Purpose and methods

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Topic 9
Reporting of Assessment Data
- purpose of reporting
- reporting methods

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OBJECTIVE
At the end of the lesson, you should be able to:
1. lists those who should receive the evaluation
report;
2. explain the importance of the assessment report
to the recipient;
3. explain examples of joint assessment report;
4. explain the self-assessment, teacher and
standards report

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Reporting assessment means
Ensure how marks / test score / inventory and assessment
reported gives meaning to the people concerned
Purpose of assessment report is to determine students'
academic progress, student achievement, problems of
teaching, learning problems, grouping students to the
appropriate fields with student's personality, attitudes,
motivation and learning styles.
Thus, stakeholders include teachers, students, parents and
teachers, counselors, teachers, district education officers
and potential employers.

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Beneficiary Assessment Report
(a) Teacher need some information about students them
to assist them in teaching.
• This information includes the past achievements,
knowledge and basic skills, style and learning
problems, interests, motivation, attitude, academic
progress and latest achievement of students.
• Information about past achievements, as well as the
basic knowledge and skills and learning styles of
students can help teachers to make decisions about
curriculum and teaching methods according to student
needs

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• This information can also help teachers to design and
implement a refresher on certain topics that form the
basis of new studies.
• Information concerning the interests, motivations and
attitudes can help teachers to increase motivation of
student learning.
• In the process of teaching, teachers must know their
students' academic progress to determine methods of
teaching / learning better suited to students.
• Diagnostic tests can be used to identify students with
learning disabilities

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(b) Students
• Students also need some information
about themselves to help them in learning
• This information includes basic knowledge
and skills, style and learning disabilities as
well as their academic progress and
achievement.

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(c) Parents
• Parents also need some information about their
children to help them organize some activities
that improve academic progress and personal
development of their children.
• This information includes the problem in terms of
learning, academic progress, achievements and
personality development of their children.

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(d) Counselor
• Teachers counselors need some information
about students to help provide guidance and
counseling to students.
• This information includes the past
achievements, learning styles, interests,
motivation, attitude, personality development
and the achievement of the students.
• Information about past achievements and
learning styles can help teachers counselors to
advise students about learning styles
appropriate for certain subjects.

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(e) Headmasters
The headmaster need some information about
students to help design a program that can
increase learning motivation, academic
achievement and personal development of
students.
This information includes the past achievements,
interests, motivation, attitude, personality
development and the achievement of the
students.
Information about past achievements, interests,
motivation and attitude of the students can help
teachers to design programs to increase student
motivation and learning methods

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(f) Education Disrict Officers
• District education officer (DEO) need some
information about students to help design a
program that can streamline increase
motivation, academic achievement and personal
development of students in all schools in the
area under his supervision.
• This information includes the past
achievements, interests, motivation, attitude,
personality development and the achievement of
the students.

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(g) Potential Employer
• Prospective employers need some information
about students to help them decide to accept
graduates of a school as employees.
• This information includes academic
achievement, skills, interests, motivation,
attitude and personality of students.
• Information about academic achievement and
mastery of certain skills by students can help
employers determine the suitability of students
to perform a task.

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• Form of Assessment Report
• Some types of measurement and assessment are
certainly well known, that needs to be created to achieve
the various assessment purposes.
• These assessments include an assessment of past
achievements, knowledge and basic skills, style and
learning problems, interests, motivation, attitude,
academic progress, achievements and personality
development of students.
• These assessments should be followed by reporting to
the people concerned as discussed. It can be in the form
of grade percentage, letter grade, pass-fail grade,
checklist (checklist), written description and meeting with
parents.

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(a) Percentage grade
Percentage grade of student achievement
describes the shape of numbers between 0 to
100 (i.e number percent). This percentage term
indicate what the percentage proficiency that
may waive to certain subject matters (Oosterhof,
2003: 216).
The small numbers show that low achievement,
while the big numbers shown high achievement.
This is commonly used by teachers to show
student achievement in formative assessment
such as weekly quizzes, monthly tests or
assignment

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(b) Letter grades
Letter grades explained student achievement in
the form of letters which usually consists of five
(5) categories, such as A, B, C, D and F, where
A represents the outstanding achievements of
the alphabet, B good, C simple, low D and F fail.
Most schools and higher education institutions
use this grading.
The letter grade is commonly used by teachers to
show students' performance in the final
summative assessment as exam term / end of
school year.

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(c) Pass Fail Grade
• Pass-fail grade achievement explained only in
two categories, namely either pass / fail or
satisfactory / unsatisfactory.
• Assessors need to establish pass marks and
marks failed, for example score of 50% and is
given a passing grade and lower than 50% given
a failing grade.
• We also changed the letter grade to a pass-fail
grade, ie by changing the grade, B, C and D to a
passing grade, while F changed to a failing
grade.

