Pengukuran dan Penafsiran dalam Matematik
FACULTY OF SCIENCE AND TECHNOLOGY
___________________________________________
SBEM3403
Measurement and Evaluation in Mathematics
SEMESTER September 2013
Table of Contents:
Descriptions:
1) Introduction
2) The Principle of Measurement and Evaluation
3) Explanation of the Current Assessment
4) The UPSR and PMR Assessment Abolishment
5) Conclusion
References
Introduction
The educators use instruction and assessment in learning to accomplish certain objectives. They implement specific assessment, suitable measurement and test for planning effective instruction for targeted students.
Assessment is defined as a process of collecting data for the purpose of making decisions individuals and groups (Rohani, 2010). Other word, assessment is one of the process in evaluation to value pupils quantity and qualitative.
While, measurement is defined by Gronlund and Linn (1990) (Rohani, 2010) has measuring level process of students’ ability by ranks or grades. In other words measurement is a process to obtain student’s level of certain subject attainment, level of mastery and acquisition by test and teacher’s observation.
Evaluation involves judging the quality of student’s performance or determining a proper action should be taken (Airasian, 2001) (Rohani, 2010). Therefore, evaluation explains the value of student’s achievement based on assessment information. I attempt to explain thoroughly and discuss the issue by applying both measurement and evaluation.
Evaluation and measurement practice in Malaysia has been through oriented examination and summative assessment in Old Primary School Curriculum (KLSR) and Old Secondary School Curriculum (KLSM).
Then, the Ministry of Education introduces value adding formative assessment in Integrated Primary School Curriculum (IPSC) or (Bersepadu Sekolah Rendah, KBSR) and Integrated Secondary School Mathematics Curriculum (ISSC) or (Kurikulum Bersepadu Sekolah Menengah, KBSM).
Lastly, new transformation of school based assessment has been implemented gradually in Standards-Based Primary School Curriculum (KSSR) on year 2011 and will be fully implemented gradually in Standards-Based Secondary School Curriculum (KSSM) on year 2014.
However, I will discuss and explain current assessment method rather than previous assessments. Other than that, this assessment development we can debate and analysis in term of how it be implemented and its impact to school community and public in fourth subtitle. Should we still need to use summative oriented test or changed gradually to holistic assessment. The Ministry Education should or should not abolish UPSR and PMR examination?
The Principle of Measurement and Evaluation
In introduction paragraph has defined measurement in education perspective as measure the student ability in quantity and qualitative such as grade rank, rating scale, observation checklist and anecdotal record.
Each educator need to measure prior knowledge of their students for readiness and difficulty before start new topic or new semester class. Then, he or she will proceed to formative assessment, summative assessment and diagnosis assessment. Therefore, student can proceed to enrichment instruction or remedial instruction.
In other hand, teachers not only measure their students’ knowledge and understanding but also measure student’s authentic such as thinking and reasoning skill, attitudes and dispositions by informal observation or formal assessment.
The teacher has to face challenge task to meet validity and reliability of assessment. Where, the measurement implementation must meet with measure requirement or objective but not how reasonable and acceptable the interpretation of the student’s result.
Therefore, Education Development has been developed firm framework that valid and reliable assessment to be guidance to the teacher. The measurement tools rank or grades can be used to measure the score of paper and pencil test.
However, teacher needs to use valid authentic measurement framework to measure student understanding, ability student to think mathematical and ability student to solve problem. The suitable tools to use are metacognition rating scale, mathematics dispositions rating scale and mathematics thinking scoring.
a. Grade Raking
The grade and ranking measurement will again significant with its meaning to rank student ability to know and understanding in cognitively of the certain topic. The rank will arrange to quantity way to identify who score marks like 80% or who is fail such as 0% to 40%.
This measurement is suitable to paper and pencil assessment that have been assess in variety of way such as objective assessment, subjective assessment, observation assessment and oral assessment.
b. Rating Scale
The observation checklist is use to measure the presence or absence of certain knowledge, attitudes, problem skills, communication skills, cooperative learning skills and motivation to solve problem.
This type measurement can measure in many assessments approach such as presentation, written assignment, role-play, demonstrations by individual or group of student.
c. Anecdotal Record
The anecdotal record is written record description of student progress process towards the variety type of assessments in term project report assessment, presentation assessment, home assignment and port folio.
