BENGKEL OBA_JSU_PEMBINAAN ITEM BERKUALITI_DHT.pdf

BENGKEL OUTCOMED BASED ASSESSMENT, JSU DAN PEMBINAAN ITEM BERKUALITI BAGI PROGRAM DIPLOMA IN HOTEL MANAGEMENT LANGKAWI TOURISM ACADEMY @ KOLEJ KOMUNITI LANGKAWI 8 & 9 OKTOBER 2024 Kandungan 01 OBA, CA, Pentaksiran & Penilaian Bengkel 02 JSU, FEIST 03 D...

BENGKEL OUTCOMED BASED ASSESSMENT, JSU DAN PEMBINAAN ITEM BERKUALITI BAGI PROGRAM DIPLOMA IN HOTEL MANAGEMENT LANGKAWI TOURISM ACADEMY @ KOLEJ KOMUNITI LANGKAWI 8 & 9 OKTOBER 2024 Kandungan 01 OBA, CA, Pentaksiran & Penilaian Bengkel 02 JSU, FEIST 03 Domain Taksonomi C, P, A & Rubrik 04 Pembinaan Item Objektif dan Subjektif 05 Alternative Assessment, Best Practice 06 Aplikasi AI dalam Pentaksiran Pelajar  Infographic Style Kenali kami…. NUR AZUREEN FASEHAHNOOR BINTI JAAFAR BINTI YAACOB PENGARAH, KETUA UNIT PEPERIKSAAN KOLEJ KOMUNITI & PENILAIAN HULU SELANGOR KOLEJ KOMUNITI KUALA LANGAT PENCERAMAH PENCERAMAH  Infographic Style Kenali kami…. SAFIZA BINTI HAFIZ BIN ALFIAN YUSOF A. RAHMAN KETUA JABATAN PENSYARAH (AKADEMIK) KOLEJ KOMUNITI POLITEKNIK METrO TAMBUNAN KUALA LUMPUR PENCERAMAH PENCERAMAH  PRE TEST OBE, OBA, CA, PENTAKSIRAN & PENILAIAN https://quizizz.com/admin/quiz/6701e48cb2e3bdcdfe85b1 4f?at=6701e48c63ead4147d2d1601 NO.1 : APA ITU OUTCOME BASED EDUCATION (OBE)? “Outcome-based education means starting with a clear picture of what is important for student to be able to do, then organizing the curriculum, instruction, and assessment to make sure that this learning ultimately happens” 01 02 03 Text Here Text Here (Spady, 1994) Text Here Easy to change Easy to change Easy to change colors. colors. colors. Outcomes Based Education (OBE) atau Pendidikan Berasaskan Hasil adalah pendekatan dalam pendidikan yang menekankan pencapaian hasil pembelajaran yang spesifik dan jelas. Dalam OBE, tumpuan utama adalah pada apa yang pelajar perlu tahu, boleh lakukan, dan nilai selepas menjalani proses pembelajaran..  Ciri Utama OBE Fokus pada Hasil OBE menetapkan hasil pembelajaran yang terperinci dan spesifik yang perlu dicapai oleh pelajar. Ini termasuk pengetahuan, kemahiran, dan sikap yang diharapkan Perancangan Berdasarkan Hasil dapat dikuasai oleh pelajar selepas proses pembelajaran. Kurikulum, pengajaran, dan penilaian dirancang berdasarkan hasil pembelajaran yang ditetapkan. Ini Penilaian Berasaskan Hasil bermakna semua aktiviti pengajaran dan pembelajaran diarahkan untuk mencapai hasil Penilaian dalam OBE adalah untuk mengukur tersebut. sejauh mana pelajar telah mencapai hasil yang ditetapkan. Ini mungkin melibatkan ujian, projek, Pengajaran dan Pembelajaran yang pembentangan, dan penilaian lain yang relevan. Fleksibel. Penekanan pada Pencapaian OBE membolehkan fleksibiliti dalam kaedah Individu pengajaran dan pembelajaran untuk memenuhi pelbagai gaya pembelajaran dan keperluan pelajar, OBE memberi perhatian kepada pencapaian selagi matlamat pembelajaran tercapai. individu pelajar dan membolehkan mereka belajar mengikut kadar mereka sendiri, dengan fokus pada hasil pembelajaran yang diinginkan. 4 FASA PELAKSANAAN OUTCOME BASED EDUCATION (OBE)  PEO PLO CLO PLO 1 PEO 1 PLO 2 CLO 1 PLO 3 PLO 4 MISI VISI PEO 2 PLO 5 CLO 2 PLO 6 PLO 7 PLO 8 PLO 9 PEO 3 CLO 3 PLO 10 PLO 11 HUBUNGKAIT ANTARA VISI, MISI, PEO, PLO DAN CLO Contoh: Perkaitan diantara CLO kursus DHP 20323 (DESSERT PRESENTATION) dengan PLO, PEO, Visi dan Misi bagi Program DHT 3 – 5 tahun setelah bergraduasi Setelah tamat program (bergraduasi) Setelah selesai sesuatu kursus  Hasil Aktiviti PdP Pembelajaran Menyediakan aktiviti Menggunakan pembelajaran tertentu penyataan hasil pembelajaran Menilai Menilai tahap pencapaian pelajar Pelaksanaan Aktiviti PdP Penentuan Rancangan Mengajar penilaian 1. JSU Perlu dilaksanakan 2. Rubrik / Skema mengikut kurikulum yang * Mengikut keperluan sedang berkuat kuasa. kurikulum Alat / bahan Pentaksiran & bantu mengajar Penilaian Minimum keperluan adalah mengikut senarai peralatan 1. Formatif di dalam kurikulum 2. Sumatif  CONSTRUCTIVE ALIGNMENT (CA) Kurikulum Instruksional Pentaksiran. (Silibus) (PdP) (PB :PA) Kandungan silibus yang ada di dalam kurikulum itulah yang perlu diajar kepada pelajar dan ditaksirkan. Kurikulum, PdP dan Pentaksiran yang selari dan sejajar dikenali sebagai penjajaran konstruktif (Constructive Alignment) Align  APAKAH PERBEZAAN PENTAKSIRAN & PENILAIAN PENTAKSIRAN Suatu kaedah pengumpulan data langsung dan tidak langsung serta bukti pembelajaran pelajar yang dijalankan secara sistematik, berterusan dan berulang dengan menggunakan sumber yang pelbagai dan berbeza. PENILAIAN Penilaian ialah suatu proses membuat pertimbangan dan keputusan mengenai prestasi pelajar dan prestasi program bersandarkan kepada standard tanda aras yang dinyatakan oleh D kriteria prestasi dan sasaran prestasi bagi sesuatu hasil D D pembelajaran berdasarkan bukti yang telah diperolehi daripada proses pentaksiran. D D  JADUAL SPESIFIKASI UJIAN Oleh : Fasehahnoor Yaacob  KANDUNGAN 01 Bidang Tugas Pembinaan JSu 03 Pengenalan Sesi Soal 02 JSU Jawab 04 Bahagian BIDANG TUGAS 01 PELANTIKAN Jawatankuasa Keselarasan Kolej Komuniti Penyelaras FUNGSI