PENTAKSIRAN PEMBELAJARAN

GGGA 5022

Pentaksiran Alternatif
Fakulti Pendidikan
Universiti Kebangsaan Malaysia (UKM)
MALAYSIA

Disediakan
Prof Madya Ts. Dr. Mohd Effendi @ Ewan Mohd Matore
Penyelaras GA5022
 The concept of
Alternative Assessments
 The concept of
Alternative Assessments
There are two major concepts that describe
alternative assessment:

1. Performance: A student’s active generation of a

response that is observable either directly or
indirectly via a permanent product

2. Authentic: The nature of the task and context in

which the assessment occurs is relevant and
represents “real world” problems or issues”
 Alternative assessment

1. Alternative assessments - performance tests or

authentic assessments, are used to determine what
students can and cannot do, in contrast to what they do
or do not know.

2. Measures applied proficiency > measures knowledge.

3. Alternative assessment can be a type of formative

assessment because it evaluates the learner’s progress
as the course goes underway.
 Transformation of
Alternative Assessments
 Transformation of
Alternative Assessments
 Transformation of
Alternative Assessments
 The concept of
Alternative Assessments
Traditional Vs Alternative
 Why we need
alternative assessment?
 Types of alternative assessment

1.Authentic/Cognitive Assessment
An assessment is authentic or cognitive when it asks students
to apply their learning in a true-to-life scenario.

2.Constructivist/Portfolio Assessment
A constructivist or portfolio assessment requires students to
assemble a cumulative collection of work that demonstrates
their course achievements (evidence, reflections, future)

3.Performance-Based Assessment
Engages students in the practice of deep learning. Effective
performance assessments require knowledge, skills, and
strategy, applied in context.
 Alternative assessment

Alternative assessment is also called a

authentic assessment because …..
it is deeply rooted in one’s ability to do something
by maximize newly-gained knowledge.
 Implementing Alternative Assessment:
Opportunities and Obstacles

Theoretical Framework
Learners as constructors of knowledge

Authentic and situated in the classroom

Dynamic ongoing statement

Empowerment of students
 Advantages of Alternative Assessment

Real-life situations + solve practical problems

Evaluating problem-solving skills

cost-effective

straightforward

identify and support students

out of their comfort zones

logical reasoning and communication skills

It eliminates the unreliable evaluation process

Disadvantages of Alternative Assessment

Teacher’s bias
or preferences

Time-
Expensive
consuming

Difficult to Difficult to
collate and develop and
interpret results grade
 Examples : Alternative assessment

1. Self assessment
2. Portfolio/e-portfolio
3. Online discussions/ eGroups
4. Projects (individual/group)
5. Oral presentations/debate/interviews
6. Brochure/pamphlet
7. Song/rap
8. Quiz Board
9. News Report
10. WebQuest
1 Self assessment
Self assessment
2 Portfolio/e-portfolio
 Portfolio/e-portfolio

1. An electronic porfolio (e-portfolio) is a purposeful

collection of sample student work, demonstrations, and
artifacts that showcase student's learning progression,
achievement, and evidence of what students can do.

2. The collection can include essays and papers (text-based),

blog, multimedia (recordings of demonstrations,
interviews, presentations, etc.), graphic.

Available tools (free or low cost)

1. b-learning (CANVAS) has an e-portfolio tool.
2. Wordpress
3. Edublog
4. Google Site
Portfolio/e-portfolio
3 Online discussions/ eGroups

Why consider group discussion?

- Motivating work with others
- How to apply principles to different contexts
- Explain ideas in their own words and compare
to contrasting viewpoints
- Learn better when they receive feedback
- Good communication and argumentation skills

Questioning techniques
- Use question to prompt students
- Explain the thinking and challenge
others
- Try to direct their attention to
important aspect of key concepts
- Push for further detail in explanation
and clarifications.
4 Projects (individual/group)
 Projects (individual/group)
1. Project-based assessments are an alternative to tests that allow
students to engage with their learning in more concrete ways.

