Embed Size (px)
Citation preview
Strategi memahami dan menggunakan Taksonomi Pendidikan Bloom amp SOLO
Oleh AbGhani Taib
KJ RampD IPPM Melaka
ldquo HOW TO MAKE SURE TEACHERS TEACH ASSESSORS
ASSESS
Emotional Quotient (EQ)(Daniel Goleman dlm buku Emotional Intelligence)
ldquohellipbeing smart is about what we feel of being to read social situations as well and having empathy for others ldquo
IQ bukan lagi penentu kejayaan tetapi hellip
ldquo how in tune you are to your inner feelings as well as to the feeling of others ldquo
Contoh mempelbagaikan soalan esei untuk menguji calon
(1) Bincangkan LIMA kelebihan KBSR berbanding dengan ldquoKLSRrsquo
(2) Pada pendapat anda mengapakah KBSRKBSM dilaksanakan di negara kita untuk menggantikan kurikulum yang sedia ada
(3) ldquoExchange views with your partner on the education system in your country What changes do you think would help to improve the quality of education in this country Justify your views in detail and report any differences of opinion between yourself and your partner To help you with your discussion you might like to refer to some of the following areas subject taught class size exam homework discipline holidays starting age single-sex or co-edrdquo
Anderson amp Krathwohl (2000)
lsquoREVISED VERSION OF BLOOMrsquoS TAXONOMY OF EDUCATIONAL
OBJECTIVESrsquo Konsep dan Implikasi Taksonomi
kepada
(i) Ciri-ciri utama taksonomi dan perbezaan dengan taksonomi yang asal
(ii) Pembinaan Jadual Spesifikasi Ujian(JSU)
(iii) Penulisan Objektif hasil pembelajaran
(iv) Pengajaran-pembelajaran(v) Pentaksiran pembelajaran(vi) Meningkatkan pemikiran ke Proses
Kognitif Tinggi
FOUR(4) BASIC QUESTIONS IN TEACHING AND LEARNING
(1) The learning questions eg -what is worth learning
(2)The instructional questionseg-how to teach effectively
(3)The assessment questionseg ndashwhat and how to assess
(4)The alignment questionseg how do we make sure what we intend to achieve has been taught and has been
assessed
Perhubungan antara Objektif P-P Proses P-P
dan Penilaian
Objektif( apa yang sepatutnya dipelajariie p-p berkesan dan bermakna)
Proses p-p(-pengetahuankemahiran amp nilai-mengubah pemikiran perasaan amp perlakuan)
Pentaksiran( sah bolehpercayaAutentik)
KESEPADUANKBSRKBSM
INTROBackground to the revised taxonomy
The working group assembled by Anderson( a former student of Bloom and Krathwohl worked from 1995-2000 (Airasian P W Cruikshank KA MayerRE PintrichP R RathsJ and WittrockMC)
Includes people with expertise in the areas of cognitive psychology curriculum and instruction and educational testing measurement and assessment
ldquoThe levels of knowledge were indicated in the original version ie factual conceptual and proceduralrsquo but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related acccompanying verbs
The full breadth of of Handbook 1 and its recommendations on types of knowledge were rarely discussed in any instructive wayrdquo (Anderson amp Krathwohl 2001)
This revision of Bloomrsquos taxonomy is designed to help teachers understand standard based curriculums
Cognitive psychologist curriculum specialists teacheer researchers have developed a 2-dimensional framework focusing on knowledge and cognitive processes
It explores curriculum from three unique perspectives (i) cognitive psychologist (ii) curriculum spesialists and teacher educators (CampI
emphasis) and (iii) assessment experts (assessment emphasis)
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Emotional Quotient (EQ)(Daniel Goleman dlm buku Emotional Intelligence)
ldquohellipbeing smart is about what we feel of being to read social situations as well and having empathy for others ldquo
IQ bukan lagi penentu kejayaan tetapi hellip
ldquo how in tune you are to your inner feelings as well as to the feeling of others ldquo
Contoh mempelbagaikan soalan esei untuk menguji calon
(1) Bincangkan LIMA kelebihan KBSR berbanding dengan ldquoKLSRrsquo
(2) Pada pendapat anda mengapakah KBSRKBSM dilaksanakan di negara kita untuk menggantikan kurikulum yang sedia ada
(3) ldquoExchange views with your partner on the education system in your country What changes do you think would help to improve the quality of education in this country Justify your views in detail and report any differences of opinion between yourself and your partner To help you with your discussion you might like to refer to some of the following areas subject taught class size exam homework discipline holidays starting age single-sex or co-edrdquo
Anderson amp Krathwohl (2000)
lsquoREVISED VERSION OF BLOOMrsquoS TAXONOMY OF EDUCATIONAL
OBJECTIVESrsquo Konsep dan Implikasi Taksonomi
kepada
(i) Ciri-ciri utama taksonomi dan perbezaan dengan taksonomi yang asal
(ii) Pembinaan Jadual Spesifikasi Ujian(JSU)
(iii) Penulisan Objektif hasil pembelajaran
(iv) Pengajaran-pembelajaran(v) Pentaksiran pembelajaran(vi) Meningkatkan pemikiran ke Proses
Kognitif Tinggi
FOUR(4) BASIC QUESTIONS IN TEACHING AND LEARNING
(1) The learning questions eg -what is worth learning
(2)The instructional questionseg-how to teach effectively
(3)The assessment questionseg ndashwhat and how to assess
(4)The alignment questionseg how do we make sure what we intend to achieve has been taught and has been
assessed
Perhubungan antara Objektif P-P Proses P-P
dan Penilaian
Objektif( apa yang sepatutnya dipelajariie p-p berkesan dan bermakna)
Proses p-p(-pengetahuankemahiran amp nilai-mengubah pemikiran perasaan amp perlakuan)
Pentaksiran( sah bolehpercayaAutentik)
KESEPADUANKBSRKBSM
INTROBackground to the revised taxonomy
The working group assembled by Anderson( a former student of Bloom and Krathwohl worked from 1995-2000 (Airasian P W Cruikshank KA MayerRE PintrichP R RathsJ and WittrockMC)
Includes people with expertise in the areas of cognitive psychology curriculum and instruction and educational testing measurement and assessment
ldquoThe levels of knowledge were indicated in the original version ie factual conceptual and proceduralrsquo but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related acccompanying verbs
The full breadth of of Handbook 1 and its recommendations on types of knowledge were rarely discussed in any instructive wayrdquo (Anderson amp Krathwohl 2001)
This revision of Bloomrsquos taxonomy is designed to help teachers understand standard based curriculums
Cognitive psychologist curriculum specialists teacheer researchers have developed a 2-dimensional framework focusing on knowledge and cognitive processes
It explores curriculum from three unique perspectives (i) cognitive psychologist (ii) curriculum spesialists and teacher educators (CampI
emphasis) and (iii) assessment experts (assessment emphasis)
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Contoh mempelbagaikan soalan esei untuk menguji calon
(1) Bincangkan LIMA kelebihan KBSR berbanding dengan ldquoKLSRrsquo
(2) Pada pendapat anda mengapakah KBSRKBSM dilaksanakan di negara kita untuk menggantikan kurikulum yang sedia ada
(3) ldquoExchange views with your partner on the education system in your country What changes do you think would help to improve the quality of education in this country Justify your views in detail and report any differences of opinion between yourself and your partner To help you with your discussion you might like to refer to some of the following areas subject taught class size exam homework discipline holidays starting age single-sex or co-edrdquo
Anderson amp Krathwohl (2000)
lsquoREVISED VERSION OF BLOOMrsquoS TAXONOMY OF EDUCATIONAL
OBJECTIVESrsquo Konsep dan Implikasi Taksonomi
kepada
(i) Ciri-ciri utama taksonomi dan perbezaan dengan taksonomi yang asal
(ii) Pembinaan Jadual Spesifikasi Ujian(JSU)
(iii) Penulisan Objektif hasil pembelajaran
(iv) Pengajaran-pembelajaran(v) Pentaksiran pembelajaran(vi) Meningkatkan pemikiran ke Proses
Kognitif Tinggi
FOUR(4) BASIC QUESTIONS IN TEACHING AND LEARNING
(1) The learning questions eg -what is worth learning