JAWATANKUASA KESELARASAN 01 02 03 Menentukan format Membuat semakan Memberi cadangan & item PA sesuatu terhadap agihan item maklumbalas JSU program di JSU 04 05 06 Mengesyorkan kaedah Mengesahkan JSU Mengesahkan rubrik pentaksiran yg sesuatu kursus bersesuaian bg Rujukan : sesuatu kursus GP Pengurusan Bank Item dan Peraturan Pemarkahan Politeknik Surat Lantikan JK Keselarasan JPPK.BPN.600-1/1/5 (49) KOLEJ KOMUNITI PENYELARAS KOLEJ KOMUNITI PENYELARAS  SKOP TUGAS KK PENYELARAS Menyelaras & membangunkan JSU, rubrik & dokumen pentaksiran 01 Menyemak & berdasarkan kurikulum bersama KK Pelaksana 02 mengemaskini JSU, rubrik & dokumen pentaksiran berdasarkan Menguruskan item & peraturan pemarkahan 03 maklumbalas yg disahkan berkualiti  SKOP TUGAS KK PENYELARAS Mengambil tindakan Memaklumkan kpd BPN terhadap sebarang ralat dalam item & peraturan 04 05 terhadap sebarang ralat pemarkahan item dan peraturan pemarkahan 04 Menyimpan, merekod & mengawalselia bank 06 Menganalisis item bagi meningkatkan kualiti item penggubalan item Rujukan : Surat Lantikan KK Penyelaras JPPK.BPN.600-1/1/4 (55) ARAHAN PEMBANGUNAN JSU TAKWIM PELAKSANAAN PEMBANGUNAN JSU  CARTA ALIR PEMBANGUNAN, SEMAKAN & KESAHAN CIST / JSU PB  CARTA ALIR PEMBANGUNAN , SEMAKAN & KESAHAN FEIST / JSU PA PENYELARASAN JSU / FEIST PA Hasil Mesyuarat JK Keselarasan Peperiksaan & Penilaian pada 14 & 15 November 2022 PENYELARASAN FEIST / JSU PA PENYELARASAN FEIST / JSU PA PENYELARASAN FEIST / JSU PA Bahagian PENGENALAN JSU 02  DEFINISI JSU Dokumen perancangan dlm 01 pembinaan ujian. JSU 02 03 Dokumen Blueprint atau kerangka aktiviti pentaksiran. Dikenali sbg “Test Blue Print” dan “Test Specification” 04 Menentukan skop pentaksiran supaya ianya menjadi standard dokumen MAKSUD & OBJEKTIF JSU  TUJUAN UTAMA JSU Memastikan aras Membuat kertas taksonomi ujian adalah soalan Aras Pelaksanaan Penilaian dijalankan SELARAS secara sistematik Menetapkan & memperuntukkan jenis Bil. Soalan merujuk Jenis Item item soalan Rujuk kpd keutamaan topik Kurikulum Menilai & membuat perbandingan Menjamin kesahihan kandungan pentaksiran Kesahihan penilaian  CIRI-CIRI JSU Pemberatan Jumlah pemberatan (%) yg dicadangkan Kandungan bg setiap penilaian Merangkumi semua jenis penilaian yg terdapat dlm Domain kurikulum, jenis instrument & kaedah penilaian Taksonomi Mengandungi aras taksonomi yg terlibat dlm setiap CLO kursus  CIRI-CIRI JSU Item Soalan Objektif Subjektif Amali Jumlah Item Dll Jumlah turutan no. item bg soalan objektif & subjektif Jumlah bilangan item dr Masa setiap soalan (rubrik) Peruntukan masa bg setiap penilaian mengikut jumlah SLT JENIS JSU KOLEJ KOMUNITI Rujukan : Garis Panduan Pentaksiran dan Penilaian PolyCC Edisi 2024 Bahagian PEMBINAAN JSU 03  10 KANDUNGAN JSU 10. JENIS 1. CLO / HPK ITEM 9. PEMBERAT 2. 8. MARKAH INSTRUMEN PENILAIAN 7. NO ITEM 3. KAEDAH 4. KLUSTER 5. TOPIK 6. DOMAIN TERLIBAT / & BIL ITEM PENILAIAN PECAHAN DOMAIN LANGKAH PEMBANGUNAN JSU 1. Fahami kandungan kurikulum 2. Menentukan agihan topik, markah dan tempoh penilaian 3. Membangunkan JSU dengan menggunakan templat bersesuaian  1. FAHAMI KANDUNGAN KURIKULUM PEMBERAT PENTAKSIRAN HPK / CLO HPP / AKTIVITI TOPIK AKTIVITI PLO PENTAKSIRAN SLT KLUSTER PDP Hasil Pembelajaran Program (HPP) vs Kluster Hasil Pembelajaran Program (HPP) vs TAKSONOMI KOGNITIF KOGNITIF PSIKOMOTOR AFEKTIF AFEKTIF KOGNITIF / PSIKOMOTOR / AFEKTIF KOGNITIF / PSIKOMOTOR / AFEKTIF AFEKTIF AFEKTIF AFEKTIF AFEKTIF  ITEM PENILAIAN O / S / P JENIS PENILAIAN O/S/P 1. KUIZ O/S 2. UJIAN O/S 3. TUGASAN S/P 4. PEMBENTANGAN P 5. AMALI P 6. SIMULASI P 7. DEMONTRASI P 8. PROJEK P OBJEKTIF / SUBJEKTIF / PRAKTIKAL  PERUNTUKAN MASA BAGI JENIS SOALAN Sumber : A.J. Nikto (2004). Educational Assessments of Students. Englewood Cliffs, NJ : Prentice Hall TRY TEST ?? Masa Pentaksiran Kuiz – 0.5 jam 1. Jika soalan MCQ (fakta), berapakah bilangan minima dan maksima item? 2. Jika soalan MCQ (kompleks), berapakah bilangan minima dan maksima item? 3. Jika soalan MCQ (pengiraan), berapakah bilangan minima dan maksima item?  TRY TEST ?? Masa Pentaksiran Kuiz – 0.5 jam Jika soalan MCQ (fakta), berapakah bilangan minima dan maksima item? Minima = 30 , Maksima = 45 Jika soalan MCQ (kompleks), berapakah bilangan minima dan maksima item? Minima = 20 , Maksima = 26 Jika soalan MCQ (pengiraan), berapakah bilangan minima dan maksima item? Minima = 6, Maksima = 15  PERANCANGAN PEMBINAAN JSU : TEST 1 DHT 10042 INTRODUCTION TO HOSPITALITY AND TOURISM BERAPA BIL UJIAN & MARKAH? TOPIK YANG TERLIBAT DOMAIN KOGNITIF 1 PERANCANGAN PEMBINAAN JSU : TEST TOPIK YANG DHT 10042 INTRODUCTION TO HOSPITALITY AND TOURISM BERKAITAN C2 C2 DOMAIN KOGNITIF C2 C2 C2  PERANCANGAN PEMBINAAN JSU : TEST 2 KIRA JAM SLT BAGI CLO 1 UNTUK TOPIK 1 & 2  PERANCANGAN PEMBINAAN JSU : TEST 3 UJIAN 1 (10%) KANDUNGAN TOPIK JAM SLT JUMLAH MARKAH BUNDARKAN TOPIK 1 5 3.3 3 TOPIK 2 10 6.7 7 JUMLAH 15 JAM 10 M 10 M CADANGAN JENIS UJIAN : 4 TEMPOH PENILAIAN : 1 JAM 10 SOALAN OBJ 3 SOALAN SUBJEKTIF (STRUKTUR PENDEK)  PERANCANGAN PEMBINAAN JSU : TEST CADANGAN JENIS UJIAN : 5 10 SOALAN OBJ 3 SOALAN SUBJEKTIF (STRUKTUR PENDEK)  5 