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Lecturer: Yee Bee Choo 
IPGKTHO
Exam-oriented 
system 
Issues and 
Concerns 
Related to 
Assessment in 
Malaysian 
Primary Schools 
Cognitive 
level of 
assessment 
School-based 
assessment 
Alternative 
assessment
 The current education system in Malaysia is too 
examination-oriented and over-emphasizes 
rote-learning with institutions of higher learning 
fast becoming mere diploma mills. 
 Like most Asian countries (e.g., Gang 1996; Lim 
and Tan 1999; Choi 1999), Malaysia so far has 
focused on public examination results as 
important determinants of students’ progression 
to higher levels of education or occupational 
opportunities (Chiam 1984). 
 The Malaysian education system requires all 
students to sit for public examinations at the end 
of each level of schooling.
4 public examinations: 
1. Primary School Achievement Test (UPSR) at the 
end of six years of primary education 
2. Lower Secondary Examination (PMR) at the end 
of another three years’ schooling, 
3. Malaysian Certificate of Education (SPM) at the 
end of 11 years of schooling, 
4. Malaysian Higher School Certificate 
Examination (STPM) or the Higher Malaysian 
Certificate for Religious Education (STAM) at the 
end of 13 years’ schooling. 
(MOE 2004).
 In public debate, the issue of teaching to the test has often 
translated into debates over whether the UPSR, PMR, and SPM 
examinations should be abolished. 
 Summative national examinations should not in themselves have 
any negative impact on students. 
 The challenge is that these examinations do not currently test 
the full range of skills that the education system aspires to 
produce. 
 An external review by Pearson Education Group of the English 
examination papers at UPSR and SPM level noted that these 
assessments would benefit from the inclusion of more questions 
testing higher-order thinking skills, such as application, analysis, 
synthesis and evaluation. 
 For example, their analysis of the 2010 and 2011 English 
Language UPSR papers showed that approximately 70% of the 
questions tested basic skills of knowledge and comprehension.
Malaysia Education Blueprint 2013-2025 
“ In October 2011, the Ministry of Education launched a comprehensive 
review of the education system in Malaysia in order to develop a new 
National Education Blueprint. This decision was made in the context of 
rising international education standards, the Government’s aspiration of 
better preparing Malaysia’s children for the needs of the 21st century, 
and increased public and parental expectations of education policy. Over 
the course of 11 months, the Ministry drew on many sources of input, 
from education experts at UNESCO, World Bank, OECD, and six local 
universities, to principals, teachers, parents, and students from every 
state in Malaysia. The result is a preliminary Blueprint that evaluates the 
performance of Malaysia’s education system against historical starting 
points and international benchmarks. The Blueprint also offers a vision 
of the education system and students that Malaysia both needs and 
deserves, and suggests 11 strategic and operational shifts that would be 
required to achieve that vision. The Ministry hopes that this effort will 
inform the national discussion on how to fundamentally transform 
Malaysia’s education system, and will seek feedback from across the 
community on this preliminary effort before finalising the Blueprint in 
December 2012.”
School-based assessment 
is being introduced as part of 
the National Transformation Programme 
to produce world-class human capital.
School-based Assessment is a holistic 
assessment which assesses the cognitive, 
affective, and psychomotor domains 
encompassing intellectual, emotional, spiritual 
and physical aspects. Thus, it is in tandem with 
the Primary School Standard Curriculum as well 
as the National Educational Philosophy. It covers 
both academic and non-academic fields. It is 
carried out continuously in schools by teachers 
during the teaching and learning process.
 In 2011, in parallel with the KSSR, the new 
PBS format that is intended to be more: 
• Holistic 
• Integrated 
• Balance 
• Robust
4 Components of SBA/ PBS 
Academic: 
1. School Assessment (using Performance 
Standards) 
2. Centralised Assessment 
Non-academic: 
3. Physical Activities, Sports and Co-curricular 
Assessment (Pentaksiran Aktiviti Jasmani, 
Sukan dan Kokurikulum - PAJSK) 
4. Psychometric/Psychological Assessment
There are four components to the new PBS: 
1. School assessment 
 refers to written tests that assess subject 
learning. 
 The test questions and marking schemes are 
developed, administered, scored, and 
reported by school teachers based on 
guidance from LP 
 The emphasis is on collecting first hand 
information about pupils’ learning based on 
curriculum standards
2. Central assessment 
 refers to written tests, project work, or oral tests 
(for languages) that assess subject learning. 
