Topik 2_Taksonomi Bloom & JSU_DPLI PDF

PENTAKSIRAN PEMBELAJARAN GGGA 5022 Fakulti Pendidikan Universiti Kebangsaan Malaysia (UKM) MALAYSIA Disediakan Ts. Dr. Mohd Effendi @ Ewan Mohd Matore...

PENTAKSIRAN PEMBELAJARAN GGGA 5022 Fakulti Pendidikan Universiti Kebangsaan Malaysia (UKM) MALAYSIA Disediakan Ts. Dr. Mohd Effendi @ Ewan Mohd Matore Penyelaras GA5022  Topik 3 ▪ Taksonomi Bloom ▪ Jadual Penentu Ujian (JPU) Taksonomi Bloom  Introduction ▪ Taxonomy means classification. ▪ It is the classification of things or concepts. ▪ Learning taxonomies are commonly utilised as a way of describing different kinds of learning behaviour and characteristics that we wish our students to develop. ▪ They are often used to identify different stages of learning development, and provide a useful tool in distinguishing the appropriateness of particular learning outcomes for particular levels of learning.  Introduction Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn. It is a classification system which defines and distinguishes different levels of human cognition. Bloom’s Taxonomy was created by Benjamin Bloom in 1956. The original sequence of cognitive skills was Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. There are six knowledge levels classified from lower order to higher order of cognitive domains with revised sequence: remember, understand, apply, analyze, evaluate and create.  Why is it important? The framework was revised in 2001 by Lorin Anderson and David Krathwohl, yielding the revised Bloom’s Taxonomy. The most significant change was the removal of ‘Synthesis’ and the addition of ‘Creation’ as the highest-level of Bloom’s Taxonomy. Bloom’s Taxonomy is important because it can help instructors move their students through the learning process. Understanding the knowledge levels with help align the course objectives with appropriate activities and assessments. How can it help with designing a course? Bloom’s taxonomy can be used to develop instructional strategies, learning objectives and assessments. When using Bloom’s Taxonomy, lower order categories may require an instructional strategy that includes a lecture or presentation of examples. The higher order categories may be best assessed through case studies, presentations, comparing data, or the creation of a product.  Bloom’s Taxonomy ▪ Bloom's Taxonomy is a hierarchical model that categorizes learning objectives into varying levels of complexity, from basic knowledge and comprehension to advanced evaluation and creation. ▪ Bloom's Taxonomy was modified each year for 16 years after it was first published. ▪ Bloom's Taxonomy comprises three learning domains: cognitive, affective, and psychomotor. Within each domain, learning can take place at a number of levels ranging from simple to complex. Spesific domain in Bloom’s Taxonomy The Original Taxonomy (1956) Cognitive Domain Concerned with thinking and intellect The Affective Domain (1964) Concerned with feeling and emotion The Psychomotor Domain (1972) Concerned with skilled behavior Spesific domain in Bloom’s Taxonomy Three domains of educational activities A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities: 1. Cognitive: mental skills (Knowledge) 2. Affective: growth in feelings or emotional areas (Attitude) 3. Psychomotor: manual or physical skills (Skills) Three domains of educational activities Three domains of educational activities KSAs” (Knowledge, Skills and Attitude) Domains can be thought of as categories. The domains in a collective sense as “KSAs” (Knowledge, Skills and Attitude). This taxonomy of learning behaviors can be thought of as the expected outcomes of the training process. That is to say after the training session, the learner should have acquired new knowledge, skills and/or attitude. Cognitive Aspect  Bloom’s Taxonomy After the initial cognitive domain was created, which is primarily used in the classroom setting, psychologists have devised additional taxonomies to explain affective (emotional) and psychomotor (physical) learning. In 2001, Bloom's initial taxonomy was revised to reflect how learning is an active process and not a passive one. Although Bloom's Taxonomy is met with several valid criticisms, it is still widely used in the educational setting today. Bloom’s Taxonomy  Revised Bloom’s Taxonomy In 2001, the original cognitive model was modified by educational psychologists David Krathwol (with whom Bloom worked on the initial taxonomy) and Lorin Anderson (who was a previous student of Bloom’s). This revised taxonomy emphasizes a more dynamic approach to education. To reflect this active model of learning, the revised version utilizes verbs to describe the active process of learning and does away with the nouns used in the original version. How Bloom's can aid in course design? This model helps teachers identify the key learning objectives they want a student to achieve for each unit because it succinctly details the process of learning. The taxonomy explains that ….. 