pengujian & penilaian

7/27/2019 Pengujian & Penilaian

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Definisi dlm pendidikan:Satu prosedur yg sistematik utk ukur

perubahan sebhg drp semua aspek t/laku

seseorg individu terhdp pembelajarannya

Sistematik prosedur teratur dgn

mengikut peraturan tertentu utkmentadbirkan ujian & menetapkan

pemarkahan / penggredan secara perinci

Memberi ujian utk dapat sesuatu

maklumat tentang pencapaian murid dlm

pembelajaran

Kaedah lazim di kelas kesan pencapaian

Mesti gunakan alat pengukuran e.g.

kertas soalan

Ciri-ciri t/laku yg diukur : kognitif /

psikomotor / afektif

Dilaksanakan secara formal dgn

menggunakan ujian kertas pensel e.g.

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ujian bulanan & pp tahunan / tidak

formal melalui ujian lisan

Keputusan memberi bandingan prestasi

antara murid

Usaha utk tentukan nilai kuantitatif

sesuatu benda, perkara / keadaan

Definisi dlm pendidikan: Satu prosesmenghasilkan nilai kuantitatif utk

tentukan peringkat pencapaian &

kedudukan murid dlm pembelajaran

Perolehi drp penyukatan dgn

menggunakan alat dlm unit angka ygtetap e.g. pembaris ukur panjang/lebar

sesuatu benda dlm sm; termometer ukur

suhu dlm C / F

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Dilakukan melalui ujian / pp utk kumpul

bukti / data dlm angka

Alat pengukuran yg lain: kadar skala,

senarai semak, soal selidik & kod skor

Maklumat dikumpulkan utk buat

interpretasi, tetapkan keputusan & capai

sesuatu tujuan

Hasil nilai kuantitatif pengukuran :

Dlm markah (skala selang) & gred

(skala norminal / kategori) yg

menunjukkan prgkt pencapaian

Nilai kuantitatif blh digunakan utk

mengatur kedudukan prestasi m

mengikut susunan turutan (skala

ordinan) e.g. UPSR, PMR, SPM :

pengukuran pencapaian m di dlm bbrpm/p sekolah

Perbandingan dibuat antara murid utk

membayangkan kedudukan seseorg

murid dari segi prestasi norma /

pencapaian kriteria yg tlh ditetapkan

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Tdk bersifat mutlak krn murid yg

menjawab semua soalan dgn salah &mendpt 0 dlm ujian tidak semestinya

tdk mempelajari langsung apa yang tlh

diajarkan kpdnya

Tdk wajar dikatakan seseorg murid yg

mendpt markah 90 adalah 2 kali lebihpandai drp m yg hanya mendpt 45

Pengukuran mesti menuju ke arah

keobjektifan supaya keputusan lebih dpt

dipercayai & konsisten

Sistem/proses akt mengumpul maklumat

tentang strategi & aktiviti P & P

Buat analisis

Tindakan selanjutnya

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PENILAIAN = Pengukuran Kuantitatif +

Penghuraian Kualitatif + Pengadilan Nilai

Meliputi pencapaian & kemajuan dlm

pelajaran & pentaksiran semua aspek

perkembangan mental & fizikal, minat,sikap, bakat, emosi & kejayaan dlm sosial

Pengujian

Pengukuran

Penilaian

Perhubungan P3

Prinsip asas melakukan penilaian:

tujuan penilaian

bidang yg dinilai

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calon yg dinilai

teknik yg digunakan, termasuk

kesedaran kekurangan & kelemahan dlm

teknik

Prosedur penilaian:

o Tujuan

o Rasional 1. MENGAPA

o Maklumat balik

o laporan

o obj pljran 2. APA

o pembljran m

o prestasi g

o kuro cara menilai

o m 3. SIAPA PENILAIAN

o guru

teknik penilaian

masa

tmpt

kriteria

norma/prestasi

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4. BAGAIMANABILA, DI MANA,

KRITERIA


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TUJUAN PENGUJIAN &

PENILAIAN DI SEKOLAH

Utk mendpt maklumat balik Utk membaiki kurikulum

Sebagai penggerak

Utk mengesan punca kelemahan

Utk menempatkan m dlm jurusan

pendidikan

Utk pengelasan & pensijilan Utk penyelidikan

Ramalan

Tujuan dlm KBSR & KBSM

Mengesan perkembangan penguasaan mdari segi pengetahuan, penhayatan nilai

murni, jasmani & social selaras dgn obj

P& P

Mengenal pasti kekuatan & kelemahan m

dlm pembljran utk merancang akt

pengayaan & pemulihan

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Mengenal pasti keberkesanan pengajaran

