ONG SHYI NIAN

ongsn@um.edu.my

PUSAT PEMAJUAN KOMPETENSI BAHASA

(CENTER FOR THE ADVANCEMENT OF LANGUAGE COMPETENCE)

UNIVERSITI PUTRA MALAYSIA

Program Latihan Dalaman Untuk Guru Bahasa

(In-House CALC Language Teachers Training)

23 September 2020

PENILAIAN BAHASA

(LANGUAGE ASSESSMENT)

DI AHKIR SESI INI …

AT THE END OF THIS SESSION …

Memahami pengertian penilaian (to understand the

notion of assessment)

Memahami tiga tujuan asas penilaian (to understand the

three basic purposes of assessment)

Membuat penilaian berkesan (to make assessment

effective)

Membezakan di antara penilaian pembelajaran dan

penilaian untuk pembelajaran (to differentiate between

assessment of learning and assessment for learning)

Contoh penilaian (example of assessment)

ISU UTAMA

KEY ISSUE

Penilaian sering dianggap

negatif oleh pelajar dan

guru. Ramai pelajar merasa

kebingungan dan

kegelisahan ketika hendak

dinilai. Sebilangan guru

mempunyai perasaan yang

sama dan merasa senang

apabila mereka perlu

merancang dan

«melaksanakan» program

penilaian mereka. Mengapa

demikian?

Assessment is very often

regarded negatively by

students and teachers alike.

Many students feel

confusion and anxiety when

they are going to be

assessed. Some teachers

share the very same feelings

and are iII at ease when they

have to plan and «execute»

their assessment program.

Why is this so?

PENILAIAN

ASSESSMENT

Kegiatan yang sedar dan

sistematik yang digunakan

oleh guru dan pelajar untuk

mengumpulkan maklumat,

menganalisis dan

menafsirkannya, membuat

kesimpulan, membuat

keputusan yang bijak, dan

mengambil tindakan yang

sesuai untuk meningkatkan

pengajaran dan

pembelajaran

Concious and systematic

activities used by teachers

and students for gathering

information, analysing and

interpreting it, drawing

inferences, making wise

decisions, and taking

appropriate actions in the

service of improving

teaching and learning.

TIGA TUJUAN ASAS PENILAIAN

THREE BASIC PURPOSES OF ASSESSMENT

Memeriksa kemajuan pelajar: Ia

harus memberi maklum balas

kepada guru mengenai prestasi

pelajar mereka pada peringkat

kursus yang berbeza.

• Penilaian Awal dilakukan pada

awal kursus dan cuba mengenal

pasti kekuatan dan kelemahan

tertentu pelajar.

• Penilaian Formatif dilakukan

sepanjang kursus untuk memeriksa

kemajuan pelajar.

• Penilaian Sumatif direka bentuk

untuk mengetahui apa yang boleh

dan tidak boleh dilakukan oleh

pelajar pada akhir kursus.

Checking the students' progress:

It should give teachers feedback on

their students' performance at

different stages of the course.

• Initial Assessment is done at the

beginning of the course and tries to

identify the students' particular

strengths and weaknesses.

• Formative Assessment is done

throughout the course in order to

check the students' progress.

• Summative Assessment is

designed to find out what students

can and cannot do at the end of the

course.

TIGA TUJUAN ASAS PENILAIAN

THREE BASIC PURPOSES OF ASSESSMENT

Memperkukuhkan pembelajaran

pelajar: Ia juga harus menjadi

kaedah memberi pelajar memberi

maklum balas secara berkala

supaya mereka menyedari

kecemerlangan mereka atau

kegagalan mereka. Ini mempunyai

implikasi yang sangat penting bagi

pelajar:

• Kawalan diri

• Belajar dari kesilapan

• Mengambil serius pembelajaran

mereka.

Reinforcing the students'

learning: It should also be a

way of giving students

regular feedback so that they

are aware of their excellence

or their failures. This has

very important implications

for the students:

