PENTAKSIRAN PENDIDIKAN:

DI ANTARA MITOS DAN

REALITI
PROF. DR. OTHMAN BIN LEBAR
UNIVERSITI PENDIDIKAN SULTAN IDRIS

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 Mitos Pentaksiran
Mitos 1 Peningkatan dan keberkesanan
sekolah dinilai berdasarkan pentaksiran piawai
Mitos 2 Sekolah dan pemimpin tahu
bagaimana menggunakan pentaksiran untuk
meningkatkan sekolah
Mitos 3 Guru adalah terlatih dalam pentaksiran
berkesan
Mitos 4 Gred dan skor ujian meningkatkan
motivasi dan pembelajaran pelajar

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REALITI

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 Peperiksaan Piawai..

Sistem Ujian Tidak Praktikal (Berita Harian, 7 Mac 2006)

Girls Jumps From Third Floor Over SPM Result (New
Straits Times, 14 March 2006)
Sistem Peperiksaan Faktor Pelajar Tercicir (Utusan
Malaysia, 14 March 2006)
The Flawed A Syndrome (The Star, 24 April 2006)
Pelajar Kreatif, Berkemahiran Tetapi Kurang Markah A
Tidak Dapat Perhatian (Berita Harian, 14 April 2006)
Cadangan memansuhkan UPSR dan PMR (2010)

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 PREMISE

STANDARDIZED TESTING: HELP OR

HINDER QUALITY OF EDUCATION
CHILDREN RECEIVED?

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 Kesan Peperiksaan Piawai ke atas
Pembelajaran dan Kurikulum

Misdirected Pressures on Educators

Misidentification of Inferior and Superior
Schools
Curricular Reductionism
Drill and Kill
Test-Pressured Cheating
Popham, 2001

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Kesan Peperiksaan Piawai Ke atas
Pembelajaran dan Kurikulum

Misdirected Pressures on Educators

- Good test scores equal to good
education
- Divert educators attention from
genuinely important educational
decisions
- Score-boosting obsession

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 Kesan Peperiksaan Piawai Ke atas
Pembelajaran dan Kurikulum
Misidentification of Inferior and Superior
Schools
- Score-based ranking of schools
- Score-based ranking and school quality
- Labels inferior school, failing school
- Score-based teacher effectiveness acceptable
and unacceptable performances
- Advantaged and disadvantaged setting SES
variables

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 Kesan Pentaksiran Piawai Ke atas
Pembelajaran dan Kurikulum

Curricular Reductionism
- Less attention on subjects that are not
included in the test fringe subjects
- Teach what is tested; avoid what isnt
- Survival of content that fittest best the test
- Erosion of rich curriculum fringe subjects
and cognitive skills

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 Kesan Peperiksaan Piawai Ke atas
Pembelajaran dan Kurikulum
Drill and Kill
- Test oppressed teachers drill their students on
types of test items
- Repetitious instructional activities tend to
deaden students interest in learning
- Killing learning excitement and intellectual
vibrancy
- Develop low-level cognitive skills and
memorization

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 Kesan Peperiksaan Piawai Ke atas
Pembelajaran dan Kurikulum

Test-Pressured Cheating
- More teachers are caught for cheating
- Instructionally corrupt test preparation
teachers design instruction around actual
items taken from the test or clone items

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PENTAKSIRAN ALTERNATIF

PENTAKSIRAN BERASASKAN
STANDARD?

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 ISU KESAHAN

EVIDEN
INFEREN

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PENTAKSIRAN DI NEGARA BERPENCAPAIAN
TINGGI: Finland, Sweden, Australia, Canada,
Hong Kong
- Mengajar sedikit topik secara mendalam, fokus kepada
kemahiran pentakkulan, dan aplikasi pengetahuan,
perkembangan pembelajaran dalam dan merentas domain
- Membina panduan kurikulum dan pentaksiran yang
memberi fokus kepada kemahiran abad ke-21
- banyak bergantung kepada open-ended item yang
memerlukan pelajar menganalisis, mengaplikasi
pengetahuan dan menulis dengan banyak
- Menekankan pembelajaran project-based, inquiry-
oriented learning

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 Menggunakan pentaksiran tempatan (berasaskan
sekolah) untuk menilai standard kebangsaan (Finland,
Sweeden)
A blend of state and local assessment Canada,
Australia dan China
Pentaksiran berasaskan sekolah direka bentuk untuk
melengkap on-demand assessment merangkumi
hingga 50% skor peperiksaan akhir

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 Sama ada dibina berasaskan sekolah atau
pun berpusat, keputusan untuk
melaksanakan tugasan pembelajaran dibuat
di peringkat bilik darjah
Sistem peperiksaan tidak digunakan untuk
menaraf atau melabel sekolah
Proses moderasi dan kalibrasi skor dibuat
dengan rapi dan melibatkan tenaga
profesional dan ahli akademik
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 PERUBAHAN DALAM PARADIGMA
PEMBELAJARAN
interactionist theory based on Vygotskys
learning model
Constructivism approach learning is reflective,
constructive and self-regulated
Multiple Intelligence (Howard Gardner), Triarchic
Theory (Sternberg), Learnability of Intelligence
(Perkins)
Metacognition
Whole-Brain Thinking (Pink)

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 PENTAKSIRAN SEIMBANG DAN
HOLISTIK:
- TRANSDISCIPLINARITY
- DEVELOPMENTAL AND CONTINOUS
- MULTIPLE LITERACIES
- MULTIPLE INTELLIGENCE
- EMOTIONAL INTELLIGENCE
- LEARNABILITY OF INTELLIGENCE
- MEASURES OF MAN
- ECOLOGY OF LEARNING
- ASSESSMENT FOR LEARNING

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 PARAMETER
PENTAKSIRAN
Variety of assessment environments
(natural/hypothetical; formal and informal situation; form
and process).
Documenting learning process, student development
and growth, across curriculum and knowledge and skill
domain.
Aspects: competencies, intelligence, ability, potential,
achievement, contribution, talent, personality
Balance between centralised assessment and school-
based assessment complementing and supporting

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 KESIMPULAN

Assessment systems that are able to

manage challenges of knowledge
expansion related to the form and core
of the curriculum; thinking processes, the
structure of knowledge, personal
knowledge and collective knowledge

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 KESIMPULAN

Assessments that are able to measure

explicit and implicit meaning in various
forms of knowledge: symbolic meaning
(mathematics and language), empirical
meaning (science), esthetic meaning (art),
ethical meaning (moral and values)
synoptic meaning (history, religion and
philosophy)

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 KESIMPULAN
If students are given enough opportunities to
grow according to their abilities, interests and
dispositions, with a proper and continous
monitoring through balance and holistic
assessments, learning problems and students
potentials can be approached in a more
meaningful manner.

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