 LP develops the test questions and marking 
schemes. 
 The tests are, however, administered and marked 
by school teachers using instruments, rubrics, 
guidelines, time line and procedures prepared by 
LP 
 Monitoring and moderation conducted by PBS 
Committee at School, District and State Education 
Department, and LP
3. Physical, sports, and co-curricular activities 
assessment 
 refers to assessments of student performance 
and participation in physical and health 
education, sports, uniformed bodies, clubs, 
and other non-school sponsored activities. 
 Schools are given the flexibility to determine 
how this component will be assessed. 
 The new format enables students to be 
assessed on a broader range
4. Psychometric assessment 
 refers to aptitude tests and a personality inventory to 
assess students’ skills, interests, aptitude, attitude 
and personality. 
 Aptitude tests are used to assess students’ innate 
and acquired abilities, for example in thinking and 
problem solving. 
 The personality inventory is used to identify key traits 
and characteristics that make up the students’ 
personality. 
 LP develops these instruments and provides 
guidelines for use. 
 Schools are, however, not required to comply with 
these guidelines
 The new format enables students to be 
assessed on a broader range of output over a 
longer period of time. 
 It also provides teachers with more regular 
information to take the appropriate remedial 
actions for their students. 
 These changes are hoped to reduce the 
overall emphasis on teaching to the test, so 
that teachers can focus more time on 
delivering meaningful learning as stipulated 
in the curriculum.
 In 2014, the PMR national examinations will be 
replaced with school and centralised assessment. 
 In 2016, a student’s UPSR grade will no longer be 
derived from a national examination alone, but 
from a combination of PBS and the national 
examination. 
 The format of the SPM remains the same, with 
most subjects assessed through thenational 
examination, and some subjects through a 
combination of examinations and centralised 
assessments.
 The School-based assessment results 
conducted by the teachers are reliable 
because they: 
1. Continuously monitor their pupil’s growth 
2. Can provide constructive feedback to help 
improve pupil’s learning abilities 
3. Have better understanding of the context 
and environment that are most conducive to 
assess pupils 
4. Appraise and provide feedback based on 
Performance Standards
Bloom's Taxonomy of Cognitive Levels 
1. Knowledge 
2. Comprehension 
3. Application 
4. Analysis 
5. Synthesis 
6. Evaluation
1. Knowledge 
 Recalling memorized information. 
 May involve remembering a wide range of material 
from specific facts to complete theories, but all that 
is required is the bringing to mind of the appropriate 
information. 
 Represents the lowest level of learning outcomes in 
the cognitive domain. 
 Learning objectives at this level: know common 
terms, know specific facts, know methods and 
procedures, know basic concepts, know principles. 
 Question verbs: Define, list, state, identify, label, 
name, who? when? where? what?
2. Comprehension 
 The ability to grasp the meaning of material. 
 Translating material from one form to another (words to 
numbers), interpreting material (explaining or 
summarizing), estimating future trends (predicting 
consequences or effects). 
 Goes one step beyond the simple remembering of 
material, and represent the lowest level of understanding. 
 Learning objectives at this level: understand facts and 
principles, interpret verbal material, interpret charts and 
graphs, translate verbal material to mathematical 
formulae, estimate the future consequences implied in 
data, justify methods and procedures. 
 Question verbs: Explain, predict, interpret, infer, 
summarize, convert, translate, give example, account for, 
paraphrase x?
3. Application 
 The ability to use learned material in new and concrete 
situations. 
 Applying rules, methods, concepts, principles, laws, and 
theories. 
 Learning outcomes in this area require a higher level of 
understanding than those under comprehension. 
 Learning objectives at this level: apply concepts and 
principles to new situations, apply laws and theories to 
practical situations, solve mathematical problems, 
construct graphs and charts, demonstrate the correct 
usage of a method or procedure. 
 Question verbs: How could x be used to y? How would you 
show, make use of, modify, demonstrate, solve, or apply x 
to conditions y?
4. Analysis 
 The ability to break down material into its component parts. 
 Identifying parts, analysis of relationships between parts, 
recognition of the organizational principles involved. 
 Learning outcomes here represent a higher intellectual level than 
comprehension and application because they require an 
understanding of both the content and the structural form of the 
material. 
 Learning objectives at this level: recognize unstated 
assumptions, recognizes logical fallacies in reasoning, 
distinguish between facts and inferences, evaluate the relevancy 
of data, analyze the organizational structure of a work (art, 
music, writing). 
