Modul 8

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

PERANCANGAN {PLAN)

• Analisis proses semasa atau proses baru
• Mencadangkan bagaimana ianya boleh ditambah baik
• Mengetahui bentuk hasil akhir proses
· • Perancangan perubahan secara kecilan memudahkan pemantauan

dan ramalan hasil akhir

LAKSANA (DO)

• Melaksanakan apa yag telah dirancang
• Pengujian dan pengukuran dilaksana untuk melihat

keberkesanan.

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

EMAK (CHECK)

nilai data dan keputusan daripada fasa LAKSANA.
Data dibandingkan dengan objektif. ·
• Menilai perubahan berbanding keadaan awal sama ada
bertambah baik atau makin merosot
• Guna Analisis Jurang (Gap Analysis) atau penilaian
prestasi
• Pentaksiran untuk Pembelajaran atau Pentaksiran
semasa Pembelajaran

. Tl NDAKAN (ACT)

• Jika fasa SEMAK mendapati PELAKSANAAN fasa
PERANCANGAN menghasilkan peningkatan berbanding
standard asas, terus ke standard lain (going forward).

• Jika fasa SEMAK mendapati PELAKSANAAN fasa
PERANCANGAN menunjukkan tiada peningkatan
berbanding standard asas, perlu tambah baik perancangan
- ulang PDCA dengan standard yang sama.

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

BILA NAK SELESAI?

BAGAIMANA NAK GUNA

PDCA?

SU MBER: http://jameshowardgreen.net/dww/?p=31

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

• Apa matlamat kita? BUAT
• Laksana aktiviti
I· Bagaimana ki~a . • Pengujian dan

' hendak tahu Jlka k1ta pengukuran
Berjaya menunjukkan
kemaJuan? · • Adakah ia
berkesan?
i • Apa vang kita aka
buat? • Apa yang kita
belajar?(penambah
• Apa nak buat baikan, tentang
seterusnya? organisasi< tentang
pihak lain1?

RANCANG • Proses
pembelajaran
• Apa yang saya nak murid (PdPc)
belajar? Afl, Aal, Aol
ntaksiran Abad
• Bagaimana saya nak tahu jika
murid saya dapat mempelaja • Adakah murid
apa yang diajar? belajar?

•.Bagaimana saya • Apa yang saya
belajar (tentan~
• Apa yang akan pengajaran, din,
saya ajar lain-lam perkara)?
kemudian/ ajar
semula?

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES fBUAT ·---·-----
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)
Melaksanakan
•RANCANG
1•
I" Apa matlamat saya?
' aktiviti
1• Bagaimana saya nak tahu
• Afl, AaL, Aol
I bahawa saya telah
Pentaksiran
! menunjukkan kemaju
Abad 21
['·_Ap~ ya l'l~:~Y_a____,_____~,

• Apa yang saya • Adakah aktiviti
perlu buat berkesan?
selepas ini?
• Apa yang saya belajar
(tentang pengajaran,
diri, lain-lain perkara)?

• Apa yang saya nak • Ikuti aktiviti
belajar?
• Adakah saya telah
• Bagaimana saya boleh belajar?
tahu bahawa saya telah
belajar? • Apa yang saya
belajar (tentang
• Apa vang saya perlu pembelajaran, diri,
buat? lain-lain perkara)?

[8ERTiNi).i\i( --·

i • Apa saya nak

j buat selepas ini?

!
•

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

I
()

__

·~._

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

Elemen Pertimbangan Profesional

PENGETAHUAN Guru bertanggungjawab
melaksanakan pentaksira'n aer1aanc
Guru berpengetahuan luas
dalam mata pelajaran yang cekap, adil, telus, sistematik darL...

diajar, bidang pedagogi holistik tanpa melibatkan emosi.
dan pentaksiran.
PENGALAMAN
INPUTMURID
Guru menggunakan input
Guru menggunakan dokumen profesional dan
pentaksiran dan data pencapaian pengalaman mengajar
dalam interaksi dengan
murid (hasit kerja, keupayaan, murid.
tingkah laku, kelebihan/ kekurangan

pada murid dan prestasi mereka
dalam ujian/ aktiviti PdP).

Has rat
Kurikulum

Tujuan
Pentaksiran

Pelbagai
Kaedah

Pentaksiran

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

-----------------·-· -.. "- ....... --------- --·-- ---.

8.2.3 Moderasi (Moderation)

Moderation

"While teachers have always made such judgement' s,' "·

formally, moderation as an organized process requires'· ...

making collaborative decisions to reach consensus '··..,·

agreements and hence become an important professional

responsibility for all New Zealand's primary school

teachers"

(Hipkins & Robertson 2011)

"Moderation offers students an external, international
recognition of their achievement ... "

(International Baccalaureate Org. 2014)

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

MODERASI

Satu proses penetapan standard penilaian
pentaksiran) di mana guru berkongsi pengalaman, i
dan pemahaman kurikulum, pedagogi dan pentaksiran
bagi melaksanakan pertimbangan profesional serta
membuat keputusan yang konsisten di dalam menilai
tahap pembelajaran murid.

(Kienowski & Adie 2009)

\

l

TUJUAN MODERASI

t-,1er11astiK"n pertimbangan
ya~g dibyat ~~~il, ·•·••·• ·. ··••• ...........
kq!'sisten, sah.dan.boleh
• dipercayai

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

Jenis I Model Moderation

II

Kalibrasi Persidangan \ Rujuk Pakar

IHin,kin• & Robertson 2011)

Guru bebas melaksanakan sebarang kaedah moderasi mengikut
kesesuaian dan ket1erluao1.

Penyelarasan yang berkesan

memerlukan peracangan yang teliti

Kenai pasti Jadual Kenai pasti aspek

guru terlibat perancangan yang diselaraskan

Perkongsian Kolaborasi Jangka masa

Practical Assessment,
Research & Evaluation

A peeNeviem:d electronic joumal.

