PENTAKSIRAN

SEKOLAH

CLASSROOM
ASSESSMENT

TAN LEE SUAN

UNIT PENGURUSAN PENTAKSIRAN
SEKTOR PENILAIAN DAN
PEPERIKSAAN

OBJEKTIF :
1. Memahami perkaitan antara Pentaksiran / PBS
dengan Pembelajaran Murid.
2. Memahami konsep-konsep utama berikut :
i. Pentaksiran (Assessment)
ii. Assessment for Learning
iii. Assessment as Learning
iv. Assessment of Learning
3. Memahami pelaksanaan 5 strategi Assessment
for Learning dalam PdP yang berkesan
4. Memahami
perkaitan
antara
Classroom
Assessment
dengan
konsep
Differentiation,
Metacognition dan. Reflective Teaching and Learning
5. Memahami kepentingan pelaksanaan Classroom
Assessment dalam memaksimakan Pembelajaran.

KRITERIA KEJAYAAN
(Success Criteria) :

1.Menjelaskan dan membezakan antara

konsep
Assessment for Learning,
Assessment
as
Learning
dan
Assessment of Learning.
2.Menyatakan dan menjelaskan 5 strategi
Assessment for Learning.
3.Menyatakan
perkaitan
Classroom
Assessment
dengan
pelaksanaan
Differentiation,
Metacognition
dan
Reflective
Teaching
And
Learning
semasa PdP.
4.Menyatakan strategi
utama dalam

PBS

Pentaksiran Berasaskan Sekolah

PS

Pentaksiran Sekolah

PP

Pentaksiran Pusat

Pentaksiran Aktiviti Jasmani,

PAJSK
Sukan dan Kokurikulum
PPsi

Pentaksiran Psikometrik

ASPIRASI MURID

MATLAMAT PENDIDIKAN :
PPPM Bab 4 & 5

SCHOOL
IMPROVEMENT
OUTPUT

KEMENJADIAN MURID

INPUT
PEMBELAJARAN
dan PENGAJARAN
Berkesan

INPUT
KEPIMPINAN
INSTRUKSIONAL

MATLAMAT PENDIDIKAN
PPPM Bab 4

ACCOUNTABILITY FOR
STUDENT LEARNING
IS IMPORTANT
Its not about what a teacher is TEACHING,
Its about what the students are
LEARNING.

Effective Teaching and

Learning

Can effective teaching take place in the absence of learning ?

Assessment
Crisis
If
we
wish
to
maximize
student
achievement in U.S., we must pay far greater
attention to the improvement of classroom
assessment. Both assessment of learning
(AoL) and assessment for learning (AfL)
are essential. But one is currently in
place, and the other is not.
Richard J. Stiggins

How can we use assessment to help our

students want to learn ? How can we help
them feel able to learn?
Richard J. Stiggins

Where are we now . ?

Assessment OF Learning

Assessment FOR Learning

FOCUS :

FOCUS :

How to make our test

scores go up ?

How can we use

assessment to help our
students :
Want to learn
Feel able to learn

Statement :
Accountability For Student Learning Is
Important.

Assessment OF
Learning

Assessment
FOR Learning

Provide evidence of
achievement for
public reporting

Serve to help
students learn
more

Determine the
status of learning

Promote greater
learning

Are our current approaches to

ASSESSMENT
improving
?
They learned student
that the learning
way to succeed
when
confronted with a tougher challenge is to
redouble efforts work harder and work smarter.
If you do so you will win. And so, they contend, the
way to cause students to learn more and thus the
way to improve schools is to confront them
with a tougher challenges. This will cause them
to redouble their efforts, they will learn more,
their test scores will go up, and the schools will
become more effective. We can motivate
students to greater effort, they believe, by setting
higher academic standard, raising the bar, and
implementing more high-stakes testing. This is the
foundation of our belief in the power of
accountability-oriented standardized tests to drive

Are our current approaches to ASSESSMENT

improving student learning ?
Assessment is an index of the success of our efforts.
How can we maximize the positive impact of our
scores on students ?
Teachers believe that the way to maximize learning is
to maximize anxiety.

some students

In point of fact, when some

students are confronted with
the tougher challenge of highstakes testing, they do
redouble their efforts, and they
do learn more than they would
have without the added
incentive. Please note, however,
that I said this is true for

Another huge segment of our

student population, when
confronted with an even tougher
challenge than the one that is has
already been failing at, will not
redouble its efforts -- a point that
most people are missing. These
students will see both the new high
standards and the demand for
higher test scores as unattainable
for them, and they will give up in
hopelessness.

