3153 E-portfolio by: Wan Nur Nadia Syamimi Binti W Omar
EDUP3153 Name : WAN NUR NADIA SYAMIMI BINTI W OMAR Index No. : 2021212350202 Class : PISMP TESL C 2021-2026 Course: ASSESSMENT IN EDUCATION Course Code: EDUP 3153 Lecturer : DR. MALLIGA K. GOVINDASAMY
Academic Writing
1.0 Introduction In the ever-evolving landscape of education, assessment stands as a pivotal tool for gauging student progress and understanding. Historically, assessments have often been synonymous with standardised tests and examinations. However, a notable paradigm shift is underway, driven by educators who recognize the inherent limitations of such methods in fostering holistic development among pupils. In the context of the Malaysian education system, the implementation of Classroom-Based Assessment (PBD), as alternative assessment, has become a cornerstone in evaluating student progress and achievement (Majid, 2011). The method for assessment in Malaysia is shifting to alternative assessment, offering a more nuanced approach that extends beyond academic achievement to encompass a comprehensive view of students' capabilities, including their emotional, social, and creative dimensions. Therefore, this essay delves into the importance of alternative assessment, how alternative assessment contributes to holistic development and the implementation of alternative assessment in school.
2.0 Importance of Alternative Assessment for Holistic Development The transition from traditional to alternative assessments has been gradual but significant, driven by a growing recognition of the limitations of traditional methods and the benefits of a more holistic approach to education. Hence, alternative assessments offer a refreshing approach by embracing the multifaceted nature of human learning and growth. Alternative assessment is important for creating a holistic student as it goes beyond measuring mere academic achievement since it is aligned with Bloom's Taxonomy, a framework that divides learning goals into cognitive, emotive, and sensory domains. The alignment with Bloom's Taxonomy demonstrates how alternative assessments go beyond merely measuring academic achievement by encompassing a broader range of learning objectives across cognitive, emotive, and sensory domains (Ruhl, 2021).
Traditional assessments often focus primarily on cognitive objectives, such as memorization and recall, which are situated at the lower levels of Bloom's Taxonomy. While these cognitive skills are undoubtedly important, they represent only a fraction of the competencies necessary for comprehensive development. Alternative assessments, however, provide a more comprehensive approach by encompassing a broader range of objectives across all levels of Bloom's Taxonomy. For example, they allow educators to assess higher-order thinking skills such as critical thinking and creativity, which are situated at the top of the cognitive domain. Additionally, alternative assessments can evaluate emotional intelligence and social skills, which fall within the affective domain of Bloom's Taxonomy. Thus, alternative assessment provides a more comprehensive picture of students' capabilities, allowing teachers to assess a broader range of competencies essential for success in both academic and real-world settings. VS
Furthermore, alternative assessments recognize the individuality of each student and cater to diverse learning styles and preferences. For instance, a traditional assessment might require students to write an essay to demonstrate their understanding of a topic. However, alternative assessments might offer students the option to create a multimedia presentation, participate in a debate, or produce a piece of artwork to showcase the same concept. By providing multiple pathways for demonstrating proficiency, they empower students to show their abilities and talents in ways that better align with their interest. This personalised approach not only enhances students' confidence and self-esteem but also fosters a positive learning environment where all students feel valued and supported. Research has shown that when students feel that their unique strengths and preferences are acknowledged and accommodated in the learning process, they are more likely to be engaged, motivated, and successful learners (Subban, 2019). By embracing alternative assessments, teachers are not only meeting the needs of diverse learners but also preparing students to thrive in an ever-changing world that values adaptability, creativity, and lifelong learning.
3.0 Promoting Holistic Development through Alternative Assessments Alternative assessments are instrumental in fostering holistic development among pupils, aligning with Dr. T. Vanitha's assertion that underscores the idea of assessment should not be limited to academic achievement alone but should also encompass the development of values and attitudes for holistic growth. Alternative assessments, such as projects, presentations, performance-based tasks, and hands-on experiences, offer diverse formats that actively engage students in their learning process. Through these activities, students not only demonstrate their knowledge but also apply it in authentic settings, fostering deeper understanding and long-term retention. For example, a collaborative project requiring students to solve real-world problems not only assesses their academic knowledge but also their ability to work effectively in teams, communicate ideas, and think innovatively.
Moreover, hands-on experiences, such as experiments or simulations, immerse students in active exploration, allowing them to make connections between theory and practice. According to Minnick et al. (2022), research consistently shows that active learning leads to better retention and understanding compared to passive learning methods. Similarly, when students engage in presentations or performances, they must apply their knowledge and skills in real-world contexts, which enhances their comprehension and retention of the material.