Copyrig1Jt is retained by the first or sole atthor, v.ho grants ridlt of first pttiication to Practical Assessment, Reseai'Ch & Evaluation. Pcnnission is granted to distrib.lle this article for
nonprofit, ed.x:ational puposes if it is copied in its entirety and the jmrnal is credited. PARE has the right to authorize third party reprodoction of this article in print, electronic and
datablse fonns.

\bllll'le 7, Ntml.:er 8, S:!pteml:£r, 2000 Iffi\6.1531-7714

Fundamental Assessment Principles for Teachers and School Administrators

$James H. McMjUan
Virginia Commonwealth University

While several authors have argued that there are a number of 11essentiaJ1' assessment concepts, principles, techniques,
and procedures that teachers and administrators need to know about (e.g. Calfee & Masuda,1997; Cizek, 1997; Ebel,
1962; Fan· & Griffin, 1973; Fleming & Chambers, 1983; Gullickson, 1985, 1986; Mayo, 1967; McMillan, 2001; Sanders &
Vogel, 1993; Schafer, 1991; Stiggins & Conklin, 1992 ), there continues to be relatively little emphasis on assessment in
the preparation of, or professional development of, teachers and administrators (Stiggins, 2000). In addition to the
admonitions of many authors, there are established professional standards for assessment skills ofteachers (Standards
for Teacher Competence in Educational Assessment of Students (1990), a framework of assessment tasks for
administrators (Impara & Plake, 1996), the Code of Professional Responsibilities in Educational Measurement (1995),
the Code of Fair Testing Practices (1988), and the new edition of Standards {or Educational and Psychological Testing
(1999). If that isn't enough information, a project directed by Arlen Gullickson at The Evaluation Center ofWestern
Michigan University will publish standards for evaluations of students in the near future.

The purpose of this article is to use suggestions and guidelines from these sources, in light of current assessment
demands and contemporary theories oflearning and motivation, to present eleven 11basic principles11 to guide the
assessment training and professional development ofteachers and administrators. That is, what is it about assessment,
whether large-scale or classroom, that is fundamental for effective understanding and application? What are the "big
ideas" that, when well understood and applied, will effectively guide good assessment practices, regardless of the grade
level, subject matter, developer, or user of the results? As Jerome Bruner stated it many years ago in his classic, The
Process of Education: "...the curriculum of a subject should be determined by the most fundamental understanding that
can be achieved of the underlying principles that give structure to that subject." (Bruner, 1960, p.31). What principles,
in other words, provide the most essential, fundamental s11 tructure" of assessment knowledge and skills that result in
effective educational practices and improved student learning?

Assessment is inherently a process of professional judgment

The first principle is that professional judgment is the foundation for assessment and, as such, is needed to properly
understand and use all aspects of assessment. The measurement of student performance may seem 11objective11 with such
practices as machine scoring and multiple-choice test items, but even these approaches are based on professional
assumptions and values. Whether that judgment occurs in constructing test questions, scoring essays, creating rubrics,
grading participation, combining scores, or interpreting standardized test scores, the essence of the process is making
professional interpretations and decisions. Understanding this principle helps teachers and administrators realize the
importance oftheir own judgments and those of others in evaluating the quality of assessment and the meaning of the
results.

Assessment is based on separate but related principles of measurement evidence and evaluation.

It is important to understand the difference between measurement evidence (differentiating degrees of a trait by
description or by assigning scores) and evaluation (interpretation of the description or scores). Essential measurement
evidence skills include the ability to understand and interpret the meaning of descriptive statistical procedures,
including variability, correlation, percentiles, standard scores, growth-scale scores, norming, and principles of combining
scores for grading. A conceptual understanding of these techniques is needed (not necessarily knowing how to compute
statistics) for such tasks as interpreting student strengths and weaknesses, reliability and validity evidence, grade
determination, and malting admissions decisions. Schafer (1991) has indicated that these concepts and techniques
comprise part of an essential language for educators. They also provide a common basis for communication about
r11 esults,11 interpretation of evidence, and appropriate use of data. This is increasingly important given the pervasiveness
of standards·based, high-stakes, large-scale assessments. Evaluation concerns merit and worth of the data as applied to
a specific use or context. It involves what Shepard (2000) has described as the systematic analysis of evidence. Like
students, teachers and administrators need analysis skills to effectively interpret evidence and make value judgments
about the meaning of the results.

Assessment decision-making is influenced by a series of tensions.

Page 1 of 5

Competing purposes, uses, and pressures result in tension for teachers and administrators as they make assessment-
related decisions. For example, good teaching is characterized by assessments that motivate and engage students in
ways that are consistent with their philosophies ofteaching and learning and with theories of development, learning
and motivation. Most teachers want to use constructed-response assessments because they believe this kind of testing is
best to ascertain student understanding. On the other hand, factors external to the classroom, such as mandated large-
scale testing, promote different assessment strategies, such as using selected-response tests and providing practice in
objective test·taking (McMillan & Nash, 2000). Further examples of tensions include the following.

• Learning vs auditing
• Formative (informal and ongoing) vs summative (formal and at the end)
• Criterion-referenced vs norm-referenced
• Value-added vs. absolute standards
• Traditional vs alternative
• Authentic vs contrived
• Speeded tests vs power tests
• Standardized tests vs classroom tests

These tensions suggest that decisions about assessment are best made with a full understanding ofhow different factors
influence the nature ofthe assessment. Once all the alternatives understood, priorities need to be made; trade·offs are
inevitable. With an appreciation of the tensions teachers and administrators will hopefully make better informed, better
justified assessment decisions.

Assessment influences student motivation and learning.

Grant Wiggins (1998) has used the term 'educative assessment' to describe techniques and issues that educators should
consider when they design and use assessments. His message is that the nature of assessment influences what is learned
and the degree of meaningful engagement by students in the learning process. While Wiggins contends that
assessments should be authentic, with feedback and opportunities for revision to improve rather than simply audit
learning, the more general principle is understanding how different assessments affect students. Will students be more
engaged if assessment tasks are problem-based? How do students study when they know the test consists of multiple-
choice items? What is the nature of feedback, and when is it given to students? How does assessment affect student
effort? Answers to such questions help teachers and administrators understand that assessment has powerful effects on
motivation and learning. For example, recent research summarized by Black & Wiliam (1998) shows that student self-
assessment skills, learned and applied as part of formative assessment, enhances student achievement.

