• Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
1,757
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
31
Comments
0
Likes
2

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Assessment for learning (AfL) is any assessment (including summative assessment) for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. … An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their pupils in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged (adapted from Black, Harrison, Lee, Marshall & Wiliam, 2003, p. 2-3)
  • The key characteristics of “assessment” in AfL: assessment is embedded in teaching and learning; learning goals are explicitly shared with students and students are taught how to know and to recognize the standards they are aiming for; students are engaged in continuous peer and self-assessment; constructive qualitative feedback helps students to recognize the next steps needed for learning and how to take them; Teachers, parents and students regularly review and reflect on assessment data; it is assumed every student can improve; (adapted from the Assessment Reform Group, 1999, p.7)

Transcript

  • 1. School-Based Assessment for Learning Workshop (Bengkel Penilaian Kendalian Sekolah) Ministry of Education, Negara Brunei Darussalam SBA PD Program for Y7 & Y8 Teachers 17 Januari 2011 BRIDEX, Jerudong
  • 2. School-Based Assessment for Learning Workshop (Bengkel Penilaian Kendalian Sekolah)
  • 3. Review and Reflect Adakah abiskita sudah….?
  • 4.
    • SPN 21
  • 5. SPN21
    • ❀ Memenuhi keperluan-keperluan dan cabaran-cabaran perkembangan pembangunan ekonomi dan sosial abad ke-21
    • ❀ Merealisasikan Visi dan Misi Kementerian Pendidikan
    • ❀ Menyediakan kemahiran-kemahiran abad ke-21
    • ❀ Memenuhi tema-tema strategik sepertimana digariskan dalam Pelan Strategik Kementerian Pendidikan (2007- 2011)
  • 6.
    • Rasional perubahan adalah berasaskan kepada:
    • ❀ Wawasan Brunei 2035 Menjelang 2035, kita berhasrat menjadikan Negara Brunei Darussalam dikenali di seluruh dunia dengan:
    • ✼ Rakyat yang berpendidikan, berkemahiran tinggi dan berjaya
    • ✼ Kehidupan rakyat yang berkualiti tinggi
    • ✼ Ekonomi yang dinamik dan berdaya tahan
    • ❀ Lapan (8) Hala Tuju Dasar dalam Strategi Pendidikan, Wawasan Brunei 2035
    • ❀ Melaksanakan misi pendidikan dengan lebih sempurna iaitu ’untuk memberikan pendidikan yang menyeluruh bagi mencapai potensi yang penuh bagi semua’
  • 7.
    • ❀ Menanai dan meningkatkan penguasaan pelajar dalam Bahasa Melayu
    • ❀ Penyelidikan-penyelidik tempatan dan yang didatangkan khusus dari luar negeri telah mengenalpasti ruang- ruang khas yang memerlukan perubahan dalam Sistem Pendidikan Negara
  • 8.
    • SBAfl
  • 9. How SBAfL came about
    • The term School Based Assessment for Learning (SBAfL) is a fusion of School Based Assessment (SBA), which has already been widely practiced in schools since the introduction of SPN21 Interim in 2008, and Assessment for Learning (AfL). The term was adopted during the SBA core group training session in order to emphasize the distinction between current SBA practices in school and the revised SBAfL.
  • 10.
    • When School Based Assessment (SBA) was implemented during the first year of the interim stage, students were over-assessed to the extent that almost all the homework and classwork were elevated into high-stakes summative assessments . This over-assessment did not allow sufficient time for teaching and learning. Students did not have the opportunity to receive formative feedback from their teachers, reflect on their own learning and learn from their mistakes in a low-stakes environment before they were assessed for summative purposes.
  • 11.
    • In addition, assessments were mostly based on written tests which were mini versions of external written exams. Thus, the students were taught in an exam-oriented manner where they were drilled towards an end-of-year exam. The reliance on written tests in SBA meant that students were assessed on a limited set of skills. Skills such as oral communication, ICT, research and creative thinking were not enhanced as they are not readily assessed in a one-off written test. Therefore, students resorted to rote-learning as their assessments mainly focused on memorisation skills.
  • 12.
    • Because every piece of student work was accounted for summative marks , teachers’ time was devoted mostly to assessing and marking for summative purposes. Teachers were required to record marks from each piece of assessment in the teachers’ record book. Teachers could not provide quality feedback to students as marks were not accompanied by useful descriptions or criteria in rubrics.
  • 13.
    • Mengapa reformasi Pendidikan ini diperkenalkan?
  • 14. Kurikulum Dan Penilaian
  • 15.
    • Based on Learning Areas and Learning Outcomes
    • Various combinations of subjects from the 8 Learning Areas
    • Common Curriculum from Year 1 to Year 6 (primary) and Year 7 to Year 8
    • Differentiated Curriculum from Years 9, 10 and 11
    FORMAT KURIKULUM
  • 16. PERINGKAT PERSEKOLAHAN DAN PERKEMBANGAN PELAJAR
  • 17.
    • Valid measurement of students’ attainment in various aspects of skills, knowledge and attitudes (SKA) and values
    • Continuous school-based assessment (SBA) for diagnostic and intervention purposes
    • The weighting for SBA will be counted in the summative assessments
