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SEKOLAH
CLASSROOM
ASSESSMENT
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) :
PBS
PS
Pentaksiran Sekolah
PP
Pentaksiran Pusat
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.
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
FOCUS :
FOCUS :
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
some students
(Donna Wilson & Marcus Conyers, Five Big Ideas For Effective Teaching. Pg. 44)
Assessment for
Learning
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)
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
WHY ?
ASSESSMENT
Is the HEART of the learning
Assessment drives learning
WHY ?
MENGAJAR Vs
MEMBERITAHU
Teachers assess to TEST ;
Educators assess to assist
LEARNING.
WHY ?
It is important that teachers consider assessment
before they begin planning lesson or projects.
WHY ?
Teachers need to do assessment during
Teaching & Learning to know the
students prior knowledge.
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
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
Why
Untuk
mendapatka
n maklumat
perkembang
an murid
How
Pelbagai
kaedah pentaksiran
Pentaksiran
SUMATIF
QA
Report
Report
Merujuk standard
prestasi
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
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
WHEN ?
SEMASA Pembelajaran
dan Pengajaran
HOW ?
ASSESSMENT FOR
LEARNING
HOW ?
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 ?
understanding,
and
sharing
learning
intentions
curriculum philosophy
2. Engineering
learning
Classroom discourse, interactive whole class teaching
3. Providing
Feedback
4. Activating
Collaborative
assessment
5. Activating
learning,
reciprocal
teaching,
peer-
learning
Metacognition,
motivation,
interest,
attribution,
self-
HOW ?
Objectives &
outcomes
Feedback
Self
Assessment
Questioning &
Discussions
Know how to
improve
HOW ?
STUDENT
S
TEACHERS
Assessment
Assessmentas
as Learning
Learning
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
Understand
learning intention
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 :
HOW ?
Success Criteria:
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.
HOW ?
Lesson Planning :
A Lesson well planned and thought is the
first step to effective practice.
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
Evaluating
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
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 :
HOW ?
gap
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
Some of the
None of the
children met
the objectives
children met
the objectives
Were you
stretching the
more able ?
Were the
objectives
appropriate ?
Was there
enough support?
Were the
objectives
appropriate?
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.