Assessment contains error.

Teachers and administrators need to not only lmowthat there is error in all classroom and standardized assessments,
but also more specifically how reliability is determined and how much error is likely. With so much emphasis today on
high-stakes testing for promotion, graduation, teacher and administrator accountability, and school accreditation, it is
critical that all educators understand concepts like standard error of measurement, reliability coefficients, confidence
intervals, and standard setting. Two reliability principles deserve special attention. The first is that reliability refers to
scores, not instruments. Second, teachers and administrators need to understand that, typically, error is
underestimated. A recent paper by Rogosa (1999), effectively illustrates the concept of underestimation of error by
showing in terms of percentile ranl< probable true score hit-rate and test-retest results.

Good assessment enhances instruction.

Just as assessment impacts student learning and motivation, it also influences the nature ofinstruction in the
classroom. There has been considerable recent literature that has promoted assessment as something that is integrated
with instruction, and not an activity that merely audits learning (Shepard, 2000). When assessment is integrated with
instruction it informs teachers about what activities and assignments will be most useful, what level of teaching is most
appropriate, and how summative assessments provide diagnostic information. For instance, during instJ.·uction activities
informal, formative assessment helps teachers lmowwhen to move on, when to ask more questions, when to give more
examples, and what responses to student questions are most appropriate. Standardized test scores, when used
appropriately, help teachers understand student strengths and wealmesses to target further instruction.

Good assessment is valid.

Validity is a concept that needs to be fully understood. Like reliability, there are technical terms and issues associated
with validity that are essential in helping teachers and administrators mal<e reasonable and appropriate inferences
from assessment results (e.g., types of validity evidence, validity generalization, construct underrepresentation,
construct-irrelevant variance, and discriminant and convergent evidence). Of critical importance is the concept of
evidence based on consequences, a new major validity category in the recently revised Standards. Both intended and
unintended consequences of assessment need to be examined with appropriate evidence that supports particular
arguments or points of view. Of equal importance is getting teachers and administrators to understand their role in
gathering and interpreting validity evidence.

Page 2 of5

Good assessment is fair and ethical.

Arguably, the most important change in the recently published Standards is an entire new major section entitled
"Fairness in Testing.11 The Standards presents four views of fairness: as absence ofbias (e.g.1 offensiveness and unfair
penalization), as equitable treatment, as equality in outcomes, and as opportunity to learn. It includes entire chapters
on the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing
individuals with disabilities or special needs. Three additional areas are also important:

• Student lmowledge oflearning targets and the nature of the assessments prior to instruction (e.g., knowing What
will be tested, how it will be graded, scoring criteria, anchors, exemplars, and examples of performance).

• Student prerequisite lmowledge and skills, including test-taking skills.
• Avoiding stereotypes.

Good assessments use multiple methods.

Assessment that is fair, leading to valid inferences with a minimum of error, is a series of measures that show student
understanding through multiple methods. A complete picture ofWhat students understand and can do is put together in
pieces comprised by different approaches to assessment. While testing experts and testing companies stress that
important decisions should not be made on the basis of a single test score, some educators at the local level, and some
(many?) politicians at the state at the national level, seem determined to violate this principle. There is a need to
understand the entire range ofassessment techniques and methods, with the realization that each has limitations.

Good assessment is efficient and feasible.

Teachers and school administrators have limited time and resources. Consideration must be given to the efficiency of
different approaches to assessment, balancing needs to implement methods required to provide a full understanding
with the time needed to develop and implement the methods, and score results. Teacher skills and lmowledge are
important to consider, as well as the level of support and resources.

Good assessment appropriately incorporates technology.

As technology advances and teachers become more proficient in the use oftechnology, there will be increased
opportunities for teachers and administrators to use computerMbased techniques (e.g., item banks, electronic grading,
computer-adapted testing, computer-based simulations), Internet resources, and more complex, detailed ways of
reporting results. There is, however, a danger that technology will contribute to the mindless use ofnew resources, such
as using items on-line developed by some companies without adequate evidence of reliability, validity, and fairness, and
crunching numbers with software programs without sufficient thought about weighting, error, and averaging.

To summarize, what is most essential about assessment is understanding how general, fundamental assessment
principles and ideas can be used to enhance student learning and teacher effectiveness. This will be achieved as
teachers and administrators learn about conceptual and technical assessment concepts, methods, and procedures, for
both large-scale and classroom assessments, and apply these fundamentals to instruction.

Notes:

An earlier version ofthis paper was presented at the Annual Meeting of the American Educational Research
Association, New Orleans, April 24, 2000.

References

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta
Kappan, 80(2), 139-148.

Bruner, J. S. (1960). The process ofeducation. NY: Vintage Books.

Calfee, R. C., & Masuda, W. V. (1997). Classroom assessment as inquiry. In G. D. Phye (Ed.) Handbook ofclassroom
assessment: Learning, adjustment, and achievement. NY: Academic Press.

Cizek, G. J. (1997). Learning, achievement, and assessment: Constructs at a crossroads. In G. D. Phye (Ed.) Handbook of
classroom assessment: Learning, adjustment, and achievement. NY: Academic Press.

Code affair testing practices in education (1988). Washington, DC: Joint Committee on Testing Practices (American
Psychological Association). Available http://ericae.ne11code.htm

Code ofprofessional responsibilities in educational measurement (1995). Washington, DC: National Council on
Measurement in Education. Available http://www.unl edu/buros!article2,html

Ebel, R. L. (1962). Measurement and the teacher. Educational Leadership, 20, 20-24.

Page 3 of 5

Farr, R., & Griffin, M. (1973). Measurement gaps in teacher education. Journal of Research and Development in
Education, 7(1), 19-28.

Fleming, M., & Chambers, B. (1983). Teacher-made tests: Windows on the classroom. In W. E. Hathaway (Ed.), Testing
in the schools, San Francisco: Jossey-Bass.