 Question verbs: Differentiate, compare / contrast, distinguish x 
from y, how does x affect or relate to y? why? how? What piece of 
x is missing / needed?
5. Synthesis 
 The ability to put parts together to form a new whole. 
 This may involve the production of a unique communication 
(theme or speech), a plan of operations (research proposal), or a 
set of abstract relations (scheme for classifying information). 
 Learning outcomes in this area stress creative behaviors, with 
major emphasis on the formulation of new patterns or structure. 
 Learning objectives at this level: write a well organized paper, 
give a well organized speech, write a creative short story (or 
poem or music), propose a plan for an experiment, integrate 
learning from different areas into a plan for solving a problem, 
formulate a new scheme for classifying objects (or events, or 
ideas). 
 Question verbs: Design, construct, develop, formulate, imagine, 
create, change, write a short story and label the following 
elements
6. Evaluation 
 The ability to judge the value of material (statement, novel, poem, 
research report) for a given purpose. 
 The judgments are to be based on definite criteria, which may be 
internal (organization) or external (relevance to the purpose). 
 The student may determine the criteria or be given them. 
 Learning outcomes in this area are highest in the cognitive hierarchy 
because they contain elements of all the other categories, plus conscious 
value judgments based on clearly defined criteria. 
 Learning objectives at this level: judge the logical consistency of written 
material, judge the adequacy with which conclusions are supported by 
data, judge the value of a work (art, music, writing) by the use of internal 
criteria, judge the value of a work (art, music, writing) by use of external 
standards of excellence. 
 Question verbs: Justify, appraise, evaluate, judge x according to given 
criteria. Which option would be better/preferable to party y?
 Alternative assessments are assessment 
procedures that differ from the traditional 
notions and practice of tests with respect to 
format, performance, or implementation. 
 It is likely that alternative assessment found 
its roots in writing assessment because of the 
need to provide continuous assessment 
rather than a single impromptu evaluation 
(Alderson & Banerjee, 2001).
Traditional Assessment Alternative Assessment 
One-shot tests Continuous, longitudinal assessment 
Indirect tests Direct tests 
Inauthentic tests Authentic assessment 
Individual projects Group projects 
No feedback to learners Feedback provided to learners 
Speeded exams Power exams 
Decontextualised test tasks Contextualised test tasks 
Norm-referenced score reporting Criterion-referenced score reporting 
Standardised tests Classroom-based tests 
Summative Formative 
Source: Adapted from Bailey (1998:207 and Puhl, 1997: 5)
Traditional Assessment Alternative Assessment 
Product of instruction Process of instruction 
Intrusive Integrated 
Judgmental Developmental 
Teacher proof Teacher mediated 
Source: Adapted from Bailey (1998:207 and Puhl, 1997: 5)
Characteristics of Alternative Assessment: 
 Ask the students to perform, create, produce, or 
do something. 
 Tap higher-level thinking and problem-solving 
skills. 
 Use tasks that represent meaningful 
instructional activities. 
 Invoke real-world applications. 
 People, not machines, do the scoring, using 
human judgment. 
 Require new instructional and assessment roles 
for teachers.
 Tannenbaum (1996), comments that 
alternative assessments focus on 
documenting individual strengths and 
development which would assist in the 
teaching and learning process. 
 Alternative assessments are compatible with 
the contemporary emphases on the process 
as well as product of learning (Croker, 1999)
 Alternative assessment tend to be 
“descriptive and persuasive, rather than 
research-based” (Alderson & Banerjee, 
2001:229). 
 Alternative assessments are also said to be 
limited to the classroom and has not become 
part of mainstream assessment. 
 Brown and Hudson, in advocating alternative 
assessment, seem to have taken a safer 
approach by suggesting the term “alternatives 
in assessment”.