(2)The instructional questionseg-how to teach effectively
(3)The assessment questionseg ndashwhat and how to assess
(4)The alignment questionseg how do we make sure what we intend to achieve has been taught and has been
assessed
Perhubungan antara Objektif P-P Proses P-P
dan Penilaian
Objektif( apa yang sepatutnya dipelajariie p-p berkesan dan bermakna)
Proses p-p(-pengetahuankemahiran amp nilai-mengubah pemikiran perasaan amp perlakuan)
Pentaksiran( sah bolehpercayaAutentik)
KESEPADUANKBSRKBSM
INTROBackground to the revised taxonomy
The working group assembled by Anderson( a former student of Bloom and Krathwohl worked from 1995-2000 (Airasian P W Cruikshank KA MayerRE PintrichP R RathsJ and WittrockMC)
Includes people with expertise in the areas of cognitive psychology curriculum and instruction and educational testing measurement and assessment
ldquoThe levels of knowledge were indicated in the original version ie factual conceptual and proceduralrsquo but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related acccompanying verbs
The full breadth of of Handbook 1 and its recommendations on types of knowledge were rarely discussed in any instructive wayrdquo (Anderson amp Krathwohl 2001)
This revision of Bloomrsquos taxonomy is designed to help teachers understand standard based curriculums
Cognitive psychologist curriculum specialists teacheer researchers have developed a 2-dimensional framework focusing on knowledge and cognitive processes
It explores curriculum from three unique perspectives (i) cognitive psychologist (ii) curriculum spesialists and teacher educators (CampI
emphasis) and (iii) assessment experts (assessment emphasis)
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Anderson amp Krathwohl (2000)
lsquoREVISED VERSION OF BLOOMrsquoS TAXONOMY OF EDUCATIONAL
OBJECTIVESrsquo Konsep dan Implikasi Taksonomi
kepada
(i) Ciri-ciri utama taksonomi dan perbezaan dengan taksonomi yang asal
(ii) Pembinaan Jadual Spesifikasi Ujian(JSU)
(iii) Penulisan Objektif hasil pembelajaran
(iv) Pengajaran-pembelajaran(v) Pentaksiran pembelajaran(vi) Meningkatkan pemikiran ke Proses
Kognitif Tinggi
FOUR(4) BASIC QUESTIONS IN TEACHING AND LEARNING
(1) The learning questions eg -what is worth learning
(2)The instructional questionseg-how to teach effectively
(3)The assessment questionseg ndashwhat and how to assess
(4)The alignment questionseg how do we make sure what we intend to achieve has been taught and has been
assessed
Perhubungan antara Objektif P-P Proses P-P
dan Penilaian
Objektif( apa yang sepatutnya dipelajariie p-p berkesan dan bermakna)
Proses p-p(-pengetahuankemahiran amp nilai-mengubah pemikiran perasaan amp perlakuan)
Pentaksiran( sah bolehpercayaAutentik)
KESEPADUANKBSRKBSM
INTROBackground to the revised taxonomy
The working group assembled by Anderson( a former student of Bloom and Krathwohl worked from 1995-2000 (Airasian P W Cruikshank KA MayerRE PintrichP R RathsJ and WittrockMC)
Includes people with expertise in the areas of cognitive psychology curriculum and instruction and educational testing measurement and assessment
ldquoThe levels of knowledge were indicated in the original version ie factual conceptual and proceduralrsquo but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related acccompanying verbs
The full breadth of of Handbook 1 and its recommendations on types of knowledge were rarely discussed in any instructive wayrdquo (Anderson amp Krathwohl 2001)
This revision of Bloomrsquos taxonomy is designed to help teachers understand standard based curriculums
Cognitive psychologist curriculum specialists teacheer researchers have developed a 2-dimensional framework focusing on knowledge and cognitive processes
It explores curriculum from three unique perspectives (i) cognitive psychologist (ii) curriculum spesialists and teacher educators (CampI
emphasis) and (iii) assessment experts (assessment emphasis)
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
FOUR(4) BASIC QUESTIONS IN TEACHING AND LEARNING
(1) The learning questions eg -what is worth learning
(2)The instructional questionseg-how to teach effectively
(3)The assessment questionseg ndashwhat and how to assess
(4)The alignment questionseg how do we make sure what we intend to achieve has been taught and has been
assessed
Perhubungan antara Objektif P-P Proses P-P
dan Penilaian
Objektif( apa yang sepatutnya dipelajariie p-p berkesan dan bermakna)
Proses p-p(-pengetahuankemahiran amp nilai-mengubah pemikiran perasaan amp perlakuan)
Pentaksiran( sah bolehpercayaAutentik)
KESEPADUANKBSRKBSM
INTROBackground to the revised taxonomy
The working group assembled by Anderson( a former student of Bloom and Krathwohl worked from 1995-2000 (Airasian P W Cruikshank KA MayerRE PintrichP R RathsJ and WittrockMC)
Includes people with expertise in the areas of cognitive psychology curriculum and instruction and educational testing measurement and assessment
ldquoThe levels of knowledge were indicated in the original version ie factual conceptual and proceduralrsquo but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related acccompanying verbs
The full breadth of of Handbook 1 and its recommendations on types of knowledge were rarely discussed in any instructive wayrdquo (Anderson amp Krathwohl 2001)
This revision of Bloomrsquos taxonomy is designed to help teachers understand standard based curriculums
Cognitive psychologist curriculum specialists teacheer researchers have developed a 2-dimensional framework focusing on knowledge and cognitive processes
It explores curriculum from three unique perspectives (i) cognitive psychologist (ii) curriculum spesialists and teacher educators (CampI
emphasis) and (iii) assessment experts (assessment emphasis)
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Perhubungan antara Objektif P-P Proses P-P
dan Penilaian
Objektif( apa yang sepatutnya dipelajariie p-p berkesan dan bermakna)
Proses p-p(-pengetahuankemahiran amp nilai-mengubah pemikiran perasaan amp perlakuan)
Pentaksiran( sah bolehpercayaAutentik)
KESEPADUANKBSRKBSM
INTROBackground to the revised taxonomy
The working group assembled by Anderson( a former student of Bloom and Krathwohl worked from 1995-2000 (Airasian P W Cruikshank KA MayerRE PintrichP R RathsJ and WittrockMC)
Includes people with expertise in the areas of cognitive psychology curriculum and instruction and educational testing measurement and assessment
ldquoThe levels of knowledge were indicated in the original version ie factual conceptual and proceduralrsquo but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related acccompanying verbs
The full breadth of of Handbook 1 and its recommendations on types of knowledge were rarely discussed in any instructive wayrdquo (Anderson amp Krathwohl 2001)
This revision of Bloomrsquos taxonomy is designed to help teachers understand standard based curriculums
Cognitive psychologist curriculum specialists teacheer researchers have developed a 2-dimensional framework focusing on knowledge and cognitive processes
It explores curriculum from three unique perspectives (i) cognitive psychologist (ii) curriculum spesialists and teacher educators (CampI
emphasis) and (iii) assessment experts (assessment emphasis)
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
INTROBackground to the revised taxonomy
The working group assembled by Anderson( a former student of Bloom and Krathwohl worked from 1995-2000 (Airasian P W Cruikshank KA MayerRE PintrichP R RathsJ and WittrockMC)
Includes people with expertise in the areas of cognitive psychology curriculum and instruction and educational testing measurement and assessment
ldquoThe levels of knowledge were indicated in the original version ie factual conceptual and proceduralrsquo but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related acccompanying verbs
The full breadth of of Handbook 1 and its recommendations on types of knowledge were rarely discussed in any instructive wayrdquo (Anderson amp Krathwohl 2001)
