Documente Academic
Documente Profesional
Documente Cultură
MEASUREMENT AND
EVALUATION
GROUP MEMBERS :
1. JURIANA BINTI ISMAIL
2. RAZNA BINTI BALAHUDDIN
3. SYEIRLIN BINTI HASSAN AMIR
4. NOR HIDAYAH BINTI MOHAMMAD
5. NURUL SHAHFIRAH AFIQUAH BINTI ABDUL LATIF
QUESTIONS
a) Discuss 4 differences of traditional and current
assessments. In what way the current assessment
trends can overcome the shortcomings of traditional
assessment?
b) Based on your experienced, discuss five difficulties
faced by inexperienced teachers in integrating
assessment and teaching.
INTRODUCTION
■ Assessment is a broad term that includes measurement, evaluation, and testing.
■ It is defined as a process of gathering information for making decisions to
facilitate teaching and learning.
■ Assesment occur in a various level through different way. For example, teachers
assess student’s understanding at the end of each session using quizzes or oral
question.
■ Assesments also varies in term of difficulty. For example, the assessment of
reading skills is easier than the assessment of the ability to understand the essays
or novels.
■ There are two types of assessment:
i. Formative
To get information about student progress after one particular unit or chapter.
Usually, run using quizzes or tests.
i. Sumative
The assessment conducted after the end of the semestar., or then end of the
educational programme. For example, SPM, STPM and PMR.
DIFFERENCES OF TRADITIONAL AND
CURRENT ASSESSMENTS.
2. Assessment method
- For traditional assessment, the way to evaluate students on paper. They use paper and
pencil to face their exam by certain time such as mid-term exam and final exam every year.
- For current assessment, students will observe by their performance-based for continuous
long-term assessment includes variety aspect in students potential. By this, the students
will be ready with what they have learnt before because all the time they will be observed
and the teachers will give the grades from their performance.
3. Type of assessment
Summative for traditional assessment like standardized exams such as PMR and SPM. This
assessment make students will focus on their study only at that time, after that they forget it
quickly. They also cannot know how to aply their lesson in daily life.
Formative for current assessment. The variety of assessment will be faced by students to see
how far they understand and the way to apply their study in real life. The assessment will be
held at the end of the topic in every subjects. This make students always alert with their lesson.
■ Although the teachers have taken the course but they still feel less confident in assessing the
students. Lack of knowledge, skills and material resources add to their uncertainty in the assessment.
This has been stated by Raden (2008) where teachers dream professional training in assessments to
gain knowledge and assessment skills so they can successfully implement PBS (Pentaksiran
berasaskan sekolah). Teachers want to be provided with material resources such as the Student
Learning Development Guide (PPPM), Assessment Manual, instructional example, example of scoring
and so on. This training and workshop is very important to provide teachers with the skills and
confidence to formulate and implement the PBS. Some parents also question how each subject
teacher makes the assessment. Because of the attentive attitude of parents who point to the finger,
adding more teachers' uncertainty in the assessment.
2. Uncertainty of teachers in Assessment
The responsible teachers and the role of the PBS process should follow all the steps and procedures
of the assessment. However, the teacher's inability to assess will affect the entire assessment
system. The quality of assessment can be disputed by all parties if the teacher takes an indifferent
attitude while assessing the student. If this happens, there is an imbalance in injustice, transparency
and uniformity in assessing pupils, whereas this practice is one of the most important elements in
determining the pupils to get grades that meet what they earn and earn throughout PdP. Chan's study
(2009) found that 25% of teachers said no monitoring from the administrator and no collaboration
with senior teachers and administrators did not care about the implementation of PBS they only
wanted the decision. This is also due to the scoring set by the school to cause the teacher to assess
his / her levy. Not really because of dissatisfaction caused the scoring is not transparent