Gullickson, A. R. (1985). Student evaluation techniques and their relationship to grade and curriculum. Journal of
Educational Research, 79(2), 96-100.

Gullicksm:t, A. R. (1996). Teacher education and teacher-perceived needs in educational measurement and evaluation.
Journal of Educational Measurement, 23(4), 347-354.

Impara, J. C., & Plake, B.S. (1996). Professional development in student assessment for educational administrators.
Educational Measurement: Issues and Practice, 15(2), 14-19.

Mayo, S. T. (1967). Pre-service preparation of teachers in educational measurement. U.S. Department of Health,
Education and Welfare. Washington, DC: Office of Education/Bureau of Research.

McMillan, J. H. (2001). Essential assessment concepts for teachers and administrators. Thousand Oaks, CA: Corwin
Publishing Company. Available Amazon com

McMillan, J. H., & Nash, S. (2000). Teachers' classroom assessment and grading decision making. Paper presented at
the Annual Meeting of the National Council ofMeasurement in Education, New Orleans.

Rogosa, D. (1999). How accurate are the STAR national percentile rank scores for individual students? -An interpretive
guide. Palo Alto, CA: Stanford University.

Sanders, J. R., & Vogel, S. R. (1993). The development of standards for teacher competence in educational assessment of
students, inS. L. Wise (Ed.), Teacher training in measurement and assessment skills, Lincoln, NB: Burros Institute of
Mental Measurements.

Schafer, W. D. (1991). Essential assessment skills in professional education ofteachers. Educational Measurement:
Issues and Practice, 10, (1), 3-6.

Shepard, L.A. (2000). The role of assessment in a learning culture. Paper presented at the Annual Meeting of the
American Educational Research Association. Available httu://www.aera.neJ/meeting/am2000/wrap/praddr01 htm

Standards for educational and psychological testing (1999). Washington, DC: American Educational Research
Association, American Psychological Association, National Council on Measurement in Education.

Standards for teacher competence in educational assessment of students. (1990). American Federation of Teachers,
National Council on Measurement in Education, National Education Association. Available:
http://www.unl,edulburos/article3,html

Stiggins, R. J. (2000). Classroom assessment: A history of neglect, a future of immense potential. Paper presented at the
Ammal Meeting of the American Educational Research Association.

Stiggins, R. J., & Conklin, N. F. (1992). In teachers' hands: Investigating the practices ofclassroom assessment. Albany,
NY: State University of New York Press, Albany.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San
Francisco: Jessey-Bass. Available Amazoo.com

Contact Information:

James H. McMillan
Box 842020
Virginia Commonwealth University
Richmond, VA 23284-2020

Phone: 804 828-1332, x553
Fax: 804-225-3554
[email protected]

Descriptors: *Staodards; Profussional Staodards; Test Scores; Student Evaluation

Page 4 of 5

Otation: McMillan, Jam:s H (2000). Fmlam:n!al assessrrent principles fur teachers am sclxlol administrators. Practical Assessment,

Research &Evaluation, 7(8). Available online: htWi/PAREonline.netlgetvn asp?v=7&n=8.

Page5of5

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

I
()

Deskripsi Ke
PBD Berasas

6= Cemerlang 5= Sangat baik 4= Baik 3= Memuas

•

untuk merancang projek dengan berkesan dan ceme
• Murid dapat merancang projek yang mempunyai k

mengemukakan pelan perancangan yang jelas, lengk
• Murid dapat melaksanakan dan mengawal aktiviti pr

sistematik serta menyelesaikan masalah dan mengur
• Murid dapat menghasilkan projek yang autentik, kre

boleh dicontohi.
• Murid juga dapat membuat refleksi kendiri secara

pembelajaran sendiri.
• Murid dapat berkomunikasi dan bersosialisasi dengan
• Murid mengamalkan nilai-nilai etika dan kerohanian y

mengumpul dan mengurus maklumat
merancang projek dengan berkesan dan baik.
• Murid dapat merancang projek yang mempunyai k
mengemukakan pelan perancangan yang jelas, lengk
• Murid dapat melaksanakan dan mengawal aktiviti pr
serta menyelesaikan masalah dan mengurus situasi
• Murid menghasilkan projek yang autentik, kreatif dan
• Mereka juga dapat membuat refleksi kendiri dengan
sendiri.
• Murid dapat berkomunikasi dan bersosialisasi dengan
• Murid mengamalkan nilai-nilai etika dan kerohanian y

ese.luruhan
skan Projek

skan 2= Kurang Memuaskan 1= Tidak memuaskan

erlang.
konteks dunia sebenar, melibatkan matlamat yang sangat jelas dengan
kap, boleh dicapai, teratur dan boleh dicontohi.
rojek mengikut tempoh masa, mengikut prosedur dengan tepat, betul dan
urus situasi semasa projek dengan cekap dan berkesan.
eatif dan memberi impak yang tinggi terhadap persekitaran sebenar serta

mendalam dan menyeluruh untuk memperbaiki kualiti projek serta cara

an bahasa yang mantap dan berkesan, penuh berkeyakinan dan beradab.
yang cemerlang secara berterusan serta boleh dicontohi.

t daripada pelbagai sumber, boleh dipercayai serta bersesuaian untuk

konteks dunia sebenar, melibatkan matlamat yang sangat jelas dengan
kap dan boleh dicapai.
rojek mengikut tempoh masa, mengikut prosedur dengan tepat dan betul
semasa projek dengan tersusun dan baik.
n memberi impak yang munasabah terhadap persekitaran sebenar.
an menyeluruh untuk memperbaiki kualiti projek serta cara pembelajaran

an bahasa yang betul dan berkesan serta beradab.
yang baik dan berterusan.

Murid dapat mengumpul dan mngurus maklumat da
baik.
• Murid dapat merancang projek yang mempunya
mengemukakan pelan perancangan yang jelas dan le
• Murid dapat melaksanakan dan mengawal aktiviti p
menyelesaikan masalah atau mengurus situasi sema
• Murid menghasilkan projek yang lengkap dan kreatif.
• Mereka membuat refleksi kendiri untuk memperbaiki
• Murid dapat berkomunikasi dengan betul dan berkesa
• Murid mengamalkan nilai-nilai etika dan kerohanian y

• Murid dapat mengumpul dan mengurus maklumat d
dengan memuaskan.