guru supaya memblhkan guru

memperbaiki pengajaran selanjutnya

Mengambil tindakan susulan utk

mengatasi kelemahan & meningkatkan

lagi proses P & P

Menentukan pencapaian murid dlm

semua m/p dgn memberi markah & gred

yg berkenaan Merekod keputusan pengujian &

penilaian itu dlm Rekod Prestasi & Rekod

Profil m utk dirujuk oleh pihak-pihak yg

berkenaan

AIMS OF TESTS

Determine changes in ps behaviour

Determine ps achievement in certain

learning

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Place p in suitable groups based on

test results

Motivate p to do revision

Train p to be prepared for public

exams

AIMS OF MEASUREMENTS

Determine level of achievement &

positions of p in the same class or classes

Make comparison bet ps achievement

& positions in certain subject / their

overall academic achievement

For appropriate streaming

Make analysis, interpretation &

conclusion for certain research based on

the result

Award certificates as a form of

academic achievement in certain schoollevel

As criteria for relevant authority to

refer for certain purpose

AIMS OF EVALUATIONS

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Collect information concerning ps

achievement after teaching-learning acts,

to interpret the result and takeappropriate action

Determine ps strength & weaknesses

in learning certain skill in order to plan

enrichment / remedial work

Determine the trs presentation in

class so that a more effective teachingstrategy could be employed

Determine the achievement of pre-

determined learning objs so that teaching-

learning acts could be planned further

Record the evaluation results in ps

Performance & Profile Record so thatthey could be referred by relevant

authorities when required

Assess the effectiveness of

implementing a certain new prog e.g.

KBSR / KBSM

CIRI-CIRI UTAMA UJIAN

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VALIDITY (KESAHAN)

- Measure what it is supposed to measure

- How far the test has fulfilled its obj

CONTENT VALIDITY (KESAHAN ISI)

- actually & accurately testing the subject

content according to its aim & skillspredetermined

- prepare a Test Blue Print

PREDICTIVE VALIDITY (KESAHAN

RAMALAN)

- predict the capability / qualification of an

ind. in carrying out certain duty/work in the

future, e.g. STPM exam is used to predict a

candidates qualification for entering a

university- predict an inds action / behavioural change

in future based on test result, e.g. MTest

selected to follow a course in a teachers

training college & obtained a Teaching

Certificate

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CONCURRENT VALIDITY (KESAHAN

SERENTAK)

Inds achievement in a test = highly

correlate with the achievement of a

previous similar test

So, test contains high cv.

Dont conduct two similar tests after a

short period as there would be the effect of

history/memory performs better Eg to determine cv tr construct own

test items which include all the materials

found in the work books.

If test performance correlates with the

performance of ex. in work books, then

high cv.

CONSTRUCT VALIDITY (KESAHAN

GAGASAN)

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Matching bet the assessment & attribute

Attributes should include all previous

skills related to the assessment of the saidattributes

RELIABILITY (KEBOLEHPERCAYAAN)

- The extent of how close a particular result

of a test is to the true value of what isbeing assessed

- Refers to the consistency of a ps

achievement after a few similar tests taken

at different time periods

- Scores obtained would cluster around the

proper score (standard score)- Measures of reliability correlate 2 tests :

value of correlation coefficient is more

than .9, tests are reliable. Also known as

test-retest reliability

- Difficult to determine the reliability of all

test items due to factors such as emotion,test venue, environment condition, and

health

- Reliability of a test could be improved by

preparing more questions

- The more the questions, the less possibility

of the p guessing the right answers

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- Another way is to us split-half reliability

where the test is split into two equivalent

halves (odd & even nos.)