    • SBA should be monitored and moderated
    ASSESSMENT
  • 18.
    • Teaching approaches for students of different abilities
    • Diagnostic assessment to identify students’ capability and weakness
    • Intervention and remedial instructions
    CHALLENGES FOR TEACHERS
  • 19. Kaji semula dan Muhasabah Review and Reflect
    • Apakah yang telah awda fahami tentang Istilah PKS / SBA?
    • Adakah awda pernah melaksanakan PKS / SBA di kelas atau sekolah ?
  • 20. SBA?
    • School-based assessment (SBA) is assessment which is embedded in the teaching and learning process. It has a number of important characteristics which distinguish it from other forms of assessment:
  • 21. PKS / SBA?
    • Penilaian Kendalian Sekolah atau nama Inggerisnya ‘School Base Assessment’ (PKS/ SBA) adalah penilaian yang terkandung di dalam proses p & p . Pelbagai kriteria boleh membezakannya dengan bentuk penilaian lainnya, iaitu:
    • Memerlukan penyertaan guru dari awal proses p & p hinggalah kepada penyudahnya. Ini termasuklah dalam hal merancang program penilaian, mengenalpasti dan memperkembangk
    • an tugasan penilaian dan diakhiri dengan membuat keputusan terhadap penilaian berkenaan.
  • 22. PKS/ SBA?
    • Memerlukan himpunan data dan maklumat pelajar tentang pencapaian pembelajarannya dalam masa yang ditetapkan.
    • Guru boleh membuat sebarang adaptasi dan perubahan selaras dengan matlamat P&P yang akan dicapainya (terhadap kelas dan pelajar yang akan dinilainya)
    • Penilaian dilaksanakan dibilik darjah .
    • Dinilai oleh guru pelajar berkenaan
  • 23. PKS/ SBA?
    • Memerlukan penglibatan aktif pelajar dalam proses penilaian terutamanya jika menggunakan penilaian kendiri dan rakan sebaya sebagai asas penilaian
    • Membolehkan guru memberikan maklum balas dan respons segera dan konstruktif kepada pelajar yang dinilai.
  • 24.
    • Black, Harrison, Lee, Marshall & Wiliam, 2003, ms. 2-3)
    • [… apa saja jenis penilaian yang bertujuan untuk memajukan pembelajaran pelajar … maka aktiviti penilaian yang boleh mendorong pembelajaran tersebut haruslah menggunakan penilaian berbentuk informasi seperti maklum balas dari guru, dan pelajar-pelajar boleh menilai diri sendiri juga sesama mereka..]
  • 25.
    • Penilaian diterapkan dalam pengajaran dan pembelajaran
    • Matlamat pembelajaran dikongsi dengan tegasnya dan pelajar diajarkan tentang bagaimana cara untuk mencapai tahap yang hendak dicapai
    • Pelajar dilibatkan dalam penilaian secara kendiri, berterusan dan rakan sebaya
    • Maklum balas yang membina secara kualitatif dapat menolong pelajar untuk mengetahui tahap pembelajarannya
  • 26. Ciri-ciri penting dalam penilaian untuk pengajaran
    • Guru, ibubapa dan pelajar sama-sama sentiasa mengimbas balik hasil dapatan penilaian
    • [Diandaikan bahawa semua pelajar akan dapat meningkatkan diri] (diambil dari the Assessment Reform Group, 1999, p.7)
  • 27. Gabungan dua konsep utama:
    • Penilaian Kendalian Sekolah (PKS)
    • School Based Assessment (SBA)
    • +
    • Penilaian untuk Pembelajaran (PuP)
    • Assessment for Learning (AfL)
  • 28.  
  • 29. Example of SBAfL policy in Singapore … “ For teaching and learning to be effective, teachers will identify and monitor pupils’ changing needs, abilities and interests so that they can modify or adapt their teaching methods to help pupils improve their learning . Teachers will also give timely and useful feedback to pupils and provide them with opportunities to act on the feedback to improve their learning. Together, the processes of diagnosing pupils’ needs, abilities and interests, monitoring pupils’ learning progress, and feeding-forward to improve learning constitute Assessment for Learning (A f L).” (MOE Singapore, 2008)
  • 30. Example of SBAfL policy in Hong Kong … “ Based on the beliefs that every student is unique and possesses the ability to learn, and that we should develop their multiple intelligences and potentials … there should be a change in assessment practices and schools should put more emphasis on 'Assessment for Learning' as an integral part of the learning, teaching and assessment cycle … … In other words, teachers should use assessments (e.g. as simple as effective verbal questioning , observation of student behaviour) and provide immediate feedback to enhance student learning in everyday classroom lessons. The focus is on why they do not learn well and how to help them to improve rather than just to use assessments to find out what knowledge students have learned ” http://cd.emb.gov.hk/basic_guide/BEGuideeng0821/chapter05.html
  • 31. (Khusus penilaian BM bagi tahun 7&8) Strategi penilaian untuk belajar (Black & William, 1998a, 1999 dlm Glasson: 2009)
    • Memberikan maklum balas yang tepat dan berguna bagi meningkatkan pembelajaran pelajar.
    • Harus menggunakan penilaian (contoh menggunakan cara penyoalan yang efektif dan mencerap kelakuan pelajar).
    • Maklum balas secara langsung.
    • Penilaian melalui pemerhatian, checklist (senarai semak), catatan maklum balas untuk tindakan susulan (feed-forward) .
    • ........ ????
    • Kongsi sama guru dengan pelajar mengenai objektif dan kriteria yang akan dinilai dalam pembelajaran.
    • Strategi penyoalan .
    • Maklum balas yang efektif.
    • Penilaian kendiri
    • Menjadikan penilaian formatif berguna dalam penilaian sumatif