SKEMA TLO RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN Program Ijazah Sarjana Muda Perguruan (PISMP) dengan Kepujian

2 3 PROGRAM: ____________________________________________________________________________ SEMESTER: ______ TAHUN: ______ Evaluation in Science Teaching SCE3111 Kursus: __________________________________________________________________________________________ Kod: ____________ 3 (3 +0) Kredit: ____________

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Tajuk dan Kandungan Definition of terms

Hasil Pembelajaran

Kuliah ( jam) Topic 1 (2 hours) Definition of terms: Test Measurement Assessment Evaluation Purpose of assessment: Feedback Report Placement Planning Grading Topic 2 (1 hour) Areas of assessment in primary school science: Knowledge Skills Attitude and noble values

Tutorial ( jam) Topic 1 (1hour) Compare and contrast the various terms used in monitoring learning progress. Using a graphic organiser, summarise the characteristics of measurement and evaluation

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ISL (2 jam) Ask 5 students in your campus to define assessment. With your peers, review the definitions collected. Write a summary on how these definitions compare to those discussed in your lecture.

Catatan

1. Compare and contrast the various terms used in monitoring learning progress. 2. Describe five purposes of assessment

Overview of the course. Coursework: Project 50% Examination: 50%

3. State three areas of assessment in Purpose of assessment primary school science 4. Summarise the characteristics of measurement and evaluation using a graphic organiser Areas of assessment in primary school science

Practicum

SKEMA TLO Tajuk dan Kandungan Kuliah ( jam) Tutorial ( jam) ISL (2 jam)

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Practicum

Practicum

Practicum

Practicum

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Mid-Semester Break

SKEMA TLO Tajuk dan Kandungan Types of assessment Kuliah ( jam) Topic 2 (1 hour) Tutorial ( jam) Topic 2 (1 hour) In groups, make a list of what you believe should be the areas of assessment in primary science. At institute level these days, portfolio assessment is part of the way that students document their progress. Discuss in groups whether portfolio is a fair assessment to determine students learning progress. Why? ISL (2 jam) For each area of primary science assessment, list one or more assessment tools to monitor the students progress in learning science. The KidSource (http://www.kidsource.co m) covers a broad spectrum of issues related to assessment and teaching. Choose one of the issues and write a 100 word summary of the issue.

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1. Describe the three types of assessment 2. Describe how the portfolio can be used as an assessment tool to determine students progress in learning 3. Discuss whether the portfolio is a fair assessment tool to determine students learning progress

Types of assessment: Formative oral, observation, performance Summative diagnostic test, paper and pencil test Authentic portfolio, project Topic 3 (2 hours) Assessment tools: Portfolio Purpose Benefits Components

Assessment tools: Portfolio

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Assessment tools: Portfolio Assessment tools

1. Explain how to design portfolios for Topic 3 (1 hour) implementation Assessment tools: Portfolio 2. Describe how you would grade Designing portfolios for portfolios implementation Grading portfolios 2. Compare and contrast different types of assessment tools that are Topic 4 (2 hours) suitable for assessing science content and the process skills by Assessment tools: using a graphic organiser. observation Anecd 3. Give examples of each otal records assessment tools that are used in Portfol science teaching io Check 4. Describe how each of he list assessment tools t can be used to Intervi assess students learning progress. ew Invent 3

Topic 4 (1 hour) How can science teachers include observational records into their lesson? In which situations will anecdotal notes provide a comprehensive assessment? How will teacher use anecdotal records?

Access the Internet to gather information on science assessment. Using a graphic organiser, list the different types of assessment tools that are suitable for assessing science content and the process skills.

SKEMA TLO Tajuk dan Kandungan Kuliah ( jam) ory/questionnaire/surve y Student work samples Science journals Notebooks Learning logs Written reports and creative writing Laboratory activities and sheets Drawings and labelled diagrams Concept maps Projects Classroom activities - Discussion - Brainstorming - KWL group assessment technique - Think aloud - Open-ended questions - Teaching or reporting to others Paper and pencil tests - objective - subjective Tutorial ( jam) ISL (2 jam)

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SKEMA TLO Tajuk dan Kandungan Test design and construction Kuliah ( jam) Tutorial ( jam) ISL (2 jam) Food for thought: Recap of major ideas (a) What is the purpose of using test as an assessment tool? (b) What is the difference between Solo and Bloom taxonomy?

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1. Explain the purpose of using test as Topic 5 (2 hours) Topic 5 (1 hour) an assessment tool. Test design and construction Discuss how teachers 2. Explain how to construct a test for Objective test can avoid stigmatising assessment in science teaching children in the assessment Duration and type of test process. Table of test 2. Compare Solo and Bloom specifications taxonomy Solo Taxonomy Bloom Taxonomy 3. Construct a table of test specifications based on Bloom and Solo Taxonomy 4. Explain the types of reliability of test items Topic 6 (1 hour) Test design and construction Reliability of test items Topic 6 (1 hour) Test design and construction Validity of test items Topic 6 (1 hour) What factors will influence test reliability? What are the types of reliability in assessment? What types of reliability and validity are teachers most concerned with?

