NAMA CHE KU SYAZWINA ALISA BINTI CHE KU MOHAMAD RAFEE KUMPULAN TESL L NAMA PENSYARAH MADAM YUSNEE BINTI YUSOFF TARIKH HANTAR 22 MAC 2024 INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA, LEMBAH PANTAI, 59200, KUALA LUMPUR TAHUN 2 SEMESTER 2 EDUP3153 ASSESSMENT IN EDUCATION TASK 2 - PRODUCT DEVELOPMENT - 40 % INDIVIDUAL TASK
TABLE OF CONTENT 1.0 INTRODUCTION 2 2.0 DEVELOPING VALUES AND ATTITUDES THROUGH ALTERNATIVE ASSESSMENT 2 2.1 STRATEGY 1: GROUP ASSESSMENT 2 2.2 STRATEGY 2: TECHNOLOGY-BASED ASSESSMENT 3 2.3 STRATEGY 3: PROJECT-BASED ASSESSMENT 4 3.0 CONCLUSION 5
The Role of Alternative Assessment in Developing Values and Attitudes in Primary School 1.0 INTRODUCTION Classroom-based assessment is vital in education, serving to evaluate comprehension, inform instruction, and enhance learning outcomes (Abd Razak et al., 2023). While initially focused on academic advancement, the evaluation of Classroom-Based Assessment (CBA) has evolved to prioritize holistic learner development in Malaysia, employing various methods chosen by educators (Shaari & Mohamad, 2020). One such method is alternative assessment, which aims to overcome the limitations of traditional testing by capturing higher-level skills in authentic contexts (Al-Mahrooqi & Denman, 2018). Dr. T. Vanitha emphasizes the importance of character building and personalization in classroom-based assessment, aligning with the values and attitudes necessary for students' future success (Straits Times, 2023). This essay will explore how alternative assessment strategies used by primary school teachers in Malaysia contribute to the development of students' values and attitudes, aligning with Dr. Vanitha's assertion. 2.0 DEVELOPING VALUES AND ATTITUDES THROUGH ALTERNATIVE ASSESSMENT Expanding on the essay's main focus, this essay will take a closer look at three key strategies in alternative assessment: group assessment, technology-based assessment, and project-based assessment. Each of these methods provides unique opportunities for learners to develop important values and attitudes. 2.1 STRATEGY 1: GROUP ASSESSMENT Group assessment, a highly effective Alternative Assessment method, involves collaborative efforts among students on various projects or assignments. During an online exchange on WhatsApp with a primary teacher from Sk Kapar, a specific group assessment activity was explored (see Appendix A). Referred to as a literature circle discussion, this activity involves organizing students into small groups and assigning them unique roles like discussion leader, summarizer, connector, and illustrator. Each participant is entrusted with specific responsibilities, ranging from guiding discussions to crafting visual representations of the content. The implementation of group assessment activities such as mentioned above is aligned with the principles outlined in the National Philosophy of Education (NPE), which emphasizes
the holistic development of students and the promotion of cooperative learning environments. According to Rosli et al., (2022) students will be able to apply and practice etiquette towards peers in friendship and during group activities that require effective cooperation such as mutual assistance, tolerance, and empathy. Without the cultivation of good spiritual and emotional elements, it is unlikely to produce outstanding individuals. This is because intellectual elements alone are not sufficient to create a complete individual. Furthermore, emphasis on leadership and teamwork align with a model education known as character education or ‘pendidikan karakter’. the educational model, based on the National Education Philosophy, aims to develop critical thinking skills among students, fostering the creation of disciplined citizens, the upholding of high moral values, and the promotion of good work ethics (Mohamad Zin et al., 2022). According to YB Puan Fadhlina Sidek, the Minister of Education, character education is one of three new approaches introduced in the 2027 school curriculum, which will be implemented in 2026 (Khalid, 2023). She explains that the main goal of character education in the Curriculum 2027 is to shape individuals who not only possess knowledge but also reflect values aligned with the principles of the National Principles and National Education Philosophy (Abdul Halim, 2023). 2.2 STRATEGY 2: TECHNOLOGY-BASED ASSESSMENT Technology-based assessment utilizes digital tools and platforms to evaluate student learning while fostering collaboration and teamwork, thereby instilling important values and attitudes. During an online interview with a teacher from Sk Lembah Subang (see Appendix B), Google Docs emerged as a commonly utilized technological tool for real-time online collaboration among students. Google Docs enables real-time collaboration among students through features like simultaneous editing, commenting, change tracking, and chat functionality, fostering dynamic group discussions and enhancing teamwork. The use of technology-based assessment, such as Google Docs for collaborative activities, aligns closely with one of Michael Fullan's 6 Cs framework particularly Collaboration. Collaboration in a 21st century context requires the ability to “work in teams, learn from and contribute to the learning of others, [use] social networking skills, [and demonstrate] empathy in working with diverse others” (Fullan, 2013, p. 9 as cited in Ontario, 2016). It entails fostering collective intelligence, co-creating content, and acquiring digital skills to contribute to the shared