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK KIRA AGIHAN MARKAH SETIAP TOPIK MENGIKUT SLT  5 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK UJIAN 1 KANDUN JAM JUMLAH BUNDARKAN AGIHAN AGIHAN (10%) GAN BERSEMUKA ITEM (O) C1 C2 TOPIK (40%) (60%) TOPIK 1 5 3.3 3 2 1 TOPIK 2 10 6.7 7 2 5 JUMLAH 15 JAM 10 10 4 6 UJIAN 1 KANDUN JAM AGIHAN MARKAH JUMLAH (10%) GAN BERSEMUKA ITEM (O) MARKAH ITEM TOPIK (O) TOPIK 1 5 3 x 2m 6 TOPIK 2 10 7 x 2m 14 JUMLAH 15 JAM 10 20 markah  5 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK UJIAN 1 KANDUNGAN JAM AGIHAN MARKAH PENYESUAIAN (10%) TOPIK BERSEMUKA ITEM (S) MARKAH (S) TOPIK 1 5 11 10 TOPIK 2 10 19 20 JUMLAH 15 JAM 30 markah 30 markah UJIAN 1 KANDUN JAM JUMLAH JUMLAH AGIHAN AGIHAN (10%) GAN BERSEMUKA ITEM (S) MARKAH (S) C1 C2 TOPIK (40%) (60%) TOPIK 1 5 1 10 M 4M 6M TOPIK 2 10 2 20 M 8M 12 M JUMLAH 15 JAM 3 30 M 12 M 18 M 6 PERANCANGAN PEMBINAAN JSU : PLOT DI JSU - UJIAN  5 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK UJIAN 1 BAHAGIAN / OBJEKTIF SUBJEKTIF PERATUS AGIHAN (10%) DOMAIN C1 4 x 2m = 8 m 12 m 20/50 x 100 = 40% C2 6 x 2m = 12 m 18 m 30/50 x 100 = 60% JUMLAH 20 markah 30 markah PASTIKAN!! Domain CLO1 adalah C2. Pastikan % C2 adalah lebih drp C1 (best practice – 60%)  PERANCANGAN PEMBINAAN JSU : FINAL EXAMINATION 1 DHT 10042 INTRODUCTION TO HOSPITALITY AND TOURISM BERAPA CLO & MARKAH? TOPIK YANG TERLIBAT DOMAIN KOGNITIF 2 PERANCANGAN PEMBINAAN JSU : AGIHAN MARKAH & ITEM KIRA JAM SLT BAGI CLO 1 & CLO 2 UNTUK TOPIK 1, 2 , 3, 4 , 5 & 6  3 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK OBJEKTIF TOPIK JAM SLT JUMLAH BUNDARK AGIHAN AGIHAN AGIHAN (20 ITEM) ITEM (O) AN C1 C2 C3 40 MARKAH TOPIK 1 5 2.3 4 2 2 - TOPIK 2 10 4.6 6 2 4 - TOPIK 3 6 2.7 1 - - 1 TOPIK 4 8 3.7 4 - - 4 TOPIK 5 9 4.2 4 - - 4 TOPIK 6 5 2.3 1 - - 1 JUMLAH 43 JAM 20 ITEM 20 ITEM 4 6 10 CONTOH JSU : BAHAGIAN A 3 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK BAHAGIAN B : SUBJEKTIF TOPIK 1, 2, 3 4 & 6 SUBJEKTIF TOPIK JAM SLT JUMLAH BUNDAR AGIHAN AGIHAN AGIHAN MARKAH MARKAH MARKAH MARKAH 40 (S) C1 C2 C3 MARKAH TOPIK 1 5 5.9 8 2 6 - TOPIK 2 10 11.7 12 2 10 - TOPIK 3 6 7 4 - - 4 TOPIK 4 8 9.4 10 - - 10 TOPIK 6 5 5.9 6 - - 6 JUMLAH 34 JAM 40 MARKAH 40 MARKAH 4 Markah 16 Markah 20 Markah CONTOH JSU : BAHAGIAN B 3 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK BAHAGIAN C : ESEI PENDEK (TOPIK 5) SUBJEKTIF TOPIK JAM SLT JUMLAH MARKAH AGIHAN MARKAH C3 20 MARKAH TOPIK 5 9 20 20 JUMLAH 9 JAM 20 MARKAH 20 Markah PA BAHAGIAN OBJEKTIF SUBJEKTIF ESEI PENDEK PERATUS (50%) / DOMAIN AGIHAN C1 4 x 2m = 8 m 4m - 12/100 x 50 = 6% C2 6 x 2m = 12 m 16 m - 28/100 x 50 = 14% C3 10 x 2m = 20 m 20 m 20 m 60/100 x 50 = 30% JUMLAH 40 markah 40 markah 20 markah 50 % 3 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK PA BAHAGIAN OBJEKTIF SUBJEKTIF PERATUS AGIHAN CLO 1 / DOMAIN PEMBERAT (20%) C1 4 x 2m = 8 m 4m 12/40 x 20 = 6 CLO 1 : 40 m / 100 x 50 C2 6 x 2m = 12 m 16 m 28/40 x 20 = 14 = 20% JUMLAH 20 markah 20 markah 20 PA BAHAGIAN OBJEKTIF SUBJEKTIF ESEI PENDEK PERATUS CLO 2 / DOMAIN AGIHAN (30%) C3 10 x 2m = 20 m 20 m 20 m 60/60 x 30 = 30 JUMLAH 20 markah 20 markah 20 markah 30 PEMBERAT CLO 2 : 60 m / 100 x 50 = 30%  PERANCANGAN PEMBINAAN JSU : FINAL ASSESSMENT (Practical) 1 DHT 10053 PRINCIPLES OF FOOD AND BEVERAGES SERVICE BERAPA CLO & MARKAH? TOPIK YANG TERLIBAT DOMAIN PSIKOMOTOR  PERANCANGAN PEMBINAAN JSU : FINAL ASSESSMENT (Practical) 1 DHT 10053 PRINCIPLES OF FOOD AND BEVERAGES SERVICE KLUSTER DOMAIN PSIKOMOTOR 2 PERANCANGAN PEMBINAAN JSU : AGIHAN MARKAH & ITEM KIRA JAM SLT BAGI CLO 2 & CLO 3 UNTUK TOPIK 7 & 8 3 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK FINAL TOPIK JAM SLT PEMBERAT BUNDARKAN PEMBERAT ASSESSMENT MARKAH MARKAH (PRACTICAL (KURIKULUM) 40%) TOPIK 7 26 19.3% 18% 30% TOPIK 8 28 20.7 % 22% 10% JUMLAH 54 JAM 40% 40% 40% ISU ??? 3 PERANCANGAN PEMBINAAN JSU : AGIHAN ITEM, DOMAIN & TOPIK P3 FINAL TOPIK PEMBERAT JUMLAH MARKAH ASSESSMENT MARKAH (/100) (PRACTICAL 40%) TOPIK 7 30% 30/40 x100 = 75 TOPIK 8 10% 10/40 x 100 = 25 JUMLAH 40% 100% P3 CONTOH JSU : FINAL ASSESSMENT (PRACTICAL) ISU : 1. Bolehkah uji pada tahap P1 dan P2? 2. Bolehkah uji pada tahap P4? FINAL ASSESSMENT (PRACTICAL) - RUBRIK CLS 3A : PRACTICAL SKILLS P3  FINAL ASSESSMENT (PRACTICAL) - RUBRIK CLS 3D : DIGITAL SKILLS P3 ISU : 1. Adakah sesuai kluster 3D? Bincangkan. The best preparation for good work tomorrow is to do good work today. Elbert Hubbard  TERIMA KASIH Our Team : Nur Azureen Jaafar Dr. Safiza Alfian Yusof Hafiz A. Rahman Fasehahnoor Yaacob CREDITS: This presentation template was created Slidesgo Flaticon by Slidesgo, including icons by Flaticon, and Freepik infographics & images by Freepik  LEARNING DOMAIN TAXANOMY FOR POLYCC  CONTENT INTRODUCTION TO LEARNING DOMAIN COGNITIVE LEARNING DOMAIN PSYCHOMOTOR LEARNING DOMAIN AFFECTIVE LEARNING  INTRODUCTION ON LEARNING DOMAINS THE LEARNING DOMAIN REFERS TO THE DIFFERENT AREAS OR CATEGORIES OF LEARNING THAT CAN BE TARGETED IN EDUCATIONAL SETTINGS. LEARNING DOMAINS, OFTEN REFERRED TO AS BLOOM'S TAXONOMY, IS A FRAMEWORK THAT CATEGORIZES EDUCATIONAL GOALS AND