into situations outside the classroom.

Project Work

• Through Project Work, pupils are to pursue solutions to given tasks through activities such as questioning, discussing, debating ideas, collecting and analyzing data, investigating and also producing written report.

• In the process of seeking solutions to the tasks given, a demonstration of good reasoning and effective mathematical communication should be rewarded even more than the pupils abilities to find correct answers.

Project Work

• It is not counted towards the overall percentage of SPM.

• The emphasis is heuristic problem solving of non-routine or daily life mathematical problems.

• Every form 4 pupils taking Additional Mathematics is required to carry out a project work whereby the theme given is either based on the Science and Technology or Social Science package.

(Faridah Sulaiman, 2006)

Project Work

• Pupils are allowed to choose any topic from the list of tasks provided. Project work can only be carried out in the second semester after pupils have mastered the first few chapters.

• The tasks given must therefore be based on chapters that have already been learnt.

• Pupils are expected to complete it within the duration of three weeks.

Project Work

• Project work can be done in groups or individually but each pupil is expected to submit an individually written report which include the following:

• title/topic;

• background or introduction;

• method/strategy/procedure;

• finding;

• discussion/solution; and

• conclusion/generalisation

Project Work

Have you used project work to assess students in schools?

Do you think this is a good form of mathetimacal assessment?

Project Work

Maths Assessment Aims

• The mathematics (Form 4 & 5) curriculum for secondary schools aims to develop individuals who are able to think mathematically, and apply mathematical knowledge effectively and responsibly in solving problems and making decisions; and face the challenges in everyday life brought about by the advancement of science and technology.

• The Additional Mathematics (Form 4 & 5) curriculum for secondary schools aims to develop pupils with in-depth mathematical knowledge and ability, so that they are able to use mathematics responsibly and effectively in communications and problem solving, and are prepared to pursue further studies and embark on science and technology related careers.

Maths Assessment Subject Objectives

The mathematics curriculum for the secondary school enables pupils to:

1. understand definitions, concepts, laws, principles, and theorems related to Number, Shape and Space, and Relationship;

2. widen the use of basic operations of addition, subtraction, multiplication and division related to Number, Shape and Space, and Relationship;

3. acquire basic mathematical skills such as:

• making estimation and rounding; • measuring and constructing;

• collecting and handling data; • using algorithm & relationship;

• solving problems; • making decisions;

• representing and interpreting data; and

• recognising and representing relationship mathematically.

Maths Assessment

Subject Objectives (cont’)

4. communicate mathematically;

5. apply knowledge and skills of mathematics in solving problems and making decisions;

6. relate mathematics with other areas of knowledge;

7. use suitable technologies in concept building, acquiring skills, solving problems and exploring the field of mathematics;

8. acquire mathematical knowledge and develop skills effectively and use them responsibly;

9. inculcate a positive attitude towards mathematics; and

10. appreciate the importance and beauty of mathematics.

Maths Education

• Knowledge, understanding, application mathematics in daily life & relate to other area

• Problem solving, decision making, mathematical thinking, mathematical skills, communicate mathematically

• Responsible, positive mathematical attitude

• Pursue further, appreciate the beauty of mathematics

PEKA

• Introduced by Malaysia Examinations Syndicates (Lembaga Peperiksaan Malaysia – thereafter LPM) in 1999 to substitute the science laboratory examination for SPM level.

• PEKA stands for Pentaksiran Kerja Amali Sains (Science Laboratory Works Assessment).

• It is 10% of the SPM overall score.

PEKA

• It is a form of school-based assessment.

• Students are assessed based on one experiment a year according to the rubric given.

• The score is 1-3 for each Performance Indicator (PI).

• There are 5 constructs.

INSPIRING CREATIVE AND INNOVATIVE MINDS

PEKA

What do you think of

the effectiveness of

assessment using

PEKA?

References • Abu Bakar Ibrahim (2006). Humanizing school-based assessment: What we can learn from

institutions of higher learning. Keynote speech for Kuala Lumpur International Conference on Assessment 2006, 16-19 May 2006, Kuala Lumpur.

• Ananda Kumar Palaniappan (2006). Humanizing assessment: beginning with the end in mind. A paper presented at Kuala Lumpur International Conference on Assessment 2006, 16-19 May 2006, Kuala Lumpur.

• Belle, D. (1999). Traditional assessment versus alternative assessment. Kean University of New Jersey: Master dissertation.

• Bergere, T. & Boelryk, A. (2004). Application of scientific thinking in the humanities and social sciences. 15th International Conference on College Teaching and Learning March 29-April 2, 2004. http://staff.georgianc.on.ca/ctl/docs/Scientific_Complete.pdf

• Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University (3rd ed.). NY: Open University Press.

• Curriculum Development Centre (2005). Integrated Curriculum for Secondary Schools Curriculum Specifications Chemistry.

• Curriculum Development Centre (2005). Integrated Curriculum for Secondary Schools Curriculum Specifications Mathematics.

• Curriculum Development Centre (2005). Integrated Curriculum for Secondary Schools Curriculum Specifications Additional Mathematics.

http://staff.georgianc.on.ca/ctl/docs/Scientific_Complete.pdf

References

• Faridah Sulaiman (2006). “Kerja Projek” matematik tambahan: Ke arah pentaksiran matematik yang holistik. Jurnal Pendidikan UTM, 11, 10-23. http://eprints.utm.my/8017/1/FaridahSulaiman2006_KerjaProjekMatematikTambahan.PDF

• Lembaga Peperiksaan Malaysia (2002). Format Pentaksiran Bagi Mata Pelajaran Fizik 4531 Mulai SPM 2003. [Malaysia Examinations Syndicate (2002). Assessment Format for Physics 4531 from SPM 2003.]

• McDaniel, E. (1994). Understanding educational measurement. Wisconsin: Brown & Benchmark.

• Pusat Perkembangan Kurikulum (2005). Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah Fizik [Curriculum Development Centre (2005). Integrated Curriculum for Secondary Schools Curriculum Specifications Physics]

• Sharifah Nor Ashikin S. A. Rahman & Rohaida Mohd. Saat (2005). Keberkesanan program peka dalam penguasaan kemahiran proses sains bersepadu. Jurnal Pendidikan Universiti Malaya, 65-77 http://myais.fsktm.um.edu.my/5398/1/5.pdf

• Wright, R. J. (2008). Educational assessment: Test and measurement in the age of accountability.

mps 1053 testing & evaluation in science & maths education · •national examinations –...

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