This revision of Bloomrsquos taxonomy is designed to help teachers understand standard based curriculums
Cognitive psychologist curriculum specialists teacheer researchers have developed a 2-dimensional framework focusing on knowledge and cognitive processes
It explores curriculum from three unique perspectives (i) cognitive psychologist (ii) curriculum spesialists and teacher educators (CampI
emphasis) and (iii) assessment experts (assessment emphasis)
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Bloomrsquos Taxonomy Original and Revised
OLD VERSION
Evaluate
Synthesis
Knowledge
Analysis
Application
Comprehension
Create
NEW VERSION
Evaluate
Analyze
Apply
Understand
Remember
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Bloomrsquos Educational Objectives (1956)Book 1 COGNITIVE Taxonomy of DOMAIN
Evaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
1
2
3
4
COGNITIVE PROCESS DIMENSION
(VERB)KNOWLEDGEDIMENSION(NOUN)
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember
Understand
Apply Analyse Evaluate
Create
1 Factual Knowledge X
2 Conceptual Knowledge X
3 Procedural Knowledge X
4 Metacognitive Knowledge X
X
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
PERINCIAN MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process Dimension
To Rememberhellip(i)Recognizing(ii) recalling
To Understandhellip(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
To Applyhellip(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
To Analysehellip(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
To Evaluat(makingJudgment)(i)CheckIng-Detect Inconsistent Conclusionn(ii)CritiqUing-judging a Product
To Createhellip(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1
2
3
4
COGNITIVE PROCESS DIMENSION
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Knowledge Dimension1 Factual Knowledge (basic factsterms or details)
11-terminology12-details and elements
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
MATRIKS TAKSONOMI ANDERSON amp KRATHWOHL(2000)
Cognitive Process DimensionKnowledge Dimension
Remember(i)Recognizing(ii) recalling
Understanding(ability to derive meaning from varying from types of instructional activitiesnew comprehension of the information)(i)Interpreting(ii)Exemplifying(iii)Summarising(iv) Inferring(v)Comparing(vi)Explaining
Aplication(using a procedure to perform a task)(i) Executing (familiar task)(ii) Imlementing (new task)
Analysis(breaking down a problem into a separate component)(i)Differentiating(ii)Organisin(iii)Attributing(discovering underlying intention)
Evaluate(makingJudgment)(i)checking-Detect inconsistent conclusion(ii)critiquing-judging a Product
Create(making a new synthesis)(i)Generating(ii)Planning(iii)producing
1 Factual Knowledge (basic factsterms or details)11-terminology12-details and elements X
2 Conceptual Knowledge (ideas or objects can be classified categories or developed into principles models or theoriesknowledge of relationships among objects or concepts)21-classification and categories22-principles and generalization23-theories models and structures
X
3 Procedural Knowledge (proses or procedures in performing an activity)31-subject specific skills32-subject specific technique33-when to use appropriate procedures
X
4 Metacognitive Knowledge (about cognitive processes and self-awareness about onersquos own thinking process)41-strategic knowledge42-cognitive task knowledge (in-depth processing)43-self-knowledge(self-awareness of own goalscapabilities interests
X
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
USING THE REVISED TAXONOMY
(1) Writing Instructional Objectives
format-the student will be abletohellip(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items
-types of assessment
-methods of scoring
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Eight (8) Principles for enhancing high quality learning in universities and colleges (Brenda Smith and Sally Brown(1995)Research Teaching and Learning SEDAKogan Page Ltd Lond (pp 118-124)
(1) Enhancing student capabilities and work-related skills (gp-workprojects for self-reliant and intellectual capabilities)
(2) Using student experience as a learning resource (contextualized learning)
(3) Encouraging active and cooperative learning (active during leaning sessions surfavce and deep learning)
(4) Promoting responsibility in learning (individuals to participate responsiblyproviding resource based learning)
(5) Encouraging with feelings values and motives as well as with intellectual development (encourage self-evaluation and making judgments about quality of work value system etc)
(6) Fostering open flexible and outcomes-based assessment (more authentic assessments)
(7) Evaluating teaching and learning (develop student skills in giving feedback)
(8) Establishing congruence between learning and teaching activities and the milieu in which they occur(resopurces and open learning support and spaces)
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Types of Learning Outcomes( Ten D Brink 1974)
(i) Expected outcome ndashrelated to what is learned
(ii) Unexpected outcomes but related to learning
(iii) Unexpected outcomes not related to learning BUT related to life
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Penerapan Nilai Dalam Soalan Tugasan
Evaluating of values(Bloom Madaus 1973 Chap 16pp 483-487))
(1) ldquohellipValues are affective in their nature but cognitive in their development because they must be rationally attained rdquo
(2) ldquohellipNo matter how desirable the values may be it is not desirable from the viewpoint of the subject unless it has been attained through critical analysis The individual himself must be the rational judge of the worth of a value (pp 486)
(3) ldquohellipthe attainment of desirable values can be evaluated by a form of essay question The students are required to take a position on some provocative statements that clarify their stance ldquo
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Model Refleksi Van Menon(1977)
(I) Technical Reflection
(II) Professional Based Reflection
(III) Critical or Moral Based Reflection
Van Menon telah menegaskan kepentingan refleksi kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki amalan yang sedia ada
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Fokus SoalanTugasan LMP Vs HMP(HOTS)
Groundland(1981) lsquomenguji aras analisis sintesis dan penilaian Tuckman(1975) lsquoapplication analysis synthesis and evaluationrsquo Bloom(1981) ldquohellipgreat emphasize on problem solving application of
principles analytical skills and creativityrsquo Haladyna (1977) lsquohellipunderstanding problem solving critical thinking and
creativityrsquo Krulik (1993)helliprsquocritical and creative thinkingrsquo
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained
than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong heir correctness is based on how they were obtained
(Tuckman 1975)
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
PELBAGAI CARA MENGESAN HASIL PEMBELAJARAN (melalui lisan tulisan dan perlakuan)
PENEKANAN YANG BERBEZAUNTUK MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH Kognitif Afektif Nilai Pemikiran dan refleksi lsquosurface vs deep learningrsquo(Luaran-dalaman) Pengalaman Tahap pembelajaran Kefahaman konsep Kebolehan menyelesaikan masalah Kesepaduan antara ilmu-amal-adab(akhlak)
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Apakah perbezaan antaralsquoreflektifrsquo dengantidak
reflektifrsquo
Dewey (1933) menggunakan
istilah lsquoroutine actionrsquo dengan lsquoreflective actionrsquo
Routine action is guided by
Reflective action involves
bulltraditionbullhabitbullauthoritybullinstitutional definitions and expectationsImplications-bullrelatively static and bullunresponsive to changing priorities and circumstances
bulla willingness to engage in constant self- appraisal and development