1) before you can understand a concept, you need to remember it; 2) to apply a concept, you need to first understand it; 3) to evaluate a process, you need to first analyze it; 4) to create something new, you need to have completed a thorough evaluation (Shabatura, 2013). How Bloom's can aid in course design? 1. This hierarchy allows them to think critically. 2. Students start with a piece of information and are motivated to ask questions and seek out answers. 3. Not only does Bloom's Taxonomy help teachers understand the process of learning, but it also provides more concrete guidance on how to create effective learning objectives.  How Bloom's can aid in course design? Bloom’s Level Key Verbs (keywords) Example Learning Objective Create design, formulate, build, invent, By the end of this lesson, the student will be create, compose, generate, derive, able to design an original homework problem modify, develop. dealing with the principle of conservation of energy. Evaluate choose, support, relate, determine, By the end of this lesson, the student will be defend, judge, grade, compare, able to determine whether using conservation contrast, argue, justify, support, of energy or conservation of momentum convince, select, evaluate. would be more appropriate for solving a dynamics problem. Analyze classify, break down, categorize, By the end of this lesson, the student will be analyze, diagram, illustrate, criticize, able to differentiate between potential and simplify, associate. kinetic energy. Apply calculate, predict, apply, solve, By the end of this lesson, the student will be illustrate, use, demonstrate, able to calculate the kinetic energy of a determine, model, perform, present. projectile. Understand describe, explain, paraphrase, restate, By the end of this lesson, the student will be give original examples of, summarize, able to describe Newton’s three laws of contrast, interpret, discuss. motion to in her/his own words Remember list, recite, outline, define, name, By the end of this lesson, the student will be match, quote, recall, identify, label, able to recite Newton’s three laws of motion. recognize. Revised Bloom’s Taxonomy Revised Bloom’s Taxonomy  Bloom’s Taxonomy The taxonomy provides different levels of learning objectives, divided by complexity. The taxonomy provides different levels of learning objectives, divided by complexity. Only after a student masters one level of learning goals, through formative assessments, corrective Only after a student masters activities, and other enrichment one level of learning goals, through formative exercises, can they move onto the assessments, corrective activities, and other next level (Guskey, 2005). enrichment exercises, can they move onto the next level. Bloom's Taxonomy: Cognitive Domain Bloom's Taxonomy: Cognitive Domain Affective Aspect Bloom's Taxonomy: Affective Domain This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories of the Affective domain are listed from the simplest behavior to the most complex. Bloom's Taxonomy: Affective Domain Bloom's Taxonomy: Affective Domain Peringkat Domain Afektif dalam Taksonomi Krathwohl et al. (1964) ialah: 1. Menerima (A1) / Receiving (passively paying attention) 2. Memberikan maklum balas (A2)/Responding (actively learning and reacting) 3. Menilai (A3)/Valuing (attaching worth to information) 4. Mengorganisasi (A4)/Organizing (arranging and elaborating on information) 5. Menghargai nilai (A5)/Characterizing (valuing belief that influences behavior)  Definitions: Affective Domain 1. The term affect generally refers to emotions and feelings and is thought to involve broader qualities that include temperaments, personality, attitudes, and values; these qualities are thought to influence personal interests, likes, perceptions and other qualities. 2. The term is not well defined and often used inconsistently within the behavioral science literature. Although the term may lack specificity and clarity of meaning, the qualities covered by it are critical to a complete and accurate understanding of human behavior. Bloom's Taxonomy: Affective Domain Encourage students to transfer idea to daily life (A5) Help the students solve problems (A4) Help the students discuss new ideas (A3) Encourage students to participate (A2) Getting students attention (A1) Bloom's Taxonomy: Affective Domain  Kesedaran Kesediaan menerima Perwatakan Perhatian yang Nilai digeneralisasi terkawal atau terpilih Konsepsi nilai Organisasi nilai Setuju, sedia dan kepuasan bertindak balas Penerimaan nilai Keutamaan nilai Penglibatan  Affective information validity & reliability issue 1. Some affective qualities, in contrast to cognitive qualities, are thought to be measured less reliably either because by nature they are more changeable or because measures of affective qualities are less reliable. 