CopIEd nOte MagES

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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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