OBJECTIVES INTO DIFFERENT LEVELS OF COGNITIVE COMPLEXITY. THERE ARE THREE (3) DOMAINS IN EDUCATION: ✓ COGNITIVE DOMAIN ✓ PSYCHOMOTOR DOMAIN ✓ AFFECTIVE DOMAIN OFFICIAL LETTER RELATED TO THE USE OF THE LEARNING TAXONOMY FOR POLYCC (2024) OFFICIAL LETTER RELATED TO THE USE OF THE LEARNING TAXONOMY FOR POLYCC (2024)  COGNITIVE LEARNING DOMAIN THE COGNITIVE LEARNING DOMAIN, ONE OF THE THREE DOMAINS IN BLOOM'S TAXONOMY, FOCUSES ON THE DEVELOPMENT OF INTELLECTUAL SKILLS AND THE ACQUISITION OF KNOWLEDGE. IT ENCOMPASSES VARIOUS LEVELS OF THINKING, FROM BASIC RECALL OF FACTS TO HIGHER-ORDER THINKING SKILLS. HERE'S A BREAKDOWN OF ITS KEY LEVELS:  COGNITIVE LEARNING DOMAIN DESCRIBING THE FORM OF THINKING AND THINKING IS AN ACTIVE PROCESS, SO THE USE OF VERBS IS MORE ACCURATE. ALL LEVELS ARE REPLACED BY VERBS AND LEVELS OF SYNTHESIS AND EVALUATION ARE REARRANGED. THEREFORE, THE EDUCATION SYSTEM NOW USES BLOOM'S TAXONOMY APPROACH TO FORMULATE ASSESSMENT QUESTIONS. COGNITIVE LEARNING DOMAIN COGNITIVE LEARNING DOMAIN COGNITIVE DOMAIN TAXANOMY FOR POLYCC  EXAMPLES FOR COGNITIVE DOMAIN QUESTIONS COGNITIVE DOMAIN QUESTIONS (CROSS CULTURE) LEVEL C1 List two types of cross culture impacts in Malaysia. REMEMBER Identify two category of cross culture impacts in Malaysia. C2 Explain five positive impacts of cross culture. UNDERSTAND Discuss five negatives impacts of cross culture. C3 Share three benefits of cross culture activity in Malaysia. APPLY Show three approaches to control negative cross cultural that happening in Malaysia. C4 Figure out the negative cross culture impact on the way of lifestyle of the villagers in Malaysia. ANALYZE Differentiate the positive and negative impact of cross culture in terms of villagers’ lifestyle in Malaysia C5 Justify whether cross culture has a positive or negative effect on villagers in Malaysia. EVALUATE Verify whether villagers in Malaysia are negatively affected by cross culture activity. Forecast for the next 10 years whether Malaysia will be affected negatively or positively as a result C6 of cross culture activity CREATE Develop a guideline that can help to control negative cross culture impact on villagers' lifestyle.  PSYCHOMOTOR LEARNING DOMAIN THE PSYCHOMOTOR LEARNING DOMAIN FOCUSES ON THE DEVELOPMENT OF PHYSICAL SKILLS AND THE ABILITY TO PERFORM TASKS THAT REQUIRE COORDINATION AND MOVEMENT. THIS DOMAIN EMPHASIZES THE INTEGRATION OF COGNITIVE AND PHYSICAL SKILLS, ALLOWING LEARNERS TO TRANSLATE KNOWLEDGE INTO ACTIONS. IT IS PARTICULARLY RELEVANT IN FIELDS SUCH AS HEALTH SCIENCES, PERFORMING ARTS, AND SPORTS. HERE’S A BREAKDOWN OF THE KEY LEVELS IN THE PSYCHOMOTOR DOMAIN: PSYCHOMOTOR LEARNING DOMAIN PSYCHOMOTOR LEARNING DOMAIN PSYCHOMOTOR DOMAIN TAXANOMY FOR POLYCC  EXAMPLES FOR PSYCHOMOTOR DOMAIN QUESTIONS PSYCHOMOTOR QUESTIONS (SWIMMING) DOMAIN LEVEL P1 The students are able to differentiate the types of strokes for swimming. AWARENESS The students are able to choose the types of attire that are suitable for swimming activities P2 The students are able to explain the types of swimming strokes. READYNESS The students are able to prepare the equipment involved for swimming activities. P3 The students are able to follow the instructors hand or feet movement during swimming class. ATTEMP The students try to do the swimming stroke by themselves in shallow water P4 - BASIC The students can perform basic swimming strokes. PROFICIENCY The students can complete the basic swimming routine during classes P5 – EXPERT The students can demonstrate swimming strokes efficiently. PROFICIENCY P6 The students can adapts various swimming strokes according to the type or condition of water ADAPTATION P7- CREATIVE The students can arrange basic steps for swimming training session. PROFICIENCY The students can combine few types swimming strokes during life saving activity  AFFECTIVE LEARNING DOMAIN THE AFFECTIVE LEARNING DOMAIN FOCUSES ON THE EMOTIONAL ASPECTS OF LEARNING, INCLUDING HOW FEELINGS, ATTITUDES, VALUES, AND MOTIVATIONS INFLUENCE BEHAVIOR AND LEARNING PROCESSES. KEY ASPECTS OF THE AFFECTIVE DOMAIN: EMOTIONAL RESPONSES: IT ENCOMPASSES HOW STUDENTS REACT EMOTIONALLY TO LEARNING EXPERIENCES, INCLUDING FEELINGS OF INTEREST, MOTIVATION, AND ENJOYMENT. VALUES AND ATTITUDES: THIS DOMAIN INVOLVES THE DEVELOPMENT OF PERSONAL VALUES, BELIEFS, AND ATTITUDES TOWARDS SUBJECTS, PEOPLE, AND THE ENVIRONMENT. FOR INSTANCE, A STUDENT MAY DEVELOP A STRONG COMMITMENT TO SOCIAL JUSTICE THROUGH COURSEWORK. THE AFFECTIVE DOMAIN IS OFTEN ORGANIZED INTO A HIERARCHY OF LEVELS, RANGING FROM SIMPLE AWARENESS TO MORE COMPLEX INTERNALIZATION OF VALUES. THE LEVELS TYPICALLY INCLUDE:  AFFECTIVE LEARNING DOMAIN IMPACT ON LEARNING: EMOTIONAL ENGAGEMENT CAN SIGNIFICANTLY IMPACT MOTIVATION, RETENTION OF INFORMATION, AND OVERALL LEARNING OUTCOMES. POSITIVE EMOTIONAL EXPERIENCES OFTEN LEAD TO A DEEPER UNDERSTANDING AND A GREATER WILLINGNESS TO LEARN. IMPORTANCE IN EDUCATION: HOLISTIC DEVELOPMENT: RECOGNIZING THE AFFECTIVE DOMAIN HELPS EDUCATORS SUPPORT NOT JUST INTELLECTUAL GROWTH BUT ALSO EMOTIONAL AND SOCIAL DEVELOPMENT. CREATING A POSITIVE