KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD
SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN
PENTAKSIRAN

Ellen, Weber.(1999). Student Assessment That Works: A Practical Approach.

Assessment in education is the process of gathering,

interpreting, recording, and using information about
pupils responses to an educational task. (Harlen,
Gipps, Broadfoot, Nuttal,1992)

1992

),2003.

DSKP?

DSK (BPK)
DSP (LP)

DSKP

BPK

-
2005p.381

DSKP
/

membandkan S. Pembelajaran

Pentaksiran Sekolah

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mengajar untuk Standard Prestasi

()

GURU MALAYSIA, APRIL 2013

GURU MALAYSIA, APRIL 2013

GURU MALAYSIA, APRIL 2013

PBS

Mengapa perlu berubah?

3

Penekanan kepada JERI - aspirasi Falsafah Pendidikan Negara tidak

tercapai
Pendidikan berorientasikan peperiksaan - penglibatan dalam kokurikulum sangat
kurang

Pengiktirafan keterlaluan kepada pencapaian akademik semata-mata - tekanan

kepada guru, murid & ibu bapa

Menilai produk akhir berbanding proses pembelajaran - pengabaian pembentukan

modal insan yang seimbang

Tekanan ke atas guru-guru untuk menghabiskan sukatan pelajaran - Assessment

for learning diabaikan - kurang membantu dalam proses pembelajaran
sebenarnya

Meningkatkan martabat profesion keguruan guru lebih dihormati, peningkatan

integriti dan keberkesanan guru

Sistem Pentaksiran Sesetengah Negara Maju telah Berubah tiada peperiksaan

awam di sekolah rendah dan menengah rendah

4 komponen PBS iaitu Pentaksiran Pusat, Pentaksiran Sekolah, Pentaksiran

Psikometrik dan Pentaksiran Aktiviti Jasmani, Sukan dan Kokurikulum
COMPANY LOGO


1.

1.

TOEFLTest of English as a Foreign

Language
30
120
GRE (Graduate Record Examination) General
VerbalQuantitative
8001600
SAT (Scholastic Assessment Test)
800
2400
MUET, Band 6
Band 1

2000

Ellen Weber (1999). Student Assessment That Works: A Practical Approach.

(Black and William,1998)

-),2003,p113.

Standard-based Curriculum
(Standard-based Assessment)


(Norm Reference Assessment)

/
(Criterion Assessment)

(Standard-based Assessment)

Ellen Weber (1999). Student Assessment That Works: A Practical Approach

(Black and
William,1998)

(paper and pencil)

-
/

()

2012

50

25

25

20

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EGUSD Narrative Rubric, Grade __4

Focus/ Setting

CCSS*:

W
3a

W4

Organization/
Plot
CCSS:

W 3a

W 3c

W 3e

W4

Narrative
Techniques

CCSS:

W 3b

W 3d

Language

CCSS:

L1

L2

4
(Above Grade Level)
Responds skillfully to all parts
of the prompt
Purposefully orients the
reader by skillfully
establishing a vivid situation
(real or imagined) and
introducing characters and/or
a narrator
Coherently organizes a clear
event sequence that unfolds
naturally
Skillfully connects a variety of
transitional words and
phrases to manage the
sequence of events
Provides a conclusion that
clearly follows from the
narrated experience or events
Uses creative descriptions of
actions, thoughts, and feelings
to develop experiences and
events
Uses vivid dialogue to show
the response of characters to
situations
Uses concrete words and
sensory details to make
experiences and events come
to life
Uses purposeful and varied
sentence structures
Demonstrates creativity and
flexibility when using
conventions (grammar,
punctuation, capitalization,
and spelling) enhance meaning
Utilizes precise and
sophisticated word choice

California

3
(At Grade Level)
Responds to all parts of the
prompt
Orients the reader by
establishing a situation (real
or imagined) and introducing
characters and/or a narrator

2
1
(Approaching Grade Level)
(Below Grade Level)
Responds to most parts of the Responds to some or no parts
prompt
of the prompt
Establishes a situation (real or Fails to establish a situation
imagined) and attempts to
(real or imagined) and does
introduce characters and/or a
not introduce characters
narrator
and/or a narrator in a
relevant way

Organizes a clear event

sequence that unfolds
naturally
Uses a variety of transitional
words and phrases to manage
the sequence of events
Provides a conclusion that
follows from the narrated
experience or events

Organizes some sequencing

but might confuse the reader
Uses some transitional words
and phrases to manage the
sequence of events.
Attempts a conclusion that
may or may not follow the
narrated experience or events

Does not sequence narrative in

a logical order
Uses few to no transitional
words and phrases to manage
the sequence of events.
Does not provide a discernible
conclusion

Uses descriptions of actions,

thoughts, and feelings to
develop experiences and
events
Uses dialogue to show the
response of characters to
situations
Uses concrete words and
sensory details to convey
experiences and events
precisely
Uses correct and varied
sentence structures
Demonstrates grade level
appropriate conventions;
errors are minor and do not
obscure meaning
Utilizes strong and grade-level
appropriate word choice

Uses minimal or irrelevant

descriptions of actions,
thoughts, or feelings to
describe experiences /events
Uses dialogue to support plot
Attempts to use concrete
words and sensory details to
describe experiences and
events

Uses little to no description of

actions, thoughts, or feelings
to describe experiences /events
Does not use dialogue to
support plot
Fails to to use concrete words
or sensory details

Uses some repetitive yet

Does not demonstrate
correct sentence structure
sentence mastery
Demonstrates some grade
Demonstrates limited
level appropriate conventions,
understanding of grade level
but errors obscure meaning
appropriate conventions, and
Utilizes vague or basic word
errors interfere with the
choice
meaning
Utilizes incorrect and/or
simplistic word choice

*CCSS Common Core State Standards alignment (W = Writing strand; L= Language strand)

http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/

Generic Rubric

TAHUN,
FAHAM
DAN BOLEH
BUAT
DENGAN
BERADAB
MITHALI

TAHUN, FAHAM
DAN BOLEH
BUAT DENGAN
BERADAB
TERPUJI

TAHUN, FAHAM
DAN BOLEH
BUAT DENGAN
BERADAB

TAHU,FAHAM
DAN BOLEH
BUAT

TAHU DAN FAHAM

TAHU

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v.

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--- Jim Tognolini

DSKP
7

2014