Professional Documents
Culture Documents
11.pentaksiran Pembelajaran
11.pentaksiran Pembelajaran
Student
Learning
Dr Khairul Jamaludin
“Used with skill, assessment can
motivate the reluctant, revive the
discouraged, and thereby
increase, not simply measure,
achievement.”
- Chappuis et al.(2014)
What will we
discuss?
• What is assessment?
• Types of assessment
• Quality classroom assessment
• Setting up classroom assessment
• Selecting assessment method
• School-based assessment
• Your presentation!
• Conclusion
What is assessment?
Ministry of Education Malaysia (2018)
“…process of collecting information about pupils’ progress in the
classroom. The on-going assessment is planned, implemented and
reported by respective teachers. This process is ongoing to enable teachers
to determine the pupils’ mastery level.”
Wiggins (1993)
“…is a comprehensive, multifaceted analysis of performance; it must be
judgment-based and personal. “
Clear targets
Sound Assessment
Design
Effective
Communication
Student Involvement
Clear purpose
After we have chosen a method, we develop it with attention to three other quality criteria
must sample well by including just enough exercises to lead to confi- dent conclusions about
student achievement
must build the assessment of high- quality items, tasks, or exercises accompanied by proper
scoring schemes
every assessment situation brings with it its own list of things that can go wrong and that can
bias the results or cause them to be inaccurate
Effective
Communication
Communication of formative
an assessment’s results must be
assessment infor- mation provides the
communicated to the intended user(s)
kind of descriptive feedback learners
in a timely and understandable way
need to grow.
Communication in a summative
assessment context leaves all
recipients understanding the
sufficiency of student learning such as
when we convert summative
assessment information into grades
that accurately reflect achievement at
a point in time.
Student Involvement
Students decide whether they believe they are capable of reaching the
learning targets.
Methods • Matching
• Fill-in-the-blank questions
Selected Response
• Questions during
instruction • Short answer items
Personal Written
• Interviews and conferences Communication Response • Extended written response
• Participation items
• Oral exams
• Student journals and logs
Performance Assessment
• Performance task
• Performance criteria
Selected response
assessment
Fill-in-the-
Multiplechoice True/false Matching blank
questions
Ask a full question in the stem. This forces you What was the trend in interest rates between Between 1950 and 1965
to express a complete thought in the stem or 1950 and 1965? a. Interest rates increased.
trigger part of the question, which usually a. Increased only b. Interest rates decreased.
promotes students’ under- standing. b. Decreased only c. Interest rates fluctuated greatly.
c. Increased, then decreased d. Interest rates did not change.
d. Remained unchanged
Eliminate clues to the correct answer either All of these are an example of a bird that flies,
within the question or across questions within except an
a test. When grammatical clues within items a. Ostrich
or material presented in other items give b. Falcon
away the correct answer, students get items c. Cormorant
right for the wrong reasons. d. Robin
*(The article an at the end of the stem
requires a response beginning with a vowel.
As only one is offered, it must be correct.)
• Do not make the correct answer obvious to students who have not
studied the material.
• Highlight critical, easily overlooked words (e.g., NOT, MOST, LEAST,
EXCEPT).
• Have a qualified colleague read your items to ensure their
appropriateness. This is especially true of relatively more important
tests, such as big unit tests and final exams.
• Double-check the scoring key for accuracy before scoring.
items:
approach:
Chappuis et al. (2014)
Written assessment: quality
guideline
Quality of the Items
• Is written response the best assessment method for this learning
target?
• Do items call for focused responses?
• Is the knowledge to be used clearly indicated?
• Is the reasoning to be demonstrated (if any) clearly indicated?
• Is the item itself written at the lowest possible reading level—will all
students understand what they are to do?
• Will students’ level of writing proficiency in English be adequate to
show you what they know and can do?
• Is there anything in the item that might put a group of students at a
disadvantage regardless of their knowledge or reasoning level?
• Are there enough items to provide a defensible estimate of student
learning on intended targets?
Written assessment: quality
guideline
Quality of the Scoring Guide(s)
• For the knowledge aspect of the response, is it clear how points will be
awarded? If a task-specific rubric is used, does the item clearly call for the
features described in the highest level of the rubric?
• For the reasoning portion of the response (if any), does the rubric capture
the essence of high- quality thinking at the highest level? Does it identify
flaws in reasoning at the lower levels?
• Does the scoring guide sufficiently represent the intent of the learning
target(s)?
Scoring Considerations
• Is the total number of items to be scored (number of items on the
assessment times number of students responding) limited to how many the
rater(s) can accurately assess within a reasonable time?
• If the scoring guide is to be used by more than one rater, have raters worked
together to ensure consistent scoring?
performance assessment
assessment based on observation and judgment
• Term paper
• Lab report
• Work of art
• Wood shop creation
F Format: Writers must see clearly the format that the finished writing should
have, whether brochure, memo, letter to the editor, or article in a magazine.
S Strong verb: the verb we use in the task itself - What is the purpose for the
writing?
Smith (1990)
Strong verbs list
assessment
Listening to
Interviewing
Asking questions students as they
students in
during instruction participate or
conferences
perform in class
assessment
92
90
84
80 80
70
60 60
50
42
40
35
30
20
10
0
TOV Mid year Final year
Student A Student B
School-based assessment
Incorporate different people (teacher, parents, Determine learning outcomes to support & motivate
peers) students
Allow students to get support; enhancing learning in Help identify development of academic & working
class & from home skills
Involve the teacher from beginning to the end Identify and develop suitable assessment tasks
Reinforce students’ autonomy & independent learning Allow immediate and constructive feedbacks
Steps in conducting SBA
Developing
Sequencing learning:
Identifying assessment:
Planning learning Making judgement: Using feedback:
curriculum: Planning a variety of
experiences & Considering how Considering how &
selecting learning, assessment to collect
teaching strategies judgment will be when to provide
school priorities & comprehensive &
to respond to made feedbacks
context for learning meaningful
students’ needs
evidences
Let’s hear from you
SBA in Malaysia?
Centralized
assessment
Academic
In-school
assessment*
Assessment
Physical, sports &
cocurricular activities
assessment
Non-academic
Psychometric
assessment
How it is done?
Systematically documented:
design – implement Focus on individual development
- Record – analysis - improvement