2. Therefore, in contrast to cognitive measures, information provided by affective measures generally is thought to be less reliable and to have a shorter period of time during which it remains valid and useful. 3. The assessment of affective qualities becomes critical to a complete and accurate understanding of human behavior. The wise selection and judicial use of affective measures will help ensure information they provide is reliable, valid, and complement information on other important personal qualities. Psychomotor Aspect Bloom's Taxonomy: Psychomotor Domain 1. Dimensi psikomotor mempunyai kaitan dengan kemampuan memanipulasi alat atau instrumen secara fizikal. Oleh itu, tujuan psikomotor biasanya berkaitan dengan mempelajari tingkah laku atau kemahiran baru. 2. Walaupun tidak ada subkategori yang dibuat untuk domain psikomotor dalam klasifikasi asal Bloom, pendidik lain telah mengembangkan klasifikasi mereka sendiri. Bloom's Taxonomy: Psychomotor Domain  Psychomotor Domain 1. Dimensi psikomotor mempunyai kaitan dengan kemampuan memanipulasi alat atau instrumen secara fizikal. 2. Oleh itu, tujuan psikomotor biasanya berkaitan dengan mempelajari tingkah laku atau kemahiran baru. 3. Walaupun tidak ada subkategori yang dibuat untuk domain psikomotor dalam klasifikasi asal Bloom, pendidik lain telah mengembangkan klasifikasi mereka sendiri. Psychomotor Domain Psychomotor Domain  Psychomotor Domain 1. The psychomotor domain (Simpson, 1972) includes seven major categories are listed from the simplest behavior to the most complex. There are two other popular versions by Dave (1970) and Harrow (1972). 2. The Simpson’s and Harrow’s psychomotor domains are especially useful for the development of children and young people, and for developing skills in adults that take people out of their comfort zones. 3. The Dave’s psychomotor domain is the simplest and generally easiest to apply in the corporate environment.  Psychomotor Domain by Dave (1970) CATEGORY EXAMPLE AND KEY WORDS (VERBS) IMITATION — Observing and patterning Examples: Copying a work of art. Performing a skill while observing a behavior after someone else. Performance demonstrator. may be of low quality. Key Words: copy, follow, mimic, repeat, replicate, reproduce, trace MANIPULATION — Being able to perform Examples: Being able to perform a skill on one's own after taking lessons or certain actions by memory or following reading about it. Follows instructions to build a model. instructions. Key Words: act, build, execute, perform PRECISION — Refining, becoming more Examples: Working and reworking something, so it will be “just right.” exact. Performing a skill within a high Perform a skill or task without assistance. Demonstrate a task to a beginner. degree of precision Key Words: calibrate, demonstrate, master, perfectionism Examples: Combining a series of skills to produce a video that involves ARTICULATION — Coordinating and music, drama, color, sound, etc. Combining a series of skills or activities to adapting a series of actions to achieve meet a novel requirement. harmony and internal consistency. Key Words: adapt, constructs, combine, creates, customize, modifies, formulate NATURALIZATION — Mastering a high Examples: Maneuvers a car into a tight parallel parking spot. Operates a level performance until it become second- computer quickly and accurately. Displays competence while playing the nature or natural, without needing to think piano. Michael Jordan playing basketball or Nancy Lopez hitting a golf ball. much about it. Key Words: create, design, develop, invent, manage, naturally  Psychomotor Domain by Harrow (1972) CATEGORY EXAMPLE AND KEY WORDS (VERBS) REFLEX MOVEMENTS — Reactions that are Examples: instinctive response not learned, such as a involuntary reaction Key Words: react, respond FUNDAMENTAL MOVEMENTS — Basic Examples: perform a simple task movements such as walking, or grasping. Key Words: grasp an object, throw a ball, walk PERCEPTUAL ABILITIES — Response to Examples: track a moving object, recognize a pattern stimuli such as visual, auditory, kinesthetic, or Key Words: catch a ball, draw or write tactile discrimination. PHYSICAL ABILITIES (FITNESS) — Stamina Examples: gain strength, run a marathon that must be developed for further development Key Words: agility, endurance, strength such as strength and agility. SKILLED MOVEMENTS — Advanced learned Examples: Using an advanced series of integrated movements, perform movements as one would find in sports or a role in a stage play or play in a set of series in a sports game. acting. Key Words: adapt, constructs, creates, modifies NONDISCURSIVE COMMUNICATION — Use Examples: Express one's self by using movements and gestures effective body language, such as gestures and Key Words: arrange, compose, interpretation facial expressions. Bloom's Taxonomy: Psychomotor Domain Peringkat dalam domain psikomotor Taksonomi Simpson (1972) terdiri daripada: (a) Persepsi (P1) (b) Set (P2) (c) Respons berpandu (P3) (d) Mekanisme (P4) (e) Respons ketara kompleks (P5) (f) Adaptasi (P6) (g) Lakuan tulen (P7) Bloom's Taxonomy: Psychomotor Domain P7 P6 P5 P4 P3 P2 P1 Perceptions The ability to use sensory cues to guide motor activity. Bloom's Taxonomy: Psychomotor Domain Bloom's Taxonomy: Psychomotor Domain 1. Can the assessment be reasonably completed in the time provided? 