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2 3 PROGRAM: ____________________________________________________________________________ SEMESTER: ______ TAHUN: ______ Evaluation in Science Teaching SCE3111 Kursus: __________________________________________________________________________________________Kod: ____________ 3 (3 +0) Kredit: ____________
Tajuk dan Kandungan Definition of terms
Kuliah ( jam) Topic 1 (2 hours) Definition of terms: y Test y Measurement y Assessment y Evaluation
Tutorial ( jam) Topic 1 (1hour)
ISL (2 jam)
1. Compare and contrast the various terms used in monitoring learning progress. 2. Describe five purposes of assessment
Purpose of assessment
3. State three areas of assessment in primary school science Purpose of assessment: y Feedback 4. Summarise the characteristics of y Report measurement and evaluation y Placement using a graphic organiser y Planning y Grading Topic 2 (1 hour) Areas of assessment in primary school science: y Knowledge y Skills y Attitude and noble values
Compare and contrast the various terms used in monitoring learning progress. Using a graphic organiser, summarise the characteristics of measurement and evaluation
Ask 5 students in your campus to define assessment. With your peers, review the definitions collected. Write a summary on how these definitions compare to those discussed in your lecture.
Overview of the course. Coursework: Project 50% Examination: 50%
Areas of assessment in primary school science
SKEMA TLO Tajuk dan Kandungan Kuliah ( jam) Tutorial ( jam) ISL (2 jam) Minggu Hasil Pembelajaran Amali Catatan 2 Practicum 3 Practicum 4 Practicum 5 Practicum 6 Practicum 7 Practicum 8 Practicum 9 Practicum 10 Mid-Semester Break 2 .
Choose one of the issues and write a 100 word summary of the issue.Checklist science teaching .Interview .SKEMA TLO Tajuk dan Kandungan Types of assessment Kuliah ( jam) Topic 2 (1 hour) Tutorial ( jam) Topic 2 (1 hour) In groups. make a list of what you believe should be the areas of assessment in primary science. The KidSource (http://www. portfolio assessment is part of the way that students document their progress. list the different types of assessment tools that are suitable for assessing science content and the process skills. Compare and contrast different types of assessment tools that are Topic 4 (2 hours) suitable for assessing science content and the process skills by Assessment tools: using a graphic organiser. . Discuss whether the portfolio is a fair assessment tool to determine students¶ learning progress y Types of assessment: y y Formative ± oral. Discuss in groups whether portfolio is a fair assessment to determine students¶ learning progress. list one or more assessment tools to monitor the students¶ progress in learning science.kidsource. Using a graphic organiser.Anecdotal records 3. Why? ISL (2 jam) For each area of primary science assessment. project Topic 3 (2 hours) Assessment tools: Portfolio y Purpose y Benefits y Components y Assessment tools: Portfolio y 12 Assessment tools: Portfolio Assessment tools 1. Describe how each of he survey assessment tools t can be used to y Student work samples assess students¶ learning progress. At institute level these days.Portfolio assessment tools that are used in .co m) covers a broad spectrum of issues related to assessment and teaching. Describe how the portfolio can be used as an assessment tool to determine students¶ progress in learning 3. y observation . performance y Summative ± diagnostic test. paper and pencil test y y Authentic ±portfolio. observation. Minggu Hasil Pembelajaran Amali Catatan 11 1. Explain how to design portfolios for Topic 3 (1 hour) implementation Assessment tools: Portfolio 2. Give examples of each . Describe how you would grade y Designing portfolios for portfolios implementation y Grading portfolios 2.Inventory/questionnaire/ 4. Describe the three types of assessment 2. y Science journals y Notebooks y Learning logs 3 Topic 4 (1 hour) y y y y How can science teachers include observational records into their lesson? In which situations will anecdotal notes provide a comprehensive assessment? How will teacher use anecdotal records? y Access the Internet to gather information on science assessment.
KWL group assessment technique .objective .Open-ended questions . Explain how to construct a test for y Objective test assessment in science teaching y Duration and type of test y Table of test specifications 2.Think aloud .SKEMA TLO Tajuk dan Kandungan Kuliah ( jam) y y y y y y Minggu Hasil Pembelajaran Tutorial ( jam) Amali ISL (2 jam) Catatan y Written reports and creative writing Laboratory activities and sheets Drawings and labelled diagrams Concept maps Projects Classroom activities . Explain the purpose of using test as Topic 5 (2 hours) an assessment tool.Brainstorming . Construct a table of test specifications based on Bloom and Solo Taxonomy Topic 6 (1 hour) 4. Food for thought: Recap of major ideas ± (a) What is the purpose of using test as an assessment tool? (b) What is the difference between Solo and Bloom taxonomy? 4 . Explain the types of reliability of test items Test design and construction y Reliability of test items y Discuss how teachers can avoid stigmatising children in the assessment process. Compare Solo and Bloom y Solo Taxonomy taxonomy y Bloom Taxonomy 3. Test design and construction 2.Teaching or reporting to others Paper and pencil tests .subjective Topic 5 (1 hour) y 13 Test design and construction 1.Discussion .