- A more reliable approach is the use of

parallel tests : reduce the practice effects

OBJECTIVITY (KEOBJEKTIFAN)

The accuracy of an examiner in marking a

candidates answers

Giving the same marks to the same

answers according to the marking scheme

determined earlier

Objective test and subjective test with

limited structured responses good egs. as

there is only one correct answer & marks

would not be affected by the examiners

emotions

Free responses tests (essays) loww

objectivity

Objectivity could be improved by using an

analytic marking scheme imp. Pts are

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given appropriate marks or coordination

meeting for all examiners by marking a

few sample scripts

ASSESSIBILITY (KEBOLEHTAFSIRAN)

Result of achievement can be easily

interpreted & assessed

Test result easy to collect, assess &

interpret to reflect a clear & accurate

picture of the test performance

Correct depiction of achievement &placing, strengths & weaknesses,

suitability of teaching-learning strategy &

test items, & achievement of teaching-

learning objective in the class

Data collected from test result easilycollected & converted into statistical

figures, then expressed in the form of table

/ graph depicting a clear picture for

interpretation test is has high

assessibility

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ADMINISTRABILITY

(KEBOLEHTADBIRAN)

The smooth implementation of the testing

process room / examination hall

The arrangement of the exam center,

punctuality in carrying out the test,

instructions & invigilation well done,

collection & marking of answers scripts

according to schedule

Improved via no. of questions = time

allocated, arrangement of tables & chairs,

distribution of qn papers & collection of

answer scripts, instructions &

standardized & efficient marking scheme

PENGERTIAN JPU

Satu blue print @ rangka rujukan utk

membantu g menyediakan 1 ujian yg

mempunyai keutuhan & kesahan yg tinggi

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JPU mengandungi:

Bentuk & tempoh masa ujian

Kandungan topik-topik

Aras kemahiran

Peruntukan peratusan item / soalan

Bilangan soalan

Aras kesukaran

Tujuan Penyediaan JPUo Ujian yg dibina lebih terancang

o Meningkatkan kesahan & kebolehpercayaan

ujian

o Panduan & penentu bagi penggubal soalan

o Menyeimbangkan tajuk-tajuk, obj pelalaran

& aras kemahirano Panduan penggubal soalan yg lain spy soalan

bermutu

o G boleh membuat perbandingan ant aras

kesukaran 1 ujian dgn ujian yg lain

Ciri-ciri Utama JPU

Mengandungi maklumat ttg tajuk-tajuk yg

akan diuji

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Menyenaraikan aras kemahiran yg akan diuji

mengikut Taksonomi Bloom (PKAASP)

Ada 2 lajur

- lajur menengak : tajuk-tajuk yg akan diuji

- lajur mendatar : jenis kemahiran soalan

Gambaran jumlah soalan dlm 1 ujian

Bilangan soalan mengikut aras kesukaran

soalan

Menentukan kesahan ujian bidang yg akan

diuji mengikut peruntukan masa dlm proses P& P

LANGKAH-LANGKAH MEMBINA JPU

MENENTUKAN OBJ UJIAN

MENENTUKAN ISI UJIAN

MENGISI LAJUR KANDUNGAN

MENGISI LAJUR KEMAHIRAN

MENENTUKAN JENIS & BILANGAN SOALAN

MENYEMAK SEBARAN SOALAN

TAKSONOMI BLOOM (BLOOMS TAXONOMY)

1. KNOWLEDGE (PENGETAHUAN)

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o Kebolehan calon mengingat kembali fakta, prinsip,

hukum, konsep (apakah? Siapakah? senaraikan,

nyatakan)

o Cth2 soalan subjektif:

a. Berapa bucukah yg terdapat dlm sebuah kubus?

b. Senaraikan dua ciri khas yg terdpt dlm mamalia

c. Siapakah yg pertama menyarankan konsep pembentuk-

an Malaysia?

2. COMPREHENSION (KEFAHAMAN)

o Kebolehan calon memahami, menukar, menerang &

menjelaskan fakta, prinsip, konsep, hukum atau teori

(jelaskan, terangkan, huraikan)


a. Terangkan dgn menggunakan satu ayat anda sendiri,

maksud aras kemahiran dlm bdg pendidikan.

b. Mengapakah 4 x 5 = 20?

c. Huraikan konsep disiplin di prgkt sekolah.

3. APPLICATION (APLIKASI)

o Kebolehan calon menggunakan fakta, prinsip, konsep,

hukum, teori, kemahiran utk menyelesaikan masalah

(kirakan, selesaikan, gunakan, tunjukkan)


a. Cari perimeter segitiga yg mempunyai panjang sisi 5

cm, 12 cm dan 13 cm.b. Buat ayat dgn menggunakan simpulan bahasa khabar

angin.

c. Tuliskan sepucuk surat kpd Pengarah Pendidikan

Negeri utk memohon kebenaran bertukar sekolah.