Implications-bull has flexibilitybull rigorous analysis and bull social awareness
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Mengapa Refleksi Penting
Membantu membuat penilaian kendiri Berfikir secara analitik kritis dan kreatif Menganalisi proses dan hasil kerja Memikirkan alternatif-alternatif dalam membuat keputusan Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah sedang dan akan dilalui Mengubah amalan Memperbaiki diri
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Reflection is not telling people about your experience but reflection is about what the experience means to you
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Refleksi ds perspektif Islam
ldquoPendidikan mesti berdiri di atas asas mengabdikan diri kepada Allah SWT secara sepenuhnyadi dalam semua urusan hidup dan bukan mengabdikan diri kepada hawa nafsu atau sesama manusia Salah satu daripada prinsip asas pendidikan Islam ialah membuat renungan yang serius atau refleksi yang membawa maksud kebolehan fikiran untuk memerhatikan operasinya sendirirdquo(Prof Nik Aziz Nik Pa 1988 Jurnal Pend Islam ms 30)
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Purpose of a Lesson
(1) Coverage -syllabus -conveying of information (acquisition of
knowledge -surface learning)
(2) Understanding - generating understanding ( transfer of
knowledge -deep learning
(3) Motivation - stimulating interest and values ndashdeep learning
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Bagaimana menterjemahkan kurikulum ke dalam aktiviti P-P
Kurikulum ialah segala aktiviti dan pengalaman pembelajaran yang meliputi semua ilmu pengetahuan serta kemahiran norma ilmu pengetahuan serta kemahiran norma dan nilai masyarakat yang dirancangkan untuk pelajar-pelajar sekolah
Bukan sekadar senarai tajuk yang perlu diajar atau semata-mata mewujudkan interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut keilmuannya
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Helping students to improve learning (Barbara GDavis UCLA)
(i) Helping to contextualize allow different ways of thinking and ways of getting information expected of learning give framework use previous knowledge meaningful presentation stress concept
(ii)Help to retrieve and retain knowledge Provide active learning (Summarise Paraphrase Generalize Written assignments) Group work Presentation Give some pointers Relate with previous knowledge
(iii) Help teaching for lsquointellectual developmentrsquo go beyond the lsquoright answerrsquo your own opinion activities to go higher ndashcomplex problems alternative perspectives appreciate evaluate do judge different views
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Apakah pula maksud pembelajaran yang berkesan
-Penekanan terhadap Proses Berfikir Dalam Pembelajaran
Conceptions of Learning (Saumlljouml (1979) Five categories (1)Learning as a quantitative increase in knowledge ie learning is
acquiring information or ldquoknowing a lotrdquo (2)Learning as memorising ie learning is storing information that can
be reproduced Learning as acquiring facts skills and methods that can be retained and used as necessary
(3) Learning as making sense or abstracting meaning Learning
involves relating parts of the subject matter to each other and to the real world
(4) Learning as interpreting and understanding reality in a different way
(5) Learning involves comprehending the world by re-interpreting knowledge
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Planning an effective lesson (LeighD pg 40)
lsquoMust knowrsquo (coverage) SURFACE LEARNING- expected for the understanding of the topic in question
lsquoshould knowrsquo (deeper understanding)- DEEP LEARNINGinformation which can be relatedexpanded elaborated to the topic-unexpected but related to Learning
lsquonice to knowrsquo (motivational amp inculcation of values) DEEP LEARNINGlargely incidental to the subjecttopic but areas of interest-unexpected and not related to thetopic and learning but related to life
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Bloomrsquos Taxonomy of Educational Objectives (1956)
Book 1 COGNITIVE DOMAINEvaluation-internal judgment-external criteria
Synthesis-unique communication-plan-abstract theoritical framework
Analysis-elements-relationship-organisation
Application-familiar situation-unfamiliar situation
Comprehension-translation-Interpretation-extrapolation
Knowledge-factsdefinitions terminology-ways and meansprocedures-generaliztion and theories
(rememberrecallrecognize)
intellectu
allisatio
n
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Comparing the Revised Taxonomy with
Bloomrsquos Original Taxonomy
Revised Taxonomy(2000) Remember Understand Apply Analyze Evaluate Create
Original Taxonomy(1956) Knowledge Comprehension Application Analysis Synthesis Evaluation
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
THREE(3) Stages of Assignments (learning activities) based on Learning Theories (GagneTraverse)
(1) ACQUISITION ASSIGNMENTS -to help students acquire new information or skills eg test lectures discussions input
(2) REVIEWRETRIEVAL ASSIGNMENTS - has the student acquired that information - can also check the studentrsquos direction - can spot unexpected outcomes eg notes reflections plan etc
(3) TRANSFER OF LEARNING ASSIGNMENTS -try out in new situations and real contexts
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
USING THE REVISED TAXONOMY
(1)Writing Instructional Objectives
format-the student will be able tohellip(VERB) + --(NOUN)Eg(i) The student will be able to recall three events that caused world war IIEg ii The student will be able to understand the theory of plate tectonics as an explanation for volcanoes (Anderson amp Krathwohl 2001 pp 191)
(2) Instructional Activities-alignment of objectives and teaching activities-eg making student understandhellipdiscussing theory of plate tectonicshellipusing models and films to explain elementshellipasking questionshellipuse of information
(3) To generate critical thinking skills-lower order vs higher order mental processes
(4) Assessment practices-planning a test (Table of Specification)-writing items-types of assessment -methods of scoring
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Eg Implications for testing and Writing Items Use various types of assessment items so that both constructed-
response items (essay items) and objective items to assess instructional objectives
Objective Students will be able to recall knowledge of five basic geometric forms
-list and describe five basic types of geometric forms (remember and factual knowledge)
Other examplesTo test for lsquounderstandrsquo -use subcategory lsquocomparingrsquo and item type lsquomappingrsquo-ie
requires the student to show how two separate objects events or ideas correspond to or compare with each other
- student is asked to detail how the human memory system (neurons memory centers short-term and long-term memory-process) corresponds to the parts of a computer (files RAM memory hard-drive memory)
-to assess lsquocreatersquo use sub category generating and do brainstrorming activity and asked students to generate a lot of ideas Scoring is done using lsquorubricrsquo and holistic marking or lsquoSOLOrsquo Criteria used based on (i) number of solutions (ii) appropriateness of solutions (iii) practicality of solutions
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Helping Student Learn (Barbara Davis)
(4) Constructed Knowledge
(3) Contextualised Knowledge
(2) Subjective Knowledge
(1) Received Knowledge
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Penjelasan Model Perkembangan Intelek Guru Berdasarkan
Peningkatan Ilmu
PRAKTISTEORI
ILMU PROFESIONAL KEGURUAN
Guru pelatih
Guru terlatih(insan guru)
Ilmu Subjektif
Ilmu Terimaan
Ilmu Binaan
Ilmu Kontekstual
Sikap
Kemahiran belajarKe
mah
iran
ber
fikir
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
MATLAMAT KKBI