Teachers will fill their record comment with students’ thinking and reasoning skill, attitudes, dispositions and behaviour.
After measurement, the evaluation is taking its part. Where, evaluation refers to judging student’s performance with systematic process of collecting, analysing and interpreting the measurement and observation information (Rohani Ahmad, 2010). After that, teacher can make firm decision to give effective instruction in class based on the evaluation.
Moreover, assessment is the first step in the evaluation process that depends on curriculum’s objectives. This assessment seems to be first activities to evaluate the effectiveness the teaching and learning practices. Through evaluation not only influences teachers to make decision and action but also national policy makers, school administrators, students and parents will play their part.
The evaluation tools can be use to interpret the mathematics assessment result in statistic interpretation such as graph distribution score, measure of central tendency describe, measure of dispersion and correlation.
Teachers should know evaluation is important assessment process. They will go through 4 main stages in interpret the certain assessment result. The four main evaluation stages are present statistic form, graph analysis, graph interpretation and make statistic conclusion.
a. Present result in statistic form
Teacher needs statistic method to analysis test results with systematic and effectively when involved many pupils. Where, the statistic method divides into descriptive statistic and inference statistic.
The statistic descriptive is a process to present and schedule the data result in graphic form. The result can be present in histogram, frequency polygons and curves. Then, the inference statistic is use to interpret the description from one huge group of data result with one sample result.
b. Analysing result from graph
Then, teacher can use two fundamentals technique to analysis the pupils result. Teacher can use measure of central tendency to calculate average, median and mod of the data result.
The second fundamental technique is measures of dispersion technique that teacher can find variance, range and standard deviation.
c. Interpret the result
As a result, the teacher use measure of central tendency can compare a student marks with average marks or median marks to know the student’s performance level from whole class relatively.
However, first technique cannot show the average result compare to others performance. The measure of dispersion technique can fulfil the task that stresses what level a student marks is different with others in one class.
d. Construct conclusion and recommendation.
Lastly, teacher can use first and second technique to make conclusion and recommendation. Teachers interpret measure of dispersal and see students from class A mathematics result is higher than class B. Therefore, they can interpret class A have marks distribute equally among their student compare with class B.
Then, this interpretation can conclude probably class A that some students get very low mark and others gain high marks compare to class B. Next, we can make suggestion to proceed to remedy program or group assignment discussion program that mix low marks students with high make students.
Explanation of the Current Assessment
In introduction paragraph, teacher not only measures students’ quantity of achievement but also the students’ qualitative such as thinking, reasoning skill, attitude and dispositions. All school community has been implemented oriented assessment based and formative assessment on KBSR and KBSM curriculum since 1982 and 1989. Then, teacher implements gradually school-based assessment in Standards-Based Primary School Curriculum (KSSR) and Standards-Based Secondary School Curriculum (KSSM) since 2011.
The purpose current assessment in KBSR and KBSM curriculum are to gathered data of student performance, to prepare for evaluation purpose, to know teacher instruction impact, to record the result in profile record and performance record for reference and evaluate the effectiveness of KBSR and KBSM implementation.
However, current assessment purpose are to persuade pupils to learn and revise, one of drill exercise to strengthen student skills towards subject and classified student in certain group of excellent or weak.
In KBSR and KBSM programs, teacher needs to employ three assessment activities in the classroom like mastery detection assessment, progression detection assessment and achievement detection assessment.
Thus, these three activities are applied in regular basis of time in formative assessment and certain time in summative assessment.
a. Mastery Detection Assessment
This type assessment is informal formative assessment emphasis in detect student weakness in mastering certain concept of mathematics or certain term. Teacher can correct the student error immediately and instantly without delay while in a teaching and learning session.
b. Detection Assessment
Then, teacher can proceed to progression assessment after teaching certain topic to identify student progression. After that, the teacher can identify student who need remedial activity or enrichment activity.
Teachers also can assess their pupil informal observation or formal paper–pencil test. All the result then can be record in Achievement Record.
c. Achievement Detection Assessment.
Next, teacher can already assess student achievement after complete several topics in one semester for determine his or her students’ attainment level in each group. Conversely, this assessment can be assessing in formal situations only because it measure many main skills such as basic mathematics skill, problem solving skill and understand principle and theorem.