LEARNING ENVIRONMENT: UNDERSTANDING STUDENTS' EMOTIONAL NEEDS CAN FOSTER A MORE INCLUSIVE AND SUPPORTIVE CLASSROOM ATMOSPHERE. PROMOTING LIFELONG LEARNING: ENGAGING STUDENTS EMOTIONALLY CAN HELP INSTILL A LOVE FOR LEARNING THAT PERSISTS BEYOND FORMAL EDUCATION. BY ADDRESSING THE AFFECTIVE DOMAIN, EDUCATORS CAN ENHANCE OVERALL LEARNING EXPERIENCES AND HELP STUDENTS DEVELOP A WELL-ROUNDED SET OF SKILLS AND VALUES. AFFECTIVE LEARNING DOMAIN AFFECTIVE LEARNING DOMAIN AFFECTIVE DOMAIN TAXANOMY FOR POLYCC  EXAMPLES FOR AFFECTIVE DOMAIN QUESTIONS AFFECTIVE QUESTIONS (TOURIST GUIDING) DOMAIN LEVEL A1 RECEIVING The students are alert with the preparations that need to be done by a tourist guide PHENOMENA The students can identify the preparations that need to be done by a tourist guide A2 The students were able to greet tourists before starting the commentary RESPONDING The students obey the rules and laws set by MOTAC before performing their duties as a tourist TO guide PHENOMENA A3 The students demonstrate the commentary skills at the touristic spot. VALUING The students share their personal experience with the tourists during commentary. A4 The students can modify the travel itinerary according to the latest situations / conditions. ORGANIZING The students can explain / clarify to the tourist on any question or issue that arises VALUES A5 The students are able to influence the tourist to buy traditional products made in Malaysia in order INTERNALIZING to introduce Malaysia at the international level. VALUES The students are able to solve problems that arise during the visit in a professional and fair manner. PEMBINAAN ITEM PEPERIKSAAN AKHIR OBJEKTIF & SUBJEKTIF Oleh: Fasehahnoor Yaacob Kandungan 01 02 03 Format Item Objektif Item Peperiksan (Aneka Pilihan) Subjektif Akhir 04 05 06 Membina Item Pembinaan Penilaian Soalan Item Domain Item Berkualiti C “Put your heart, mind and soul into even your smalles acts. This is the secret of success.” -Swami Sivananda- 01 Format Peperiksaan Akhir Format Soalan Peperiksaan Akhir (Sijil) Bahagian A Bahagian B Aneka pilihan Subjektif (MCQ) Berstruktur 20 soalan 3 soalan 1 soalan = 2 1 soalan = 20 markah markah 4 pilihan jawapan Format Soalan Peperiksaan Akhir (Diploma) Bahagian A Bahagian B Bahagian C Aneka pilihan Subjektif Esei Pendek (MCQ) Berstruktur 1 soalan 20 soalan 2 soalan 1 soalan = 20 1 soalan = 2 1 soalan = 20 markah markah markah 4 pilihan jawapan 02 ITEM OBJEKTIF (ANEKA PILIHAN) CIRI-CIRI ITEM OBJEKTIF (ANEKA PILIHAN) Mempunyai jawapan yang TEPAT, TERTENTU & SPESIFIK Menguji pengetahuan, kefahaman & MCQ intelektual (kognitif) Hanya ada SATU (1) jawapan betul AGIHAN MASA MENJAWAB KOMPONEN ITEM ANEKA PILIHAN Stimulus / Stem / Badan Pilihan Jawapan Rangsangan Soalan Bahagian soalan yg Bahagian soalan yg Bahagian soalan yg mengandungi pilihan mengandungi maklumat mengandungi tugasan & jawapan yg berbentuk khusus soalan arahan soalan angka, symbol, frasa, rajah Didasari dgn teks / grafik / Ayat lengkap, tidak lengkap atau jadual jadual / perbualan atau ayat tanya relevan Pilihan BETUL / DISTRAKTOR CONTOH : Stimulus Stem Pilihan Jawapan CONTOH : Stimulus Stem Pilihan Jawapan PRINSIP PEMBINAAN ITEM ANEKA PILIHAN 1 3 Arahan hendaklah jelas Perkataan sepunya tidak sama ada memilih diulang-ulang dlm setiap jawapan yang ‘betul’ atau pilihan jawapan. ‘tepat’. 2 4 Soalan dan jawapan Pilihan jawapan mestilah hendaklah padat, jelas & munasabah dan homogen tidak ‘berbunga-bunga’ PRINSIP PEMBINAAN ITEM ANEKA PILIHAN 5 7 Taburan jawapan betul Kurangkan jawapan hendaklah secara rawak. ‘Semua di atas’ atau ‘Tiada satu pun di atas’ 6 8 Pilihan jawapan Pilihan jawapan boleh hendaklah ditulis sama disusun mengikut abjad panjang atau nilai nombor 03 ITEM SUBJEKTIF  CIRI-CIRI ITEM SUBJEKTIF 1 4 Soalan yang mempunyai LEBIH Mempunyai jawapan terbuka DARI 1 JAWAPAN yang betul. dan tidak spesifik. 2 5 Membenarkan subjektiviti Pemeriksaan secara subjektif dalam respon yang diberikan. berdasarkan skema pemarkahan. 3 Pelajar boleh mempamerkan kedalaman pengetahuan & kemahiran. PRINSIP AM Item subjektif berbentuk struktur atau esei. Soalan hendaklah jelas supaya jawapan boleh diselesaikan dlm tempoh masa dan mengikut markah yg ditetapkan/bersesuaian Soalan hendaklah padat, jelas dan tidak berbunga-bunga Soalan perlu ditulis dengan jelas supaya pelajar dpt membayangkan satu kerangka struktur yg memandu pelajar utk menjawab. Aras kesukaran soalan perlu setara dengan markah.  KOMPONEN ITEM SUBJEKTIF Stimulus / Stem / Badan Peraturan Rangsangan Soalan Pemarkahan Bahagian soalan yg Bahagian soalan yg mengandungi maklumat mengandungi tugasan & Memaparkan cadangan khusus soalan arahan soalan jawapan dan cara Didasari dgn teks / grafik / Ayat lengkap dengan pemarkahan jadual / perbualan menggunakan kata tugas yg relevan tidak mengongkong penulisan jawapan. CONTOH : Stimulus Stem CONTOH : Peraturan Pemarkahan JENIS-JENIS ITEM SUBJEKTIF Item Respon Terhad Item Respon Terbuka (Closed Ended) (Opened Ended) Esei Berpandu (guided) Berstruktur  Item Respon Terhad 1 4 Calon perlu menulis jawapan dalam Menghadkan bentuk & respon ayat lengkap, perenggan atau pelajar frasa mengikut arahan soalan. 