Additionally, alternative assessments promote selfreflection and metacognition, empowering students to take ownership of their learning journey. For example, in peer assessment activities, students provide feedback to their classmates, gaining insights into their own understanding of the material while also contributing to their peers' learning. Teacher feedback on alternative assessments, such as written comments, also encourages students to reflect on their performance and consider how they can further develop their skills. This reflective process not only enhances academic performance but also nurtures important life skills such as resilience, adaptability, and self-efficacy. Through selfassessment activities, students develop a greater awareness of their strengths and weaknesses, allowing them to take proactive steps to improve their learning outcomes.According to Dalail et al. (2016), receiving constructive feedback from peers and teachers fosters a growth mindset, encouraging students to view challenges as opportunities for learning and growth. Over time, these experiences contribute to the development of essential life skills that are applicable beyond the classroom, empowering students to navigate challenges with confidence and resilience.
Many primary school teachers in Malaysia have begun incorporating alternative assessment methods into their classrooms to complement traditional approaches. The shift towards alternative assessment strategies in Malaysia is exemplified by the abolition of the Primary School Achievement Test (UPSR) and the Form Three Assessment (PT3) in the national education system. This move was made to prioritise the effective implementation of school-based assessments (PBS). 4.0 Implementation of Alternative Assessments for Holistic Pupil Development In recent years, there has been a significant shift among school teachers in Malaysia towards embracing alternative assessment strategies as a means to foster holistic pupil development.
According to Senior Education Minister Datuk Dr. Mohd Radzi Md Jidin, the PBS initiative has been in place since 2011, but its full potential was hindered by the prevailing emphasis on examination results (Bernama, 2022). Dr. Radzi highlighted that despite PBS being integrated into the system for over a decade, the education sector's focus remained predominantly on exam-oriented teaching methods, characterised by repetitive drills. Dr. Radzi emphasised that the abolition of UPSR and PT3 aims to encourage teachers to adopt more creative and innovative teaching and learning approaches, fostering a more engaging and enjoyable learning environment. Alternative assessment methods can be seen are increasingly being adopted in schools across Malaysia. Research conducted by Kaur et al. (2022) highlights educators like Teacher Mani, who are actively embracing these methods to enrich student learning experiences and facilitate deeper understanding. With three years of teaching experience, Teacher Mani employs a combination of formative and summative assessments to evaluate student comprehension. She integrates realworld scenarios into her teaching to stimulate higherorder thinking skills, a strategy backed by research showing that authentic tasks enhance critical thinking and problem-solving abilities.
Teacher Mani encourages students to engage in activities that demonstrate their understanding, aligning with educational theories promoting active learning for better knowledge retention. Interviews and shared documents provide evidence of the varied student products, such as brochures, posters, and videos, created in response to classroom activities (Kaur et al., 2022). Acknowledging the significance of pedagogical creativity, Teacher Mani emphasises the role of technology in enhancing assessment practices, as technology integration has been shown to improve student engagement and outcomes. She believes that alternative assessments not only assess student understanding effectively but also enable teachers to tailor assessments to meet individual learning objectives and address diverse student needs.
5.0 Conclusion In a nutshell, the adoption of alternative assessment methods in Malaysian classrooms marks a significant step towards fostering holistic pupil development. Dr. T. Vanitha's assertion regarding the importance of assessing values and attitudes alongside academic achievement remains highly relevant in this context. Alternative assessments provide avenues for evaluating a comprehensive range of student capabilities, including emotional, social, and creative dimensions. By prioritising holistic development through alternative assessments, Malaysia's education system demonstrates a commitment to nurturing well-rounded individuals prepared for success in diverse contexts.
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References
References Bernama. (2022, August 8). Radzi: UPSR, PT3 abolished to make way for effective school-based assessments [NSTTV] | New Straits Times. NST Online. https://www.nst.com.my/news/nation/2022/08/820440/radzi-upsrpt3-abolished-make-way-effective-school-based-assessments Dalail, R., Fook Chan, Y., & Sidhu, G. K. (2016). Assessment for learning within and beyond the classroom (pp. 315–325). Kaur, C., Singh, S., Mastura Muhammad, M., Mostafa, A., Noordin, N., Darm, R., Singh, C., & Muhammad, M. (2022). Exploring ESL teachers’ alternative assessment strategies and practices in the classroom. Journal of Language and Linguistic Studies, 18(1), 411–426. https://doi.org/10.52462/jlls.191 Majid , F. (2011). School-Based Assessment in Malaysian schools: The concerns of the English teachers. https://files.eric.ed.gov/fulltext/ED524802.pdf Minnick, W., Cekada, T., Marin, L., Zreiqat, M., Seal, B., & Mulroy, J. (2022). The impact of active learning strategies on retention and outcomes in safety Training. Creative Education, 13(02), 526–536. https://doi.org/10.4236/ce.2022.132031 Ruhl, C. (2021). Bloom’s Taxonomy of Learning. Simply Psychology. https://www.simplypsychology.org/blooms-taxonomy.html Subban, P. (2019). Differentiated Instruction: A Research Basis. International Education Journal, 7(7), 935–947. https://eric.ed.gov/? id=EJ854351 Academic Writing
References 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/traditionalassessment-vs-alternative-assessment/ Nasab, F. (2015). Alternative versus Traditional Assessment. Journal of Applied Linguistics and Language Research, 2(6), 165–178. https://www.jallr.com/index.php/JALLR/article/viewFile/136/pdf136 Graphic Organizer
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