Topik 2.pptx

TOPIC 2 FOUNDATION FOR ASSESSMENT: What to Assess Presented By Dr. Zaidi  Intro LEARNING OUTCOMES  Intro INTRO If you were to ask a teacher, what...

TOPIC 2 FOUNDATION FOR ASSESSMENT: What to Assess Presented By Dr. Zaidi  Intro LEARNING OUTCOMES  Intro INTRO If you were to ask a teacher, what should be assessed in the classroom, the immediate response would be, of course, the facts and concepts taught. They are the facts and concepts found in science, history, geography, language, arts, religious education and other similar subjects. However, the Malaysian Philosophy of Education states that education should aim towards the holistic development of the individual. Hence, it is only logical that the assessment system should also seek to assess more than the acquisition of the facts and concepts of a subject area. What about assessment of physical and motor abilities? What about socioemotional behaviours such as attitudes, interests, personality and so forth? Do they not contribute to the holistic person?  Intro 2.1 IDENTIFYING WHAT TO When educ should be a the majorit ASSESS ators are a ssessed in sked what the classro om, y would ref the acquisi er to evalu tion of the ating principles, facts, conc procedures epts, a subject a and metho rea. You mig ds of minority of ht find a educators w skills acquir ho insist th ed by learn at be assesse ers should d especiall also such as ph y in subjec ysical educ ts drama, mu ation, art, sic, technic carpentry, al drawing, automobile engineerin and so fort g h. IMPLIKASI FPN KPD PENTAKSIRAN 01 Whether our schools have developed “the potentials of individuals in a holistic and integrated manner” 02 Whether our students are “intellectually, spiritually, emotionally and physically balanced” 03 Whether our students are “knowledgeable and competent and ”possess high moral standards” 04 Whether our students have a “high level of personal well-being” 05 Whether students are equipped with the abilities and attitudes that will enable them „to contribute to the harmony and betterment of the family, society and the nation at large‰.  Contents 2.2 THREE TYPES OF LEARNING OUTCOMES 01 02 Cognitive learning Affective learning outcomes (knowledge or outcomes (feelings or mental skills); emotions) 03 Psychomotor learning outcomes (manual or physical skills).  Holistic Assessment of Learners 1 1 2 3 To assess the three domains, one has to identify and isolate the Feelings behaviour that represents these Skill domains. (emotions, Thinking attitudes) When we assess we evaluate some ou could ask them to You could ask them to aspects of the learner’s behaviour, You might ask them to list the prepare satellite maps for example, his ability to compare, characteristics of the Malaysian design an exhibition on about the changing explain, analyse, solve, draw, rainforest and compare it with how students could pronounce, feel, reflect and so the coniferous forest of Canada; Malaysian rainforest by forth. contribute towards accessing websites from conserving the rainforest; The term “behaviour” is used the Internet. and broadly to include the learner’s ability to think (cognitive), feel (affective) and perform a skill (psychomotor). For example, you have just taught about “The Rainforest of Malaysia” and you would like to assess your students in their:  2.3 ASSESSING COGNITIVE LEARNING OUTCOMES When we evaluate or assess a human being, we are assessing or evaluating the behaviour of a person. This might be a bit confusing to some people. Are we not assessing a person’s understanding of the facts, concepts and principles of a subject area? Bloom’s Taxonomy and The Helpful Hundred.  Contents Bloom’s Taxonomy 01 Knowledge 03 Application Write your topic or idea 05 Synthesis The behaviours at the synthesis level The behaviours at the knowledge level The behaviours at the application level require learners to build a structure or Presentations are communication tools that can require learners to recall specific require learners to apply a rule or be used as lectures, speeches, reports, pattern from diverse elements and put parts information. principle learned in the classroom into together to form a whole with emphasis on demonstrations and more. novel or new situations in the workplace creating a new meaning or structure. or unprompted use of an abstraction. 