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Test design and construction

1. Explain the types of validity of test items 2. Describe the format of objective questions 3. State guidelines for writing good objective questions 4. Construct at least two test items of different format

Test construction: objective

Topic 7 (2 hours) Test construction: objective Format of Objective Questions Guidelines for writing good objective questions

Refer to the learning outcomes of a suitable topic in the primary science syllabus, construct two test items for each of the following test item format: - true-false - matching, - multiple-choice - completion Exchange the test constructed with your peer. Check the appropriateness of each item against the learning outcomes and the criteria for constructing objective questions.

SKEMA TLO Tajuk dan Kandungan Kuliah ( jam) Tutorial ( jam) ISL (2 jam)

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Test construction: objective

Test construction: subjective

1. Construct a marking scheme for an Topic 7 (1 hour) objective test Test construction: objective 2. Describe the format of subjective Marking scheme questions Topic 8 (2 hours) 3. State guidelines for writing good subjective questions Test construction: subjective Format of subjective 4. Construct essay and structured Questions questions at a higher level of Guidelines for writing Bloom Taxonomy good structured/essay questions 5. Develop a suitable marking scheme Marking scheme for the structured and essay questions.

Topic 8 (1 hour) What types of reliability and validity are teachers most concerned with when writing subjective questions? What are the pros and cons of the rating method, in which grades are assigned on the basis of holistic scoring?

Write a structured question at either the comprehension or application level. Write an essay question at the analysis, synthesis or evaluation level. Prepare a suitable scoring guide for your structured and essay questions.

SKEMA TLO Tajuk dan Kandungan Marking and moderation of test scripts 1. Kuliah ( jam) Topic 10 (1 hour) Tutorial ( jam) Topic 10 (1 hour) List the pros and cons of each of the following types of marking systems (a) comparison with other students; (b) comparison with established standards; (c) comparison of achievement with ones own aptitude; (d) basing grades on effort; (e) basing grades on improvement Categorise these marking system as normbased or criterion-based. ISL (2 jam) Set 10 objective questions of any suitable topic. Administer the questions to a group of 10 students. Get the data ready for your tutorial session.

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Describe the procedure and implementation considerations in marking and moderation of test scripts

2. Analyse test scores to determine the difficulty index and discrimination index Analysis of test score 1. 2. Interpret the results of the analysis of test scores Compare and contrast between norm-based test and criterionbased test by using a graphic organiser

Marking and moderation of test scripts Procedure Implementation considerations Topic 11 (2 hours) Analysis of test score Item analysis Item difficulty Incorrect answers / distracters

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Analysis of test score

Interpreting test score

1. Determine the difficulty index and Topic 12 (2 hours) discrimination index of test items in an objective test Interpreting test score Percentage of passes and failures Action plan for remedial /enrichment How to improve teaching and learning 2. Interpret test score based on percentage of passes and failures 3. Describe an action plan for remedial/enrichment to improve teaching and learning. 3. Evaluate the level of students achievement based on means, averages and ranges of their test score 7

Topic 11 (1 hour) Refer to a set of students answers to an objective test; (a) compute the difficulty index and (b) the discrimination index for the test items (c) Interpret your results.

Access the Internet to find a suitable case study on how parents and teachers have cooperated to improve students learning in science. Share your findings with your peers.

Topic 12 (1 hour) How can teachers assist parents in understanding means, averages, and ranges for their childs test score? Discuss the procedures in preparing an action plan to improve teaching and learning.

SKEMA TLO Tajuk dan Kandungan Forms of examination: Centralised examination Kuliah ( jam) Tutorial ( jam) Topic 13 (2 hours) Identify issues related to centralised examination. Who are the important stakeholders? What are the roles of these stakeholders in centralised examinations? ISL (2 jam) Reflect on your own experiences with centralised examination. Write a short reflection on how your experiences influence what you believe should be done for student?

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1. Describe the structure and focus of Topic 13 (1 hour) UPSR as a centralised examination in primary school. Forms of examination: Centralised examination 2. Explain the implementation of Primary School UPSR in primary schools Achievement Test (UPSR) Structure/format of test 3. Identify issues related to paper centralised examination Focus of the test Forms of examination: Implementation School-based 4. Describe the structure of PEKA as a examination School-based examination in Topic 14 (1 hour) Primary School Forms of examination: Schoolbased examination PEKA (Practical Assessment Skills) - Structure/format - Concept

Information on PEKA can be assessed in the Ministry of Education, Malaysia website: http://www.mo e.gov.my

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Forms of examination: School-based examination

1. Explain how PEKA is implemented Topic 14 (1 hour) in the science classroom Forms of examination: School2. Identify issues related to schoolbased examination based examination PEKA (Practical Assessment Skills) 3. Write a summary of the research - Implementation findings on science assessment Topic 15 (1 hour) 4 Discuss the accountability of Application in the science teachers in implementing PEKA classroom Research findings

Topic 14 (1 hour) Identify issues related to school- based examination.

Topic 15 (2 hours) How do teachers fit in the accountability of implementing PEKA?

Select one activity that focuses on one of the process skills. Prepare a list of four or five indicators to assess that process skill. Share your list with your peers.

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REVISION EXAMINATION 8

SKEMA TLO