Low test scores are not a sign that

students cant learn but an indication of
the need for more informative
assessments and intense expect
teacher interventions in a positive
classroom environment that supports
students beliefs that they can get
smarter

(Donna Wilson & Marcus Conyers, Five Big Ideas For Effective Teaching. Pg. 44)

If teachers have high expectations, they

tend to have them for all students;
similarly, if they have low expectations,
they have them for all students and the
students tend to perform to the level of
those expectations
(Sternberg and William)

Comparing OF and FOR

Assessment of Learning

Assessment for
Learning

Checks what has been learned

to date

Checks learning to decide what

to do next

Is designed for those not

directly involved in daily
learning and teaching

Is designed to assist teachers

and students

Is presented in a formal report

Is used in responding to student

work and in conversation

Usually summarizes into marks,

scores or grades

Usually detailed, specific, and

descriptive feedback in words
and in relation to criteria that
has been set

Usually compares the

students or the standard for
a grade level

Usually focused on
improvement, compared with
the students previous best

Traditional
Assessment Pyramid

Reconfigured
Assessment Pyramid

ASSESSME LEARNIN
NT

G
Lorna M Earl (Assessment as Learning,
pg.31 & 32)

Features of Assessment of, for and as

Learning
Reference
Points

Key
Assess
or

Approac
h

Purpose

Assessme
nt
of
Learning

Judgments about
placement,
promotion,
credentials, etc.

Other
students,
standards or
expectations

Teacher

Assessme
nt
for
Learning

Information for
teachers
instructional
decisions

External
standards or
expectations

Teacher

Assessme
nt
as
Learning

Self-monitoring
and selfcorrection or
adjustment

Personal goals Student

and external
Lorna M.Earl (pg.31)
standards

WHY ?

ASSESSMENT
Is the HEART of the learning
Assessment drives learning

WHY ?

MENGAJAR Vs
MEMBERITAHU
Teachers assess to TEST ;
Educators assess to assist
LEARNING.

Taruna Goel, Vancouver

(www.glog.ac.uk)

Teaching without learning is not a teaching

at all.
Is just a presentation !!!

WHY ?
It is important that teachers consider assessment
before they begin planning lesson or projects.

One of the challenges in teaching is designing, and to

be a good designer you have to think about what
youre trying to accomplish and craft a combination of the
content and the instructional methods, but also the
assessment.

It is important to ask the teachers :

What are you going to assess ?
Whats evidence of the goals that you have in mind?
Otherwise the whole teaching can end up being
hit-or-miss.

WHY ?
Teachers need to do assessment during
Teaching & Learning to know the
students prior knowledge.

When students can connect what they are

learning to accurate and relevant prior
knowledge, they learn and retain more. In
essence, new knowledge sticks better
when it has prior knowledge to stick to.
It is important to help students activate
prior knowledge so they can build on it
productively.

WHY ?

PENTAKSIRAN SEKOLAH
Pentaksiran formatif adalah satu proses yang
terancang yang mana bukti tentang status murid
yang diperoleh semasa mentaksir akan digunakan
oleh guru untuk menyesuaikan

prosedur pengajaran mereka atau

juga digunakan oleh murid untuk
menyesuaikan taktik
pembelajaran mereka.

WHY ?

PENTAKSIRAN / ASSESSMENT
Assessment For Learning
=
Assessment For Teaching

FEED BACK
(MAKLUM BALAS)

WHAT ?

PENTAKSIRAN
Satu proses
Mendapatkan maklumat
dan seterusnya

penghakiman
tentang produk sesuatu

membuat

proses pendidikan

Proses
Pembentukan

Proses
Merumuskan

Assessment For
Learning
Sepanjang P & P

Untuk
memperbaiki
pembelajaran
murid

Why

Pelbagai
kaedah pentaksiran

How

Merujuk standard
prestasi

What

What

Assessment Of
Learning
When

When

Pentaksiran
FORMATIF

QA

Pelaporan verbal / bertulis

boleh diberi bila bila masa

Why

Untuk
mendapatka
n maklumat
perkembang
an murid

How

Pelbagai
kaedah pentaksiran

Pentaksiran
SUMATIF

QA
Report

Di hujung sesuatu unit

pembelajaran

Report

Merujuk standard
prestasi

Pelaporan kuantitatif / kumulatif

boleh diberi di hujung setiap
semester / tahunan

Proses
Pembentukan
Assessment For
Learning
Sepanjang
P&P

Proses
Merumuskan
Assessment Of
Learning
Di hujung
sesuatu unit pembelajaran

Memperbaiki Pembelajaran
Murid

Untuk mendapatkan
maklumat perkembangan
murid

Pentaksiran
FORMATIF
(AfL)

Pentaksiran
SUMATIF
(AoL)

FOCUS :
How can we use Assessment to
help our students :
WANT TO LEARN
ABLE TO LEARN

FOCUS :
How to make out test scores go
up ?