• Murid dapat merancang projek yang mempunyai ciri-
jelas dengan mengemukakan pelan perancangan ya

• Murid dapat melaksanakan dan mengawal aktiviti pr
masalah atau mengurus situasi semasa projek denga

• Murid menghasilkan projek yang lengkap dan kemas
• Mereka kadang-kala membuat refleksi kendiri untu

memuaskan.
• Murid dapat berkomunikasi dengan betul.
• Murid mengamalkan nilai-nilai etika dan kerohanian y

aripada pelbagai sumber dan bersesuaian untuk merancang

ai konteks dunia sebenar, melibatkan matlamat yang jelas dengan
engkap.
projek mengikut tempoh masa dan mengikut prosedur dengan betul serta
asa projek dengan baik.
.
kualiti projek serta cara pembelajaran sendiri dengan baik.
san.
yang baik.

da~ipada sumber yang terhad dan bersesuaian untuk merancang projek

-ciri konteks dunia sebenar yang sangat terhad, melibatkan matlamat yang
ang lengkap.
rojek mengikut tempoh masa tetapi kurang prosedur serta menyelesaikan
an memuaskan.
s.
uk memperbaiki kualiti projek serta cara pembelajaran sendiri dengan

yang memuaskan.

• Murid mengumpul maklumat daripada sumber yang t
• Murid merancang projek yang mempunyai ciri-ciri ko

dengan mengemukakan pelan perancangan yang ku
• Murid melaksanakan projek tetapi kurang mengaw

menyelesaikan masalah atau mengurus situasi sema
• Murid menghasilkan projek yang kurang kemas.
• Murid kurang membuat refleksi kendiri untuk memp
• Murid berkomunikasi tetapi kurang berkesan.
• Murid mempamerkan nilai etika dan kerohanian yang
• Murid mengumpul dan mengurus maklumat dengan s
• Murid merancang projek yang lebih mirip kepada tug

projek tidak jelas serta tanpa mengemukakan pelan p
• Murid melaksanakan projek tidak mengikut tempoh m
• Murid menghasilkan projek yang tidak lengkap.
• Murid jarang membuat refleksi kendiri untuk memper
• Murid berkomunikasi secara terhad.
• Murid mempamerkan nilai etika dan kerohanian yang

ternad dan kurang bersesuaian dengan konteks untuk merancang projek.
onteks dunia sebenar yang sangat terhad dan matlamat yang kurang jelas
urang lengkap.
wal aktiviti projek mengikut tempoh masa dan prosedur; serta hanya
asa projek dengan terhad.

perbaiki kualiti projek serta cara pembelajaran sendiri.

g kurang memuaskan.
sangat terhad dan tidak berkaitan.
gasan sekolah tanpa mengambil kira konteks dunia sebenar dan matlamat
pemncangan.
masa dan tidak dapat menyelesaikan masalah atau mengurus situasi.

rbaiki kualiti projek serta cara pembelajaran sendiri.

g terhad.

Rubrik PBD Bera
6= Cemerlang 5= Sangat baik 4= Baik 3= Memuas

Pengurusan mengumpul dan Murid boleh . mengumpul
maklumat mengurus
(menyusunl . mengumpul dan mengurus
mengkategoril (menyusunl
menyimpan) maklumat men gurus mengkatego
daripada pelbagai (menyusunl menyimpan)
sumber, sahih dan mengkategoril daripada pel
boleh dipercayai menyimpan) sumber dan
serta bersesuaian maklumat daripada bersesuaian
dengan konteks pelbagai sumber, konteks proje
projek. boleh dipercayai
dan bersesuaian
dengan konteks
projek.

1rid boleh Murid boleh Murid boleh

merancang projek merancang projek • merancang p
yang mempunyai yang mempunyai yang mempu
konteks dunia konteks dunia konteks dun
sebenar, melibatkan sebenar, melibatkan sebenar, me
tugasan dunia tugasan dunia tugasan dun
sebenar (real world sebenar (real world sebenar yan
task), matlamat yang task) dan matlamat (real world t
sangatjelas serta yang sangatjelas. mempunyai
boleh dicontohi. matlamat ya

merancang aktiviti . merancang aktiviti • merancang a
projek dengan projek denga
mengemukakan pelan projek dengan mengemuka
perancangan mengemukakan pelan peran
(penjadualanl pelan perancangan (penjaduala
struktur organisasil (penjadualanl struktur org
pembahagian tugas) struktur organisasil pembahagia
yang jelas, lengkap, pembahagian yang jelas d
boleh dicapai, tugas) yang jelas, lengkap.
teratur, dan boleh lengkap, boleh
dicontohi, dicapai.

asaskan Projek
skan 2= Kurang Memuaskan 1= Tidak memuaskan

l dan . mengumpul dan Murid boleh . mengumpul maklumat

oril men gurus . mengumpul dari sumber yang
) maklumat (menyusunl sangat terhad dan
lbagai mengkategoril maklumat dari tidak berkaitan
n menyimpan) maklumat dengan konteks
n dengan daripada sumber sumber yang terhad projek.
ek. yang terhad dan dan kurang
bersesuaian dengan bersesuaian dengan
konteks projek. konteks projek.

projek Murid boleh Murid boleh Murid
unyai
nia . merancang projek . merancang projek . merancang projek
elibatkan
nia yang mempunyai ciri· yang mempunyai ciri· yang lebih mirip
ng terhad ciri konteks dunia ciri konteks dunia kepada tugasan
task) dan sebenar yang sangat sebenar yang sangat sekolah tanpa
i terhad dan matlamat terhad dan matlamat mengambil kira
ang jelas. yang jelas. yang kurang jelas. konteks dunia
sebenar dan
aktiviti . merancang aktiviti matlamat yang tidak
an jelas.
akan projek dengan
ncangan mengemukakan . merancang aktiviti . tidak
anl pelan perancangan
ganisasil (penjadualanl projek dengan mengemukakan
an tugas) struktur organisasil mengemukakan pelan perancangan.
dan pembahagian tugas) pelan perancangan
yang lengkap. (penjadualanl
struktur organisasil
pembahagian tugas)
yang kurang
lengkap.