Test formats that are considered alternative assessment 
 Physical demonstration 
 Pictorial products 
 Reading response logs 
 K-W-L (what I know/what I want to know/what I’ve 
learned) charts 
 Dialogue journals 
 Checklists 
 Teacher-pupils conferences 
 Interviews 
 Performace tasks 
 Portfolios 
 Self assessment 
 Peer assessment
4 elements of a portfolio (Bailey,1998, p: 218): 
Introductory Section 
• Overview 
• Reflective Essay 
Personal Section 
• Journals 
• Score reports 
• Photographs 
• Personal items 
Academic Works Section 
• Samples of best work 
• Samples of work 
demonstrating 
development 
Assessment Section 
• Evaluation by peers 
• Self-evaluation
Advantages of Using Portfolio Assessment (Brown & 
Hudson,1998, p: 664-665): 
 enhances student and teacher involvement in assessment 
 provides opportunities for teachers to observe students 
using meaningful language 
 to accomplish various authentic tasks in a variety of 
contexts and situations 
 permit the assessment of the multiple dimensions of 
language learning 
 provide opportunities for both students and teachers to 
work together and reflect on what it means to assess 
students’ language growth 
 increase the variety of information collected on students 
 make teachers’ ways of assessing student work more 
systematic.
 Both these forms of assessment are strongly 
advocated by Puhl (1997) as she believes that 
they are essential to continuous assessment, 
a cornerstone to alternative assessment. 
 The benefits of self and peer assessment are 
especially found in formative stages of 
assessment in which the development of the 
students’ abilities are emphasised. 
 Self appraisals are also thought to be quite 
accurate and are said to increase student 
motivation.
 Puhl (1997), describes a case study in which she 
believes self-assessment forced the students to 
reread and thereby make necessary editing and 
corrections to their essays before they handed 
them in. 
 Nevertheless, in order for self assessment to be 
useful and not a futile exercise, the learners need 
to be trained and initially guided in performing 
their self assessment. 
 This training involves providing students with the 
rationale for self assessment and how it is 
intended to work and how it is capable of helping 
them.
 In language teaching and learning, self assessment is 
relevant in assessing all the language skills. 
 An example of the self assessment of the listening 
skill, especially in the comprehension of questions 
asked is suggested by Cohen (1994), as follows: 
1. I don’t understand questions well at all 
2. I have difficulty understanding most questions even 
after repetition 
3. I have difficulty with some questions, but I generally 
get the meaning 
4. I can usually understand questions, but I might 
occasionally ask for repetition 
5. I can always understand the questions with no 
difficulties and without having ask for repetition
 These questions are useful in the formative 
stages of assessment as it helps students 
identify their own strengths and weaknesses 
and respond accordingly. 
 Through asking these types of self 
assessment questions, the students are 
expected to become more sensitive to their 
own learning and ultimately perform better in 
the final summative evaluation at the end of 
the instructional programme.
 Peer assessment differs from self assessment in that 
it involves the social and emotional dimensions to a 
much greater extent. 
 Peer-assessment can be defined as a response in 
some form to other learners’ work (Puhl, 1997). 
 It can be given by a group or an individual and it can 
take “any of a variety of coding systems: the spoken 
word, the written word, checklists, questionnaires, 
nonverbal symbols, numbers along a scale, colours, 
etc.” (p.8) 
 Peer assessment requires that a student take up the 
role of “a critical friend” to another student in order 
to “support, challenge, and extend each other’s 
learning” (Brooks, 2002: 73).
Among the reported benefits of peer 
assessment are as follows: 
 remind learners they are not working in 
isolation 
 help create a community of learners 
 improve the product (“Two heads are better 
than one”) 
 improve the process; motivates, even inspires 
 help learners be reflective 
 stimulate meta-cognition.

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Topic 10 Issues and Concerns Related to Assessment in Malaysia

  • 1. Lecturer: Yee Bee Choo IPGKTHO
  • 2. Exam-oriented system Issues and Concerns Related to Assessment in Malaysian Primary Schools Cognitive level of assessment School-based assessment Alternative assessment
  • 3.  The current education system in Malaysia is too examination-oriented and over-emphasizes rote-learning with institutions of higher learning fast becoming mere diploma mills.  Like most Asian countries (e.g., Gang 1996; Lim and Tan 1999; Choi 1999), Malaysia so far has focused on public examination results as important determinants of students’ progression to higher levels of education or occupational opportunities (Chiam 1984).  The Malaysian education system requires all students to sit for public examinations at the end of each level of schooling.
  • 4. 4 public examinations: 1. Primary School Achievement Test (UPSR) at the end of six years of primary education 2. Lower Secondary Examination (PMR) at the end of another three years’ schooling, 3. Malaysian Certificate of Education (SPM) at the end of 11 years of schooling, 4. Malaysian Higher School Certificate Examination (STPM) or the Higher Malaysian Certificate for Religious Education (STAM) at the end of 13 years’ schooling. (MOE 2004).