4. ANALYSIS (ANALISIS)

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o Kebolehan calon membanding & menghuraikan faktor-

faktor kesamaan, perbezaan & perhubungan ant satu

sama lain (tafsirkan, asingkan, bandingkan, bahagikan)


a. Bezakan maksud gula dengan 'gula-gula.

b. Bandingkan kebaikan ujian objektif dgn ujian subj.

c. Analisiskan faktor2 yg mempengaruhi pembentukan

FPK.

5. SYNTHESIS (SINTESIS)

o Kebolehan calon mencantum, menggabung &

mengintegrasikan fakta atau idea yg berkaitan

(gabungkan, bentukkan, kumpulkan, merekabentuk)

o Cth2 soalan subjektfi:

a. Bagaimanakah nilai2 murni dpt diintegrasikan dlm akt.

Kokurikulum?

b. Rancangkan langkah2 yg blh mempertingkatkan

prestasi m dlm pembljrn BM.

c. Gubahkan satu pantun bertema 'kasih sayang.

6. EVALUATION (PENILAIAN)

o Kebolehan calon membuktikan, menilai, mengesahkan,

mengkritik, memberi pendapat atau merumus sesuatu

prinsip, teori, pernyataan & karya & sebagainya

(buktikan, nilaikan, kritikkan, beri komen anda)


a. Nilaikan buku 'Sejarah Melayu dari sudut sastera.

b. Apakah pendapat anda terhdp Wawasan 2020?

c. Kritikan program KBSR yg dilaksanakan di SR.

JPU Ujian Mata Pelajaran Kimia

Aras-aras Domain Kognitif Jumlah

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Topik-

topik

Penget Kefah Aplikas

i

Analisis Sintesis Penilaian

Jirim 2 3 2 1 1 1 10

Ikatan

Kimia 1 3 2 2 1 1 10Asid &

Bes 1 2 1 2 2 1 10

Bahan

buatan

dlm

industri

1 2 2 2 1 1 9

Bahan

kimia utk

pertanian

2 3 2 1 1 2 11

Jumlah item aneka pilihan 50

Soalan:

1. Apakah yang dimaksud Jadual

Penentuan Ujian?

2. Beri 3 sebab mengapa JPU perludisediakan oleh guru?

3. Senaraikan 5 perkara yang perlu ada di

dalam JPU.

4. Jelaskan 3 kelemahan sesuatu ujian yang

dibina tanpa JPU.

5. Bina satu JPU bagi mata pelajaran yangakan anda ajar.

Example of a Blueprint (JPU)

Test Specifications for Pilot Study Pretest

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Section A

Short story 1

No. of multiple-choice questions : 20

Total score : 20

The allocation of question types:

Section B

Short Story 2

Number of questions : 20

Total score : 20

The allocation of question types:

Lower level questions: Lower level questions:

Barretts

Taxonomy

Of

Comprehension

Levels

Nuttalls

Question

Type

Question

No./Total

Barretts

Taxonomy

Of

Comprehension

Levels

Nuttalls

Question

Type

Question

No./Total

1 1 1-4 4 1 1 1-4 4

2 2 5-8 4 2 2 5-8 4

Subtotal 8 Subtotal 8

Higher level questions: Higher level questions:

Barretts

Taxonomy

Of

Comprehension

Levels

Nuttalls

Question

Type

Question

No./Total

Barretts

Taxonomy

Of

Comprehension

Levels

Nuttalls

Question

Type

Question

No./Total

3 3 9-12 4 3 3 9-13 5

4 4 13-16 4 4 4 14-16 35 ) 5 17-18 2 5 ) 5 17-18 2

) 6 19-20 2 ) 6 19-20 2

Subtotal 12 Subtotal 12

Total 20 Total 20

Total number of Lower level questions : 16 - 40%

Total number of Higher level questions : 24 - 60%

Analysis of Answer Scripts using Flanagans Method (I.D.)

a. 60 answer scripts were analysed

b. comparison made bet good & weak sts on how well they

performed on each test item

c. Short cut for calculating item discrimination (item/indeks

diskriminasi) manually called Flanagans method named

after its inventor described by Oller (1979, pgs. 250-252 inBailey, 1998: 135)

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The following are the steps utilised in computing ID:

1. Score the exam. Rank order the papers from highest to

lowest score.