2 5 Calon beri respon berdasarkan Sukar untuk mengumpul rangsangan yg disediakan. maklumat yg mencukupi tentang kemahiran kognitif tinggi. 3 Sesuai utk menguji konstruk C1, C2 & C3 CONTOH ITEM RESPON TERHAD : CONTOH ITEM RESPON TERHAD :  CIRI-CIRI ITEM RESPON TERBUKA Mengandungi soalan yg memerlukan pelajar memberi jawapan dlm satu atau beberapa perenggan. Mengundang pelbagai kemungkinan respons. Calon bebas melahirkan idea, merangka, memilih & mempersembahkan dalam penulisan. Bebas meneroka pelbagai pilihan, cara & pendekatan untuk menyelesaikan masalah. Masa yg Panjang untuk menskor penyediaan set peraturan pemarkahan yang jelas & komprehensif Penskoran secara subjektif CONTOH ITEM RESPON TERBUKA : CONTOH JAWAPAN ITEM RESPON TERBUKA : CONTOH JAWAPAN ITEM RESPON TERBUKA : 04 Membina Item Soalan Yang Berkualiti 1. Bilangan soalan aneka pilihan jenis kompleks (Pelengkap) hadkan kepada 15% - 25% Susun pilihan jawapan dalam tertib menaik, nilai roman terkecil kepada besar. Pilihan jawapan roman hendaklah homogen 2. Soalan Aneka Pilihan Kompleks Sesuai untuk C2 & C3 C3 –sesuai C1 – kurang sesuai 3. Gunakan Gambar Sebenar / Carta Alir Sbg Stimulus daripada Teks Teks yang tidak sesuai sebagai Gambar yang jelas sebagai stimulus stimulus 4. Pastikan gambar jelas dan difahami dan tiada unsur gangguan 5. Elakkan Stimulus dlm Ayat yg Panjang Ubah kepada 6. Susunan pilihan jawapan hendaklah seragam Menaik Menurun 7. Pilihan Jawapan Perlu Homogen dan Tidak Menonjol Sebagai Jawapan 7. Penggunaan Distraktor Yang Logik Ubah kepada 05 Pembinaan Item Berdasarkan Domain C (C1 – C4) C1 : Mengingati (Remember) Apakah jenis pengangkutan yang membawa penumpang daripada KLIA ke KL Sentral? A. Monorail B. Komuter C. Light Rapid Transit (LRT) D. Express Rail Link (ERL) C2 : Memahami (Understand) Merupakan syarikat yang mengendalikan perkhidmatan rel di lapangan terbang Pernyataan di atas merujuk kepada pengangkutan _________. A.Monorail B.Komuter C.Light Rapid Transit (LRT) D.Express Rail Link (ERL) C3 : Mengaplikasi (Apply) Ameenah adalah seorang pelancong dari Dubai dan baru sahaja mendarat di Lapangan Terbang Antarabangsa Kuala Lumpur. Beliau ingin meneruskan perjalanan ke Hotel Hilton yang berdekatan dengan KL Sentral. Merujuk kepada pernyataan di atas merujuk, apakah jenis pengangkutan yang paling pantas untuk Ameenah sampai ke KL Sentral? A. Electric Train Services (ETS) B. Mass Rapid Transit (MRT) C. Light Rapid Transit (LRT) D. Express Rail Link (ERL) C4 : Menganalisis (Analyze) Jenis / E-Hailing ERL ERL & MRT Airport bus Butiran Jarak (km) 57 km 68 km 72 km 60 km Masa 77 minit 46 minit 55 minit 90 minit (minit) Kos (RM) RM 75.30 RM 49.50 RM 32.50 RM 15.00 Berdasarkan jadual di atas, tentukan jenis pengangkutan yang paling optimum untuk digunakan oleh Ameenah dari KLIA ke KL Sentral. A. ERL B. ERL & MRT C. E-Hailing D. Airport Bus C1 : Mengingati (Remember) Senaraikan enam (6) jenis pengangkutan darat. C2 : Memahami (Understand) Komuter ETS Kereta Kabel Jelaskan fungsi pengangkutan di atas C3 : Mengaplikasi (Apply) Sahil merupakan seorang pengembara solo dari Nepal. Beliau ingin melawat ke Kuala Lumpur, Genting Highland dan Pulau Pangkor. Walau bagaimanapun, pakej yang ditawarkan oleh agensi pelancongan adalah di luar kemampuan beliau. Selesaikan pemasalahan Sahil dengan mencadangkan enam (6) jenis pengangkutan yang lebih ekonomi. C4 : Menganalisis (Analyze) Jenis / E-Hailing ERL ERL & MRT Airport bus Butiran Jarak (km) 57 km 68 km 72 km 60 km Masa 77 minit 46 minit 55 minit 90 minit (minit) Kos (RM) RM 75.30 RM 49.50 RM 32.50 RM 15.00 Berdasarkan jadual di atas, anda dikehendaki untuk menganalisis dan mencadangkan jenis pengangkutan yang lebih optimum untuk digunakan oleh Ameenah ke KL Sentral. 06 Penilaian Item Sistem 9 Poin **Akur **Akur **Akur Kurikulum Peluang Spesifikasi *Tepat **Tepat Bahasa / **Tepat Tajuk Konstruk Jelas KRITERIA WAJIB (**) DITERIMA = semua ciri-ciri dipenuhi DIPINDA = semua ciri-ciri (**) dipenuhi & satu/lebih ciri-ciri (*) tidak dipenuhi *Sesuai Aras *Sesuai *Sesuai Kesukaran Penting Keadilan DITOLAK = satu atau lebih ciri-ciri (**) tidak dipenuhi Sistem 9 Poin  Rumusan Pembinaan item memerlukan PENGETAHUAN, POSITIF, KREATIF dan SENSITIF (Ikut peredaran zaman) Memahami perbezaan domain pembelajaran, kandungan kursus & JSU. Mengetahui langkah dan ciri item yang dibina. Practices makes Perfect Terima Kasih Our Team : Nur Azureen Jaafar Dr. Safiza Alfian Yusof Hafiz A. Rahman Fasehahnoor Yaacob CREDITS: This presentation template was created by Slidesgo, Slidesgo and includes icons by Flaticon, and infographics & images by Flaticon Freepik Freepik Please keep this slide for attribution  RUBRIC DEVELOPMENT (PEMBANGUNAN RUBRIK) GOOD PRACTICE FOR POLYCC  RUBRIC FOR PERFORMANCE ASSESMENT A RUBRIC IS A MARKING GUIDE THAT REFERS TO THE CRITERIA USED BY LECTURERS AND STUDENTS TO DETERMINE THE QUALITY OF STUDENT RESULTS TO ACHIEVE THE SET STANDARDS. IT CONTAINS A SET OF CATEGORIES TO EVALUATE AN ASSIGNMENT BASED ON LEARNING OUTCOMES. THE MAIN PURPOSE OF THIS RUBRIC IS TO GIVE EQUAL OPPORTUNITIES TO STUDENTS THROUGH THE ASSESSMENT PROCESS WHERE STUDENTS CAN GET CONSTRUCTIVE FEEDBACK ON THE ACHIEVEMENT OF STUDENT WORK.  