knowledge base, whether collaborating remotely or in person. Through collaborative activities, students enhance their communication, share perspectives, and collectively pursue common goals, promoting teamwork, respect for diverse viewpoints, and active listening. According to Rimayah et al. (2021), collaborative activities enhance student attitudes through active participation, productive collaboration, flexible and compromised works, and respectful engagement. This collaborative process also cultivates students' appreciation for others' contributions, fostering empathy and understanding, and internalizing crucial values and attitudes essential for both personal and academic growth. Moreover, Vygotsky's Social Development Theory sheds light on the importance of collaborative activities, particularly in the context of technology-based assessments like Google Docs. According to Vygotsky, learning is inherently social, emphasizing the role of interaction in meaningful learning experiences (Andreev, 2023). Collaborative tasks facilitated by tools such as Google Docs allow students to engage socially, share knowledge, and construct understanding collectively. Within these environments, more knowledgeable peers can provide guidance, fostering the development of critical thinking skills. Therefore, when viewed through the lens of Vygotsky's theory, collaborative activities, especially those supported by technology, encourage active participation, social interaction, and cognitive advancement among students. 2.3 STRATEGY 3: PROJECT-BASED ASSESSMENT Project-based assessment immerses students in authentic, hands-on projects that demand creativity, critical thinking, and problem-solving skills. For instance, a teacher from SK Maras shared an illustrative project undertaken at her school: a collaborative community service initiative (See Appendix C). Students brainstormed community concerns, then divided into groups to clean up a local park and create educational materials. Project-based assessment aligns with the "Anak Baik lagi Cerdik" (ABC) concept by emphasizing holistic development and the cultivation of positive values, as advocated by the Ministry of Education Malaysia. This approach prioritizes critical thinking and character building alongside academic proficiency (Affan, 2023). By engaging students in hands-on projects, such as the collaborative community service activity mentioned earlier, educators can instill important values like teamwork, responsibility, and empathy. Education Minister, Fadhlina Sidek stated that the ABC concept prioritizes fairness among students, where good behavior will be
assessed first before intelligence and cleverness.(Azis et al., 2023). Through projects, students not only demonstrate their academic skills but also showcase their character strengths, contributing to the development of a generation of well-rounded individuals. Lev Vygotsky's Social Constructivism theory, developed in 1968, enriches our understanding of project-based assessment in the classroom by highlighting that learners actively construct knowledge through engagement with others. According to Akpan et al. (2020), social constructivism views knowledge as the product of collaborative interactions among students, teachers, and peers. In project activities, students engage in discussions with their peers, fostering social interaction that is integral to collaborative learning. This collaborative process not only enhances academic understanding but also cultivates essential values and attitudes, such as teamwork, respect for diverse viewpoints, and active listening. Peer-to-peer learning in group settings facilitates the exchange of ideas, promoting empathy, cooperation, and a sense of responsibility towards collective success, thereby contributing to an enriched learning experience. 3.0 CONCLUSION In conclusion, alternative assessment methods such as group assessment, technology-based assessment, and projects in Malaysian primary schools foster positive values and attitudes. These methods are in line with the Ministry of Education's aim of cultivating well-rounded individuals.
Alternative A Alternative ssessment Assessment VBoth alternativeassessments astudent leunderstBoth can be ustudent progrinstructionBoth are integrthe educatioproBoth providestudents' strengimprovBoth types of asused to moachievemeAlternative assessment introduces new methods of demonstrating mastery, focusing on engagement and motivation with the task at hand. Alternative assessment emphasizes a longer period of assessment, allowing students to demonstrate their knowledge and skills over time. Alternative assessment aims to engage students with the task, fostering motivation and active participation. Alternative assessment offers teachers a more holistic perspective of students' knowledge and abilities. Alternative assessment emphasizes students' ability to construct knowledge and demonstrate understanding in ways they prefer to be assessed. Example: Portfolios Group projects or collaborative assignments Performance-based assessments Presentations or oral examinations alternative assessments may involve collaborative or group activities, providing a more holistic view of student performance. Both assessmethat can be useinform instructioby students toimpro
VS Traditional Traditional Assessment Assessment e and traditional aim to evaluate earning and tanding. used to measure ress and inform nal decisions. ral components of nal assessment ocess. e insights into gths and areas for vement. ssessments can be onitor student ent over time Traditional assessment involves standard tests with multiple-choice, short answer, truefalse, and extended response questions. Traditional assessment may lead to teaching to the test and inhibit effective teaching. Traditional assessment provides a snapshot of a student's knowledge at a particular point in time. Traditional assessment often dominates the classroom and dictates teaching focus. Traditional assessment focuses on the application of absorbed information to a test. Example Multiple-choice tests Fill-in-the-blank quizzes True/false questions Short answer questions Standardized exams Traditional assessments are mainly individualized ents generate data ed by teachers to onal decisions and identify areas for ovement. (Lustgarten, 2022)
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References for Graphic Organizer Lustgarten, B. (2022). Impact Of Traditional Versus Alternative Assessment On Student Impact Of Traditional Versus Alternative Assessment On Student Achievement Achievement. https://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1878&context=honorsprojects
Appendix A Screenshots of Online Interview via Whatsapp with Teacher Mira, SK Kapar
Appendix B Screenshots of Online Interview via Whatsapp with Teacher Adlin, SK Lembah Subang
Appendix C Screenshots of Online Interview via Whatsapp with Teacher Noor, SK Maras