Matlamat utama KKBI Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas memupuk nilai positif serta daya fikir
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar Menilai pelajar dari segi pemerolehan penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara berterusan
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
TUJUAN DAN PENEKANAN DALAM
TUGASAN KERJA KURSUS
pemerolehan dan penguasaan ilmu dengan lebih mendalam dan pelbagai sumber
kemahiran proses mental tinggi (aplikasi menganalisis situasi merumus dan mensintesis serta membuat penilaian)
memindahkan ilmu dan kemahiran yang dipelajari dalam pelbagai situasi khususnya situasi sebenar di sekolah
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Mengapa ILMU (KERJA KURSUS BERASASKAN
ILMU ndashKKBI )
What is learning (Arthur Coombs1991)Learning always involve TWO things
Exposure to new information and Getting meanings from what we are doing
Ilmu walaupun bergantung pada maklumat fakta pengalaman konkrit sebenarnya tidak menepati takrifnya jika semua maklumat fakta pengalaman konkrit dan sebagainya tidak memberi makna yang lebih tinggi tidak memberikan hikmat dengan mana orang yang memperolehinya bertindak dengan penuh yakin dan adil
(Wan Mohd Noor Wan Daud)
Ilmu ialah kesampaian makna tentang sesuatu objek ilmu ke dalam jiwa atau roh individu (SMN AlAttas)
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
MENSEPADUKAN ANTARA PROSES P-P DENGAN
PENILAIAN DALAM KERJA KURSUS
Kerja Kursus untuk memantapkan kurikulum Mengambil kira beban tugas pelajar Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio Amalan refleksi secara berterusan Bersifat autentik ie mewujudkan situasi dan
konteks sebenar Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah Soalan tugasan bersifat lsquoopen-endedrsquo dan
pemikiran aras tinggi Proses bimbingan pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan bersifat lsquodevelopmentalrsquo
Pemarkahan berdasarkan holistik dan analitik
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
What are features of good coursework
assessment (McIntosh 1990)
lsquoworthwhile tasksrsquo as compared to written paper lsquowider evidencersquo of candidates achievements in
diverse contexts lsquoappropriate tasksrsquo to individual interests and
capabilities lsquolinks with other subjectsdisciplinesrsquo and activities
in everyday world lsquosense of exploration and discoveryrsquo lsquoidentify problems and finding solutionsrsquo lsquoplanning an extended task identifying and
overcoming difficultiesrsquo lsquofeedback on studentsrsquo progress lsquoease stress like exam tension and anxiety lsquoreinforce learning and higher standards
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Fokus Soalan -HMP(HOTS)
ldquoThe higher mental processes are oriented more to the process by which an answer or solution is obtained than to the answer or solution itselfhellip
hellipTest items are usually more difficult to score since answers are not necessarily completely right or wrong their correctness is based on how they were obtained (Tuckman 1975)
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Kritis
ISU -dilihat
Penyelesaian dari pelbagai lsquo A G O isu secara perspektif (Ams Goals amp Objectives) kritis dan
kreatif
Pemikiran helliphellip Kritis Pemikiran Divergen konvergen
Kaitan refleksi pemikiran kritis dan
kreatif
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Apa yang hendak disoal dalam Tugasan Kerja Kursus
ANDA ADALAH APA YANG ANDA FIKIRKAN
UNSUR DALAMAN UNSUR LUARAN
Motif hellipgt lsquonilairsquohellipgtlsquosikaprsquohellipgtlsquopemikiranrsquohelliphellipgt lsquoperlakuanrsquo
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
CARA MENYOAL DALAM TUGASAN -Reflective essay (Shullman)
TAHAP DALAM BERKOMUNIKASI
(1) Tahap lsquoClicheacutersquo-perbualan tanpa komunikasi
(2) Menceritakan hal orang lain peristiwa events
(3) Tahap boleh menceritakan hal diri sendiri
(4) Tahap perasaan -gut level
(5) Tahap empati ndashmemahami perasaan orang lain
Soalan tugasanUntuk komunikasimengesansahsiah diri p
erso
nal
isat
ion
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
(2) Memahami Taksonomi Objektif
Pendidikan Kognitif (Bloom1956) dan
Taksonomi Hasil Pembelajaran
ldquoSOLOrdquo (Biggs1981)
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Solo vs Bloom
lsquoIf you want to change student learning change
assessmentrsquo
Benjamin BloomJohn Biggs
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
KAITAN DOMAIN KOGNITIF DENGAN AFEKTIF DALAM PEMIKIRAN(Taksonomi Bloom (I) amp Krathwohl (II)
Aras Soalan Kognitif(Intelectuallization)
(6)Penilaian-----gt
(5)Sintisis
(4)Analisis
(3)Aplikasi --------gt
(2) Kefahaman
(1)Pengetahuan------gt
Aras Soalan Afektif(Internalization)
(5) Perwatakan
(4) Organisasi Nilai
(3) Pengkonsepan Nilai
(2)Gerak Balas
(1)Kesedaran
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Bloom and Solo Taxonomy
Benjamin Bloom (1956) developed a taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective Cognitive learning consisted of six levels
knowledge comprehension application analysis synthesis and evaluation
For each level specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) developed a taxonomy that shows the stages of growth of competence expressed as curriculum objectives The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Bloom and Solo Taxonomy 12 Taxonomyrdquo means ldquoclassificationrdquo
the assumption is that each level embraces previous levels but adds something more
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains the cognitive psychomotor and affective 6 levels of Cognitive learning knowledge comprehension
application analysis synthesis and evaluation For each level specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional objectives
John Biggs (Biggs amp Collis 1982 Biggs 1999) ndash SOLO taxonomy that shows the stages of growth of competence expressed as curriculum objectives Provide a framework for systematically assessing quality
solo vs bloom
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Falsafah Pendidikan dan Penerapan Nilai
ie Penekanan PendidikanPrinsip Ketuhanan ldquoGod-Consciousnessrsquo
Schumaker in lsquoSmall is Beautifulrsquo pp 93)
ldquo Education cannot help us as long as it accords no place to metaphysics
Whether the subjects taught are subject of science or of the
humanities if teaching does not lead to a clarification of
metaphysics ie to say of our fundamental convictions it cannot educate man and consequently
cannot be of real value to societyrdquo
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Conceptions of Learning ldquoLearningrdquo means different things to different people Saumlljouml (1979) classified the conceptions held by respondents in his interview-based study into five
categories 1) Learning as a quantitative increase in knowledge Learning is
acquiring information or ldquoknowing a lotrdquo 2) Learning as memorising Learning is storing information that can be
reproduced 3) Learning as acquiring facts skills and methods that can be retained and
used as necessary 4) Learning as making sense or abstracting meaning Learning involves
relating parts of the subject matter to each other and to the real world 5) Learning as interpreting and understanding reality in a different way
Learning involves comprehending the world by re-interpreting knowledge
There is a clear qualitative shift between conceptions 3 and 4
It has been argued that 1 2 and 3 are views which underpin
surface learning strategies while 4 and 5 relate to deep
learning
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
SOLO TAXONOMY(Five structural levels of learning (Biggs amp Colllis
1989)(ldquoStructure of the Observed Learning Outcomes)
Prestructural (i) The task is engaged but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode(ii) Students are simply acquiring bits of unconnected information which have no organisation and make no sense
