The Concept Of Assessment in Biology
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The Concept Of Assessment in Biology

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This article may help the Biology Teachers in Malaysia to construct Biology Questions according to what is required in the examination. The arcticle is just a guide to constuct Biology Items.

This article may help the Biology Teachers in Malaysia to construct Biology Questions according to what is required in the examination. The arcticle is just a guide to constuct Biology Items.

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 The Concept Of Assessment in Biology The Concept Of Assessment in Biology Presentation Transcript

  • The concept of assessment By Rosizan Bt Mohd Yusof
  • SKOP 1. PEREALISASIAN ITEM 2. JADUAL SPESIFIKASI UJIAN ( JSU ) 3.PENILAIAN ITEM ( 9 POINT SYSTEM )
  • EXAMINATIONFRUSTRATIONS
  • Standardization of item writing:
    • The constructs
    • The contexts
    • Items – Type, components and characteristics
    • Principles of item writing
    • Techniques in item evaluation
    • Creativity
    • Verbal communication
    • Teaching and learning
    • The individual psychology of learning
  • Piawaian Penulis Item
    • Mempunyai pengetahuan dan kefahaman tentang konstruk yang diukur
    • Mempunyai pengetahuan dan kefahaman tentang konteks
    • Mempunyai pengetahuan dan kefahaman tentang jenis item, ciri item, prinsip pembinaan dan penilaian item
    • Kreatif
    • Mahir dalam komunikasi verbal
    • Terlibat dengan pengajaran-pembelajaran di bilik darjah
    • Memahami psikologi pendidikan tentang individu yang akan menduduki peperiksaan
  • ASSESSMENT Assessment is a process of gathering information in order to make judgement on the products of a particular educational process.
  • PENTAKSIRAN Pentaksiran ialah satu proses mendapatkan maklumat dan seterusnya membuat penghakiman tentang produk sesuatu proses pendidikan.
  • CONDITIONS FOR ASSESSMENT
    • Instruments
    • A group of people to be assessed
    • Responses
    • The raters /assessors / examiners
    • Score
  • RUKUN PENTAKSIRAN
    • Instrumen
    • Kumpulan Yang Ditaksir
    • Respons
    • Kumpulan Yang Menaksir
    • Skor
  • AN ITEM
    • A tool or something that is
    • used to obtain / invite
    • responses
    • which represent the evidens
    • to be considered
    • in the assessment of a certain construct
  • ITEM
    • Perkara atau alat
    • yang digunakan untuk mendapatkan
    • respons
    • yang merupakan evidens
    • yang boleh dipertimbangkan
    • dalam pentaksiran sesuatu konstruk
  • COMPONENTS OF AN ITEM
    • Stimulus
    • A specific information or a graphic or an abstract of an article to which a question is based on.
    • Task / Stem
    • A statement or phrasal words containing the requirements of the question that has to be presented in the responses.
    • Instruction
    • An instructional statement that indicates how the responses has to be presented / delivered.
    • Mark Scheme
    • A guide to the examiner/ raters as how to score :
    • - rubrics
    • - sample answers
  • KOMPONEN ITEM
    • Rangsangan / Stimulus
    • Maklumat khusus/grafik/petikan artikel di mana sesuatu soalan itu didasarkan.
    • Tugasan / Stem
    • Pernyataan/kata dasar tentang apa / perkara yang perlu dipersembahkan sebagai respons.
    • Arahan
    • Pernyataan yang menunjukkan bagaimana harus respons itu dikemukakan/ dipersembahkan.
    • Peraturan Pemarkahan
    • Panduan tentang bagaimana skor diberikan :
    • - rubrik
    • - contoh jawapan / respons
  • SUBJECTIVE ITEM
    • This type of item allows
    • subjectivity in the respons
    • and
    • The score given is based on the mark scheme
  • ITEM SUBJEKTIF
    • Item ini membenarkan
    • subjektiviti dalam respons
    • yang diberikan
    • dan pemberian skor adalah berdasarkan
    • skema penskoran.
  • RESTRICTED RESPONSE ITEM
    • There is a tendency to limit the types and amount of responses within the (limited) scope of the question task .
    • nevertheless
    • It is not restricted to assess knowledge only (knowledge is the construct…LPM format)
  • EXAMPLES OF RESTRICTED RESPONSE ITEM
    • Explain the meaning of a balanced diet.
    • Draw a diagram to show deviation of light rays when passing through a glass prism.
    • Differentiate between succession and colonisation (in an ecological study ).
    • An alloy is better than a pure metal. Give two reasons.
    • Describe the use of microorganisms in food industries
    • State two methods of producing pure metals
  • ITEM RESPONS TERHAD
    • Berkecenderungan
    • menghadkan bentuk dan respons
    • pelajar
    • melalui skop yang disoal.
    • Tidak terhad kepada menguji pengetahuan sahaja.
  • OPEN ENDED RESPONSE ITEM
    • Polychotomous and it invites various forms of answers.
  • EXAMPLE OF OPEN ENDED RESPONSE ITEMS
    • Describe the phenomenon of global warming
    • Explain the contribution of science and technology in the development of human sexual reproduction
    • Discuss problems often faced by people as a result of intensive use of pesticides in agriculture
  • STRENGTH OF OPEN ENDED RESPONSE ITEM The respondents / students are able to:
    • identify, select, organise and present ideas in a better form of communication.
    • combine and interrelate various ideas, knowledge and information from a variety of learning sources / media.
    • produce/present genuine ideas.
    • give judgement and evaluate ideas or information in the problems given .
    • to explore all the possible ways, methodology or approaches in an effort to solve the problems in the question.
  • ITEM RESPONS TERBUKA
    • Bersifat polikotomus dan mengundang pelbagai kemungkinan jawapan daripada pelajar.
  • GUIDED RESPONSE ITEM
    • The responses are strictly based on the stimulus given in the question. The stimulus may be in the form of a diagram, photographs, a map, a chart / flowchart or a segment of an article/essay .
  • STRUCTURED QUESTIONS
    • It consists of a series of items / questions in such a way that there are connections among all the items in the question. The items in the question are interrelated.
    • The responses thus given are the whole main processes / ideas / information in the concept or topic that is going to be tested.
    • It is a type of restricted and guided response item
  • MARK SCHEME
    • A document containing :
    • - answers / sample answers and scoring guides / rubrics as how to score students responses
    • - it provides allocation of scores for each task in the item.
    • Scoring rubric is a brief scoring guide as what to bear in mind / to consider during scoring and it is accompanied by sample answers.
  • MARK SCHEME Two types of scoring:
    • Analytical scoring
    • The score given is based on points / correct facts / evidence found in the students responses / answers.
    • Holistic scoring
    • Scores awarded are based on the overall ( quality ) of students responses / answers or a perception marking
  • Example of mark scheme
    • Mark scheme1
  • Peraturan Pemarkahan
    • Dokumen yang mengandungi :
    • - jawapan / contoh jawapan, panduan untuk menskor jawapan pelajar
    • - pembahagian skor bagi setiap tugasan yang terdapat dalam setiap item.
    • Rubrik penskoran ialah panduan umum penskoran yang boleh dipertimbangkan semasa membuat penskoran
  • Peraturan Pemarkahan
    • Penskoran Analitikal
    • Pemberian skor berdasarkan poin yang telah ditentukan.
    • Penskoran Mutu Keseluruhan
    • Pemberian skor berdasarkan mutu jawapan secara keseluruhan.