2. Instead of merely studying theory, a hands-on project asks

students to apply what they've learned to an in-depth exploration of
a topic.

3. Project-based assessment is often a component of project-based

learning (PBL), in which the entire focus of a course or unit is to
teach via student engagement in problem-solving and exploration.

4. Like PBL, project-based assessment is student-centered and

requires reflection on both the process and the content to be
meaningful.
 Projects (individual/group)

To make sure your assessment is both meaningful and effective:

1. Allow students to choose topics, problems, and the direction of their

work to make it personally meaningful.

2. Be clear about the parameters of the project and your grading rubric
from the outset so students—and parents—know what to expect.

3. If students are working in groups, make sure you have a way to

assess individual learning rather than just giving a shared grade on
the final product.

4. Check in with students frequently, both informally and with

announced benchmarks to scaffold learning and set them up for
success
5 Oral presentations
 Oral presentations

1. Allows for probing questions (inquiry) that test

underlying assumptions.
2. Quick to mark – immediate feedback is possible.
3. Allow students to demonstrate a logical
flow/development of an idea.
4. Presentation skills are valued by employers.
5. Students are familiar with this assessment
method.
6 Debate
 Debate
A debate involves students in researching and analyzing a
controversial topic based on a stance which will lead to a series of oral
presentation of standpoints and arguments by the two opposite teams
(sometimes may involve interaction with the audience as well).

Advantages of Debate Disadvantages of Debate

• Allow students to look at both sides of an • Students may not be familiar with
issue debates as an assessment method
• Improve students' communication and • Debates are time-consuming (e.g.
expression skills in a public setting time for research and preparation,
• Enhance techniques of searching time for presentation of each group)
information • Students who do not like public
• Improve skills for gathering, evaluating and speaking would be less motivated in
synthesizing data from various sources in participating
order to develop arguments
• Foster appreciation of opposing viewpoints
• Enhance debating/arguing techniques
against opposing opinions
• Allow more interactive exchange among
students and teachers
7 Interviews
 Interviews

What is an Interview?
Interviewing involves the interaction in
which an interviewer collects
information from students with a
sequence of questions and listens for
answers.

This kind of interaction can be a rich

source of information to inform the
teacher about how the student
understand concepts and use procedures
they learned from the course, and
provides valuable information and
directions for the teacher in modifying
the course for improvements.
 Interviews
How to design a good Interview Assessment?
1. Try to make the student feel relaxed and comfortable during the interview,
because interviews can generate the most fruitful sharing when a trustful
rapport is established.
2. Practicing can help to ensure that the interview can be finished in a reasonable
amount of time (normally less than an hour).
3. Carefully select the sample of students for interview so that the group can
represent all students who may have different levels of interest and ability.
4. Ensure all the necessary equipment's for the interview are well-prepared,
such as interview protocol, audio and video recorders etc.
5. Try to make the interview group as small as possible, or conduct it individually;
this can best facilitate in-depth sharing of ideas.
6. Allow enough time for the student to fully express her ideas; always wait for a
few seconds before proceeding to the next question.
7. Review the interview transcripts several times with different investigators; this
will allow multiple perspectives in interpreting the responses given by the
interviewees.
8 Brochure/pamphlet
 Brochure/pamphlet

 These pamphlets would cover information relative to a

topic of study.

 Students worked in groups of two with the working

partner assigned.

 A student had the option to work independently.

 Students were to refrain from choosing a partner from

another class section to avoid unnecessary confusion
and logistic work for instructors.

 In the introductory session, students were made aware

that pamphlets would be graded based on the rubric.
 Brochure/pamphlet

Sharing Knowledge
 Towards the end of the term, one of the sessions was
dedicated to student presentations.

 Prior to this presentation, students distributed copies of

their pamphlet, both to their instructor and to students in
their class.

