Mitos Dan Realiti Pentaksiran (1)

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    PENTAKSIRAN PENDIDIKAN:

    DI ANTARA MITOS DAN

    REALITI

    PROF. DR. OTHMAN BIN LEBAR

    UNIVERSITI PENDIDIKAN SULTAN IDRIS

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    Mitos Pentaksiran

    Mitos 1 Peningkatan dan keberkesanan

    sekolah dinilai berdasarkan pentaksiran piawai

    Mitos 2 Sekolah dan pemimpin tahu

    bagaimana menggunakan pentaksiran untukmeningkatkan sekolah

    Mitos 3 Guru adalah terlatih dalam pentaksiran

    berkesan

    Mitos 4 Gred dan skor ujian meningkatkan

    motivasi dan pembelajaran pelajar

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    REALITI

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    Peperiksaan Piawai..

    Sistem Ujian Tidak Praktikal (Berita Harian, 7 Mac 2006)

    Girls Jumps From Third Floor Over SPM Result (NewStraits Times, 14 March 2006)

    Sistem Peperiksaan Faktor Pelajar Tercicir (UtusanMalaysia, 14 March 2006)

    The Flawed A Syndrome (The Star, 24 April 2006)

    Pelajar Kreatif, Berkemahiran Tetapi Kurang Markah ATidak Dapat Perhatian (Berita Harian, 14 April 2006)

    Cadangan memansuhkan UPSR dan PMR (2010)

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    PREMISE

    STANDARDIZED TESTING: HELP OR

    HINDER QUALITY OF EDUCATION

    CHILDREN RECEIVED?

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    Kesan Peperiksaan Piawai ke atas

    Pembelajaran dan Kurikulum

    Misdirected Pressures on Educators

    Misidentification of Inferior and Superior

    Schools

    Curricular Reductionism

    Drill and Kill

    Test-Pressured CheatingPopham, 2001

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    Kesan Peperiksaan Piawai Ke atas

    Pembelajaran dan Kurikulum

    Misdirected Pressures on Educators

    - Good test scores equal to good

    education- Divert educators attention from

    genuinely important educational

    decisions- Score-boosting obsession

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    Kesan Peperiksaan Piawai Ke atas

    Pembelajaran dan Kurikulum

    Misidentification of Inferior and Superior

    Schools

    - Score-based ranking of schools

    - Score-based ranking and school quality

    - Labels inferior school, failing school

    - Score-based teacher effectivenessacceptable

    and unacceptable performances- Advantaged and disadvantaged setting SES

    variables

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    Kesan Pentaksiran Piawai Ke atas

    Pembelajaran dan Kurikulum

    Curricular Reductionism

    - Less attention on subjects that are not

    included in the test fringe subjects

    - Teach what is tested; avoid what isnt

    - Survival of content that fittest best the test

    - Erosion of rich curriculum fringe subjectsand cognitive skills

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    Kesan Peperiksaan Piawai Ke atas

    Pembelajaran dan Kurikulum

    Drill and Kill

    - Test oppressed teachers drill their students ontypes of test items

    - Repetitious instructional activities tend todeaden students interest in learning

    - Killing learning excitement and intellectualvibrancy

    - Develop low-level cognitive skills andmemorization

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    Kesan Peperiksaan Piawai Ke atas

    Pembelajaran dan Kurikulum

    Test-Pressured Cheating

    - More teachers are caught for cheating- Instructionally corrupt test preparation

    teachers design instruction around actual

    items taken from the test or clone items

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    PENTAKSIRAN ALTERNATIF

    PENTAKSIRAN BERASASKAN

    STANDARD?

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    ISU KESAHAN

    EVIDEN INFEREN

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    PENTAKSIRAN DI NEGARA BERPENCAPAIAN

    TINGGI: Finland, Sweden, Australia, Canada,

    Hong Kong

    - Mengajar sedikit topik secara mendalam, fokus kepada

    kemahiran pentakkulan, dan aplikasi pengetahuan,

    perkembangan pembelajaran dalam dan merentas

    domain

    - Membina panduan kurikulum dan pentaksiran yang

    memberi fokus kepada kemahiran abad ke-21

    - banyak bergantung kepada open-ended item yang

    memerlukan pelajar menganalisis, mengaplikasi

    pengetahuan dan menulis dengan banyak

    - Menekankan pembelajaran project-based, inquiry-

    oriented learning

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    Menggunakan pentaksiran tempatan (berasaskan

    sekolah) untuk menilai standard kebangsaan (Finland,

    Sweeden)

    A blend of state and local assessment Canada,

    Australia dan China

    Pentaksiran berasaskan sekolah direka bentuk untuk

    melengkap on-demand assessment merangkumi

    hingga 50% skor peperiksaan akhir

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    Sama ada dibina berasaskan sekolah atau

    pun berpusat, keputusan untuk

    melaksanakan tugasan pembelajaran

    dibuat di peringkat bilik darjah

    Sistem peperiksaan tidak digunakan untuk

    menaraf atau melabel sekolah

    Proses moderasi dan kalibrasi skor dibuat

    dengan rapi dan melibatkan tenaga

    profesional dan ahli akademik

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    PERUBAHAN DALAM PARADIGMA

    PEMBELAJARAN

    interactionist theory based on Vygotskyslearning model

    Constructivism approach learning is reflective,

    constructive and self-regulated Multiple Intelligence (Howard Gardner), TriarchicTheory (Sternberg), Learnability of Intelligence(Perkins)

    Metacognition Whole-Brain Thinking (Pink)

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    PENTAKSIRAN SEIMBANG DAN

    HOLISTIK:

    - TRANSDISCIPLINARITY

    - DEVELOPMENTAL AND CONTINOUS

    - MULTIPLE LITERACIES

    - MULTIPLE INTELLIGENCE- EMOTIONAL INTELLIGENCE

    - LEARNABILITY OF INTELLIGENCE

    - MEASURES OF MAN

    - ECOLOGY OF LEARNING- ASSESSMENT FOR LEARNING

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    PARAMETER

    PENTAKSIRAN

    Variety of assessment environments(natural/hypothetical; formal and informal situation; formand process).

    Documenting learning process, student development

    and growth, across curriculum and knowledge and skilldomain.

    Aspects: competencies, intelligence, ability, potential,achievement, contribution, talent, personality

    Balance between centralised assessment and school-based assessment complementing and supporting

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    KESIMPULAN

    Assessment systems that are able to

    manage challenges of knowledge

    expansion related to the form and core

    of the curriculum; thinking processes, thestructure of knowledge, personal

    knowledge and collective knowledge

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    KESIMPULAN

    Assessments that are able to measure

    explicit and implicit meaning in various

    forms of knowledge: symbolic meaning

    (mathematics and language), empiricalmeaning (science), esthetic meaning (art),

    ethical meaning (moral and values)

    synoptic meaning (history, religion andphilosophy)

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    KESIMPULAN

    If students are given enough opportunities to

    grow according to their abilities, interests and

    dispositions, with a proper and continous

    monitoring through balance and holisticassessments, learning problems and students

    potentials can be approached in a more

    meaningful manner.