Slide 1

DSK (BPK)DSP (LP)

DSKP?DSKPBPK2 -2005p.3813

4/ membandkan S. PembelajaranPentaksiran Sekolah

DSKP5 mengajar untuk Standard Prestasi ()

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GURU MALAYSIA, APRIL 2013

GURU MALAYSIA, APRIL 2013

GURU MALAYSIA, APRIL 2013

PBS

10Penekanan kepada JERI - aspirasi Falsafah Pendidikan Negara tidak tercapai34Mengapa perlu berubah?Pendidikan berorientasikan peperiksaan - penglibatan dalam kokurikulum sangat kurangPengiktirafan keterlaluan kepada pencapaian akademik semata-mata - tekanan kepada guru, murid & ibu bapa 34Menilai produk akhir berbanding proses pembelajaran - pengabaian pembentukan modal insan yang seimbang3Tekanan ke atas guru-guru untuk menghabiskan sukatan pelajaran - Assessment for learning diabaikan - kurang membantu dalam proses pembelajaran sebenarnyaMeningkatkan martabat profesion keguruan guru lebih dihormati, peningkatan integriti dan keberkesanan guru3Sistem Pentaksiran Sesetengah Negara Maju telah Berubah tiada peperiksaan awam di sekolah rendah dan menengah rendahPelaksanaan PBS untuk penambahbaikan UPSR dan PMR mulai Tahun 1 pada 2011dan Tingkatan 1 pada 2012AkademikPBSBukan AkademikPentaksiran SekolahPentaksiran PusatPentaksiran PsikometrikPAJSK4 komponen PBS iaitu Pentaksiran Pusat, Pentaksiran Sekolah, Pentaksiran Psikometrik dan Pentaksiran Aktiviti Jasmani, Sukan dan KokurikulumPetik dari Pelaksanaan PBS untuk penambahbaikan UPSR dan PMR mulai Tahun 1 pada 2011dan Tingkatan 1 pada 2012

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13Ellen, Weber.(1999). Student Assessment That Works: A Practical Approach.

Assessment in education is the process of gathering, interpreting, recording, and using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)

Assessment in education is the process of gathering, interpreting, recording, and using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)

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),2003. 17

18 (hun)

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23TOEFLTest of English as a Foreign Language30120GRE (Graduate Record Examination) GeneralVerbalQuantitative 8001600SAT (Scholastic Assessment Test) 800 2400 MUET, Band 6 Band 1

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302000

Ellen Weber (1999). Student Assessment That Works: A Practical Approach. 32(Black and William,1998)

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-),2003,p113.3637

Standard-based Curriculum (Standard-based Assessment)

38 (Norm Reference Assessment)/ (Criterion Reference Assessment) (Standard-based Assessment)

39

Ellen Weber (1999). Student Assessment That Works: A Practical Approach(Black and William,1998)

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,, 2001,p.180-181.123!456

(paper-and-pencil)46- /()

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2012

50 25 25 20 () () () () 12 () 4(Above Grade Level)3(At Grade Level)2(Approaching Grade Level)1(Below Grade Level)Focus/ SettingCCSS*:W 3aW 4 Responds skillfully to all parts of the prompt Purposefully orients the reader by skillfully establishing a vivid situation (real or imagined) and introducing characters and/or a narratorResponds to all parts of the promptOrients the reader by establishing a situation (real or imagined) and introducing characters and/or a narratorResponds to most parts of the promptEstablishes a situation (real or imagined) and attempts to introduce characters and/or a narratorResponds to some or no parts of the promptFails to establish a situation (real or imagined) and does not introduce characters and/or a narrator in a relevant wayOrganization/PlotCCSS:W 3aW 3c W 3eW 4 Coherently organizes a clear event sequence that unfolds naturallySkillfully connects a variety of transitional words and phrases to manage the sequence of eventsProvides a conclusion that clearly follows from the narrated experience or eventsOrganizes a clear event sequence that unfolds naturallyUses a variety of transitional words and phrases to manage the sequence of eventsProvides a conclusion that follows from the narrated experience or eventsOrganizes some sequencing but might confuse the readerUses some transitional words and phrases to manage the sequence of events.Attempts a conclusion that may or may not follow the narrated experience or eventsDoes not sequence narrative in a logical orderUses few to no transitional words and phrases to manage the sequence of events.Does not provide a discernible conclusion Narrative TechniquesCCSS: W 3bW 3dUses creative descriptions of actions, thoughts, and feelings to develop experiences and eventsUses vivid dialogue to show the response of characters to situationsUses concrete words and sensory details to make experiences and events come to lifeUses descriptions of actions, thoughts, and feelings to develop experiences and eventsUses dialogue to show the response of characters to situationsUses concrete words and sensory details to convey experiences and events preciselyUses minimal or irrelevant descriptions of actions, thoughts, or feelings to describe experiences /eventsUses dialogue to support plotAttempts to use concrete words and sensory details to describe experiences and events Uses little to no description of actions, thoughts, or feelings to describe experiences /eventsDoes not use dialogue to support plotFails to to use concrete words or sensory details LanguageCCSS:L 1L 2Uses purposeful and varied sentence structuresDemonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance meaningUtilizes precise and sophisticated word choiceUses correct and varied sentence structuresDemonstrates grade level appropriate conventions; errors are minor and do not obscure meaningUtilizes strong and grade-level appropriate word choiceUses some repetitive yet correct sentence structureDemonstrates some grade level appropriate conventions, but errors obscure meaningUtilizes vague or basic word choiceDoes not demonstrate sentence masteryDemonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaningUtilizes incorrect and/or simplistic word choice

*CCSS Common Core State Standards alignment (W = Writing strand; L= Language strand)EGUSD Narrative Rubric, Grade __4Californiahttp://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/

59Generic Rubric

60/ --- Jim Tognolini72014

DSKP63KURIKULUM STANDARD SEKOLAH RENDAHDOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

KEMENTERIAN PENDIDIKAN MALAYSIA

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