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SCHOOL-BASED EVALUATION (Penilaian Kendalian Sekolah)

Overview

In this Chapter, we shall cover,.

            • Concept of School-based Evaluation

            • Characteristics of School-based Evaluation

            • Aspects of evaluation

            • Implementation of School-based Evaluation

 

Key terms

            • School-based evaluation

            • methodology

            • planning of School-based evaluation

            • implementation

 

Further readings

Ebel, Robert L. & Fribie David A. (1991). Essentials of educational measurement. London: Prentice Hall.

Grolund, Norman E. (1971). Measurement and evaluation in teaching. New York: Macmillan Company.

Kementerian Pendidikan Malaysia (2001). Penilaian kendalian sekolah. Kuala Lumpur: Pusat Perkembangan Kurikulum , Kementerian

Pendidikan Malaysia.

 

Found at: FilesTube

Suggested Input

 

 

                        1. Evaluation which is planned by the teacher at the school level is referred to as School-based Evaluation/ Penilaian Kendalian Sekolah (PKS). Teacher plays an important role in diagnosing the students’ growth and development, abilities, their academic progress and achievement. Teacher can decide the students’ learning outcome that he intends to evaluate, implement the procedure of his evaluation, record the result of his evaluation, analyze the students’ performance based on the collected data, writing of his report and taking further actions. Through the school-based evaluation, the teacher can identify the overall and integrated potential of his students from the intellectual, moral, emotion and physical aspects in line with the National Philosophy Of Education. Hence, to achieve this goal, school-based evaluation should emphasize the concept of continuous evaluation in the development of all the aspects.

 

        Penilaian yang di rancang guru di tahap sekolah di panggil Penilaian Kendalian Sekolah. Guru memainkan peranan yang penting dalam membuat diagnosis keatas pertumbuhan dan perkembangan, kebolehan dan kemahiran dan kemajuan murid. Guru boleh menentukan dan membuat keputusan keatas hasilan pembelajaran yang dihasratkan seperti membuat penilaian, melaksanakan prosedur penilaian, merekodkan hasilan penilaian, menganalisakan pencapaian murid berdasarkan data yang dikumpulkan, membuat pelaporan dan mengambil tindakan berikutnya. Melalui penilaian kendalian sekolah, guru boleh mengenalpasti keseluruhan dan mengintegrasikan potensi murid dari sudut aspek intelektual, moral, emosi dan fizikal yang seiring atau berlandaskan Falsafah Pendidikan Kebangsaan. Oleh itu, untuk mencapai matlamat tersebut, penilaian kendalian sekolah hendaklah menumpukan konsep penilaian berterusan yang membangunkan semua aspek berkaitan.

 

                        2. School-based Evaluation is more in the form of formative evaluation which emphasizes the progress of a student from one level to another. The teacher can diagnose and identify the students’ progress from time to time. Thus the teacher has the opportunity to correct the students’ mistakes and weaknesses to avoid the accumulation of their learning problems since the early stage. Further more the students’ strengths and potential can be enhanced.

 

        Penilaian kendalian sekolah adalah lebih berbentuk penilaian formatif yang menekankan kemajuan murid dari satu tahapa ke satu tahap yang lain. Guru boleh membuat diagnosis dan mengenalpasti kemajuan murid dari masa ke semasa. Oleh itu guru berupaya membetulkan kesilapan dan kelemahan murid bagi mengelakkan akumulasi masaalah pembelajaran sejak dari peringkat awal lagi dan seterusnya kekuatan dan potensi murid dapat di perkembangkan.

 

 

                        3. There are two types of evaluation in school:

 

            • Formative evaluation

            • Summative evaluation

 

                        4. School – based evaluation is a continuous process in teaching and learning which is planned and implemented by the teacher. Feedbacks from the evaluation enable the teacher to monitor the students’ progress so that further action can be taken if necessary. School-based evaluation can also assess the students’ performance in other aspects not found in the centralized evaluation such as UPSR, PMR and SPM. In fact, school-based and centralized evaluation work hand in hand in our system of evaluation.

 

        Penilaian kendalian sekolah adalah proses pengajaran dan pembelajaran berterusan yang di rancangkan dan dilaksanakan oleh guru. Maklumbalas dari penilaian membolehkan guru memantau kemajuan murid agar tindakan berikutnya boleh di ambil jika perlu. Penilaian kendalian sekolah juga boleh membantu menilai pencapaian murid dalam aspek lain yang tidak di nilai dalam penilaian berpusat seperti UPSR, PMR dan SPM. Bahkan, penilaian kendalian sekolah dan penilaian berpusat sebenarnya saling berkait rapat dalam sistem penilaian kebangsaan.