2. Take the top 27% percent of the exams and the bottom

27% percent of the exams from the top to bottom of the

pile of papers. These two subsets of the exams will be

referred to as the high scorers and the low scorers,

respectively. (Set the middle group aside for the

moment.)

3. Then, to compute the I.D. value for each item, the

following formula is used:

I.D. =[# of high scorers who got the item right] [# of low scorers who got the item right]

27% of the total number of students tested

I.D. values range from +1 to 1, with positive 1 showing a

perfect discrimination between high scorers and low

scorers, and 1 showing perfectly wrong discrimination.

An I.D. of 0 shows no discrimination, or no variance

whatsoever.

The lowest acceptable values are usually set at 0.25 or 0.35

(Oller, 1979 in Bailey, 1998: 135)

The relationship between item difficulty and itemdiscrimination indexes is shown in the figure below (Salkind,

1997: 142):

The Relationship between Item Difficulty and Item

Discrimination Indexes

Discrimination Level

+1.00

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0

0% 50% 100%

-1.00

Difficulty Level

Reference:

Bailey, K.M. (1998). Learning about Language Assessment:

Dilemmas, Decisions, and Directions. London: Heinle and

Heinle Publishers.

Salkind, N.J. (1997). Exploring Research (3rd ed.). New Jersey:

Prentice Hall.

I.D.

Discriminates bet good & weak sts

Formula:

BT - Br

1/2J

BT = Jumlah calon dlm kumpulan skor tinggi

menjawab item dgn betul

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Br = Jumlah calon dlm kumpulan skor rendah

menjawab item dgn betul

J = Jumlah dua kumpulan skor tinggi & rendah

I.D. Interpretation

of an item/qn

Decision

I.D. > 0.4 +discriminationHigh

Very suitable &

can be accepted

0.2 < I.D. 1 0.8 Too easy Modify

Interpretation of an item/qn based on I.K.

KLASIFIKASI UJIAN

UJIAN OBJEKTIF

Item soalan yg perlu SATU jawapan betul

Kesahan keobjektifan sgt tinggi

Jenis-jenis UO

1. Jenis item respons bebas (separuh obj)

2. Jenis item respons tetap (obj)

Jenis Item Respons Bebas:

a. Item yg memerlukan jawapan pendek

b. Item melengkapkan ayat

c. Item perkaitan

Jenis Item Respons Tetap:

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a. Item betul / salah

b. Item jenis padanan

c. Item jenis pengelasan

d. Item aneka pilihan

UJIAN SUBJEKTIF

Berbentuk karangan atau esei

Kesahan keobjektifan sangat rendah kecuali

jika ada skema permarkahan yg baik2 jenis:

i. jawapan pendek

ii. jawapan tidak terhad

PERBANDINGAN DI ANTARA

UJIAN FORMATIF & UJIAN SUMATIF

Ujian formatif Ujian sumatif

Fungsi Maklum balas kpd

guru & pljr

mengenai kemajuan

pljr

Kesan punca

kelemahan utk

pemulihan

Pensijilan atau

penggredan pljr

akhir kursus

Masa diberi Sepanjang Di akhir satu-satu

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pengajaran unit atau kursus

Tekanan

dalampenilaian

T/laku kognitif,

psikomotor & afektif

T/laku kognitif

Focus

pengukuran

Satu-satu segmen Objektif kursus

Sifat sampelan Terhad kpd tugasan

pembljaran

Beraneka jenis

Kesukaran

item

Berubah-ubah

mengikut segmen

Semua prgkt: ada

yg sgt senang &

ada pula yang sgt

susah

Ujian formatif Ujian sumatif

Jenis alat Alat pengukur

formatif yg dibentuk

khas

Peperiksaan akhir

tahun

Jenis-jenis

skor

Ujian rujukan

kriteria

Biasanya ujian

rujukan norma

ttp blh ujianrujukan kriteria

Cara melapor

skor

Skor gagal atau lulus Jumlah skor

UJIAN RUJUKAN NORMA

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perbandingan antara 1 pljr dgn plr lain dalam