melaksanakan projek . melaksanakan projek . melaksanaka
dengan mengikut
tempoh masa dan dengan mengikut dengan men
mengikut prosedur tempoh masa dan tempoh mas
dengan tepa! dan mengikut prosedur mengikuti pr
betul, sistematik dan yang tepa! dan secara betul
boleh dicontohi. betul.
. menyelesaik
menyelesaikan . menyelesaikan
masalah dan masalah I me
mengurus situasi masalah dan situasi deng
dengan sangat mengurus situasi
tersusun dan cekap. dengan tersusun dan
baik.

menghasilkan projek menghasilkan projek menghasilkan
yang lengkap, yang lengkap, yang lengka
menarik, kreatif dan menarik, kreatif dan kreatif.
memberi impak yang memberi impak yang
tinggi serta boleh munasabah.
dicontohi.

membuat penilaian Murid boleh Murid boleh
kendiri semasa dan
selepas projek . membuat penilaian . membuat pen
tentang sesuatu
perkara dan kendiri semasa dan kendiri sema
bagaimana mereka selepas projek selepas proj
belajar dengan tentang sesuatu tentang sesu
menyeluruh, perkara dan perkara dan
mendalam dan boleh bagaimana mereka bagaimana m
dicontohi. belajar dengan belajar deng
menyeluruh.
Murid boleh . berkomunika
Murid boleh
berkomunikasi dengan baha
dengan bahasa lisan . berkomunikasi dan bukan li
dan bukan lisan dengan betu
dengan mantap, dengan bahasa lisan berkesan.
berkesan, beradab dan bukan lisan
dan boleh dicontohi. dengan betul,
berkesan dan
beradab.

an projek . melaksanakan projek . melaksanakan projek • melaksanakan projek
ngilwt tidak mengikut tempoh
sa dan dengan mengikut dengan kurang masa.
rosedur tempoh masa tetapi mengikut tempoh
l. kurang mengikut masa dan kurang
prosedur. mengikut prosedur.

kan menyelesaikan menyelesaikan • tidak dapat
en gurus masalah I mengurus masalah I mengurus menyelesaikan
gan baik. situasi tetapi secara situasi tetapi secara masalah I mengurus
memuaskan. terhad. situasi semasa
n projek melaksanakan projek.
ap dan . menghasilkan projek . menghasilkan projek
• menghasilkan projek
yang lengkap dan yang lengkap tetapi yang tidak lengkap.
kemas. kurang kemas.

nilaian Murid boleh Murid boleh • jarang membuat
asa dan penilaian kendiri
jek . kadang kala membuat . kurang membuat semasa atau selepas
uatu projek.
penilaian kendiri penilaian kendiri
mereka semasa dan selepas semasa atau
gan baik. projek tentang selepas projek
sesuatu perkara dan tentang sesuatu
bagaimana mereka perkara dan
belajar dengan bagaimana mereka
memuaskan. belajar.

asi berkomunikasi . berkomunikasi . berkomunikasi
asa lisan dengan bahasa lisan
isan dan bukan lisan dengan bahasa lisan dengan bahasa lisan
ul dan dengan betul. atau bukan lisan atau bukan lisan
kurang berkesan. dengan terhad.

I••Dimensi.l;•

• mengguna • mengguna • mengguna u
kaedah penyampaian kaedah penyampaian kaedah peny
dengan menarik, dengan menarik dan dengan baik
berkesan dan penuh berkesan.
keyakinan serta
boleh dicontohi.

Nilai etika, Murid boleh Murid boleh Murid boleh
sikap positif
• mempamerkan nilai • mempamerkan nilai • mempamerka
etika dan kerohanian etika dan kerohanian etika dan ker
secara tekal dan dengan baik dalam dengan bers
cemerlang dalam pelbagai situasi. sungguh da
kehidupan harian situasi terten
dan boleh dicontohi.

ueLTt;:IC11Je:t • mengguna kaedah • menguna kaedah • menggunakan
penyampaian yang penyampaian yang kaedah penyampaian
yampaian terhad dengan terhad dan kurang yang kurang sesuai.
k. memuaskan. sesuai.

an nilai Murid boleh Murid boleh Murid
rohanian
sungguh· • mempamerkan nilai • mempamerkan nilai • mempamerkan nilai
alam etika dan kerohanian etika dan kerohanian etika dan kerohanian
ntu. dengan memuaskan yang kurang yang terhad melalui
melalui perlakuan memuaskan melalui perlakuan harlan.
harian. perlakuan harlan.

Project Assignment

18-759 Wireless Networking, Spring 2009

This assignment describes the course project. The goal of the course project is to provide depth
in a particular area of wireless networking in a hands-on fashion.

Overview

Course projects are very open ended as one would expect in a graduate course. We list a
number of possible projects at the end of this hand out but you can also propose your own
project.
One of the challenges you face is to identify the platform you will use for your project. Here are
some possibilities:

• The wireless network emulator has 1S nodes that can be used remotely. More
information can be found on the emulator web page: www.cs.cmu.edu/~emulator

• For some projects you may be able to use your own laptops.
• A number of wireless testbeds are available on the web. These include: Emulab

(www.emulab.net), Purdue {https://engineering.purdue.edu/MESH), Orbit
(http://www.orbit-lab.org/), etc.
Here are some things to consider when defining your project:
The project needs to result in a concrete outcome that will offer an interesting result or
insight. Ultimately, the primary goal is that you learn something.
• You must have the necessary background to complete the project. For example, do not
propose a project at the physical layer if your only background in this area is the four
lectures in this course. Similarly, do not propose a project that involves kernel or driver
hacking if you have limited programming experience.
• The project needs to be feasible. For example, the amount of effort must be reasonable
given the time available and you must have access to the equipment needed to execute
the project.
This project must be done in teams of 3 students. Please contact the instructors before the
project proposal deadline if you want to propose a project with a different team size.
The specific deliverables for the project include a proposal, two check points and a final poster.

