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KSP6103 ASSESSING

LEARNING SCIENCE
ASPAZAIDA BT YOB

SEMESTER 1 2013/2014
M20131001085

U/P: DR NIK AZMAH BT NIK YUSUF


DEFINITION


DEFINITION AND EXAMPLE
1. ASSESSMENT( Penaksiran)
Includes all systematic ways teachers gather information in their classroom. Its used for
help in decision making. It is also a process of collecting, making judgements about
evidence and use it for purpose which it is put and the action taken as a result. Does Not
involving judgement. Includes all types of gathering data: pretest, objective, quiz, oral
report, written report, builds up model, self-interactive.

2. Evaluation (Penilaian)
Application of judgemental based on criteria and prove. Give value to the assessment
in order to judge the students and teacher, grade the students. Method: same as
assessment but its includes judgement.

3. Measurement
The systematic assessment of numbers (or names) to attributes. This assignment may be
with a sophisticated apparatus or be conducted with less adequate yet systematic
procedures. Measurement can be conducted at various level of precision.

4. A test
Is a formal, systematic procedures used to gather information under uniform condition.
Refer to measure in which examinees know they are being assess and supposed to do
their best. Specially devise activities designed to know knowledge or skills by giving
precise the same task that have to respond it under similar condition. Other word, its
examination and evaluation.

5. Reliability
Concern the consistency with which the device or procedure measures whatever it
measures. An instrument is reliable to the extent that it sources can be replicated.
6. Validity
Concern the extent to which a device or procedure assess is being used to assess.
Moreover, validity concerns the appropriatness of inferences and action that are based on
assessment result (AERA 1999,Messick 1989). Refer to the match between what is
actually assessed and what it is intend should be assessed.

7. Formative assessment
Plays an integral part of the learning as students engage in instructional activities and
assessment task throughout the school year. Tecniques, notably observation, checklist
conferences, discussions, are used to offer feedback to students skills about works in
progress or developing skills. Information gathered through formative assessment is used
to determine students progress, improve performance modify instruction.

8. Summative assessment
Take place at the end of a unit of study, course, term or period of time when students are
prepared to demonstrate their understanding and applications of curriculum objective.
Assessment that place after the learning, that is, for the purpose of summing it up.
9. Continuous assessment
Is listening closely to students, observing students as they are engaged in learning as
they are engaged with materials and trying to understand what they understand.
How well inquiry-based science actually function not only in the classroom but also in
the real scientific world. Its about how scientist actually go about doing good science-in
a process- oriented and enquiry-oriented way.
10. Assessment for learning
Process of seeking and interpreting evidence for use by learners and their teachers, to
identify where the learners are in the learning, where their need to go, how best to get
there (ARG 2002a)

11. Authentic assessment
Involves students in task that require the application of knowledge and skills in real-life
situations. These alternative method offer real-world challenges and framework, such as
audiences for demonstrating concept and strategies that student have learned.
Place a greater emphasis on problem solving, critical thinking, comprehension, reasoning
and metacognition, on self-reflection, skills.



References:

Hana, G.S & Dettmer, P.A. (2004).Assessment Teaching: Using Context-Adapted
Plannning. Boston: Pearson-Allan & Allyn and Bacon

Ahmad,Azizi. (2009). Pengukuran Dan Penilaian Dalam Pendidikan. Kuala Lumpur:
OUM