Construct a marking scheme for an Topic 7 (1 hour) objective test Test construction: objective y What types of reliability and 2. State guidelines for writing good objective questions 4. Develop a suitable marking scheme for the structured and essay questions.true-false . Explain the types of validity of test items 2. Write an essay question at the analysis. Check the appropriateness of each item against the learning outcomes and the criteria for constructing objective questions.multiple-choice . Describe the format of objective questions 3. synthesis or evaluation level. Construct essay and structured Questions basis of holistic scoring? questions at a higher level of y Guidelines for writing good Bloom Taxonomy structured/essay questions y Marking scheme 5. 5 .completion Exchange the test constructed with your peer. Describe the format of subjective validity are teachers most y Marking scheme questions concerned with when writing Topic 8 (2 hours) subjective questions? 3. in which y Format of subjective grades are assigned on the 4. State guidelines for writing good y What are the pros and cons subjective questions Test construction: subjective of the rating method. y y y Write a structured question at either the comprehension or application level.matching. Construct at least two test items of different format y Test construction: objective Topic 7 (2 hours) Test construction: objective y Format of Objective Questions y Guidelines for writing good objective questions y y 15 Test construction: objective Test construction: subjective Topic 8 (1 hour) 1. Catatan 14 1. Prepare a suitable scoring guide for your structured and essay questions. construct two test items for each of the following test item format: . .SKEMA TLO Tajuk dan Kandungan Test design and construction Kuliah ( jam) Topic 6 (1 hour) Test design and construction y Validity of test items Tutorial ( jam) Topic 6 (1 hour) y What factors will influence test reliability? y What are the types of reliability in assessment? y What types of reliability and validity are teachers most concerned with? Minggu Hasil Pembelajaran Amali ISL (2 jam) Refer to the learning outcomes of a suitable topic in the primary science syllabus.
Compare and contrast between improvement y Incorrect answers / norm-based test and criteriony Categorise these marking distracters based test by using a graphic system as norm-based or organiser criterion-based. (e) y Item analysis basing grades on y Item difficulty 2. learning 2. Get the data ready for your tutorial session. averages. y Percentage of passes and (a) compute the difficulty failures index and (b) the y Action plan for remedial discrimination index for the /enrichment test items (c) Interpret your y How to improve teaching and results. Interpreting test score .SKEMA TLO Tajuk dan Kandungan Marking and moderation of test scripts 1. (d) analysis of test scores basing grades on effort. Minggu Hasil Pembelajaran Amali Catatan 16 Analysis of test score Topic 10 (1 hour) Topic 10 (1 hour) Describe the procedure and implementation considerations in marking and moderation of test Marking and moderation of test y List the pros and cons of scripts scripts each of the following types of marking systems (a) y Procedure 2. and ranges for their child¶s test score? y Discuss the procedures in preparing an action plan to improve teaching and learning. 3. Interpret the results of the Analysis of test score with one¶s own aptitude. Kuliah ( jam) Tutorial ( jam) ISL (2 jam) Set 10 objective questions of any suitable topic. Analyse test scores to determine comparison with other Implementation considerations the difficulty index and students. Administer the questions to a group of 10 students. (c) comparison of achievement 1. Describe an action plan for remedial/enrichment to improve teaching and learning. averages and ranges of their test score 6 Topic 12 (1 hour) y How can teachers assist parents in understanding means. Interpret test score based on percentage of passes and failures 3. y y Access the Internet to find a suitable case study on how parents and teachers have cooperated to improve students¶ learning in science. Share your findings with your peers. Evaluate the level of student¶s achievement based on means. y y y 17 Analysis of test score Topic 11 (1 hour) 1. (b) comparison with discrimination index Topic 11 (2 hours) established standards. Determine the difficulty index and Topic 12 (2 hours) discrimination index of test items in an objective test Interpreting test score y Refer to a set of students¶ answers to an objective test.
mo e. Explain the implementation of y Primary School Achievement UPSR in primary schools Test (UPSR) y Structure/format of test paper 3. Describe the structure of PEKA as a Topic 14 (1 hour) examination School-based examination in Primary School Forms of examination: Schoolbased examination y PEKA (Practical Assessment Skills) . y Topic 15 (2 hours) y How do teachers fit in the accountability of implementing PEKA? y Select one activity that focuses on one of the process skills. 20 REVISION 21 EXAMINATION 7 . Forms of examination: Centralised examination 2. Who are the important stakeholders? What are the roles of these stakeholders in centralised examinations? y Information on PEKA can be assessed in the Ministry of Education. Identify issues related to schoolbased examination y PEKA (Practical Assessment Skills) 3. Share your list with your peers. Explain how PEKA is implemented Topic 14 (1 hour) in the science classroom Forms of examination: Schoolbased examination 2. Write a short reflection on how your experiences influence what you believe should be done for student? Catatan 18 Forms of examination: School-based 4.my Topic 14 (1 hour) y y Identify issues related to school.gov. Prepare a list of four or five indicators to assess that process skill.Implementation findings on science assessment Topic 15 (1 hour) 4 Discuss the accountability of y Application in the science teachers in implementing PEKA classroom y Research findings 1.SKEMA TLO Tajuk dan Kandungan Forms of examination: Centralised examination Kuliah ( jam) Tutorial ( jam) Topic 13 (2 hours) y y y Minggu Hasil Pembelajaran Amali ISL (2 jam) Reflect on your own experiences with centralised examination. Malaysia website: http://www. Describe the structure and focus of Topic 13 (1 hour) UPSR as a centralised examination in primary school.based examination.Concept 19 Forms of examination: School-based examination 1. Write a summary of the research .Structure/format . Identify issues related to y Focus of the test centralised examination y Implementation y Identify issues related to centralised examination.
SKEMA TLO 8 .
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