satu kelas

jenis soalan senang & susah

bezakan prgkt pencapaian pljr

memberi pangkatan dari tinggi ke rendah

berdasarkan pencapaian

contoh: Markah Rosmawati adalah baik

berbanding dgn pljr lain di dalam kelas atau

markah Rosmawati adalah lebih baik

daripada 80% pljr dlm kelas

menggalakkan perkembangan maksimum

UJIAN RUJUKAN KRITERIA

pencapaian ind diukur & dibandingkan dgn

kriteria yg tlh ditentukan

Contoh: Ujian memandu kereta pencapaian

pemandu A berbanding dgn pemandu-

pemandu lain tidak penting

Uji kemahiran-kemahiran asas spt membaca

& mengira di SR (KBSR) rekod prestasi yg

menyenaraikan kemahiran-kemahiran ygharus diperolehi bagi satu-satu unit

pembelajaran (obj asas minimum)

Berpendapat semua pljr blh menguasai apa yg

diajar jika diberi masa yang mencukupi

Soalan-soalan hampir sama prgkt

kesukarannya

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Tujuan bilakah kemahiran pljr mencukupi

utk membenarkan dia bermula dgn unit

pljran yg lain.

Kelemahan tekan kpd pembljaran

bahagian & bukan seluruh. Perasaan

kegagalan & kurang cekap krn mengambil

masa yg lama utk selesai 1 unit pembljran

Ujian pengetahuan & kefahaman kurang

efektif

Ujian rujukan

norma

Ujian rujukan

kriteria

Penggunaan Ujianmembandingkan

pencapaian individu

Membandingkanpencapaian dgn

kriteria yg

ditentukan

Tekanan Mengukur

perbezaan

pencapaian ind.

-sda-

Bidang Meliputi satu bdg

pljran yg luas

Menumpu pd

tugas-tugas

pembljran yg

terhad

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Pelan Ujian Jadual penentuan

biasanya diguna

Kriteria secara

terperinci

ditentukan

Pemilihan

item ujian

Soalan ujian berbeza

mengikut prgkt

kesukarannya.

Bertujuan

mendptkan

diskriminasimaksimum ant calon

Semua soalan dpt

membayangkan

pencapaian calon

dgn jelas.

Biasanya hampir

sama prgktkesukarannya

Ujian rujukan

norma

Ujian rujukan

kriteria

Taraf

pencapaian

Kedudukan dlm

sesuatu kump

menentukan

pangkat pencapaian

Taraf mutlak

menentukan prgkt

pencapaian.

Contohnya: Ros

dapat menjawab

20 drp 25 soalan

Matematik

UJIAN SARINGAN & UJIAN DIAGNOSTIK

Konteks pendidikan pemulihan

u/saringan kenal pasti pljr-pljr yg benar-

benar perlukan pendidikan pemulihan

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Terdiri drp unit-unit pembljran yg dipljri

Setlh u/saringan, pljr yg dianggap tidak

perlukan p/pemu dihantar balik ke kelas biasa

Perlukan p/pemu akan duduki u/diagnostic

u/diag kesan punca kelemahan yg khusus

2 jenis: ujian diagnostic kebolehan & ujian

diagnostic BM & Mat.

UJIAN SARINGAN UJIAN DIAGNOSTIK

1 Uj am yg meliputi

kemahiran asas 3M

Diberi berasaskan

keputusan u/saringan.Bdg yg diuji adalah lebih

khusus. Meliputi

kemahiran 3M &

pengamatan

2 Blh kenal pasti

kelemahan &keblhan pljr dlm

pengamatan & m/p

asas

Dpt kenal pasti punca

kelemahan secaraterperinci

3 Bertujuan

mengasingkan pljr

yg lambat

Bertujuan memulihkan

atau mengatasi mslh-

mslh pembljran

4 Satu ujian Satu ujian rujukan

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petempatan kriteria

5 Dpt menilai

pencapaian pljr

secara kasar

Keputusan ujian

digunakan utk mencari

kesalahan bagimembolehkan obj

pengajaran pemulihan

disediakan secara prgkt

demi prgkt

6 Biasa diberi secarakump

Biasa diberi secara ind.

