Mitos Dan Realiti Pentaksiran (1)
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Transcript of 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.