  • 5.  In public debate, the issue of teaching to the test has often translated into debates over whether the UPSR, PMR, and SPM examinations should be abolished.  Summative national examinations should not in themselves have any negative impact on students.  The challenge is that these examinations do not currently test the full range of skills that the education system aspires to produce.  An external review by Pearson Education Group of the English examination papers at UPSR and SPM level noted that these assessments would benefit from the inclusion of more questions testing higher-order thinking skills, such as application, analysis, synthesis and evaluation.  For example, their analysis of the 2010 and 2011 English Language UPSR papers showed that approximately 70% of the questions tested basic skills of knowledge and comprehension.
  • 6. Malaysia Education Blueprint 2013-2025 “ In October 2011, the Ministry of Education launched a comprehensive review of the education system in Malaysia in order to develop a new National Education Blueprint. This decision was made in the context of rising international education standards, the Government’s aspiration of better preparing Malaysia’s children for the needs of the 21st century, and increased public and parental expectations of education policy. Over the course of 11 months, the Ministry drew on many sources of input, from education experts at UNESCO, World Bank, OECD, and six local universities, to principals, teachers, parents, and students from every state in Malaysia. The result is a preliminary Blueprint that evaluates the performance of Malaysia’s education system against historical starting points and international benchmarks. The Blueprint also offers a vision of the education system and students that Malaysia both needs and deserves, and suggests 11 strategic and operational shifts that would be required to achieve that vision. The Ministry hopes that this effort will inform the national discussion on how to fundamentally transform Malaysia’s education system, and will seek feedback from across the community on this preliminary effort before finalising the Blueprint in December 2012.”
  • 7. School-based assessment is being introduced as part of the National Transformation Programme to produce world-class human capital.
  • 8. School-based Assessment is a holistic assessment which assesses the cognitive, affective, and psychomotor domains encompassing intellectual, emotional, spiritual and physical aspects. Thus, it is in tandem with the Primary School Standard Curriculum as well as the National Educational Philosophy. It covers both academic and non-academic fields. It is carried out continuously in schools by teachers during the teaching and learning process.
  • 9.  In 2011, in parallel with the KSSR, the new PBS format that is intended to be more: • Holistic • Integrated • Balance • Robust
  • 10. 4 Components of SBA/ PBS Academic: 1. School Assessment (using Performance Standards) 2. Centralised Assessment Non-academic: 3. Physical Activities, Sports and Co-curricular Assessment (Pentaksiran Aktiviti Jasmani, Sukan dan Kokurikulum - PAJSK) 4. Psychometric/Psychological Assessment
  • 11. There are four components to the new PBS: 1. School assessment  refers to written tests that assess subject learning.  The test questions and marking schemes are developed, administered, scored, and reported by school teachers based on guidance from LP  The emphasis is on collecting first hand information about pupils’ learning based on curriculum standards
  • 12. 2. Central assessment  refers to written tests, project work, or oral tests (for languages) that assess subject learning.  LP develops the test questions and marking schemes.  The tests are, however, administered and marked by school teachers using instruments, rubrics, guidelines, time line and procedures prepared by LP  Monitoring and moderation conducted by PBS Committee at School, District and State Education Department, and LP
  • 13. 3. Physical, sports, and co-curricular activities assessment  refers to assessments of student performance and participation in physical and health education, sports, uniformed bodies, clubs, and other non-school sponsored activities.  Schools are given the flexibility to determine how this component will be assessed.  The new format enables students to be assessed on a broader range
  • 14. 4. Psychometric assessment  refers to aptitude tests and a personality inventory to assess students’ skills, interests, aptitude, attitude and personality.  Aptitude tests are used to assess students’ innate and acquired abilities, for example in thinking and problem solving.  The personality inventory is used to identify key traits and characteristics that make up the students’ personality.  LP develops these instruments and provides guidelines for use.  Schools are, however, not required to comply with these guidelines
  • 15.  The new format enables students to be assessed on a broader range of output over a longer period of time.  It also provides teachers with more regular information to take the appropriate remedial actions for their students.  These changes are hoped to reduce the overall emphasis on teaching to the test, so that teachers can focus more time on delivering meaningful learning as stipulated in the curriculum.
  • 16.  In 2014, the PMR national examinations will be replaced with school and centralised assessment.  In 2016, a student’s UPSR grade will no longer be derived from a national examination alone, but from a combination of PBS and the national examination.  The format of the SPM remains the same, with most subjects assessed through thenational examination, and some subjects through a combination of examinations and centralised assessments.
