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Similar a Day one and two sbafl 2011
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Day one and two sbafl 2011
- 1. MODUL satu MerekabentukPelbagaiTugasanPenilaian (Designing Differentiated Assessment Tasks)
- 2. PelbagaiJenisTugasPenilaian Projek : rekabentuk (power point, ict, carta, bukuringkasan, petaminda, model, bukubesar (big book)) Portfolio Demonstrasi/praktikal Simulasi Ujian Mini Lakonan Dokumentari Tilawah Hafazan (hafalan)
- 5. Ujian, misalnya: Ujiantidak formal dankuiz yang bolehdiberikandalambentukmasatanpa had, tugasan yang berasinganpadaakhirdaripadabeberapa unit kerja.
- 7. CONTOH-CONTOH TUGASAN KEPELBAGAIAN PENILAIAN
- 20. Input: Differentiated Assessment Read the definition of differentiated assessment below: “ Students vary significantly in their knowledge and skills. They differ in the ways and speeds at which they process new learning and connect it to prior knowledge and understanding. They also differ in the ways they most effectively demonstrate their progress … Differentiated assessment is any assessment which takes into account these differences in the actual selection, design and content of the assessment task so that students can do different assessment activities but still be assessed on common outcomes (i.e., with common rubrics) “
- 21. Kepelbagaiannya melalui… Masa Kuantiti bahan Tahap atau aras kesukaran (Level of difficulty) Bahan sumber dan rujukan Jenis-jenis tugasan (project, bahan-bahan kajian, dll) Sokongan dan bantuan guru
- 22. Examples of differentiated assessment tasks for SBAfL The Brunei Context
- 24. Next PenilaianKendiri dan PenilaianRakanSebaya
- 27. PENILAIAN KENDIRI Menilaidirisendiriberkaitandengan status, proses, tingkatpencapaiankompetensi yang dipelajarinya.
- 28. Bersistem • merancang • menentukaninstrumen • melaksana • menganalisis • merekod • melapor • tindakansusulan Ciri-ciri PENILAIAN KENDIRI
- 29. Pelbagaikaedah • pemerhatian• lisan• penulisan MenekankanPerkembanganIndividu • berdasarkankemampuanindividudanbukanuntukperbandinganantaraindividu MenggalakkanPenilaianKendiri • melatih p menilaikemajuansendirisecaraberterusan • pengajarmendapatmaklumattambahan MembolehkanTindakanSusulan • mengatasikelemahanpembelajaran • mempertingkatkankekuatanpembelajaran ciri-ciri PENILAIAN KENDIRI
- 30. PENILAIAN RAKAN SEBAYA MenurutKeneddy (2006), penilaianrakansebayapenilaian yang memerlukan rakan sekumpulan untuk menilai ahli kumpulan yang lain tentang komitmenmerekadalamkumpulan. Komitmendisinimelibatkanbeberapaperkaraantaranyasumbangan idea danpendapatkepadakumpulan, sikapkerjasamadalamaktivitiberkumpulan, hubunganberkomunikasisesamaahlikumpulandansifattanggungjawabsetiapindividuuntukmenyiapkantugasan yang diberikan.
- 42. interaksi sosial
- 43. keyakinan diri
- 44. mengembangkan kemahiran berfikir secara kritikal
- 45. menghayati kriteria-kriteria untuk mencapai mutu kualiti sesuatu tugasan39
- 52. memberimaklumattentangsejauhmanamerekatelahmencapaisasaan / target (melaluirubrik)
- 53. ‘mengisiruangjurang’ diantaraarahtujupelajarsekarangdanapa yang akandiharapkanuntukdicapai (Cowie, 2005)41
- 54. Peraturan untuk maklumbalas rakan sebaya.. buatpenilaiankendiritentangkekuatandankelemahantugasansendiridahulu kenalpastikekuatansesuatutugasandahulu buatulasansecaradeskriptif buatmaklumbalasberdasarkantingkahlaku yang konkrit sertakanulasandenganbukti-bukti pastikanulasan yang diberijelasdandifahami 42
- 55. Halangan-halangan penilaian rakan sebaya Masa Kumpulan pelajar yang banyak Peningkatankejayaanbergantungkepada yang lain Kejayaanbergantungkepadaorang lain Guru merasaianyasusahuntukdiuruskandanpayahkandilaksanakan Namun, bersusah-susahdahulubersenang-senangkemudian......
- 57. Kumpulan A: 3 VS 2 / 3 VS 3 peserta
- 58. Tugasan: Simulasi: a. 3 peserta: Biskitadikehendakiuntukberbincangtentangapa yang telahdipelajarihariini ( nilaikefahamanabiskita) b. 2 / 3 peserta: semasaperbicangantadidijalankan, abiskitadikehendakiuntukmemerhatikanapa yang merekalakukandanbincangkan 2. Penilaiantugasan: 2 / 3 peserta Abiskitadikehendakiuntukmenjelaskanapakahjenispenilaian yang berlakutadi (self / peer).
Notas del editor
- Self and peer assessment is a skill which needs to be learnt, involving bothtechnical training (equipping learners with the skills to be able to judge their own performance), andpsychological training (preparing learners to take on more responsibility for their own learning).
- Technical training: Consists not only of developing student–friendly criteria and rubrics but training students to recognise and apply those criteria through the extensive use of exemplars and demonstrations (of both performance and self-assessment) and scaffolding and supporting their first attempts at self and peer assessment.Psychological training: Possibly the more difficult task for the teacher since it may involve a fundamental and profound shift of learner's attitude to learning and their understanding of teacher and learner roles.
- Making the most of peer assessmentPaul ChinPhysical Sciences Centre(Department of Chemistry)University of Hull
- Peer feedback …can have effects not only on student learning, but on their motivation, self-esteem and confidence. helps students know what they have learntgives Ss a sense of how far they are from their target/goal (rubrics)“bridge[s] the gap” between where Ss are now and what they hope to achieve (Cowie, 2005)
- http://sorubank.ege.edu.tr/~bouo/DLUE/Chapter-08/Chapter-8-makaleler/Assessment%202_%20Self%20and%20peer%20assessment.htm