02 Comprehension 04 Analysis 06 Evaluation Write your topic The behaviours at the comprehension level or idea Write The behaviours at the analysis level your topic or idea The behaviours at the evaluation level require learners to make judgment about which is a higher level of mental ability require learners to identify materials and methods, and the value of Presentations than the knowledge are communication level require the tools that can component parts and describe their ideas or materials. understanding of theas be used meaning of concepts lectures, speeches, reports, and principles,.... demonstrations and more. relationship,.... The Helpful Hundred Revised Version of Bloom’s Taxonomy  2.4 ASSESSING AFFECTIVE OUTCOMES 1 Affective characteristics involve 1 2 3 the feelings or emotions of a person. Attitudes, values, self- Reason 2 Reason 3 esteem, locus of control, self- efficacy, interests, aspirations and Reason 1 Attitudinal and value-oriented anxiety are all examples of The belief that instructions are difficult to develop and affective characteristics. The belief that the development assess because: of appropriate feelings is the task appropriate feelings Unfortunately, affective outcomes of the family and religion. develop automatically (i) Affective goals are intangible; have not been a central part of our (ii) Affective outcomes cannot be from knowledge and attained in the typical periods of education system even though they are arguably as important as, experience with content instruction offered in schools; (iii) Affective characteristics are or even more important than, any and do not require any considered to be private rather than cognitive or psychomotor domain public matters; and special pedagogical (iv) There are no sound methods to of learning outcomes targeted by schools. attention. gather information about affective characteristics. Krathwohl, Bloom and Bertram’s Taxonomy of Affective  Taxonomy of Affective Receiving Respondin Valuing The behaviours at the responding level The behaviours at the receiving level require the learner to be aware of, gto be an active require the learner This level relates to the worth or value a person attaches to a particular object, phenomenon or participant, attend to and react to a willing to hear and focus his or her behaviour. It ranges from simple acceptance to particular phenomenon, be willing to the more complex state of commitment. Valuing is attention. Examples of verbs respond and gain satisfaction in based on the internalisation of a set of specified describing behaviours at the responding (motivation). Examples of values while clues to these values are expressed receiving level are ask, choose, verbs describing behaviours at the in the learner as overt behaviours and are often describe, follow, give, hold, locate, identifiable. responding level are answer, assist, aid, name, point to, reply and so forth. comply with, conform, discuss, greet, help, label, perform, practise, present, read, recite, report, select, tell, and write.  Taxonomy of Affective Organisatio Characterisation nperson organises At this level, a values into priorities by At this level, a personÊs value contrasting different values, system controls his behaviour. resolving conflicts between them The behaviour is pervasive, and creating a unique value consistent, predictable and most system. The emphasis is on importantly, characterises the learner. comparing, relating and synthesising values. Affective Taxonomy for Honesty  Chapter 4 2.5 ASSESSING PSYCHOMOTOR LEARNING OUTCOMES The psychomotor domain includes physical movement, coordination and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures or techniques in execution. The Taxonomy of Psychomotor Taxonomy of Psychomotor Perceptio Set Guided Response Perception is n the ability to use It includes mental, physical and sensory cues to guide motor activity. emotional sets. These three sets are Guided response refers to the early stages dispositions that predetermine a of learning a complex skill which includes This ranges from sensory stimulation personÊs response to different imitation and trial and error. Adequacy of through cue selection to translation. performance is achieved by practicing. situations (sometimes called Examples of verbs describing these Examples of verbs describing “guided mindset). Examples of verbs types of behaviours are choose, response” are copy, trace, follow, react, describing „set‰ are begin, display, reproduce and respond. describe, detect, differentiate, explain, move, proceed, react, show, distinguish, identify, isolate, relate state and volunteer. and select.  Taxonomy of Psychomotor Mechanism Adaptation This is the intermediate stage in Complex Overt Response Skills are well-developed and the learning a complex skill. Learned responses have become habitual and individual can modify movement patterns to fit special requirements. Origination the movements can be performed Complex overt response Examples of verbs describing Origination is about creating new with some confidence and involves the skilful performance „adaptation‰ are adapt, alter, movements or patterns to fit a proficiency. Examples of verbs of motor acts that involve change, rearrange, reorganise, particular situation or specific describing “mechanism” include complex movement patterns. revise and vary. problem. Learning outcomes Proficiency is indicated by quick, emphasise creativity based upon assemble, calibrate, construct, accurate and highly coordinated highly developed skills. dismantle, display, fasten, fix, grind, performance requiring minimum heat, manipulate, measure, mend, energy. This category includes mix and organise. performing without hesitation and automatic performance.