Project proposal

The project proposal should include the following information:
Names of team members

• Project topic and title
• Description of activities that will be performed as part of the project.
• Expected results

• Equipment and resources needed
• Project plan: rough list of milestones, responsibilities of team members, qualifications
Project proposals will typically be between one and two pages in length. Project proposals
must be emailed to both instructors.

Project checkpoints

There will be two project checkpoints. Checkpoints are short status reports that cover the
following:

• Team information
Progress so far: what was completed

• Any results so far
Problems encountered
Changes in the project plan

The first checkpoint will typically be about one to two pages while the second checkpoint may
be about double the size. Please submit checkpoints through the blackboard Digital Drop box.
Checkpoints will be graded.

Poster presentation

Each team must prepare a poster that summarizes the result of their project. There will be a
poster session in the last week of the semester.

Milestones

Friday, Feb 27 Milestone Comment
Friday, Mar 6 Submit team information 3 students per team
Monday March 30 Project proposals due
Wednesday April15 Check point 1
last week of classes Check point 2
Poster session

Example Topics
We describe a number of examples of types of projects that we believe are feasible. However,
you are welcome to define your project. It is very important that your project matches the
background and interests of your team.

Which one can you trust?
There is some controversy in the wireless networking community about what are appropriate
techniques for evaluating wireless technologies. Possibilities include simulation, various types
of emulation, and testbeds. A number of projects can be defined that use different techniques
to run similar experiments and compare the results. One option is to compare the following:

Plain ns-2 simulation, probably the most widely used platform in academia
• ns-2 with extensions for improved physical layer accuracy, e.g. the package from the

University of Karlsruhe {see: http:Uportal.acm.org/citation.cfm?id=1298155 and
http:Uwww.nabble.com/Announcement-of-NS-2-802.11Ext-td14664620.htmll.
• The CMU wireless network emulator or another testbed.
The domain for evaluation can be any topic covered in class. One option is to implement some
of the techniques yourself. The other is to use open source implementations {e.g. for transmit
rate control, ad hoc routing. TCP over wireless, etc.)

Directional antennas
Omni-directional antennas are easy to use and they are by design supported by the 802.11
standard. For example, carrier sense is used to reduce collision rates and RTS/CTS can be used
to avoid collisions in hidden terminal situations. Directional antennas increase spatial reuse
and, therefore, capacity. They can also improve the distance and quality of links. Directional
antennas can be installed manually, or it is possible to install software steerable antennas, for
example, phased-array antennas. Directional antennas unfortunately have some
disadvantages, specifically hidden and exposed terminal scenarios are more common and more
complex, especially when using software-steerable antennas. The goal of the project is to
design a protocol that makes use of directional antennas to improve network capacity. You
would need to focus on a particular scenario, e.g. physical context, mobility properties,
timescale for adaptation, etc. Directional antennas can be emulated on the wireless network
emulator testbed.

Handoff
Increasingly, people are using WiFi while being mobile, e.g. web browsing or VoiP from a PDA.
As a result, smooth handoffs between APs become much more critical. Unfortunately, the
handoff procedure in existing WiFi drives are often designed for nomadic users, i.e. users who
use their wireless device while being stationary in different locations. A number of projects can
be defined to improve the performance of handoff, e.g. in the MadWifi driver for Atheros or

possibly in simulation.

Migrate for Community Wireless
One of the problems in most mesh access networks is that because they use a NAT, flows are
"pinned" to the gateway that they first go out of. If the network topology changes, or the
gateway fails, the connection will die or remain bound to a sub-optimal path. This represents a
case of unfortunate--and unnecessary---fate sharing between two communicating endpoints
and a box in the middle. Design a scheme to circumvent this problem. Possibilities include using
TCP migrate on an end-to-end basis {with its respective drawbacks for deployment) or having
the gateway nodes perform Mobile !P-I ike services and pass the traffic to each other over the
wired Internet.

World models for the wireless emulator
The control software for the wireless network emulator is described in:

A Software Architecture for Physical Layer Wireless Network Emulation, Glenn Judd and
Peter Steenkiste, he First ACM International Workshop on Wireless Network Testbeds,
Experimental evaluation and CHaracterization (WiNTECH 2006), held in conjunction with
ACM MobiCom 2006, September 2006, Los Angeles.
One option for controlling experiments is through a "world model" in which the location and
movement of wireless devices is emulated. The characteristics of the wireless channels in the
experiment are then derived automatically from the properties of the devices in the world
model. The current world model is unfortunately very primitive. A possible project would be to
extend the world model {or add world models) to emulate more interesting physical
environments. (At least) two approaches are possible:

• You could create a world with artificial objects {e.g. walls) and then have the
characteristics of the channels {e.g. attenuation, multi path) be determined (or
influenced by) the presence of these objects. Note that you would need to extend the
control interface of the world model to account for the additional functionality.

• You could characterize the wireless channels in a specific environment {e.g. based on
measurements, or results published in the literature) and then use that information to
adjust the wireless channel characteristics of your world model.

This project requires a pretty good understanding of the physical layer.

Software·defined Radios
Software-defined radios implement most of the radio functionality in software, so they offer a
lot of flexibility. As a result, they are often used as the based for cognitive radios, i.e. radios
that can adapt their characteristics {modulation, coding, MAC, etc.) to the specific context {e.g.
interference, node density, traffic load, etc.).
The Cognet project
{http://www.cs.cmu.edu/afs/cs/project/cmcl/archive/2007/Cognet07 pdf.pdf) is implementing
a cognitive radio platform based on GNU Radio and the USRP software-defined radio. A

possible project is to add support for "signal flipping", i.e. taking part of an incoming packet and
inserting it in an outgoing packet This may be useful, for example, to generate fast ACKs.
Interested teams should contact George Nychis ([email protected]).

Hybrid ARQ/FEC
ARQ and FEC are two possible techniques to recover from lost or corrupted packets. A CMU
research project on high quality video streaming over wireless networks has design an
opportunistic ARQ mechanism. A possible project is to combine it with FEC at the application
so the efficiency of error recovery can be tuned dynamically based on the runtime conditions.
Interested teams should contact Amy Lu ([email protected]).



MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

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MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

ASPEK 4.5: Guru Seba

Guru 4.5.1 Guru melaksanakan penilaian seca
berperanan dan terancang.
sebagai
penilai Guru melaksanakan penilaian dengan
untuk
mengesan i. menggunakan pelbagai kaedah p
tahap dalam PdPc
penguasaan
murid. ii. menjalankan aktiviti pemulihan/p
dalam PdPc

iii. memberi latihan/tugasan berkait
iv. membuat reHeksi PdPc
v. menyemak/menilai hasil kerja/ge

latihan/tugasan.

Ill 111111 Ill II Ill II Ill Ill II Ill Ill Ill Ill Ill Ill

aga

ara sistematik Menggunakan pelbagai kaedah pentaksiran~ menjalankan
aktiviti pemulihan dan pengayaan, memberi tugasan~
membuat refleksi serta menyemak hasil kerja murid
berdasarkan objektif pelajaran, mengikut ketetapan
pelaksanaan pentaksiran yang herkuat kuasa, secara
menyeluruh dan berterusan.

n: i. berdasarkan objektif pelajaran ------·--- -·--··--
ii. mengikut ketetapan/arahan pelaksanaan
pentaksiran
pengayaan pentaksiran yang berkuat kuasa
tan,pefajaran
erak kerja/ 4 iii. secara menyeluruh dari segi kecukupan dan

Ill Ill Ill Ill Ill kecakupan/meliputi semua murid

iv. secara berterusan/konsisten/segera.

mamaaaamoammaBmaumo

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

1. Parblncangan Pra-Pemerhatlan (Preconfe

- Menetapkan kontrak penyeliaan dasar
- Penjelasan dan persetujuan mengenai

matlamat dan maklumbalas, aktiviti sus
- Persediaan guru- objektif pelajaran, te

keperluan kepakaran dan khldmat soko
- Penyelia bersama guru mer
kriteria vana hend

3. Anallala Data (Data Analysis)

• Penyelia menganalisis data yang dipero
tingkahlaku guru dan oelaiar untuk

erenclng Observation)

umum mengenai penyeliaan
falsafah, tujuan, proses, prosedur, jadual, fokus,
sulan dan lain-lain;
ekmik penyampaian, penUaian, keperluan resos,
ongan pengurus;
rancang fokus pemerhatlan dan
dak

olehi untuk mendapat gambaran tentang corak

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

PENGHARGAAN

PENAUNG

YBhg. Datuk Dr. Am in Bin Senin
Ketua Pengarah Pelajaran Malaysia

PENASIHAT

YBhg. Dato' Sulaiman Bin Wak
Timbalan Ketua Pengarah Pelajaran Malaysia

Pembangunan Profesionalisme Keguruan
YBhg. Datuk Hajah Maimunah Binti Haji Suhaibul

Pengarah
Bahagian Pendidikan Guru
YBrs. Dr. Mohamed Bin Abu Bakar

Pengarah
Bahagian Pembangunan Kurikulum

PENGURUS PROJEK

Rosnarizah binti Abdul Halim K.M.N
Timbalan Pengarah

Pembangunan Profesionalisme Keguruan
Bahagian Pendidikan Guru

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
PROGRAM TRANSFORMASI SEKOLAH 2025 (TS25)

PENYELARAS

Tn. Hj. Naza ldris Bin Saadon
Ketua Sektor

Sektor Dasar dan Penyelidikan
Bahagian Pembangunan Kurikulum

Dr. Shariffah Sebran Jamila binti Syed Imam
. Ketua Penolong Pengarah

Sektor Kompetensi Pembelajaran dan Pengajaran
Bahagian Pendidikan Guru

Dr. llhavenil A/P Narinasamy
En. Sudiman Musa

Bahagian Pembangunan Kurikulum

Shaharizan bin Shamsuddin
Nurhayu binti Kamarudin

Mohammad Nuri bin Hussin
Mohd Sukri bin Zainol

Bahagian Pendidikan Guru

PANEL MODUL

Dr. Shahrir Affandy Bin Daud
Dr. llhavenil A/P Narinasamy

Dr. Ismail Mohamad
Pn. Nor'aidah Binti Nordin

En. Sudiman Musa
En. Anuar Bin Omar
Pn. Hawiah @ Hawayah Binti Mohd Tahir
En. Thava Rajan A/L Subramaniam
En. Mohd Sharil Bin Mohd Anip
Pn. Noryate Binti Muda
Pn. Nurhayu binti Kamarudin

MODUL 8: REDESIGNING STUDENTS' LEARNING EXPERIENCES
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PANEL MODUL

En. Shaharizan Bin Samsuddin
En. Roslan Bin Tanggah
En. ldris Bin Abd. Rahim

Pn. Farah Mona Binti Meor Ahmad
.Pn. Nor Azza Binti Ibrahim

Cik Arni Suharti Binti Mohamed Yassin
Cik Miftahuljannah Bintl Kamaruddin
YM Tunku lreneza Marina Binti Tunku Mazlan
Pn. Wan Maziani Binti Wan Muhamad

Cik Norsyazana Binti Zakaria
Pn. Siew Siew Kim

Pn. Azidah Binti Abd. Aziz

URUS SEliA

Dr llhavenil A/P Narinasamy
Pn. Siew Siew Kim

BAHAGIAN DAN JABATAN

Bahagian Pembangunan Kurikulum
lnstitut Pendidikan Guru Malaysia
Bahagian Pengurusan Sekolah Harlan

Bahagian Pendidikan Guru
lnstitut Pendidikan Guru Malaysia
Bahagaian Perancangan dan Penyelidikan Dasar Pendidikan

Lembaga Peperiksaan
Jemaah Nazir dan Jaminan Kualiti
Bahagian Pengurusan Skolah Berasrama Penuh dan Sekolah Kecemerlangan

Bahagian Pendidikan Islam
English Language Teaching Centre (ELTC)

Bahagian Pendidikan Islam