Richard J. Stinggins

Teachers believed that the

way to MAXIMIZE LEARNING
was to MAXIMIZE ANXIETY.
Richard J. Stiggins

PENTAKSIRAN
FORMATIF
(ASSESSMENT FOR
LEARNING)
Assessment For
Learning
Sepanjang P & P
Untuk
memperbaiki
pembelajaran
murid

Why

Pelbagai
kaedah pentaksiran

How

Merujuk standard
prestasi

What

When

Pentaksiran
FORMATIF

QA
Report

Pelaporan verbal / bertulis

boleh diberi bila bila masa
Sumber : SK Tabuan

Assessment for Learning (AfL)

AfL is not a test.
It is to record student thinking and track
development overtime
AfL provides feedback throughout the process.
Teacher must create meaningful assessment tasks that
allow transfer of learning to other contexts.
Think of everything as an asssessment. Every piece of
work, every interaction, every conversation can tell us
where a learner is at and where they need to
go.

WHEN ?

SEMASA Pembelajaran
dan Pengajaran

HOW ?

ASSESSMENT FOR
LEARNING

HOW ?

Assessment for Learning

The
process
of
seeking
and
interpreting evidence for use by
learners and their teachers to decide
where the learners are in their
learning, where they need to go and
how best to get there.
(Assessment Reform Group, 1999 p.2)

HOW ?

Formative Assessment
Assessment becomes formative
assessment when the evidence
is actually used to adapt the
teaching work to meet learning
needs.
(Black et al., 2004 p.10)

HOW ?

Five key strategies

1. Clarifying,

understanding,

and

sharing

learning

intentions
curriculum philosophy

effective classroom discussion,

tasks and activities that elicit evidence of

2. Engineering

learning
Classroom discourse, interactive whole class teaching
3. Providing
Feedback

feedback that moves learners forward

students as learning resources for

one another

4. Activating

Collaborative
assessment
5. Activating

learning,

reciprocal

teaching,

peer-

students as owners of their own

learning
Metacognition,

motivation,

interest,

attribution,

self-

HOW ?

ASSESSMENT FOR LEARNING

The students are empowered to learn by helping them to discover what
they need to do in order to improve. The key parts being :

1. All the learners are clear on objectives and

outcomes.
2. There is prompt feedback to the student, following
the task, that identifies their next steps for
improvement.

Objectives &
outcomes
Feedback

3. The learners are regularly assessing their own

and others attempts.

Self
Assessment

4. Many high quality questions and discussions that

encourage the learners to reflect and analyses.

Questioning &
Discussions

5. The learners have information that clearly helps

them to identify their strengths and areas of
concern.

Know how to
improve

HOW ?

STUDENT
S

TEACHERS

ASSESSMENT FOR LEARNING

(Five key strategies)

Assessment
Assessmentas
as Learning
Learning

ASPECTS OF ASSESSMENT FOR LEARNING

Where The
Learner Is Going

Where The Learner

Is
( Present Position )

How To Get
There
( Close The Gap
)

Engineering effective
discussions, tasks
and activities that
elicit evidence of
learning
Classroom
discussion,
interactive wholeclass teaching

Providing
feedback that
moves learners
forward

( Desired Goal )

Curriculum
Philosophy
TEACHE
R

Clarify and
share learning
intentions

PEER

LEARNE

Feedback

Understand
and sharing

Activating students as learning

resources for one another
Collaborative learning,
learning intentions
Reciprocal/Team Teaching, Peer
Assessment.

Understand
learning intention

Activating students as owners of their

own learning.

HOW ?
Clarify and Sharing Learning
Expectations (Objectives) / Success
Criteria :

Low achievement
is often the result of
students failing to understand
what teachers requires of them.
(Black & William, 1998)

HOW ?
Learning Objectives :

A learning objective (LO)

describes what students should
know, understand or be able
to do by the end of the lesson.