  • 17.  The School-based assessment results conducted by the teachers are reliable because they: 1. Continuously monitor their pupil’s growth 2. Can provide constructive feedback to help improve pupil’s learning abilities 3. Have better understanding of the context and environment that are most conducive to assess pupils 4. Appraise and provide feedback based on Performance Standards
  • 18. Bloom's Taxonomy of Cognitive Levels 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
  • 19. 1. Knowledge  Recalling memorized information.  May involve remembering a wide range of material from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information.  Represents the lowest level of learning outcomes in the cognitive domain.  Learning objectives at this level: know common terms, know specific facts, know methods and procedures, know basic concepts, know principles.  Question verbs: Define, list, state, identify, label, name, who? when? where? what?
  • 20. 2. Comprehension  The ability to grasp the meaning of material.  Translating material from one form to another (words to numbers), interpreting material (explaining or summarizing), estimating future trends (predicting consequences or effects).  Goes one step beyond the simple remembering of material, and represent the lowest level of understanding.  Learning objectives at this level: understand facts and principles, interpret verbal material, interpret charts and graphs, translate verbal material to mathematical formulae, estimate the future consequences implied in data, justify methods and procedures.  Question verbs: Explain, predict, interpret, infer, summarize, convert, translate, give example, account for, paraphrase x?
  • 21. 3. Application  The ability to use learned material in new and concrete situations.  Applying rules, methods, concepts, principles, laws, and theories.  Learning outcomes in this area require a higher level of understanding than those under comprehension.  Learning objectives at this level: apply concepts and principles to new situations, apply laws and theories to practical situations, solve mathematical problems, construct graphs and charts, demonstrate the correct usage of a method or procedure.  Question verbs: How could x be used to y? How would you show, make use of, modify, demonstrate, solve, or apply x to conditions y?
  • 22. 4. Analysis  The ability to break down material into its component parts.  Identifying parts, analysis of relationships between parts, recognition of the organizational principles involved.  Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.  Learning objectives at this level: recognize unstated assumptions, recognizes logical fallacies in reasoning, distinguish between facts and inferences, evaluate the relevancy of data, analyze the organizational structure of a work (art, music, writing).  Question verbs: Differentiate, compare / contrast, distinguish x from y, how does x affect or relate to y? why? how? What piece of x is missing / needed?
  • 23. 5. Synthesis  The ability to put parts together to form a new whole.  This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).  Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structure.  Learning objectives at this level: write a well organized paper, give a well organized speech, write a creative short story (or poem or music), propose a plan for an experiment, integrate learning from different areas into a plan for solving a problem, formulate a new scheme for classifying objects (or events, or ideas).  Question verbs: Design, construct, develop, formulate, imagine, create, change, write a short story and label the following elements
  • 24. 6. Evaluation  The ability to judge the value of material (statement, novel, poem, research report) for a given purpose.  The judgments are to be based on definite criteria, which may be internal (organization) or external (relevance to the purpose).  The student may determine the criteria or be given them.  Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.  Learning objectives at this level: judge the logical consistency of written material, judge the adequacy with which conclusions are supported by data, judge the value of a work (art, music, writing) by the use of internal criteria, judge the value of a work (art, music, writing) by use of external standards of excellence.  Question verbs: Justify, appraise, evaluate, judge x according to given criteria. Which option would be better/preferable to party y?
  • 25.  Alternative assessments are assessment procedures that differ from the traditional notions and practice of tests with respect to format, performance, or implementation.  It is likely that alternative assessment found its roots in writing assessment because of the need to provide continuous assessment rather than a single impromptu evaluation (Alderson & Banerjee, 2001).
  • 26. Traditional Assessment Alternative Assessment One-shot tests Continuous, longitudinal assessment Indirect tests Direct tests Inauthentic tests Authentic assessment Individual projects Group projects No feedback to learners Feedback provided to learners Speeded exams Power exams Decontextualised test tasks Contextualised test tasks Norm-referenced score reporting Criterion-referenced score reporting Standardised tests Classroom-based tests Summative Formative Source: Adapted from Bailey (1998:207 and Puhl, 1997: 5)
  • 27. Traditional Assessment Alternative Assessment Product of instruction Process of instruction Intrusive Integrated Judgmental Developmental Teacher proof Teacher mediated Source: Adapted from Bailey (1998:207 and Puhl, 1997: 5)
  • 28. Characteristics of Alternative Assessment:  Ask the students to perform, create, produce, or do something.  Tap higher-level thinking and problem-solving skills.  Use tasks that represent meaningful instructional activities.  Invoke real-world applications.  People, not machines, do the scoring, using human judgment.  Require new instructional and assessment roles for teachers.