After that, teacher will be record summative assessment result in Profile Record sheet with marks, grade, comment and written feedback. Then, teacher can plan future proper activities and locates pupil in suitable group.
d. Formative Assessment
Refer to three assessment activities from above paragraph, we can conclude, formative assessment that teacher involve is to know students’ weakness and strength. This method is informal activities for instance observation, question-answer method, calculation exercise answer, mathematics quiz and homework outcome.
The formative assessment is implementing frequently after certain skill has been thought in class session with individual approach. After, teacher had detected the student weakness, immediately he or she will correct the student error.
However, this approach is not only detecting weakness but also student progression through formal paper-pencil test. Where, the teacher commonly use it after several skills has been thought. Teacher then will proceed to record it in progressions sheet for further action like for proper student grouping based achievement, planning enrichment and remedial activities.
e. Summative Assessment.
The summative assessment is also done for teacher make a proper action for effective instruction. More than that, this centre assessment is use to grade student formally based on their accomplishment in certain level and determine certification status for further studies like the Primary School Assessment Test (UPSR), the Lower Secondary Assessment (PMR), the Malaysian Certificate of Education Examination (SPM), the Malaysian Higher Education Certificate Examination (STPM).
Before students proceed to state examination, they will go through midterm test, final test and trail exam. They also must go through examination from experiment such as Science Experimental Assessment (PEKA), checklist and scale rate.
However, School Based Progression Assessment (KPBS) had been implemented before to enhance assessment quality with using teacher’s constructive tests based on certain student background and ability level. It can be detected totally individual progress follow with KBSR and KBSM curriculum. The teachers or local group of teacher in certain school construct the entire test tool with guide by District Education Officer and not by Examination Syndicate Department.
Then, the Education of Ministry (MOE) implements gradually School-Based Assessment (PBS) with oriented examination. The School-Based Assessment (PBS) has implemented in year one based on KSSR curriculum at year 2011 and in form one based on KSSM at year 2012.
The School Based Assessment with new KSSR curriculum is school assessment reformer in order to reach the MOE goal to lessen the examination oriented type of learning in school level and enhance the quality of secondary and primary school curriculum. Whereas, the MOE really want reduce examination load in school level and same time to produce “thinking” students rather than written back the facts in the examination.
This system is aim to improve the quality of teaching, learning and assessment. Teacher will give full responsibility in developing assessment towards effective learning. The teacher will judge and graded the students’ achievement based on criteria and standard specified in Standard Progression Document.
The UPSR and PMR Assessment Abolishment
Thus, I can conclude teacher in school Malaysia has been used assessment based on school and centre assessment by Examination Syndicate under KBSR and KBSM programs. Teacher has full responsibility to conduct the school-based assessment in his or her own school.
In centre assessment or oriented examination, the Examination Syndicate will manages to construct all examination questions, examination administration, assessment grading, examination monitoring and examination regulations.
We can notice from the discussion above school based assessment is very different from centre assessment from its objectives view. Where, centre assessment objectives are certification recognition base on achievement, locate student to suitable field of studies, identify curriculum strength and weakness and modification and improvement the curriculum.
We also know the oriented examination commonly concise with objective and subjective question especially primary and lower secondary level. The objective question has several advantages such as standard answers and marks, has high reliability and validity, can test all level of skills and suitable to test student understanding.
The objective question has standard answer and marks because all examiners will give same marks and answers. Next, variety of different field of studies can be examined to make it high reliability. Then, it is also can test level of cognitive skills based on Taxonomy Bloom and make the question high validity.
However, objective question has weakness like difficult to built high quality question, not suitable to built high cognitive skill question, not suitable to identify student weakness, has low validity after guess answer and has low the question reliability after question drilling.
The oriented examination has weakness after difficult to construct high quality question because its need time constraint and high qualify teacher. This make high analysis skill, synthesis skill and valuation skill cannot be test in objective question.
Then, this type of question cannot also be use to remedy weakness student in language usage because objective question cannot identify it. Next it also has low validity and reliability of assessment after student make probability correct answer and candidate who drilling past year question can answer the question without understanding.