RUBRICS ARE NOT USED TO COMPARE THE PERFORMANCE OF STUDENTS, BUT COMPARE A STUDENT TO A SET OF CRITERIA. WHAT IS PERFORMANCE ASSESSMENT?  WHAT DOES IT COST? PA REQUIRES A GREATER EXPENSE OF TIME, PLANNING AND THOUGHT FROM STUDENTS AND LECTURERS.  ADVANTAGES OF USING RUBRICS MAKE SCORING MORE ACCURATE, UNBIASED AND MORE CONSISTENT. REDUCE CONFLICTS WITH STUDENTS. STUDENTS BETTER UNDERSTAND THE EXPECTED OR EXPECTED PERFORMANCE. REDUCES UNCERTAINTY OR UNCLEAR GOALS. RUBRICS CAN BE USED TO EVALUATE ESSAY PAPERS, PROJECTS, LABORATORY WORK, PRESENTATION, ACTING, DESIGN PORTFOLIO, ARTWORK, INDUSTRIAL TRAINING OFFICIAL LETTER ON USING RUBRIC FOR ASSESSMENT (2023)  RUBRIC DEVELOPMENT GUIDELINE, GOOD PRACTICE & REFERENCES GARIS PANDUAN AMALAN BAIK: PEMBINAAN RUBRIK, JPPKK, 2020 RUBRIK PNGK BERSEPADU ICGPA. PANDUAN PENTAKSIRAN HASIL PEMBELAJARAN TYPES OF RUBRIC HOLISTIC RUBRIC A HOLISTIC RUBRIC IS AN ASSESSMENT TOOL USED TO EVALUATE STUDENT WORK BASED ON AN OVERALL IMPRESSION RATHER THAN INDIVIDUAL COMPONENTS. INSTEAD OF BREAKING DOWN THE ASSESSMENT INTO SPECIFIC CRITERIA (LIKE GRAMMAR, CONTENT, AND ORGANIZATION), A HOLISTIC RUBRIC PROVIDES A SINGLE SCORE OR RATING THAT REFLECTS THE OVERALL QUALITY OF THE WORK.  HOLISTIC RUBRIC KEY FEATURES: GLOBAL EVALUATION: IT ASSESSES THE OVERALL PERFORMANCE OR QUALITY RATHER THAN FOCUSING ON SEPARATE PARTS. DESCRIPTIVE LEVELS: HOLISTIC RUBRICS USUALLY HAVE SEVERAL LEVELS (E.G., EXCELLENT, GOOD, FAIR, POOR), EACH WITH A DESCRIPTION THAT CONVEYS WHAT PERFORMANCE LOOKS LIKE AT THAT LEVEL. EFFICIENCY: THEY ARE QUICKER TO APPLY THAN ANALYTIC RUBRICS, MAKING THEM USEFUL FOR LARGE ASSESSMENTS OR WHEN A QUICK JUDGMENT IS NEEDED. SUBJECTIVITY: WHILE THEY CAN PROVIDE A GENERAL SENSE OF QUALITY, HOLISTIC RUBRICS MAY INTRODUCE MORE SUBJECTIVITY, AS THE EVALUATOR'S IMPRESSION CAN VARY WIDELY. USE CASES: COMMONLY USED FOR ESSAYS, PERFORMANCES, PRESENTATIONS, AND PROJECTS WHERE THE OVERALL IMPACT IS MORE IMPORTANT THAN SPECIFIC DETAILS.  HOLISTIC RUBRIC EXAMPLE OF A HOLISTIC RUBRIC: EXCELLENT (4 POINTS): WORK IS INSIGHTFUL, WELL-ORGANIZED, AND FREE OF ERRORS. IT FULLY MEETS THE ASSIGNMENT REQUIREMENTS. GOOD (3 POINTS): WORK IS CLEAR AND COHERENT BUT MAY HAVE MINOR ERRORS. IT MEETS MOST OF THE ASSIGNMENT REQUIREMENTS. FAIR (2 POINTS): WORK SHOWS SOME UNDERSTANDING BUT IS LACKING IN ORGANIZATION OR HAS SEVERAL ERRORS. IT PARTIALLY MEETS THE REQUIREMENTS. POOR (1 POINT): WORK IS UNCLEAR, POORLY ORGANIZED, AND DOES NOT MEET THE ASSIGNMENT REQUIREMENTS. IN SUMMARY, HOLISTIC RUBRICS ARE EFFECTIVE FOR CAPTURING THE OVERALL QUALITY OF STUDENT WORK BUT SHOULD BE USED WITH AN AWARENESS OF THEIR SUBJECTIVE NATURE.  ANALYTIC RUBRIC AN ANALYTIC RUBRIC IS AN ASSESSMENT TOOL THAT BREAKS DOWN THE EVALUATION OF STUDENT WORK INTO SPECIFIC CRITERIA OR COMPONENTS, ALLOWING FOR A MORE DETAILED AND NUANCED ASSESSMENT. EACH CRITERION IS EVALUATED SEPARATELY, AND SCORES ARE ASSIGNED FOR EACH ONE, PROVIDING A COMPREHENSIVE PICTURE OF THE STUDENT’S PERFORMANCE.  ANALYTIC RUBRIC KEY FEATURES: SPECIFIC CRITERIA: ANALYTIC RUBRICS INCLUDE DEFINED CRITERIA THAT REFLECT DIFFERENT ASPECTS OF THE WORK, SUCH AS CONTENT, ORGANIZATION, GRAMMAR, CREATIVITY, AND PRESENTATION. SEPARATE SCORING: EACH CRITERION IS SCORED INDIVIDUALLY, WHICH HELPS TO HIGHLIGHT STRENGTHS AND WEAKNESSES IN DIFFERENT AREAS. THIS CAN LEAD TO MORE TARGETED FEEDBACK. DESCRIPTIVE LEVELS: EACH CRITERION USUALLY HAS MULTIPLE PERFORMANCE LEVELS (E.G., EXCELLENT, SATISFACTORY, NEEDS IMPROVEMENT), OFTEN ACCOMPANIED BY SPECIFIC DESCRIPTIONS FOR EACH LEVEL TO CLARIFY WHAT IS EXPECTED. GREATER OBJECTIVITY: BY EVALUATING EACH COMPONENT SEPARATELY, ANALYTIC RUBRICS CAN REDUCE SUBJECTIVITY, AS THEY PROVIDE CLEAR GUIDELINES FOR SCORING. USE CASES: COMMONLY USED IN VARIOUS ASSESSMENTS, SUCH AS ESSAYS, PRESENTATIONS, PROJECTS, AND PERFORMANCES, WHERE DIFFERENT SKILLS OR ELEMENTS CAN BE ASSESSED. ANALYTIC RUBRIC  ANALYTIC RUBRIC BENEFITS: DETAILED FEEDBACK: STUDENTS RECEIVE SPECIFIC INFORMATION ON WHAT THEY DID WELL AND WHAT AREAS NEED IMPROVEMENT. CLARITY: CLEAR CRITERIA HELP STUDENTS UNDERSTAND EXPECTATIONS AND IMPROVE THEIR WORK BASED ON TARGETED FEEDBACK. CONSISTENCY: HELPS ENSURE THAT GRADING IS CONSISTENT ACROSS DIFFERENT STUDENTS AND ASSIGNMENTS. IN SUMMARY, ANALYTIC RUBRICS PROVIDE A STRUCTURED APPROACH TO ASSESSMENT, ALLOWING FOR DETAILED FEEDBACK AND A CLEARER UNDERSTANDING OF STUDENT PERFORMANCE ACROSS VARIOUS DIMENSIONS. STEPS IN DEVELOPING EFFECTIVE ASSESSMENT RUBRIC 1. DEFINE THE PURPOSE IDENTIFY GOALS: CLARIFY WHAT YOU WANT TO ASSESS (E.G., SKILLS, KNOWLEDGE, COMPETENCIES). DETERMINE AUDIENCE: CONSIDER WHO WILL USE THE RUBRIC (TEACHERS, STUDENTS, ADMINISTRATORS). 