HOW ?
Success Criteria:

Success criteria (SC) describe

what students need to do, the
skills or actions that need to be
done, to achieve the learning
objective.

HOW ?
Sharing Learning Expectations
(Objectives)

Lesson Objectives
& Success
Criteria (Kriteria Kejayaan) displayed
at white board and share with the
students
Reinforced at appropriate points
throughout the lesson to allow
students to check on their own
progress (learning)
Opportunities for Peer and Self
Assessment.

Sharing Learning Expectations

(Objectives)

LOs / SCs provide the basis for formative assessment

opportunities in the lesson
SCs are the benchmark against which students and
teachers can measure progress
Teachers and students use assessment outcomes to
next teaching and learning steps
Next learning steps are communicated through
feedback and feed-forward
Students are encouraged to evaluate their own
progress

HOW ?
Lesson Planning :
A Lesson well planned and thought is the
first step to effective practice.

Who are my learners ?

What prior knowledge they have ?
What strategies shall I use ?
How to assess them authentically ?
(Student-Centered ; Collaborative/Cooperative Learning; Questioning ;
Differentiation. Etc)
MVI_4177.MOV
BBM & Instruments.ppt

Student Centered Learning

There is a high level of
engagement, collaboration
and thinking skills of
students during the lessons.

Now: Students can interact, work

together, share

Before: Students facing the

teacher to listen
Source : LeapEd Services

HOW ?
It is important that teacher ask questions that are
worth asking and TECHNIQUE
answering.
QUESTIONING
Teacher need to be clear about the purpose of the
question, and ensure that students understand
what type of thinking is being promoted.
Teacher can think of a good question as being
one :
i.that promotes discussion
ii.in which everyone can have an answer
iii.which make students think
iv.has a purpose ( is focused towards a learning
objective).Wait time = Thinking time
Teacher need to promote active thinking rather
than passive waiting.

HOW ?
DIFFERENT PURPOSES OF
QUESTIONING

Assessment /
Review

Stimulus /
Scaffolds

Thinking

To diagnose or
To encourage
To engage
understand a
action or activity
students in
students level of
by students
problem solving,
competency /
reflection,
achievement
evaluation and
concept
development
and connection

HOW ?
QUESTION TYPES
Traditional
Closed
Assessment
Orientated
Recall & Description
Decontextualised

Contemporary
Open
Learning Orientated
Explanation and
Evaluation
Contextualised

HOW ?

HOW ?
QUESTIONING STRATEGIES
Graduated Questions
Moving through a question sequence
increasingly difficult cognitive levels

at

Follow-Up Questions
Additional questions are
strengthen understanding

used

to

build

Step-Down Questions
Simplify higher order questions using leading
questions

Graduated
Questioning

HOW ?
Creating

Uses simple, lower order

questions to stimulate
discussion

Evaluating

The questioning sequence

becomes high order and
complex

Applying

Analyzing

Understanding
Remembering

HOW ?

Follow-Up Questioning
Based on a clear objective and
expected outcome
Follow-up questions are based on
student responses
Each question builds / strengthens
clarifies understanding

HOW ?

Step-Down Questioning
Guide students to discover a
concept or encourage students to
contribute to discussion
Requires rephrasing or simplification
of an original question

HOW ?
Feedback descriptive feedback supports learning

Evaluative
Feedback

Feedback as marks
or grades has a
negative effect
because students
ignore comments
when marks are also
given.
(Butler, 1988)

Descriptive
Written or
oral comments
Feedback
to students will help students
to focus on the learning
issues rather on trying to
interpret a mark or a grade.
To be effective, feedback
should be immediate as
possible, should be clear, and
should make the student
think.
Providing feedback should be
a
minute-to-minute
process rather than an endloaded process.
(Dylan
William)

HOW ?
Feedback descriptive feedback supports learning
Evaluative
Feedback
Evaluative feedback
often signals to
students that their
learning associated
with a piece of work
is finished.

Descriptive
ProvidingFeedback
individuals

or
groups
with
immediate
verbal feedback or brief
written comments as they
are working, can help to
promote
more
effective
learning.
Descriptive feedback gives
student
about
current
strength (success) and
how to do next time
(corrective actions).

FEEDBACK
Feedback is one of the most powerful
influences on learning and achievement.
Hattie & Timperley, 2007

Feedback allows teachers to see learning

through the eyes of their students. It make
learning visible and facilitates the planning of
next steps. The feedback that students receive
from their teachers is also vital. It enables
students to progress towards challenging
learning intentions and goals.
If we, as teachers, are to have
impact2007
on
Hattiean
& Timperley,
learning, then we must come to know what our
students are thinking so that we can provide more
feedback, task information, encourage trial and
error, and develop deep understanding and
transformations.

