Professional Documents
Culture Documents
1.1 Sinopsis
Synopsis
Tajuk-tajuk dalam modul ini merangkumi bagaimana maklumat , tujuan dan kaedah
pelaporan yang sering digunakan dapat disampaikan kepada pihak yang berkaitan.
Kaedah-kaedah yang digunakan dapat menerangkan maklumat berkaitan pentaksiran
supaya proses penambahbaikan dalam aspek yang dikehendaki dapat dilakukan. Semua
maklumat sudah pasti banyak memberi feadah kepada mereka yang berkepentingan.
Topics in this module covers how information, goals and methods of reporting are often used
can be communicated to the relevant parties. The methods used to describe the information
related to the assessment process so that the desired improvements in aspects to do. All
information is certainly much interest to those concerned.
1
1.3 Kerangka konsep tajuk-tajuk bab ini
The conceptual framework of this chapter titles
Pelaporan Data
Pentaksiran
Data Reporting
Assessment
Orang berkepentingan
untuk data pentaksiran Kaedah Pelaporan
Persons interested for Reporting methods
data assessment
Guru, Peratus,
Ibu bapa,
Gred,
Pengetua,
Lulus /gagal,
Pelajar,
Senarai semak,
Guru Bimbingan dan Kaunseling
Bersemuka
PPD / JPN / KPM
1.3 Kandungan
Contents
2
The main goal of the assessment is to improve the teaching and learning process
and provide significant benefits to teachers, students, parents, schools and the
Ministry of Education. Especially in education, information related to assessments to
determine students' readiness to learn new skills. Input to the teacher, able to
provide feedback on the effectiveness of teaching and student achievement. While
the parents, they really need to see the development of the assessment information
and skill that has been achieved by their children. People are concerned that often
require the use of reporting data for specific purposes. The next title will discuss who
should be involved in the reporting of assessment data.
a) Guru
3
c) Pelajar
c) students are people who receive the learning process directly. Therefore,
the purpose of reporting information and can provide insight and motivation
towards achievement, proficiency and ability to promote yourself. They can
also focus on preparing for exams for the title or skills not mastered.
Therefore, they can choose or change the style of learning that is appropriate
for self-improvement. Thus, the size of the assessment used to measure the
success or shortcomings of their following subject areas in each semester.
Discussion and feedback obtained by the students to help them improve
performance and increase motivation.
d) Ibu bapa
4
d) Capital bapaSokongan strong in student learning comes from parents
whose role as the driving force, motivator and counselor outside school
hours. Parents can also organize various events and activities that can
increase the character and development of children with specific performance
indicators and appropriate. Such information can provide information on the
assessment of the obstacles or learning achievement, the ultimate
achievement and personality development of their children. Treatment of
learning at home can also be done as tuition centers or sent to guide their
children themselves by the weakness in natural.
5
f) Pengurus sekolah
6
penambahbaikan berterusan termasuklah perubahan kurikulum, jika
diperlukan.
7
pentaksiran pembelajaran terhadap pelajar seperti dalam ujian semester dan
tugasan projek.
b) Abjad
Abjad menjelaskan kategori pencapaian pelajar berdasarkan kadar peratus
pencapaian yang dikuasai oleh calon. Sebagai contoh, markah 90%-100%
akan diberi gred "A" dan seterusnya. Biasanya terdapat lima kategori yang
menjelaskan maksudnya, A, cemerlang, B baik, C, sederhana, D rendah dan
F untuk gred gagal. Kebanyakkan institusi pendidikan menggunakan sistem
gred ini dalam penilaian sumatif seperti ujian akhir tahun dan peperiksaan
UPSR, dan SPM. Kesimpulannya, markah asal yang diperolehi calon telah
ditukarkan kepada gred abjad.
