Вы находитесь на странице: 1из 3

MUHAMMAD SYAFIQ ADDIN BIN

HAMEZAH

930510036259

PISMP BI SK (2) JANUARY 2013

For the subject Language Assessment (TSL3123) that I have learnt in the earlier
phase of the semester, there are three tasks that I need to complete which are the
written report the classroom observation, the lesson plan & its assessment and the
critical report about of what I have gained in designing, constructing and using a test or
an assessment task.
I could see that assessment is an integral component of learning and teaching
session. Assessment is where the teachers are able to make judgements of the
achievement of students over a course of the particular study, for example as student A
have learnt throughout the year the topic on grammar, by the end of the year the
teacher wants to see how much knowledge he has gained by implementing a
summative test; which is an example of assessment. There are processes that needs
going through. These processes include making decisions about what is relevant
evidence for a particular purpose, how to collect and interpret the evidence and how to
practice the assessment to the students.
I assessed students throughout the lesson and did not giving them homework to
do at home because I know it is quite stressful to have homework. I had implemented
my teaching session with students from Year 4 Cemerlang in SK Mejar Jeneral Dato
Ibrahim. As for me, assessment and would only be a lot easier if the assessment takes
its place right after the teaching process is done. It will also enhance their memory from
turning short term memory into a longer term memory. It enables me to diagnose the
problem occurred during learning process and I could act early before the they digest
and make their knowledge to be permanent in their mind.
I planned to construct an easier way to answer the worksheet that was compared
to the assessment worksheet that Mr Sefri did, which was quite hard for the students to
answer. The test that I have planned to design was having the four levels of Blooms
Taxonomy which are remembering, understanding, applying and analysing where it is
suitable with the average level pupils as they were not difficult for the pupils to answer
the questions. I must ensure that the assessment that I designed based on the
assessment specifications are well constructed and fair selected response test by
ensuring that a range of thinking levels and reasoning is targeted with the most
1

MUHAMMAD SYAFIQ ADDIN BIN


HAMEZAH

930510036259

PISMP BI SK (2) JANUARY 2013

appropriate styles of question. Furthermore, I also designed the assessment based on


the topics that they have learned which is Special Malaysia. By including this topic, it
would be easy for them to answer the questions as they already familiar with the topic
about Open House. This will surely decrease their inferiority towards English.
When implementing the assessment to the students from that class, I could
reflect that the students could really apply and practice it during the assessment
process. The students were able to answers the questions given, although there were
some students who had problems to apply their understanding and change it in the form
of words during writing and oral. I facilitate students with the vocabulary they need and
this had eventually motivated students to speak during the production stage of
speaking; which was speak to their pairs on the conversation that they have made
based on the guide given from the audio provided. I had focused on listening as the
main skills and integrated it with writing and speaking.
In the sense of validity, I could say the exercise in the worksheet is valid in the
sense of content related evidence. It is because it is based on the language skill that
wanted to be assessed which is listening where it measures exactly what the proposes
to measure. Furthermore, it relies on the evidence which is the pupils evidence. I do
say so because the lines are given for the pupils to write, the teacher could use that as
a test to look into the pupils writing in legible print and it gives the teacher meaningful
information about the pupils penmanship which needed to be focused on. Conclusively,
validity is lined in the assessment.
Secondly, lets take a look at another principle of assessment, which is the
authenticity. The situations used for the tasks in the worksheet are based on the pupils
real life experience which is inviting friends for an open house. The real experience is
contextualized which makes it authentic for the pupils and it provides a storyline which
gives a thematic organization. The students can All in all, authenticity plays an important
role of an assessment.
For me, the observation I got the chance to do during my practicum on
assessment done by teacher provides a very meaningful knowledge, experience and
innovation to myself. This is to help improve my skills as a teacher to be dedicated,
2

MUHAMMAD SYAFIQ ADDIN BIN


HAMEZAH

930510036259

PISMP BI SK (2) JANUARY 2013

responsible and visionary to see all aspects to cater the pupils needs in learning
especially in the area that is related to the English language teaching and learning area.
Since the school is mainly made for the students to gain knowledge and not only for the
teachers to teach, we should prioritiesprioritise the learning acquired by the students
first than the assessment as learning is acquiredacquaired anywhere and anyhow. Teachers
like I, should motivate the students to continue learn through a more fun way. Assessing them in
a more creative way will enhance learning towards the real meaning of getting knowledge and
not the other way around. One way a teacher like me can try is by doing authentic assessment.
This is where students get to show their performing talents. They can show to the world who
they really are by singing, or acting in front of a crowd. I as a teacher could give them time to
practice what we have learnt in class by making a show out of it to the school. The students will
be more serious in doing it if I am able to cater their fun learning needs and I can cater both
internal and external positive reinforcements. If we look into the KSSR syllabus, performances
such as jazz chants, creative artwork, singing, action song and so on are now being
emphasized in order to build pupils that are capable of interpersonal and also intrapersonal.
Teacher should accept the challenge to teach this sorts of assessment to the pupils rather the
old and traditional way where pupils being focused only with reading and writing. The pupils
need to be motivated with fun and enjoyable activities and at the same time, the learning
process is on-going and success.