Effective Feedback & Feed-Forward

Feedback

Feed-Forward

that
identifies what needs
been on
to be done to improve
done/observed/
Comment is based on
completed
achievement criteria
Eg: Tower illustration
Eg: You need to draw
accurately drawn
your scale using even
using scale and labels.
integers.
Comment

on what has

Comment

HOW ?
Peer & Self Assessment essential components
of AfL
When everyone is trying to learn, feedback about
the effort has
3 elements :
Evidence about
present position

Redefinition of the
desired goal

Understanding of a way to
close the gap between the
two

HOW ?
High-quality instructional feedback :

Using Classroom Assessment To Improve Learning (www.education.com)

GOOD FEEDBACK PRACTICE :

HOW ?

1 Help clarify what good performance is (goals,

criteria, expected standards).
2 Facilitates the development of self-assessment
in learning.
3 Delivers high quality information to students
about their learning.
4 Encourages teacher and peer dialogue around
learning.
5 Encourages positive motivational beliefs and
self-esteem.
6 Provides opportunities to close the
between current and desired performance.

gap

7 Provides information to teachers that can be

used to help shape teaching.

7
1

Things to Remember
About Feedback
3

The feedback
If students know the
Feedback is
students
classroom
not
give teachers can be
is a safe place to make
advice, praise,
more
mistakes,
or
they are more likely to use powerful than the
evaluation.
feedback
feedback for learning.
Feedback is
When weDylan
giveWilliam,
a grade
as
Students
p.30 teachers give
information
part of our
need to know
students.
about
feedback, students routinely read
Cris Tovani, p.48
their
how we are
only as
learning target
doing
far as the grade.
Peter

in our Effective
efforts
Most
of
the
feedback
Johnston, p.64
the specific
to
that
feedback
skill
reach aduring
goal. the
students receive about
occurs
Grant Wiggins, p.10
theyre
their
learning,
supposed
classroom work is from
while there is still
to learn or else
other
time to
Source : The collective wisdom of authors published in the September 2012 issue of Educational Leadership
Feedbackis
for
feedback

HOW ?
Peer Assessment
Turn students into Assessors during their learning.
Students may accept from one another comments of
their work which they would not take seriously if made by
the teacher.
Interchange will take place in a language that students
themselves would naturally use. If students do not
understand an explanation, they are more likely to interrupt
a peer in situations when they would not interrupt a
teacher.
Peer assessment places the work in the hands of the
students.
The teachers can then be free to observe and reflect on
what is happening, and to frame helpful interventions.

HOW ?
Self Assessment
Student learn to be
learning.

responsible on their on

Teachers need to provide students with the

opportunity to assess their own progress or
achievement against the Success Criteria at
different points throughout the lesson.
Students change from behaving as passive
recipients of the knowledge offered to becoming
active learners who could take responsibility
for their own learning.
AFL Strategies.pptx

Assessment of childrens work

All of the
children
met the
objectives
How do you
know ?

Some of the

None of the

children met
the objectives

children met
the objectives

Why only some ?

Was the work

too easy ?

Who did ? Have

you any
reasons ?

Were you
stretching the
more able ?

What could you

have done to
support others?

Were the
objectives
appropriate ?

Did you need

differentiated
objectives ?

What could you

have done
differently ?
Did you provide
scaffolding ?

Was there
enough support?
Were the
objectives
appropriate?

Figure : Applying assessing childrens work to reflecting on teaching

Adrian Copping : Reflective learning and teaching Opportunities

Reflective practice
is important to the development of all
professionals because it enables us to learn from
experience. Although we all learn from experience,
more and more experience does not guarantee more
and more learning. 20 years of teaching may not
equate to 20 years of learning about teaching but
may be only one year repeated 20 times. There
are many times when our normal reactions to events are
insufficient themselves to encourage reflection. We
should not rely solely on our natural process of reflecting
on experience, but actively seek ways to ensure that
reflection itself become a habit, ensuring our
continuing development as a professional teacher
Beaty, education.
L. (1997) Developing Your Teaching Through Reflective Practice p.8
in higher

PENGOPERASIAN PENJAMINAN
KUALITI
(PENTAKSIRAN SEKOLAH)

Sekian.
Terima kasih.