CARA ANALITIK

o Sesuai utk soalan esei bentuk tindak balas terbatas

o Pemberatan markah diberikan bagi setiap soalan

atau unit-unit sesuatu soalano Jumlah markah adalah jumlah poin yg diberi bagi

setiap soalan / unit

o Lebih dipercayai & memudahkan pemeriksa

o Tidak sesuai bagi soalan bentuk tindak balas

lanjutan

o Tidak dapat membezakan mutu dua jawapan jika

hanya diberi 1 atau 2 markah dlm skimpermarkahan

o Sering digunakan dlm peperiksaan awam soalan

yg memerlukan jawapan terperinci, seragam &

berstruktur

o Membolehkan ramai pemeriksa & bukan pakar utk

memeriksa skrip jawapan

o

Mengambil masa yg agak lama utk memeriksa

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Kelebihan cara Analitik

Mudah menentukan jawapan yg tetap

Diperiksa sekali sudah mencukupi

Pencapaian boleh dijadikan panduanBoleh diperiksa oleh pemeriksa yg krg

berpengalaman atau kurang mahir dlm bidang

berkenaan

Kelemahan cara Analitik

Diperiksa secara fakta & bukan secara keseluruhan

Kemahiran penulisan calon tidak diberi tumpuanMemerlukan masa yg lama utk memeriksa

Lebih memeriksa kesalahan semasa memeriksa

karangan

Cara Holistik / Global

Menilai satu-satu skrip secara keseluruhannya

Pemeriksa menentukan standard jawapan ygdiperiksa

Jawapan tidak dibandingkan dgn 1 contoh jawapan

yg unggul

Pemeriksaan mesti konsisten

Pemeriksa yg berpengalaman spy perselisihan

memberi markah dpt dikurangkan

Menjimatkan masa pemeriksaan

Sesuai utk soalan esei bentuk tindak balas lanjutan

Kelebihan cara Holistik

Kemahiran calon menjawab soalan dinilai secara

keseluruhan

Taksiran dibandingkan dlm kumpulan

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Mengurangkan masa utk memeriksa kerana tidak

memerikdsa sering ayat, fakta & idea jawapan

calon

Kelemahan cara Holistik

Sukar hendak diuruskan & mungkin perlu

diperiksa lebih drp sekali

Mungkin tidak diperiksa dgn teliti

Memerlukan ketua pemerika yg berpengalaman

Memerlukan pemeriksa yg berpengalaman

MARKING APPROACHES

Analytic Holistic / Global

Focuses on specific pointallocation

Focuses on essay responseas a whole

- Helps to identify

strengths &

weaknesses of

students

performance

- Reliability increases

- Marking is more

objective

- Marking is not

influenced by

emotions / halo

effects

- ability of student is

assessed globally

- marking is faster

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- tr might get too

attentive to details

& might miss the

students responseas a whole

- marking might take

a long time

- a 2nd marker might be

required

(moderation)

- marking is notobjective

- marking can be

influenced by

irrelevant factors

such as neatness &

handwriting- markers mut be

experienced

MARKING APPROACHES

Types of scoring instruments for performance

assessments

Checklists Rating Scales

Rubrics

Analytic Rubrics Holistic Rubrics

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Scoring instruments for

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Holistic marking

o scoring the overall process / product as a

whole

o not judging the component parts separately

o errors in some part of the process can be

tolerated provided the overall quality is high

o used when performance tasts where there is no

definite correct answer

o assessment on a unidimensional level

o quicker scoring processo utilised when performance assessment is

summative in nature

o limited feedback given to sts.

An eg. of holistic scoring rubrics

Template for Holistic Rubrics

Score Description

5 Demonstrates complete understanding of

the problem. All requirements of task are

included in response.

4 Demonstrates considerable understanding

of the problem. All requirements of task

are included.

3 Demonstrates partial understanding of the

problem. Most requirements of task are

included.

2 Demonstrates little understanding of the

problem. Many requirements of task are

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missing.

1 Demonstrates no understanding of the

problem.

0 No response / task not attempted.

Analytic marking

o scoring separate, individual parts of the

product / performance first

o summing the individual scores to obtain a total

score

o type of response is focussed 1 / 2 acceptable

responses & creativity is not usually looked

into

o result initially in several scores followed by asummed total score

o assessment on a multidimensional level

o scoring process is slower / time-consuming

product is examined several times

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o individuals work should be examined a

separate time for each specific task / scoring

criterion

o significant feedback to sts. & trs.