Unistructural (i) The learner focuses on the relevant domain and picks one aspect to work with(ii) Simple and obvious connections are made but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features but does not integrate them(ii) A number of connections may be made but the metaconnections between them are missed as is their significance for the whole
Relational (i) The learner now integrates the parts with each other so that the whole has a coherent structure and meaning(ii)The student is now able to appreciate the significance of the parts in relation to the whole
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features representing a higher mode of operation(ii) The student is making connections not only within the given subject area but beyond it able to generalise and transfer the principless and ideas underlying the spesific instances
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Why use ldquoSOLOrdquo
To identify an individual current level of operation for a particular task through a study of verbal andor written responses
Provides a powerful tool for assessment of student understanding of concepts and for problem solving (Collis amp Romberg 1991)
Effective as a means of planning and developing curricula based on the cognitive characteristics of the learner
In terms of pedagogy the lsquotarget modesrsquo for teaching are the unistructural multistructural and the relational levels
The extended abstract response is not normally one that is anticipated as a direct result of instruction but is more a function of the individual learnerrsquos ability to go beyond what has been taught
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Approaches to StudyldquoDeeprdquo and
ldquoSurfacerdquoLearning
Conceptions of learning and Motivation
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Penekanaan terhadap ldquo Surface Vs Deep
Learningrdquo SOLO
Surface learning facts information scope and
coverage (syllabus)
Deep Learning
meanings deep thought purpose in life reflections
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Deep and Surface are two approaches to study derived from original empirical research by Marton and Saumlljouml (1976) and since elaborated by Ramsden (1992) Biggs (1987 1993) and Entwistle (1981) The features
of Deep and Surface approaches can be summarised thus (based on
Ramsden 1988) Deep
1 Focus is on ldquowhat is signifiedrdquo
2 Relates previous knowledge to new knowledge
3 Relates knowledge from different courses
4 Relates theoretical ideas to everyday experience
5 Relates and distinguishes evidence and argument
6 Organises and structures content into coherent whole
7 Emphasis is internal from within the student
Surface
1 Focus is on the ldquosignsrdquo (or on the learning as a signifier of something else)
2 Focus on unrelated parts of the task
3 Information for assessment is simply memorised
4 Facts and concepts are associated unreflectively
5 Principles are not distinguished from examples
6 Task is treated as an external imposition
7 Emphasis is external from demands of assessment
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
The Deep and Surface distinction is a very popular one much researched using two main instruments the
Study Process Questionnaire (Biggs 1987) and Entwistles Approaches to Study Inventory
Although the original ideas were derived from the ldquophenomenographicrdquo approach of open-ended measures factor-analysed to yield the basic Deep and Surface dimensions later work has concentrated on refining scales to produce the dimensions (thus explicating the ldquosymptomsrdquo of each approach) and thereby regarded the approaches themselves as given
One characteristic of the Surface approach is its tendency to ldquomiss the pointrdquo of the learning My reading of the evidence is that this may be a generalisation which is not completely supported by the evidence particularly bearing in mind the non-subject-specific questionnaire instruments used which may not be able to get at this feature very easily
What does not appear to have been researched is the problem of the structure of the knowledge being taught While it is clear that either approach can be applied to practically anything some subjects call forth a Surface approach more readily than others mdash law and medicine are perhaps examples While there is a correlation between Deep approaches and better results in summative assessments nothing seems to have been done on outcomes in professional practice beyond the institution
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Menggabungkan Taksonomi SOLO dan Bloom untuk
penggubalan soalan dan pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep ) Pre-tidak menjawab soalan langsung Uni- jawapan tidak cukup isi Multi-isi cukup tetapi tidak ada perkaitan Relational -ada perkaitan tetapi kurang lsquopenerapan nilairsquo
dan pandangan sendiri Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom amp kriteria Tuckman untuk pemarkahan secara analitik (isi + hujah proses mental tinggi)
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Pemeriksaan Menggunakan Taksonomi ldquoSOLOrdquo ( Biggs amp Collis
1982)
(i) Prestructural (E)lt40-students are unable to relate to the task and their responses are illogical andor irrelevant to the task
(ii) Unistructural (D)40-49 ndashstudents only able to focus one direct concrete reality involved in the task
(iii) Multistructural ( C) 50-69 Students are able to work with several ideas concerning the concept of the task but lsquoseersquo them as discrete unrelated elements
(iv) Relational (B) 70-79-Students begin to show the ability to generalise about the elements within
the task but their explanations are still relatively reality based and context oriented
(v) Extended Abstract (A) 80-100- Students interrelate ideas and lsquogo beyondrsquo the datarsquo at hand in answering the task Hypothesizing deducing and the use of abstract principles are characteristic of this level
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
(3) Menggunakan asas Taksonomi untuk perancangan
dan penggubalan tugasan aktiviti p-
p dan pentaksiran
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
PANDUAN MENGGUBAL
SOALAN TUGASAN KERJA KURSUS
-PROJECT BASED LEARNING
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
What is a project based learning Set of interrelated learning activities
Trying to achieve certain goals and specific purpose (outcomes of learning- surface + deep learning)
Not so bound by lsquotimersquo(longer period)
Involves stages of learning (learning theories) ie acquisition of knowledge---retrievel of knowledge---and transfer of learning
Involves various cognitive and affective processes
Assessment involve lsquoPROCESS and PRODUCT (formative and summative assessment)
Involves all types of knowledge
Authentic learning and authentic assessment
Studentrsquos learning is guided and monitored
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Making Meaning Out Of Experience
J Piaget lsquostructuralismrsquolsquothe key to learning lies in the mutual interaction of accomodation (adapting our mental concepts based on our experience in the world) and assimilation (integrating our experience into existing mental concepts)rsquo
Kolb experiential learning ldquoLearning is the process
whereby knowledge is created through the transformation of experiencersquo
Shullman How understandinghellipgttransformationhellipgtaplicationhellipgtevaluationhellipgtreflectionhelliphellipgtnew understanding
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
CIRI-CIRI SOALAN TUGASAN KERJAKURSUS YG BAIK
Aras Mental Tinggi
Ada halanganmasalahconditionalised knowledge
Bersifat lsquoopen-endedrsquo
Memerlukan banyak bacaan pelbagai sumber
Ada unsur personalisation dan nilai dalam penyoalan
Perlu memahami konsep dan
tujuan soalantugasan
Aplikasi dalam situasi tertentu
Memperoleh banyak maklumat mengenai calon