 Points were allocated solely to their presentation,

independent from the developmental phase of the
pamphlet.
Brochure/pamphlet
 Brochure/pamphlet
These aspects were considered when evaluating the students.

 Students made a 5 minute presentation to discuss content

of the pamphlet and share acquired knowledge with
members

 Each presentation was followed by a 5 minute Q&A

 Students were assessed on the clarity of their

presentation, team work and their ability to answer
questions

 An independent faculty member could also be invited to

evaluate the students
9 Song/rap
 Song/rap
Description: In this activity, students compose lyrics for a rap song.

Goals: National Standards of Music Education published by the Music

Educators National Conference (MENC) :

• Improvising melodies, variations, and accompaniments.

• Composing and arranging music within specified guidelines.
• Evaluating music and music performances.
• Understanding relationships between music, the other arts, and
disciplines outside the arts.
• Understanding music in relation to history and culture.

Objectives:
• Students will be able to write a rap song that contains rhyming words.
• Students will be able to associate rhythms and counting with words
that are used in their song.
 Song/rap

 Assessment: Teachers may want to assess students' raps by

using a rubric. Rubrics are now being used as assessment tools
for interdisciplinary units and for all general classes. It is
encourages us to use them for grading.

 A sample music rubric can be provided.

 As an alternative, teachers can grade the rap on a point system

(such as 25 points for the written assignment and 25 points for
performing. Extra credit could be given if students use a
background tape or if the rap is typed on computer or written
neatly in pen.)

 Materials (paper, pencils/pens, music if need be …. Etc)

10 Quiz Board
 Quiz Board

A quiz is a form of game or mind sport, attempt to answer questions

correctly. It is a game to test knowledge about a certain subject.

Quiz Board is an online, customizable question and answer game

for review of information. Teachers can enter questions that will help
students review material learned in class, in an exciting game like
atmosphere.
11 News Report
 News Report
Task: You are a reporter who has been set the task of informing the public about a
certain topic. Your task is to write a newspaper report, using your knowledge of
the topic and by conducting your own research into your chosen topic.

Choose ONE of the following topics given

Your article must include the following:

 A catchy headline.
 An interesting lead (the basics: who, what, when, where, why).
 Columns and paragraphs.
 A picture with a caption that explains the contents of the image.
 Interviews with at least three different ‘sources’ (with the correct use of
quotation marks).
 Include facts. Undertake research about your topic, using the internet and books.
 Language which is clear, succinct and engaging for the reader (and correctly
spelt!)
 News Report

The ‘Inverted Triangle’ Technique

1. When writing a newspaper report, you should use

the below ‘inverted triangle’ technique to help you
organise and structure your piece.

2. Each level in the paragraph will need to be AT

LEAST one paragraph long, and some, such as the
background information, will need to be several
paragraphs in length.
News Report
12 WebQuest
 WebQuest

A WebQuest is an inquiry-oriented lesson format in which most or

all the information that learners work with comes from the web.

Quest: seeking or pursuing something; a search

 Developed in early 1995 at san diego state university by bernie
dodge with tom march
 Inquiry-oriented
 Teacher becomes a guide rather than a feeder of information
 Focus on using information rather than looking for it
 Support learners’ thinking at the levels of analysis, synthesis and
evaluation
WebQuest
 WebQuest

It has 2 types of WebQuest

Shorter Term
• Designed to be completed in one to three class periods.
• Learner deals with a significant amount of new information and
makes sense of it.

Longer Term
• Designed to take between one week to one month.
• Learner deeply analyzes a body of knowledge, transforms it,
and demonstrates understanding by presenting it in some way.
Kesimpulan
PENTAKSIRAN PEMBELAJARAN
GGGA 5022
Pentaksiran Alternatif
Terima kasih
Fakulti Pendidikan
Universiti Kebangsaan Malaysia (UKM)
MALAYSIA
Disediakan
Prof Madya Ts. Dr. Mohd Effendi @ Ewan Mohd Matore
Penyelaras GA5022