INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA, LEMBAH PANTAI, 59200 KUALA LUMPUR NAMA : KUMPULAN : NAMA PENSYARAH : TARIKH HANTAR : MUHAMMAD ADLI AZHARI BIN MUHAMMAD KHAIRUL ANUAR TESL M MADAM YUSNEE BINTI YUSOFF 22 MAC 2024 EDUP3153 ASSESSMENT IN EDUCATION TASK 2 - PRODUCT DEVELOPMENT - 40% INDIVIDUAL TASK
Alternative Assessment in Developing Students Holistically By : Muhammad Adli Azhari bin Muhammad Khairul Anuar 1.0 Introduction Assessment is a complementary element in education as it can measure on how well students perform based on their understanding in the learning process. Assessment is the process of obtaining and discussing information from many sources and activities in order to gain a thorough grasp of what pupils know, comprehend, and can accomplish with what they've learned as a result of their education (Tontus, 2020). In Malaysian education context, assessment has been done periodically to ensure that students were on the right track in accomplishing their academic requirements at the end of the year. Previously, assessments were done using examinations and giving grades to students. But, current situations exposed the school organizations to use alternative assessment as a tool to measure the students holistically. As such, this essay will evaluate the effectiveness of alternative assessment in developing students as a whole. 2.0 National Philosophy of Education National Philosophy of Education (NPE) is the pillar for education in Malaysia as it addresses the main objective for student’s development in our country. The NPE aspires to develop students holistically via education by encouraging their intellectual, spiritual, emotional, and physical growth based on their faith in God (KPM, 2024). One of the elements in NPE is the development of individual potential. Students should be polished of their given skills in order to reach their maximum potential. It is not restricted to examinations only, as students may perform greatly in other areas. Talents, potentials and abilities should be tapped, nurtured, developed and enhanced through social interaction with others and the environment (Johnny, 2019). As such, alternative assessments were seen as the convenient way in assessing students. Teachers will not only appraise students in grades or scores, but also from their capabilities and well-being as a whole, including attitude.
3.0 Alternative Assessment Alternative assessment involves evaluating students' learning through tasks that go beyond traditional tests. It focuses on students' active participation in creating products that demonstrate their understanding and skills related to the learning objectives. This form of assessment emphasizes student engagement, critical thinking, problem-solving, and self-evaluation. Alternative assessment methods include projects, presentations, group activities, interviews, and other non-conventional strategies that allow students to showcase their knowledge in diverse ways. Unlike traditional assessment, students can now be assessed in more aspects as they were involved in the activities. Not only from their academic data, teachers can evaluate students based on their confidence, relationship with others, critical thinking skills and many more. 4.0 Classroom-Based Assessment Classroom-Based Assessment (CBA) is a continuous evaluation of the learning process that entails acquiring information about students' progress, development, talents, and achievement. PBD conducted in both formative and summative assessments (MyGov, 2021). In CBA, students will be assessed in various activities as they are participating in the classroom. Teachers will evaluate the students ongoingly as they observe the student’s behavior from their interaction. With the implementation of CBA in the classroom, students will not only be assessed in grade, but also how well they learn, how well they act and how well they perform in various learning activities. 5.0 Analysis of Interview An interview has been conducted with a Bahasa Melayu practicum teacher regarding his opinion on alternative assessment methods and how he implemented it in his classroom. According to his understanding, PBD is defined as assessing the level of mastery of students according to skills based on DSKP. He also said that he implemented the alternative assessment into three methods, which is peer assessment, group assessment and also observation. From there, he will evaluate the students based on a Success Criteria, which focuses on how well students can attain the objective of the learning session. In terms of the student's value and attitude, he said that he can observe the student’s behavior in finishing the
activities such as student’s strive, cooperation, brainstorming, handling the task and also how well students present in front of the class. The result will determine whether the student has developed a holistic well being from the learning process. 6.0 Alternative Assessment Methods 6.1 Peer Assessment Peer assessment is a formative assessment approach that puts students at the center by encouraging them to review and assess the quality of work generated by their peers using some type of success criterion (Hamila, 2020). It involves students critiquing and providing feedback to each other on their work. This method fosters their skills in assessing and giving constructive feedback, helping students develop self-assessment abilities and improve their own work. Students can exchange their understanding with their peers and help their friends in the area they find difficult to master. As students receive constructive feedback, they can improve their learning outcome and develop a more collaborative learning environment. 6.2 Group Assessment Group assessment involves teachers evaluating the students that work as a group rather than individual. Students will be assessed on the collaborative skills and teamwork spirit as they finish the task or project they received. The main purpose of group assessment is to enhance student’s interpersonal skills where they need to communicate with other people as they do the activities. Students also will learn some other skills from group assessment such as problem-solving, decision-making and dividing the task among the group members. Group assessment can develop students' graduate characteristics and allow teachers to measure their generic skills, such as teamwork, analytical and cognitive skills, collaborative skills, and organizational and time-management skills (UNSW, 2019). 6.3 Observation Apart from the formal assessment, teachers nowadays also considered observation as one of the tools to evaluate student’s performance and behavior in the classroom.