c) Lulus-gagal
Kaedah ini membahagikan pencapaian pelajar kepada dua kategori sebagai
alat ukuran pentaksiran. Kategori tersebut ialah sama ada lulus atau gagal,
memuaskan atau tidak memuaskan, menguasai atau tidak mengusai dan
sebagainya. Skor mentah atau nilai pencapaian pelajar ditetapkan oleh guru
sebagai penentu pencapaian yang harus dikuasai oleh pelajar. Sebagai
contoh, markah lulus ditetapkan melepasi 50% dan keatas, jika dibawah 49%
dianggap gagal. Terdapat juga keadah pelaporan gred A, B, C, dan D diubah
8
kepada gred lulus, dan gagal dikelompokkan dalam gred F. Kaedah ini
biasanya digunakan untuk menilai tahap penguasaan pelajar yang
melibatkan kemahiran seperti ujian kecergasan, kemahiran membaca, amali
dan ujikaji.
c) Pass-fail method is divided into two categories of student achievement as a
means of assessment. The category is either pass or fail, satisfactory or
unsatisfactory, mastered or not mastered, and so on. Raw score or value
assigned by the teacher student achievement as a determinant of
achievement that must be mastered by students. For example, the passing
score is set to exceed 50% and above, if below 49% is considered failed.
There are also methods of reporting grades A, B, C, and D changed to a
passing grade, and failed grouped in grade F. This method is commonly used
to evaluate students involving skills such as fitness test, reading skills, and
practical experiments.
d) Senarai semak
Senarai semak menunjukkan pencapaian yang sepatutnya dicapai oleh
pelajar mengikut kriteria-kriteria, hasil pembelajaran, kemahiran dan
sebagainya yang telah ditetapkan sebagai standard pencapaian. Kaedah ini
banyak digunakan di dalam ujian rujukan kriteria (URK ) seperti ujian
diagnosis, kemahiran membaca, dan yang meliputi domain kognitif,
psikomotor serta afektif. Semua kriteria dan standard pembelajaran telah
ditentukan lebih awal dan diuji mengikut urutan penguasaan pelajar. Hal ini
memudahkan guru mentafsir penguasaan pelajar secara terperinci dan boleh
merancang dan melaksanakan program yang bersesuaian mengikut tahap
penguasaan pelajar. Laporan kepada ibubapa dan pelajar menjadi lebih
khusus kepada tahap penguasaan dan kawasan kelemahan yang perlu diberi
perhatian.
9
programs according to level of students. Reports to parents and students to
be more specific on the level of domination and areas of weakness that need
attention.
Renungan:
Bagaimana pelaporan pentaksiran dapat membantu guru merancang aktiviti
pengajaran dan pembelajaran di sekolah dengan berkesan.
Reflection: How can assessment reporting help teachers plan teaching and
learning activities in schools effectively.
10
1.5 Rumusan
Tajuk ini membincangkan tentang keadah dan tujuan pelaporan dilaksanakan dan
pihak yang berkepentingan untuk mendapat maklumbalas berdasarkan data-data
pentaksiran yang telah dianalisis. Pelaporan pentaksiran dapat menjelaskan situasi
penguasaan pembelajaran dan kemahiran yang telah dicapai oleh pelajar. Manakala
pihak berkepentingan pula dapat melakukan pengubahsuaian dan penambaikan
program pengajaran sejajr dengan keperluan semasa. Semua maklumat dan data
pelaporan pentaksiran perlulah difahami oleh semua pihak, terutama sekali kepada
guru.
RumusanTajuk 1.5 discusses the methods and purposes executed and stakeholders to get
feedback based on assessment data that has been analyzed. Reporting assessment can
explain the situation mastery learning and skills has been achieved by the students. While
stakeholders are able to make modifications and improvements to the teaching program
coincided with its current needs. All information and data assessment reporting should be
understood by all parties, especially the teachers.
Rujukan
References
Azizi Ahmad, Mohd Isa Awang, ( 2008). Pengukuran dan penilaian dalam pendidikan: Kuala
Lumpur, Open University Malaysia.
Mehrenss, W.A & Lehmann, I.J (1991). Measurement and evaluation in education and
psychology ( 4th ed.) Chicago : Holt, Rinehart and Winston.
Ragbir Kaur Joginder Singh, (2007). Panduan ulangkaji ilmu pendidikan untuk kursus
perguruan lepasan ijazah. Kuala Lumpur: Kumpulan Budiman Sdn Bhd.
11