2. SPECIFY THE CRITERIA SELECT CRITERIA: IDENTIFY SPECIFIC ASPECTS OF PERFORMANCE THAT ARE IMPORTANT FOR THE ASSESSMENT (E.G., CONTENT, ORGANIZATION, PRESENTATION). ALIGN WITH STANDARDS: ENSURE THE CRITERIA ALIGN WITH LEARNING OBJECTIVES OR STANDARDS RELEVANT TO THE SUBJECT AREA. STEPS IN DEVELOPING EFFECTIVE ASSESSMENT RUBRIC 3. DETERMINE PERFORMANCE LEVELS DECIDE ON LEVELS: CHOOSE THE NUMBER OF PERFORMANCE LEVELS (E.G., EXCELLENT, GOOD, FAIR, POOR). DEFINE DESCRIPTORS: CREATE CLEAR DESCRIPTIONS FOR EACH LEVEL, OUTLINING WHAT PERFORMANCE LOOKS LIKE FOR EACH CRITERION. 4. DEVELOP SCORING SCALE CHOOSE A SCALE: DECIDE ON A NUMERICAL OR DESCRIPTIVE SCORING SYSTEM (E.G., 1-4, 1-5, OR QUALITATIVE DESCRIPTORS). WEIGHTING (IF NEEDED): DETERMINE IF SOME CRITERIA SHOULD BE WEIGHTED MORE HEAVILY THAN OTHERS, DEPENDING ON THEIR IMPORTANCE. STEPS IN DEVELOPING EFFECTIVE ASSESSMENT RUBRIC 5. WRITE THE RUBRIC ORGANIZE LAYOUT: CREATE A CLEAR AND USER-FRIENDLY FORMAT, USUALLY IN A TABLE. ENSURE CLARITY: USE CLEAR AND CONCISE LANGUAGE TO AVOID AMBIGUITY IN DESCRIPTORS. 6. PILOT TEST THE RUBRIC TRY IT OUT: USE THE RUBRIC ON A FEW SAMPLE ASSIGNMENTS TO SEE HOW IT WORKS IN PRACTICE. COLLECT FEEDBACK: GET INPUT FROM COLLEAGUES OR STUDENTS TO IDENTIFY ANY CONFUSION OR ISSUES. 7. REVISE THE RUBRIC MAKE ADJUSTMENTS: BASED ON FEEDBACK AND PILOT TESTING, REFINE THE CRITERIA, DESCRIPTORS, AND OVERALL STRUCTURE. CLARIFY AMBIGUITIES: ENSURE THAT ALL LANGUAGE IS CLEAR AND THAT PERFORMANCE LEVELS ARE DISTINCT. STEPS IN DEVELOPING EFFECTIVE ASSESSMENT RUBRIC 8. IMPLEMENT THE RUBRIC COMMUNICATE WITH STUDENTS: SHARE THE RUBRIC WITH STUDENTS BEFORE THEY START THE ASSIGNMENT SO THEY UNDERSTAND EXPECTATIONS. USE CONSISTENTLY: APPLY THE RUBRIC CONSISTENTLY ACROSS ALL RELEVANT ASSIGNMENTS TO MAINTAIN FAIRNESS. 9. EVALUATE AND REVISE REFLECT ON EFFECTIVENESS: AFTER USING THE RUBRIC, ASSESS ITS EFFECTIVENESS IN MEASURING PERFORMANCE AND GUIDING STUDENT IMPROVEMENT. CONTINUOUS IMPROVEMENT: BE OPEN TO REVISING THE RUBRIC BASED ON ONGOING EXPERIENCES AND FEEDBACK. BY FOLLOWING THESE STEPS, YOU CAN CREATE A ROBUST ASSESSMENT RUBRIC THAT PROVIDES CLEAR CRITERIA FOR EVALUATION, SUPPORTS STUDENT LEARNING, AND ENHANCES THE ASSESSMENT PROCESS.  ADDITIONAL COMPONENTS OF THE RUBRIC WEIGHTING THE WEIGHTING OF THE DOMINANT CRITERIA OF THE COURSE MUST BE AT LEAST 60% OF THE TOTAL WEIGHTING PERCENTAGE. MOTIVATION SUPPORT A CONDUCIVE LEARNING ENVIRONMENT. PERFORMANCE INDICATORS START WITH 1. THE BEST POSITION NEXT TO THE SPECIFIED CRITERIA. EXAMPLES OF RUBRIC  APLIKASI AI DALAM PENTAKSIRAN PELAJAR LTA @ KK Langkawi 08 & 09 Oktober 2024 01 PENGENALAN Kecerdasan buatan (AI) memainkan peranan yang semakin penting dalam pendidikan bagi meningkatkan pengalaman dalam pembelajaran pelajar. Dengan menggunakan algoritma pembelajaran mesin, AI dapat menganalisis data dan memberikan maklumat yang lebih tepat mengenai kemajuan pelajar. AI juga membantu mengurangkan masa dalam proses penilaian, memberi pensyarah banyak masa dalam memberi perhatian kepada pengajaran dan interaksi dengan pelajar. Melalui aplikasi seperti chatbot dan pembantu maya, AI dapat memberikan sokongan tambahan kepada pelajar di luar waktu kelas, memperkayakan pengalaman pendidikan mereka dan meningkatkan hasil pembelajaran secara keseluruhan. 02  APAKAH ITU KECERDASAN BUATAN (AI)? HTTPS://WWW.MENTI.COM/ALYRFWH5VQTM MENTI CODE: 3289 1427 03 APAKAH ITU AI? Artificial Intelligence (AI) - Kecerdasan Buatan Kecerdasan Buatan (AI) merujuk kepada cabang sains komputer yang menumpukan kepada penciptaan sistem dan teknologi yang mampu melakukan tugas yang biasanya memerlukan kecerdasan manusia. Ini termasuk kemampuan untuk memahami bahasa, mengenali corak, membuat keputusan, dan belajar dari pengalaman. AI melibatkan pelbagai teknik seperti pembelajaran mesin, pemprosesan bahasa semulajadi, dan robotik untuk membangunkan aplikasi yang dapat meningkatkan kecekapan dan keupayaan dalam pelbagai bidang, termasuk pendidikan, perubatan, dan industri. Russell, S., & Norvig, P. (2016),. P. Wellman, et al. (2017) 04 APAKAH ITU AI CHATBOT? Chatbot dalam AI adalah program komputer yang dirancang untuk meniru percakapan manusia melalui teks atau suara. Chatbot menggunakan teknologi kecerdasan buatan (AI) untuk memahami, menafsir, dan merespon pertanyaan atau perintah dari pengguna. 05 KENALPASTI AI CHATBOT 06  PENGGUNAAN AI DALAM PENTAKSIRAN Pentaksiran tradisional vs. pentaksiran berasaskan AI. Kepelbagaian dalam cara pelajar dinilai. Kelemahan pendekatan pentaksiran tradisional. Manfaat AI dalam menyokong pelbagai kaedah pentaksiran. Manfaat AI dalam menyokong pelbagai kaedah pentaksiran. 06 JENIS Penilaian Formatif PENTAKSIRAN MENGGUNAKAN AI Penilaian Sumatif Pentaksiran Formatif: Memberi maklum balas berterusan Penilaian Adaptif Pentaksiran Sumatif: Pengautomasian ujian akhir Pentaksiran Adaptif: Ujian yang disesuaikan dengan tahap pelajar 07 CHATGPT ChatGPT - Chat Generative Pre-Trained Transformer Dibangunkan oleh OpenAI Diajar untuk memahami dan menghasilkan teks yang setanding dengan cara manusia berkomunikasi melalui penggunaan mendalam (Deep Learning) oleh pembelajaran mesin (Machine Learning) Kelihatan semula jadi dan lancar, boleh menulis teks, menterjemah bahasa dan melaksanakan pelbagai tugas berasaskan teks yang lain 08 CHATGPT 09  AMALI CHATGPT 09 TERIMA KASIH 10 SESI Q & A 10