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(d) Checklist
• Checklists explain student achievement in the
form of learning objectives / outcomes that
students should achieve, including the cognitive,
psychomotor, and affective.
• To provide more detailed information and
means, we can enter the milestones of learning
outcomes (eg, letter grade), such as a very weak
(F), low (D), medium (C), good (B), excellent (A)
• Checklist is commonly used in primary and lower
secondary

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(e) Writing Description
• Written explanation describe student
achievement in writing about the strengths and
weaknesses of students which includes
cognitive, psychomotor and affective and
personality development of students.
• Just like, checklists, written explanation will be
too long if a teacher wants to explain the
strengths and weaknesses of the student.
• Typically, for remedial purposes, we only need
information about the students'

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e) Perjumpaan Ibu Bapa
• Perjumpaan ibu bapa menjelaskan lebih lanjut
pencapaian pelajar selepas pihak sekolah
menghantar laporan penilaian kepada mereka,
yang mana penjelasan ini dibuat melalui
perbincangan antara guru-guru, pelajar dan ibu
bapa, terutama bagi pelajar-pelajar yang
bermasalah pembelajaran, sahsiah atau disiplin.
• Perjumpaan ini bertujuan untuk memberi tahu
ibu bapa dan pelajar tentang masalah yang
dihadapi oleh anak mereka, supaya ketiga-tiga
pihak mencapai persetujuan tentang tindakan
yang perlu diambil untuk mengatasi masalah
pelajar.

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Self-Assessment, Teacher and Standrads

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Self-Assessment
• Self-assessment is a process where individual
administer using certain measurement tool, check own
answer and assess the size of the acquired.
• Examples of measurement tools are training questions,
sample test papers / exams, questionnaires / inventory.
Question training, for example, can be used by students
to determine knowledge / basic skills, learning problems,
understanding the formative or student achievement.
• The questionnaire / inventory can also determine the
interest, motivation, attitude, aptitude, intelligence,
personality, field of study and future career of students.

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Penilaian Guru
• Penilaian guru ialah proses seseorang guru merancang, menggubal
dan mentadbir alat pengukuran tertentu serta menyemak jawapan,
menilai ukuran yang diperoleh dan melaporkan penilaian tersebut.
• Guru yang melaksanakannya perlu mengetahui prinsip-prinsip
pengukuran dan penilaian, selain pakar bidang mata pelajaran
tertentu.
• Contohnya, guru yang ingin menilai pengetahuan/kemahiran asas,
kekuatan/kelemahan, kemajuan formatif dan pencapaian akhir
pelajar dalam matematik hendaklah guru matematik yang
mempunyai pengetahuan/kemahiran mengukur dan menilai
masalah pembelajaran/ pencapaian matematik.
• Guru yang ingin menilai minat, motivasi, sikap, aptitut, kecerdasan,
sahsiah dan kecenderungan kerjayapelajar hendaklah guru yang
mempunyai pengetahuan/kemahiran mengukur dan menilai ciri ciri
dalaman pelajar, misalnya, guru kaunselor.

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Penilaian Piawai
• Penilaian piawai ialah proses merancang,
menggubal dan mentadbir alat pengukuran
tertentu serta menyemak jawapan, menilai
ukuran yang diperoleh dan melaporkannya yang
diuruskan oleh badan-badan tertentu, misalnya,
Lembaga Peperiksaan Malaysia.
• Tujuan utama penilaian piawai ialah
menyelaraskan pencapaian seseorang pelajar
dengan menggunakan satu peperiksaan sahaja
untuk seluruh negara

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ISU-ISU BERKAITAN PENGUKURAN DAN PENILAIAN
Pentadbiran Ujian Melalui Komputer
• Bagi ujian berbentuk objektif (seperti betul-salah,
beraneka pilihan, mengisi tempat kosong); komputer
boleh diguna untuk melaksanakan hampir semua proses
peperiksaan.
• Ini termasuk menjana soalan, memilih soalan daripada
bank soalan, meyediakan kertas ujian selepas soalan
dijana/dipilih, mengeluarkan kertas soalan yang
disimpan di dalamnya, mengawal masa ujian,
memeriksa jawapan, memberi markah, menjumlah dan
menilai markah, menjana laporan penilaian, menyimpan
rekod penilaian dan menjana laporan kemajuan pelajar.

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Measurement and Evaluation of Specific Subjects
The thing to keep in mind when assessment of specific subjects, such
as visual arts / music, humanities, languages, math or science.
Assessment problems can be solved if the objectives of teaching /
learning outcomes are specified clearly and precisely.
For subjects like visual arts, ensure it includes an assessment of
cognitive domain (knowledge of the visual arts, such as definitions,
examples, history), psychomotor (the process of building a visual
object), affective (appreciation of visual arts) and also produced
visual objects.
The issue of assessment in visual arts is the measurement and
evaluation is too subjective / personal so much so that experts do
not have a criteria field marking / assessment agreed upon.
There will be inspectorates asking for marking schemes and checking
the answer / process / product / appreciation.

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Assessment of Inclusive students
Inclusive students use special procedures andare different than
regular students.
They consist of students with learning disabilities, visually impaired,
hearing impaired, handicapped and others.
This special students, due to disability, face various problems when
they sit the test / exam.
For those who are visually impaired, they can not see the test
questions and also write the answers.
One solution is to use a Braille device to read and write.
The second method is to use an oral exam, which teachers read
students to answer questions and also orally.
Both of these methods take a long time, where long-time test /
examination need to be adjusted.