1.

The Three Domains of Learning

Cognitive: mental skills (knowledge)

Involves knowledge and development of intellectual skills (Bloom, 1956).

Includes the recall of recognition of specific facts, procedural patterns and concepts that serve in the
development of intellectual abilities and skills.
(Termasuk mengingat pengiktirafan fakta tertentu, corak prosedur dan konsep yang berperanan dalam
pembangunan kebolehan dan kemahiran intelektual.)

Affective: growth in feelings or emotional areas (attitude or self)

Affective involving emotions and affection such as feelings, values, appreciation, enthusiasm,
motivation and attitude.

Affective domain is learning objectives that emphasizes a feeling, tone, an emotion, or a degree of
acceptance or rejection
(Domain afektif adlah objektif pembelajaran yang menekankan perasaan, nada, emosi, atau tahap
penerimaan atau penolakan)

Psychomotor: manual or physical skills (skills)

Area of observable performance of skills that requires some degree of neuromuscular coordination.

Psychomotor objectives focus on physical and kinesthetic skills.

2. Effect of assessment/ exam

POSITIVE
1. The provision of effective feedback to pupils
(Pemberian maklum balas yang berkesan kepada
murid)
2. The active involvement of pupils in their own
learning
3. Adjusting teaching to take account of the
results of assessment
Melaraskan pengajaran untuk mengambil kira
keputusan penilaian
NEGATIVE
1.student may know what they have to do to pass
a subject
2.students learn what they think they will be
tested on
3.Students construct their own meaning &
understanding of the curriculum from implicit and
explicit messages about what counts in
assessment.

3. Type of Portfolio Assessment (week3:classroom)

*A process portfolio
Documents the stages of learning and provides a
progressive record of student growth
(Dokumen adalah tahap pembelajaran dan
menyediakan rekod pertumbuhan pelajar)
*A product portfolio
Demonstrates mastery of a learning task or a set
of learning objectives and contains only the best
work.
(Menunjukkan penguasaan tugas pembelajaran
atau satu set tujuan belajar dan hanya berisi karya
yang terbaik.)
4. Evidence based :
Assessment:

 provides opportunities for teachers to gather evidence about student achievement in relation to
syllabus outcomes (Memberi peluang kepada guru untuk mengumpulkan bukti tentang
pencapaian pelajar berhubung dengan hasil sukatan pelajaran)
 enables students to demonstrate what they know and can do
 clarifies student understanding of concepts and promotes deeper understanding
 provides evidence that current understanding is a suitable basis for future learning.

Assessment activities should:

 be based on syllabus outcomes

 enable students to demonstrate their learning in a range of task types(pelbagai jenis tugas)
 valid instrument for what they are designed to assess(Instrumen yang sah untuk apa yang
mereka bentuk untuk dinilai)
 to clarify for students what aspects of learning are being assessed
 be reliable, measure what the task intends to assess, and provide accurate information on
each student's achievement(boleh dipercayai, mengukur apakah tugas yang dimaksudkan
untuk menilai, dan memberikan maklumat yang tepat tentang pencapaian setiap pelajar)

5. Two different type norm-referenced & criterian referenced :

NORM ASSESSMENT
 Score compared to other students
 Grade depends on what group you are in, not
just your own performance
 Widely used
 Advantages : high and reliable test quality,
standardized procedures and meaningful
information about average performance.
CRITERIAN ASSESSMENT
 Score compared to specified performance
standards
 Grade does not depend on what group you
are in, but only your own performance
compared to a set of performance standards
 Advantages : students are only tested on
their knowledge of specific goals or
standards(pelajar hanya diuji berdasarkan
pengetahuan mengenai tujuan atau piawaian
tertentu)

6. Table of Specification (TOS) also known as test specifications or test blueprint :

Meaning = a plan prepared by a classroom teacher as a basis for test construction especially a
periodic test. (satu pelan yang disediakan oleh seorang guru kelas sebagai asas untuk pembinaan
ujian terutamanya ujian berkala)
Purpose :-

 To ensure a fair and representative sample of questions appear on the test.

 To ensure that there is a match between what is taught and what is tested.
 To ensure proper emphasis given to all elements of a course of study.
(Untuk memastikan penekanan yang betul diberikan kepada semua elemen kursus pengajian)
7. Technology and Assessment (Computer Adaptive Testing)
 CAT works by tailoring both the difficulty and number of items to an examinee. Adapting the
difficulty of items means that an examinee with high ability will receive difficult items, while an
examinee with low ability will receive easy items.
 CATs are easy to design, administer and analyze, and have the added benefit of involving
students in their own learning.
 Advantages : -more precision : Because CATs are more efficient, the organization has the option
to design the CAT to actually be more precise than a
conventional test while still using fewer items.
-Increased motivation: Low examinees feel better, and
high examinees feel challenged. Both will try harder than
with a conventional test.
-Examinee experience: As mentioned previously, a CAT will provide an
appropriate challenge for each examinee. Low examinees
are not discouraged or intimidated. High examinees enjoy
receiving difficult items.

8. Context in Malaysia , SBA (school Based Assessment)

Meaning :is an assessment which is embedded in the teaching and learning process. It has
a number of important characteristics which distinguish it from other forms of
assessment:

 It involves the teacher from the beginning to the end: from planning the assessment
programme, to identifying and/or developing appropriate assessment tasks right
through to making the assessment judgments
 It allows for the collection of a number of samples of student performance over a
period of time.

 It can be adapted and modified by the teacher to match the teaching and learning
goals of the particular class and students being assessed

Purpose : - SBA provides more information about students performance and actual students’
learning level to a greater degree.
- Through school-based assessment, students can be assessed based on their skills,
abilities, talents, potentialsin both curricular activities and co-curricular activities
without comparing to others
- The primary aim was to reduce the students over dependency on examination grades
to gauge their final performance.