  • 29.  Tannenbaum (1996), comments that alternative assessments focus on documenting individual strengths and development which would assist in the teaching and learning process.  Alternative assessments are compatible with the contemporary emphases on the process as well as product of learning (Croker, 1999)
  • 30.  Alternative assessment tend to be “descriptive and persuasive, rather than research-based” (Alderson & Banerjee, 2001:229).  Alternative assessments are also said to be limited to the classroom and has not become part of mainstream assessment.  Brown and Hudson, in advocating alternative assessment, seem to have taken a safer approach by suggesting the term “alternatives in assessment”.
  • 31. Test formats that are considered alternative assessment  Physical demonstration  Pictorial products  Reading response logs  K-W-L (what I know/what I want to know/what I’ve learned) charts  Dialogue journals  Checklists  Teacher-pupils conferences  Interviews  Performace tasks  Portfolios  Self assessment  Peer assessment
  • 32. 4 elements of a portfolio (Bailey,1998, p: 218): Introductory Section • Overview • Reflective Essay Personal Section • Journals • Score reports • Photographs • Personal items Academic Works Section • Samples of best work • Samples of work demonstrating development Assessment Section • Evaluation by peers • Self-evaluation
  • 33. Advantages of Using Portfolio Assessment (Brown & Hudson,1998, p: 664-665):  enhances student and teacher involvement in assessment  provides opportunities for teachers to observe students using meaningful language  to accomplish various authentic tasks in a variety of contexts and situations  permit the assessment of the multiple dimensions of language learning  provide opportunities for both students and teachers to work together and reflect on what it means to assess students’ language growth  increase the variety of information collected on students  make teachers’ ways of assessing student work more systematic.
  • 34.  Both these forms of assessment are strongly advocated by Puhl (1997) as she believes that they are essential to continuous assessment, a cornerstone to alternative assessment.  The benefits of self and peer assessment are especially found in formative stages of assessment in which the development of the students’ abilities are emphasised.  Self appraisals are also thought to be quite accurate and are said to increase student motivation.
  • 35.  Puhl (1997), describes a case study in which she believes self-assessment forced the students to reread and thereby make necessary editing and corrections to their essays before they handed them in.  Nevertheless, in order for self assessment to be useful and not a futile exercise, the learners need to be trained and initially guided in performing their self assessment.  This training involves providing students with the rationale for self assessment and how it is intended to work and how it is capable of helping them.
  • 36.  In language teaching and learning, self assessment is relevant in assessing all the language skills.  An example of the self assessment of the listening skill, especially in the comprehension of questions asked is suggested by Cohen (1994), as follows: 1. I don’t understand questions well at all 2. I have difficulty understanding most questions even after repetition 3. I have difficulty with some questions, but I generally get the meaning 4. I can usually understand questions, but I might occasionally ask for repetition 5. I can always understand the questions with no difficulties and without having ask for repetition
  • 37.  These questions are useful in the formative stages of assessment as it helps students identify their own strengths and weaknesses and respond accordingly.  Through asking these types of self assessment questions, the students are expected to become more sensitive to their own learning and ultimately perform better in the final summative evaluation at the end of the instructional programme.
  • 38.  Peer assessment differs from self assessment in that it involves the social and emotional dimensions to a much greater extent.  Peer-assessment can be defined as a response in some form to other learners’ work (Puhl, 1997).  It can be given by a group or an individual and it can take “any of a variety of coding systems: the spoken word, the written word, checklists, questionnaires, nonverbal symbols, numbers along a scale, colours, etc.” (p.8)  Peer assessment requires that a student take up the role of “a critical friend” to another student in order to “support, challenge, and extend each other’s learning” (Brooks, 2002: 73).
  • 39. Among the reported benefits of peer assessment are as follows:  remind learners they are not working in isolation  help create a community of learners  improve the product (“Two heads are better than one”)  improve the process; motivates, even inspires  help learners be reflective  stimulate meta-cognition.

Notes de l'éditeur

  1. robust means full of health and strength, sports.