COURSE PRO FORMA Program Sarjana Muda Perguruan dengan Kepujian (Sains Pendidikan Rendah) Course Title Course

Code Credit Hour Contact Hours Medium of Instruction Pre-requisite to entry Learning Outcomes

Evaluation in Science Teaching (Penilaian dalam pengajaran Sains) SCE3111 3 (3+0) 45 hours English None 1. Explain the meaning of test, evaluation, and assessment in the context of teaching and learning of primary science. 2. Explore several assessment tools that are appropriate for primary science teaching and learning. 3. Create a table of test specification for a test based on the primary science syllabus. 4. Construct suitable test items to assess students performance. 5. Administer, mark and moderate a test paper such as UPSR or PEKA . 6. Analyse and interpret test scores.

Synopsis

This course discusses evaluation in science teaching, definition of terms, purpose of assessment, areas of assessment in primary school science, types of assessment, assessment tools, test design and construction, scoring of assessment, administration of test, marking and moderation of test scripts, analysis of test score, interpretation of test scores and forms of examination. Kursus ini membincangkan tentang penilaian dalam pengajaran sains, definisi istilah, matlamat pentaksiran, bidang-bidang pentaksiran dalam sains sekolah rendah, bentuk-bentuk pentaksiran, alat-alat pentaksiran, rekabentuk dan pembinaan ujian, penskoran pentaksiran, pentadbiran ujian, penyemakan dan moderasi skrip-skrip ujian, analisis skor ujian, interpretasi skor ujian dan bentuk-bentuk peperiksaan.

Topic 1

Content Definition of terms: Test Measurement Assessment

Hours 3

Berkuatkuasa mulai Januari 2007 Kemaskini 15 Disember 2009

Evaluation Purpose of assessment: Feedback Report Placement Planning Grading Areas of assessment in primary school science: Knowledge Skills Attitude and noble values Types of assessment: Formative oral, observation, performance Summative diagnostic test, paper and pencil test Authentic portfolio, project Assessment tool: Portfolio Purpose Benefits Components Designing portfolios for implementation Grading portfolios Assessment tools: observation Anecdotal records Portfolio Checklist Interview Inventory/questionnaire /survey Student work samples Science journals Notebooks Learning logs Written reports and creative writing Laboratory activities and sheets Drawings and labelled diagrams Concept maps Projects Classroom activities - Discussion - Brainstorming - KWL group assessment

Berkuatkuasa mulai Januari 2007 Kemaskini 15 Disember 2009

technique - Think aloud - Open-ended questions - Teaching or reporting to others Paper and pencil tests - objective - subjective Test design and construction Objective of test Duration and type of test Table of test specification Solo Taxonomy Bloom Taxonomy Test design and construction Reliability of test items Validity of test items Test construction: objective Format of Objective Questions Guidelines for writing good objective questions Marking scheme Test construction : subjective Format of subjective Questions Guidelines for writing good structured/essay questions Marking scheme Scoring of assessment Rubrics scoring Analytic scoring Holistic scoring Administration of test Security and test secrecy Appointment of invigilators Preparation of place for test Preparation of test papers Procedure Marking and moderation of test scripts Procedure Implementation considerations Analysis of test score Item analysis Item difficulty Incorrect answers / Distractors Interpreting test score Percentage of passes and failures Action plan for remedial /enrichment

10

11

12

Berkuatkuasa mulai Januari 2007 Kemaskini 15 Disember 2009

13

How to improve teaching and learning Forms of examination: Centralised examination Primary School Achievement Test (UPSR) Structure/format of test paper Focus of the test Implementation Forms of examination: School-based examination PEKA (Practical Assessment Skills) Structure/format Concept Implementation Forms of examination: School-based examination Application in the science classroom Research findings Total

14

15

45

Assessment Main References

Course work 50% Examination 50% Naylor, S.; Keogh, B. & Goldsworthy, A. (2004). Active assessment. London:David Fulton Publishers Ltd. Doran, R.;Chan, F. & Tamir, P. (1998) Science educators guide to assessment. Virginia: National Science Teachers Association.

Additional References

Bellanca, J.; Chapman, C. & Swartz E. (1997). Multiple assessments for Multiple Intelligences. Illinois, USA :IRI /SkyLight Training and Publishing, Inc. Cain,S.E. (2002). Sciencing. 4th Edition, New Jersey: Merill Prentice Hall. Ebel, R. L. & Fribie D. A. (1991). Essentials of educational measurement. London: Prentice Hall. Martin, R.; Sexton, C.; Gerlovich, J. (2002). Teaching science for all children-Methods for constructing understanding. Boston: Allyn and Bacon.

Berkuatkuasa mulai Januari 2007 Kemaskini 15 Disember 2009