 

      

                        5. The aim of School-based evaluation is to:

 

            • identify the overall growth and development of students

            • identify the students’ strengths and weaknesses at an early stage from time to time

            • know the effectiveness of teachers’ teaching

            • plan and adapt the teachers’ teaching

            • take immediate and appropriate further actions

 

             Tujuan penilaian kendalian sekolah adalah :

 

            • mengenalpasti keseluruhan pertumbuhan dan perkembangan murid

            • mengenalpasti kekuatan dan kelemahan murid dari peringkat awal dan dari masa ke semasa 

            • memaklumkan keberkesanan pengajaran guru

            • merancang dan menyesuaikan pengajaran guru

            • mengambil tindakan segera dan langkah bersesuaian yang berikutnya

 

 

                        6. The main characteristics of School-based evaluation are as follow:

 

(Source: Penilaian Kendalian Sekolah (2001), Pusat Perkembangan Kurikulum, pg.6)

 

                Ciri-Ciri Penilaian Berasaskan Sekolah adalah seperti berikut :

    

  Dijalankan oleh guru
- mentaksir murid
Berasaskan Rujukan Kriteria
- mentaksir murid berdasarkan hasilan yang dinyatakan dan ditetapkan
  Formatif
- dijalankan berterusan
- mendiagnos kemajuan dan pencapaian murid
Pelbagai Kaedah
- pemerhatian
- lisan
- penulisan/pelaporan
  Mendiagnos keseluruhan kemajuan pembelajaran murid
- intelek
- moral
- emosi
- fizikal
Menekankan perkembangan individu
-berdasarkan kebolehan individu dan bukan perbandingan

 

  Formatif
- dijalankan berterusan
- mendiagnos kemajuan dan pencapaian murid
Mengalakkan penilaian kendiri
-melatih murid mentaksir kemajuan diri secara berterusan
-guru memperolehi maklumbalas tambahan
  Bersistematik
- terancang
- memperbaiki instrumen
- melaksana
- menganalisa
- melaporkan
- mengambil tindakan berikut
Membolehkan tindakan diambil seterusnya
- menyelesaikan kelemahan dalam pembelajaran
- meningkatkan kekuatan dan keberkesanan pembelajaran

                       

(Sumber: Penilaian Kendalian Sekolah (2001), Pusat Perkembangan Kurikulum, muka surat 6)

 

 

 

 

                         7. Through School-based evaluation, students are assessed in various aspects, inclusive of multiple intelligence, emotion and personality development.

                

             Melalui penilaian kendalian sekolah, murid dan taksir melalui aspek pelbagai, termasuk kecederasan pelbagai, emosi dan

         perkembangan personaliti.

 

            • Knowledge (pengetahuan)

            • Thinking skills (kemahiran berfikir)

            • Language skills (kemahiran bahasa/bertutur)

            • Arithmetic skills (kemahiran mengira)

            • Learning skills  (kemahiran belajar)

            • Practical skills  (kemahiran amali)

            • Manipulative skills  (kemahiran manupulatif)

            • Socialization skills (kemahiran bersosial)

            • Creativity (kreatif)

            • Science process skills (kemahiran sains)

            • Behavior and practicing of moral values (pengamalan sikap dan nilai moral)

            • Attitudes (sikap)

            • Health and fitness  (kesihatan)

            • Kinesthetic skills (kemahiran kinestiatik)

            • Aptitude (aptitud)

 

                        8. Implementation of school-based evaluation is based on the following steps:

 

                       

                         

                        9. Learning outcomes which have been identified can be assessed by using the following methods:

 

            • Observation

            • Oral

            • Writing

               

                 The choice of each method depends on:

 

            • the learning outcome to be assessed.

            • the relevance of the matters to be assessed.

 

                Hasil pembelajaran yang dikenalpasti untuk ditaksir boleh menggunakan kaedah berikut:

            • pemerhatian

            • lisan

            • penulisan/pelaporan

               

          Pemilihan kaedah bergantung kepada:

 

            • hasil pembelajaran yang akan ditaksir

            • kerelevenan perkara yang akan ditaksir

 

 

 

                        10. Observation method is used to assess the aspects which are difficult to be identified through oral or writing method. For instance:

 

            • attitude

            • behavior / performance

            • practical

            • manipulative skills

            • socialization skills

            • learning skills

            • kinesthetic skills

            • computer literacy skills

            • innovative skills

 

 

 

                        Kaedah pemerhatian digunakan untuk mentaksir aspek-aspek yang sukar dikenalpasti melalui kaedah lisan atau pelaporan adalah:

 

            • sikap

            • tingkah laku/ persembahan

            • amali

            • kemahiran manupulatif

            • kemahiran sosial

            • kemahiran belajar

            • kemahiran kinestiatik

            • kemahiran komputer

            • kemahiran inovatif

 

 

                      11. Aspects which are assessed through oral method are as follow:

 

            • understanding of concepts

            • factual knowledge

            • listening competency

            • correct language usage

            • fluency in reciting

            • pronounciation in conversation

            • arithmetic competency

            • styles in presentation

            • conversation and attitude

 

 

                      Aspek-aspek yang ditaksirkan melalui kaedah lisan adalah seperti berikut:

 

            • kefahaman konsep

            • pengetahuan fakta

            • kompetensi mendengar

            • pengunaan tatabahasa yang betul

            • kelancaran menghafal

            • kebolehan menyebut dalam bicara

            • kompetensi matematik

            • kaedah penyampaian

            •  sikap dan pertuturan

 

 

 

                        12. Aspects of writing assessment can be identified through:

 

            • essays

            • project reports/ course work / assignment / folio

            • exercises and written tests

            • elaboration or map interpretation, table, graph or chart

 

 

 

                         Aspek=aspek pentaksiran menulis atau pelaporan boleh dikenalpasti melalui:

 

            • esei

            • laporan projek/ kerja kursus/ tugasan/ folio

            • latihan dan ujian menulis

            • penerangan dan menterjemah peta, jadual, geraf dan carta

 

 

 

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Page Created 1 Mac 2006 and last updated on 03 Oct 2010 by Pengendali@ 2006