Although, subjective question can test student affective, marks scheme of the question is difficult to determine exactly. Person creates exam question faced challenge to determine the question weight rationally. Then, subjective seems easy to construct by them but surely difficulty to examine when examiner facing to marks candidate exam with accurate and fair.
Next, seems student cannot guess the answer but their can predict or spot the question that will come out when they do past year papers collection. How about their understanding synthesis skill, critical skill, reasoning skill and high level thinking? The oriented examination has assessed all this skills?
How about teacher wants to monitor student achievement development in class with suitable assessment and give suitable instruction? After, I had compared their strength and weakness. I sure centre examination cannot do that compare to school-based assessment.
Therefore, should abolish the oriented examination? I sure the oriented examination should abolish but not the whole system. From discussion oriented examination advantages, I think we can still use it because the assessment has high reliability and validity to give fair and standard grade to student from over the country. However, can it be use to reach Ministry of Education aims and objectives?
From school-based assessment discussion, this school-based system is suitable to use to reach MOE objective that student to be holistic person with high world class skill worker to meet vision year 2020.
The school-based assessment surely fulfil the MOE goal to lessen the examination oriented type of learning in school level and enhance the quality of secondary and primary school curriculum. Moreover, this assessment can reduce examination load in school level and same time to produce “thinking” students rather than written back the facts in oriented examination.
This support by MOE aims in the Mathematics curriculum for secondary to develop individuals who are able to think mathematically and who can apply mathematically and who can apply mathematical knowledge effectively and responsibly in solving problems and making decision (MOE Malaysia, 2005).
My view is support by Ministry of Education (2007) statement in the Blueprint of Education Development stated that the greatest challenge faced by the MOE in this decade is to lessen the examination oriented type of learning in school.
Moreover, Teachers in modern country have practice successfully school-based assessment such as Finland, Australia and Korea that has been top ranking of mathematics and science achievement. In contrast, they have put so much afford on education research and development and restrict in teacher selection.
However, school society still facing challenge task to implement school-based assessment like the fails to understand and translate into broad operational terms that improve learning and instruction in school. Adi Badiozaman Tuah (2007) identified that teachers are not rely preparing themselves with all knowledge of school-based assessment in KSSR and KSSM curriculum.
The teachers are clearly far from ready to execute the school-based assessment into education system. They actually do not fully comprehend the concept of school-based assessment and be short of thinking skill and high reasoning in developing the assessment tasks and more memories assessment type.
The teachers need an assessment framework that is usable, valid, and reliable with meet the Blueprint of Educational Development requirement like the Mathematical Thinking Assessment (MATA) framework and Progression Standard Document.
Conclusion
Whatever, scholars have defined in variety meaning of assessment, test, measurement and evaluation. All these terms are related together as a process to reached the objective to enhance students have holistic skill person and high world class workers in school-based assessment in school and summative assessment at state level.
Teachers have been use the school-based school assessment informally since KBSR curriculum and gradually proceed to systematic assessment based on Progression Standard document and Mathematical Thinking Assessment (MATA) framework. Which, teacher can monitor, plan proper instruction and enhance holistic skills.
Mathematics or other subjects teaching are always affected by assessment. We acknowledge that too much emphasis on examination might defeat the real purpose of assessment. A culture that is too examination oriented might create negative effects on students’ achievement went remedy purpose cannot be implementing. However, up to now, oriented examination remains the best assessment measure of students’ achievement and perhaps the most valid, reliable and fairest of all.
The implement of school-based school gradually seems will lessen oriented examination and enhance pupils talent on high reasoning thinking, critical thinking, innovative, creative and can apply knowledge in real world. However, I think not all system oriented examination can be abolish because its standard validity and reliability. Which, it can be trademarks or certification for all students to further study to high level of variety of field.
The Ministry of Education attempts upgrade the mathematics performance or other subject of the Malaysian students through assessment, it might be timely for them to put more attention on mathematics teacher quality or other subject teacher quality through teacher professional development programme and equip teachers with proper assessment framework. As result, teachers will full ready to interpret the school-based assessment in school accurately based on KSSR curriculum requirement.
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References
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Ministry of Education. (2005). Mathematics syllabus for Integrated Curriculum for Secondary School. Putrajaya: Curriculum Development Centre.
Ministry of Education. (2007). Blueprint of Education Development. Putrajaya: Educational Planning and Research Division.
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