Teachers can assess the students in real-time as they observe how students act and how students use complex skills in solving problems. Furthermore, it captures other components of communicative language performance, such as human skills and behaviors, that are not obtained by traditional paper and pencil examinations (Eleni et al., 2021). 7.0 Statement Evaluation From the news article of New Straits Times on 8 September 2023, Dr. T. Vanitha said that humanising assessment can be achieved through class-based assessment as it looks at values and attitudes. From the alternative assessment that has been done, the statement seems to be supported as the assessment was evaluating students as a whole and not only in the grading system. This is supported with National Philosophy Education (NPE) where development of individual potential must be holistic. Student’s values and attitudes were also taken into account for the teacher to evaluate during the learning session. 8.0 Conclusion To summarize, alternative assessment methods were proven in developing students holistically as they will be assessed in every aspect. As teachers, we shouldn’t only evaluate students based on their academic performance only. Instead, teachers should also look out on how their well being was built, including their attitude, their skills and also their behavior. As a result, it will promote an authentic assessment of student learning. Students no longer rely on their academic and memorization skills, but they can apply the knowledge they have learnt in real life situations to contribute for a better community development.
ALTERNATIVE ASSESSMENT Tools : Authentic assessment Performance-based assessment Constructivist assessment Definition : standardized tests, quizzes, and exams that focus on quantifiable achievements through structured formats. Characteristics : Indirect and inauthentic one-shot, speed-based, and normreferenced focus on learner’s ability of memorization and recall, which are lower level of cognition skills. Advantages : enhance student’s engagement direct link between the expected behavior and the ultimate goal of skill/learning transfer give students opportunity to apply their knowledge to real life situation Disadvantages : rigorous for teacher to evaluate financial constraint for providing material and resources highly time-consuming as teacher need to put more effort in evaluating students SimilaGoal of evaassessmentmeasure stunderstandperformancFeedback fimprovemeprovide feestudents tolearning pras fosteringmindset Informing iteacher useresult to adteaching mmeet stude
TRADITIONAL ASSESSMENT Tools : Multiple choice test True/False test Essay Definition : represents a paradigm shift towards more holistic and inclusive approaches to evaluating student learning, not solely reliant on standardized tests. Characteristics : assess higher-order thinking skills focus on the growth and the performance of the student teacher has a chance to measure the strengths and weaknesses of the student in a variety of areas and situations let learners express their knowledge on the material in their own ways using various intelligences Advantages : high validity objectivity and standardization - provide uniform benchmark efficiency - teacher administered students simultaneously Disadvantages : stress and anxiety as students were pressured with high stakes limited scope as students only focus on memorization skills arities : aluation : both t aim to udent’s ding and ce in subject for ent : both edback for o enhance their rocess as well g a growth instructions : e assessment dapt their methods to ent’s needs
References For Essay Eleni, T., Ma, & Kofou, I. (2021). (PDF) Observation as an Alternative Assessment method in assessing Second- Language productive skills. Www.researchgate.net. https://www.researchgate.net/publication/349149814_Observation_as_an_Alternative_A ssessment_method_in_assessing_Second-_Language_productive_skills Hamila, A. (2020). Peer Assessment Experiences in the Lower Primary ESL Classrooms: Teachers’ Perspectives. ResearchGate. https://www.researchgate.net/publication/339065483_Peer_Assessment_Experiences_i n_the_Lower_Primary_ESL_Classrooms_Teachers'_Perspectives Johnny, M. (2019). Elements Of National Philosophy Of Education Education Essay. Scribd. https://www.scribd.com/document/219258513/Ukessays-com-Elements-of-National-Philo sophy-of-Education-Education-Essay#:~:text=NPE) KPM. (2024). Falsafah Pendidikan Kebangsaan. Moe.gov.my. https://www.moe.gov.my/index.php/falsafah-pendidikan-kebangsaan MyGov. (2021). MyGOV - The Government of Malaysia’s Official Portal. Www.malaysia.gov.my. https://www.malaysia.gov.my/portal/content/29496 Tontus, O. (2020). Concept of Assessment and Evaluation. ResearchGate. https://www.researchgate.net/publication/344750546_Concept_of_Assessment_and_Ev aluation
UNSW. (2019). Assessing by Group Work | UNSW Teaching Staff Gateway. Www.teaching.unsw.edu.au. https://www.teaching.unsw.edu.au/assessing-group-work
References for Graphic Organizers Blog, F. (2021, March 9). Alternative Assessment: Definition, Types, Examples & Strategies. Https. https://www.formpl.us/blog/alternative-assessment Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. The Turkish Online Journal of Educational Technology -TOJET, 2(3), 1303–6521. https://files.eric.ed.gov/fulltext/EJ1101956.pdf Ecole. (2020). What are Traditional and Alternative Assessments? Www.ecoleglobale.com. https://www.ecoleglobale.com/blog/traditional-assessment-vs-alternative-assessment/ Norova, M., & Haydarali, A. (2021). "TOPICAL ISSUES OF TEACHING FOREIGN LANGUAGES’’ Republican scientific ADVANTAGES AND DISADVANTAGES OF TRADITIONAL AND ALTERNATIVE WAYS OF ASSESSMENT.
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