o Specific feedback is given on each

performance

o Easy to keep a profile of sts strengths &

weaknesses

o Before designing a rubric, tr decides whether

to score the product holistically or analyticallyo If a summative score is wanted holistic

scoring approach is used

o If formative feedback analytical scoring

should be used

TEMPLATE FOR ANALYTIC RUBRICS

Beginning

1

Developing

2

Accomplishe

d

3

Exemplary

4

Score

Criteria#1 Descriptionreflectingbeginning

level of

performance

Descriptionreflecting

movement

towards

mastery

level of

performance


achievement

of mastery

level of

performance


highest level

of

performance

Criteria

#2

Description

reflectingbeginning

Description

reflectingmovement

Description

reflectingachievement

Description

reflectinghighest level

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level of

performance

towards

mastery

level of

performance

of mastery

level of

performance

of

performance

Criteria

#3Description

reflecting

beginning

level of

performance

Description

reflecting

movement

towards

mastery

level of

performance

Description

reflecting

achievement

of mastery

level of

performance

Description

reflecting

highest level

of

performance

Criteria

#4Description

reflecting

beginning

level of

performance

Description

reflecting

movement

towards

mastery

level of

performance

Description

reflecting

achievement

of mastery

level of

performance

Description

reflecting

highest level

of

performance

Step-by-step procedure in designing scoring

rubrics

Step 1: Re-examine the learning objs to be addressed by the

task

Step 2: Identify specific observable attributes that you want

to see (as well as those you dont want to see) your sts

demonstrate in their product, process, orperformance

Step 3: Brainstorm characteristics that describe each

attribute

For holistic rubrics For analytic rubrics

Step Write thorough Step Write thorough

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4a: narrative descriptions

for excellent work &

poor work

incorporating each

attribute into the

description

4b: narrative

descriptions for

excellent work &

poor work for each

individual attribute

Step

5a:

Complete the rubrics

by describing other

levels on the

continuum that ranges

from excellent to poor

work for the collect

attributes

Step

5b:

Complete the rubrics

by describing other

levels on the

continuum that

ranges from excellent

to poor work for each

attribute

Step 6: Collect samples of the students work that

exemplify each level

Step 7: Revise the rubrics as necessary

TABLE OF SPECIFICATION

(TEST BLUEPRINT)

PURPOSE

Guidance in the construction of test qns.

Appropriate weightage for various topics &

their skill levels

Inform sts what they are expected to find in

the text / exam & how they could best prepare

for it

FACTORS TO CONSIDER:

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The construction of a good test requires a clear

specification that has the following information:

1. Form of test items to be used2. No. of items in each form

3. Kinds of tasks the items would present

4. No. of tasks for each kind

5. Areas of content to be tested

6. No. of items in each area

7. Level & distribution of item difficulty

PREPARATION:

A test specification or test blueprint could be

presented in a two-way grid used to outline the

coverage of a test Several major areas of content to be covered

are assigned to several rows / columns of the

grid

Questions

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Test Blueprints

1. What is a Test Blueprint?

2. What is the purpose of a test blueprint?3. Prepare a test blueprint for a specified

topic in the syllabus

Objective & Subjective Tests

1. Compare and constrast objective andsubjective tests

2. Construct objective and subjective

items based on your test blueprint

3. What are the principles involved in

constructing subjective questions?

4. List the strengths and weaknesses of

objective and subjective tests

American Psychological Association (APA)

Contoh penulisan bibliografi / rujukan

Buku rujukan:

Candy, T. (2003). This is the title of the book

(2nd ed.). City: Publisher.

Lee, S. M. (1993). Pedagogi 4 (A). Pengujian

dan Penilaian dalam Pendidikan. Kuala

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Lumpur: Kumpulan Budiman Sdn. Bhd.

Mok, S. S. (2003). An Education Course for

K.P.L.I. (Student Development, Teaching-Learning Process and Evaluation). Subang

Jaya: Kumpulan Budiman Sdn. Bhd.

Majalah / Suratkhabar:

Sofiah Jane. (2004, November). Sofi Back witha Kick. Magazine of Tomorrow, pp. 8-10.

Woods, T. (2004, November 23). Tiger Back in

the Hunt. The Star Publications, pp. 45.

Jurnal:

Wallace, M. 2001. Action Research. The English

Teacher. Edinburgh: Oxford University Press,2(3), 23 - 41.

Tesis:

Koh, B. H. (2002). Developing Reading Strategies.

Unpublished masters thesis, University Putra

Malaysia, Serdang, Selangor.

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pengujian & penilaian

Documents