2. Is each section preceded with clear directions and an indication of its point value? 3. Does the assessment require any skills, knowledge, or vocabulary that wasn’t central to the course content? Are you assessing something you haven’t taught? 4. Do the problems echo examples or exercises previously used in the course? 5. Are the problems of graduated difficulty, going from simplest to most difficult? 6. Do the problems create a potentially frustrating situation in which the solution to one problem depends on the successful completion of another? Dalam proses menyemak proforma kita, 1. Adakah kita telah menetapkan HPK yang boleh diukur? 2. Adakah kita telah pastikan bahawa hanya ada satu verb bagi setiap HPK? 3. Adakah kita telah memastikan Verbs yang kita pilih selari dengan tahap taksonomi Bloom? 4. Adakah kaedah pengajaran yang digunakan sesuai untuk membantu pelajar mencapai tahap taksonomi tersebut? 5. Adakah kaedah pengajaran membantu menyediakan pelajar untuk menghadapi penilaian yang akan kita berikan kelak? 6. Adakah kaedah penilaian yang dipilih boleh menunjukkan dengan jelas yang pelajar dinilai mencapai HPK ditetapkan? Blooms Digital Taxanomy Blooms Digital Taxanomy Bloom’s Digital Taxonomy (2008) was developed by Andrew Churches as an extension of the original Bloom’s Taxonomy and creates a hierarchy of learning activities in a digital environment. Jadual Penentu Ujian (JPU) / JSI / JSU Definisi JSU ( Jadual Spesifikasi Ujian) Menghuraikan aspek-aspek pencapaian yang hendak diukur serta memberikan panduan untuk mendapatkan satu sampel item-item soalan. Definisi JSU ( Jadual Spesifikasi Ujian) 1. JPU atau Jadual Penentuan Ujian (Jadual Spesifikasi Ujian) adalah maklumat perancangan awal pembinaan sesuatu ujian. 2. Jadual ini seharusnya mengandungi penentuan penting untuk dijadikan panduan pembinaan item. 3. Ia harus dirujuk sebelum membina ujian kerana ia di bina berasaskan objektif pengajaran atau pembelajaran serta silabus. Kepentingan JSU 1. Dapat mengelakkan ujian yang dibina secara sembarangan dan dapat dilakukan secara terancang dan rapi. 2. Dalam JSU, bilangan soalan bagi sesuatu tajuk diberi berdasarkan pentingnya tajuk atau objektif pelajaran 3. Akan menjamin kesahan dan kebolehpercayaan ujian. 4. Membolehkan ujian yang sama dibina oleh orang lain. 5. Dapat menstabilkan taraf dan aras kesukaran ujian dari setahun ke setahun. 6. Perbandingan dapat dibuat di antara satu ujian dengan ujian yang lain Maklumat JSU 1. Bentuk dan panjangnya ujian 2. Aras kesukaran dan juga aras kemahiran yang diuji 3. JSU yang dirancang dengan baik akan menolong dalam penentuan kesahan dan kebolehpercayaan ujian itu. 4. Pembahagian soalan untuk tiap-tiap unit kandungan mesti sama dengan penegasan yang diberi dalam pengajaran. 5. Kepentingan aras mesti bersesuaian dengan kebolehan murid-murid yang akan diuji. 6. Terdapat dua jenis soalan yang boleh digunakan iaitu soalan objektif dan soalan subjektif. 7. Penggubal soalan mesti menentukan jumlah soalan untuk ujian itu. 8. Masa mestilah cukup supaya 80% daripada murid-murid dapat menjawab soalan. Kriteria Utama JSU (Jadual Spesifikasi Ujian) 1. Item-item sejajar dengan pernyataan dalam JPU 2. Jumlah item mencukupi 3. Kandungan sesuai 4. Skema jawapan atau rubrik Langkah pembinaan JSU Langkah pertama 1. Menyenaraikan tajuk-tajuk yang hendak diuji 2. Mengira jumlah masa bagi setiap tajuk yang diajar. Langkah dua 1. Menentukan soalan yang dibina. CTH soalan subjektif atau soalan objektif (bergantung kepada format) 2. Meletakkan jumlah soalan bagi setiap topik. Langkah pembinaan JSU Langkah tiga 1. Menentukan aras kesukaran 2. Menentukan model aras kesukaran model (JSU) 3. Lazimnya JSU mengamalkan Taksonomi Objektif Pendidikan Bloom. Langkah empat 1. Memastikan jenis ujian yang akan/ hendak diuji. 2. Jenis soalan yang boleh digunakan; ujian objektif, ujian esei, dan lain-lain.(bergantung kepada format) Langkah pembinaan JSU Langkah Lima 1. Menentukan bilangan soalan bagi setiap komponen 2. Penentuan aras kesukaran soalan ( soalan mudah kepada soalan susah) 3. Menetapkan pemarkahan. Langkah enam 1. Menyatakan matapelajaran 2. Tingkatan atau kelas 3. Susunan nombor soalan mengikut tajuk PENTAKSIRAN PEMBELAJARAN GGGA 5022 Terima kasih Fakulti Pendidikan Universiti Kebangsaan Malaysia (UKM) MALAYSIA Disediakan Ts. Dr. Mohd Effendi @ Ewan Mohd Matore Penyelaras GA5022