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
PANDUAN MENGGUBAL SOALAN ESEI (HMP) (Christopher Brumfit (1991) Assessment in LitTeaching McMillan PubLondpp 74-77)
(1) Identifying target competence (2) Identify target skills (HMP) (3) Discuss possible tasksquestionactivities (4) Grouping skills and knowledge areas into
clusters that are logically linked (5) Matching stimulustexts to tasksquestions (6) Writing test items (7) Classifying marking criteria (expected response
accepted not accepted grading marking) (8) Plan the overall shape of the test to maintain
lsquobalancersquo
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
REASONING amp PROBLEM SOLVING
Why Problems-rdquolife is full of troubles Puzzles Problems (Krulik Shullman )
ldquoCONSTRAINED KNOWLEDGE (Robert Glaser)
GOAL
BLOCK GOAL
Tiada halangan untuk menuju matlamat
Terdapat halangan untuk menuju matlamat
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
What is a good question(Clarke 1988 p29)
A good assessment question has three features
(i) It requires more than recall of a fact or reproduction of a skill
(ii) It has an educative component that is the student will learn from attempting it and the teacher will learn more about their student from the attempt (iii) It is to some extent open that is there may be several acceptable answers
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Prosedur Penggubalan TugasanSoalan
(1) Kaji sukatan pelajaran teliti objektif ikut komponen dan kenalpasti objektif yang sesuai diuji
(2) Tentukan penggabungan topik untuk menguji objektif berkenaan
(3) Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang dipilih
(4) Sediakan rangsangan ndashtajuk dan maklumat rangsangan
(5) Sediakan Tugasan soalan dan syarat gunakan kata kerja memandu yang sesuai jelaskan arahansyarat
(6) Sediakan RUBRIK Pemarkahan
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
PANDUAN MENGGUBAL SOALAN TUGASAN KERJA KURSUS
Rangsangan -mesti menggalakkan calon berfikir menganalisis isu atau
situasi yang autentik Tugasan - apa calon perlu lakukan untuk menjawab soalan -pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut (tersurat dan tersirat) Syarat -apa yang perlu difokuskan dan - hal-hal pentadbiran
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Mempelbagaikan Aktiviti P-P Untuk Tujuan Penilaian dan Bimbingan semasa sesi Interaksi
Kaedah pengajaran dan pembelajaran perlu diubahsuai
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk melatih gp mengemukakan hujah dan menyelesaikan masalah
Melihat penilaian sebagai sebahagian daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara berterusan
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
KRITERIA PEMARKAHAN JAWAPAN ESEI
Kefahaman Konsep(20)
Aspek Komunikasi Dalam Esei(10)
Proses Mental Tiggi Dalam Hujah Calon-aplikasi AnalisisSintesis amp Penilaian(50)
Isi Kandungan (20)
PEMARKAHAN ESEI (TBL) (Tuckman)
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
2 levels of SOLO Taxonomy
Two major categories each containing two increasingly complex stages
Surface = Unistructural and Multistructural
Deep=Relational and Extended Abstract
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Solo taxonomy - Pre-structural
1 students are simply acquiring bits of unconnected information which have no organisation and make no sensebull The learner does not understand
the point of a questionbull incompetence nothing is known
about the area
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Solo taxonomy - Unistructural
2 simple and obvious connections are made but their significance is not grasped (one ideas)bull One or a few aspects of a
task are picked up and used bull one relevant aspect is
known
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Solo taxonomy- Multistructural
3 a number of connections may be made but the meta-connections between them are missed as is their significance for the whole (multiple ideas)
bull Several aspects of a task are learned but are treated separately
bull several relevant independent aspects are known
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Solo taxonomy- Relational
4 the student is now able to appreciate the significance of the parts in relation to the whole (relating the ideas)bull Parts are integrated into a
coherent whole with each part contributing to the overall meaning
bull aspects of knowledge are
integrated into a structure
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Solo taxonomy- Extended abstract
5 the student is making connections not only within the given subject area but also beyond it able to generalise and transfer the principles and ideas underlying the specific instance (extending the ideas one many relates and extend)bull May allow generalisation to a
new topic or area bull knowledge is generalised to
a new domain Microsoft Word
Document
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
PENUTUP
Kerja Kursus mambantu mengukuhkan p-p KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan untuk merancang tugasan KK membantu dalam strategi penyampaian dan mempastikan pentaksiran meliputi proses dan hasil tugasan
SEKIANTERIMA KASIH
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
RUJUKAN1) Abu Bakar Nordin (1986) Asas Penilaian Pendidikan Siri Maktab Perguruan
Heinemann KL 2) AndersonLorin W amp KrathwohlDavidR(2000) A Taxonomy for Learning
Teaching and Assessing A Revision of Bloomrsquos Taxonomy of Educational Objectives Allyn amp Bacon
3) Banks Steven R(2005) Classroom Assessment Issues and Practices Pearson EducInc Boston
4) BrownG and Atkins M(1991) Effective Teaching in Higher Education Routledge London
5) Bloom BS (1956) Taxonomy of Educational Objectives Handbook 1 Cognitive Domain Longman Inc New York
6) CooperJM amp BorichGD (2004) An Education Guide to Field-based Classroom Observation Houghton Mifflin Boston
7) Habibah Zaidatol Akmaliah amp Rahil (2005) Competencies Needed TeachersImplicatons for Best Teaching Practices University Putra Malaysia Press Serdang
8) Haladyana TM( 1997) Writing Test Items to Evaluate Higher Order Thinking Allyn and Bacon Boston
9) HartleyP WoodsA amp PillM(2005 Enhancing Teaching in Higher EducationNew Approaches for improving student learningRoutledge London
10) MoutonJS amp Blake RR(1984) Synergogy A New Strategy for Education Training and Development Jossey-Bass Inc PubSan Francisco
11) Pollard A and TannS(1993) Reflective Teaching in the Primary School A Handbook for the Classroom 2nd Edition Cassell Lond
12) PosamentierAS amp KrulikS (1998) Problem Solving Strategies for Efficient and Elegant Solutions A Resource for the Mathematics TeacherCorwin Press IngCal
13) Smith B and Brown S(1995) Research Teaching and Learning in Higher Education Staff and Educational Development Series (SEDA) Kogan Page London
14) SkinnerD(2005) Get Set for Teacher Training Edinburgh University Press Ltd Edinburgh
agt305
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Question - Solo SOLO Taxonomy Applied to
QuestionsTasks about Picassorsquos Guernica Unistructural Who painted Portrait
of Mona Lisa Multistructural Outline at least two
compositional principles that Leonardo da Vinci used in Mona Lisa
Relational Relate the theme of Mona Lisa to a current event
Extended Abstract What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa
(1479-1528)
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Writing Questions - unistructural
Childrenrsquos fairy tale of Goldilocks amp the Three Bears
A simple unistructural question (one idea) that could be posed is ldquoWhose house did Goldilocks go
intordquo Such a task clearly involves
recall or knowledge to use Bloomrsquos term of the single fact knowledge or idea Bears 1048793 house
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Writing Questions- multistructural An example of
multistructural (many ideas) is to ask ldquoWhat are three aspects
about the way the bears live that tell us that the story is not a real life situationrdquo
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Writing Questions- Relational
Relational questions ldquoGoldilocks eats the baby
bearrsquos food breaks his chair and sleeps in his bed
What does this tell us about the kind of person she isrdquo
To tells about what kind of person the baby bear is would require relational thinking
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Writing Questions- extended abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself
Such a question is ldquoWhy do nursery tales allow wild animals
to act in human fashionrdquo
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Writing Questions - extended abstract
a list of possible answers such asa) to reveal negative things about human character
in a safe wayb) to show the oneness of nature and humanityc) to entertain children who easily believe that wild
creatures can talkd) to give children courage to face dangers of adult
life It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of thought well beyond the narrow confines of the question
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Unistructural Because the sun goes to the other side of the world
Multistructural Because the earth is spinning and the sun is going round the earth
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
SOLO Classification of Responses to Open-Ended Items
Question Why does it get dark at night
Relational It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth
Extended abstract The earth is spherical in shape and rotates about its north-south axis
As it rotates at any one time the half of the Earthrsquos sphere facing the sun will be in light while the opposite half will be in shadow
As the earth is rotating continuously a point on the earthrsquos surface will pass alternately through the lighted half and the shaded half
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
General principles for asking questions
First decide on a learning intention related to the given material Second find one element in the material
related to the learning intention that students can identify locate or complete using one process or one piece of knowledge or data
Third devise a question requesting a list of two or more things that the student can locate from the learning material related to
the learning intention Fourth provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas
Finally decide on the general principle used in the relational question ie what class of event personality situation rule etc does this
relationship in the given context connect to and devise a question
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Soalan proses mental
tinggi yang baik ldquoquestions that stimulate higher order thinking in the students
and require more than recall of information by the students from which the students can learn by the act of answering the question and which allow for a range of possiible answersrdquo (helliphellipSullivan pp41)
hellipsoalannya mestilah jelas terbuka dan berdasarkan situasi yang sebenar
mempunyai ciri-ciri seperti berikut
problem-based learning all students should be able to make a start provoking a conflict with existing conception student with clear understandings will be able to solve
the task efficiently potential for further investigation to challenge and
extend those students with thorough understandings
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
PERANAN PENSYARAH
DALAM KKBI
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Implikasi Kerja Kursus Terhadap Pelaksanaan P-
P di Bilik Darjah
Kaedah pengajaran dan pembelajaran perlu diubahsuai selaras dengan kebolehan berhujah dan mensintesis sesuatu ideaisu
Latihan menjawab soalan lsquoopen-endedrsquo dan aktiviti perbincangan untuk peserta mengemukakan hujah berdasarkan pengalaman dan menyelesaikan masalah
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Importance of teacher quality to student learning outcomes
Research shows that(Fullan and Connelly)
(i) ldquo hellipwhat teachers know and do is the most important influence on what students learn ldquo
(ii) ldquo SHARING Good Teachers working with other good teachers get even betterrdquo
(iii) Fullan(1991) ldquo changes in education rdquo For significant change to occur we engage not only materials and strategies but also our belief systems our values and the whole range of our emotions and attitudesrdquo
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
MEMPELBAGAIKAN PERANAN PENSYARAH
Mentafsir Sukatan Secara Keseluruhan Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan kursus dalaman p-p moderasi mengatasi masalah tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan profesionalisme keguruan
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Mempelbagaikan teknik penyampaian dalam pengajaran
Kaedah Biasa ndashKULIAH -Penyampaian P-P perlu menggunakan
pelbagai teknik Ekspositori Inkuiri dan refleksi Aktiviti kumpulan Perbincangan kes amp perkongsian pengalaman Pembelajaran berdasarkan sumber projek
(Resource and project -based learning) Pembentangan dan soal jawab
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
A CONTINUUM OF TEACHING METHODS
Teacher participation and control
Student participation and control
X Lecture
XSmall GroupTeaching
XResearchSupervision
XLabWork
XSelf InstSys
XPrivateStudy
PEDAGOGI
ANDRAGOGI
SINERGOGI
Teacher activeStudent passive
Student activeTeacher passive
XProject based
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Mempelbagaikan Soalan Untuk Menguji
HMPHOTS Gunakan kata-kata hikmah(quotation) oleh tokoh
yang autoritatif Berdasarkan pengalaman situasi profesion dan
konteks keguruan Bersifat futuristik (lsquoifrsquo question) Gunakan kiasan analogi perumpamaan metafora Gunakan isu-isu yang kontroversi Banding beza pendapat Guunakan rangsangan yang mencabar menarik
mengikut kesesuaian calon (guna kartun keratan akhbar carta jadual graf gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman aplikasi analisis sintesis dan kebolehan menilai
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
The Relationship Between Required Solution and School-
based knowledge (Tuckman pp 113)
(1) may be a close one or one that is not so obvious
(2) ldquoThe salience of the the relationship between acquired knowledge and the task solution can also be increased in more subtle ways within the problem statement itself- often by the inclusion of cue words ldquo
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
Ciri-ciri tugasan esei yang baik (i) bersifat lsquoopen-endedrsquo
Melibatkan Topik 1
Melibatkan Topik 2 isu
Melibatkan Topik 3
Melihat sesuatu isu dari pelbagai perspektif
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
sifat lsquoopenrsquo
sifat lsquoopenrsquo tugasan melibatkan dua atau lebih topiktajuk dan dikaitkan dengan menggunakan kata-kata kunci yang secara tersirat menghubungkaitkan tajuktopik-topik tersebut secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan ilmu dan menganalisis situasi atau konteks
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
- Sifat lsquoendedrsquo dalam tugasan ndashkepentingan pelbagai ilmu untuk menyelesaikan sesuatu masalah
Penyelesaian masalah atau
rancangan untuk bertindak
menggunakan ilmu secara bersepadu
ILMU 1
ILMU 2
ILMU 3
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
SIFAT lsquoENDEDrsquo tugasan dapat menguji calon menghubungkait dan menyatupadukan ilmu dan kemahirannya untuk menyelesaikan masalah yang dihadapi secara kreatif
tugasan menghendaki calon membuat sintesis rancangan untuk bertindak menilai menyelesaikan masalah atau membuat keputusan untuk mengatasi sesuatu isu secara kritis reflektif dan kreatif yang telah dibangkitkan dalam sifat lsquoopenrsquo di atas
-penggunaan kata-kata kunci yang membawa maksud perlunya melihat pelbagai perspektif (gabungan pelbagai ilmukemahirantopik untuk mengatasi sesuatu masalah atau isu yang dihadapi