• Self-control

• Learning from errors

•Taking their learning

seriously

TIGA TUJUAN ASAS PENILAIAN

THREE BASIC PURPOSES OF ASSESSMENT

Menilai proses pengajaran

/ pembelajaran: Ia harus

memberi guru maklumat

asas tentang seberapa

berjaya pengajaran itu,

sehingga mereka dapat

melihat adakah

• pendekatannya betul

• tujuan kursus sesuai

• bahan yang digunakan baik

• penilaian itu sendiri

dilakukan dengan betul

Evaluating the teaching /

learning process: It should

give teachers basic

information about how

successful the teaching is,

so that they can see whether

• the approach is correct

• the aims of the course are

appropriate

• the materials used are

good

• the assessment itself is

done properly

MEMBUAT PENILAIAN BERKESAN

MAKING ASSESSMENT EFFECTIVE

menyelaraskan penilaian dengan

pengajaran dan pembelajaran

aligning assessment to teaching and

learning

memilih kaedah penilaian yang

terdedah kepada pembelajaran

selecting those assessment methods

which are susceptible to learning

menilai pelajar secara berterusan

sepanjang proses pembelajaran

assessing students continuosly

throughout the learning processes

menggunakan penilaian untuk

mencungkil pembelajaran pelajar

using assessment to uncover

students' learning

memberi maklum balas untuk

memudahkan pembelajaran pelajar

providing feedback to facilitate

students' learning

menganalisis dan melaporkan hasil

pelajar

analyzing and reporting students'

results

PENILAIAN PEMBELAJARAN

ASSESSMENT OF LEARNING

Deskripsi Am

General Description

Pendekatan ini mengumpulkan

bukti pada akhir pembelajaran

untuk tujuan membuat penilaian

terhadap pencapaian pelajar

terhadap matlamat dan standard.

This approach collects evidence at

the end of learning for the

purposes of making judgements on

student achievements against

goals and standards.

Kesahan dan

Kebolehpercayan

Validity and

Reliability

Pendekatan ini biasanya

melibatkan jenis penilaian formal

seperti ujian dan peperiksaan

standard. maklumat yang diperoleh

dari satu sumber maklumat ini

tidak dapat memberikan gambaran

lengkap tentang bagaimana pelajar

belajar, dan dalam pengertian ini,

maklumat tersebut kurang sahih.

ujian standard, bagaimanapun,

cukup dipercayai untuk

membandingkan prestasi pelajar.

This approach usually involves

formal types of assessment such

as standardized tests and exams.

information obtained from this one

single source of information is not

able to provide a full picture of how

students learn, and in this sense, it

is less valid. standardized tests,

however, are quite reliable for

comparing student performance.

PENILAIAN PEMBELAJARAN

ASSESSMENT OF LEARNING

Fungsi

Functions

(1) mengukur hasil pembelajaran

(2) memeriksa kemajuan

berbanding standard

(3) membandingkan pelajar

dengan prestasi mereka

(4) membuat keputusan sumatif

(5) boleh mempunyai penggunaan

formatif untuk memberikan bukti

untuk memberitahu perancangan

jangka panjang

(6) Pensijilan

(1) measures learning outcomes

(2) checks progress against

standard

(3) compares students by their

performance

(4) makes summative decisions

(5) can have formative use for

providing evidence to inform long-

term planning

(6) Certification

Fokus Penilaian

Focuses of

Assessment

sejauh mana pelajar dapat

menerapkan konsep utama,

pengetahuan, kemahiran, dan

sikap yang berkaitan dengan hasil

kurikulum, misalnya, dalam

peperiksaan akhir.

the extent to which students can

apply the key concepts,

knowledge, skills, and attitudes

related to the curricular outcomes,

for instance, in the final exam.

PENILAIAN UNTUK PEMBELAJARAN

ASSESSMENT FOR LEARNING

Deskripsi Am

General Description

Pendekatan ini mengumpulkan

maklumat semasa belajar untuk

tujuan membuat keputusan

mengenai jenis tindakan apa yang

diperlukan untuk membantu

meningkatkan pengajaran dan

pembelajaran.

This approach collects information

during learning for the purpose of

making decisions on what kinds of

actions are needed to help improve

teaching and learning.

Kesahan dan

Kebolehpercayan

Validity and

Reliability

Pendekatan ini dapat mengambil

jenis penilaian formal dan tidak

formal. Maklumat yang

dikumpulkan dari pelbagai jenis

penilaian menggambarkan

pembelajaran pelajar dari

perspektif yang berbeza. Tugas

penilaian yang dirancang dengan

baik akan memberikan penilaian

prestasi pelajar yang sah dan

boleh dipercayai.

This approach can take both

formal and informal types of

assessment. The information

collected from various types of

assessment describes student

learning from different

perspectives. Well designed

assessment tasks will provide valid

and reliable judgements of student

performance.

PENILAIAN UNTUK PEMBELAJARAN

ASSESSMENT FOR LEARNING

Fungsi

Functions

(1) memahami bagaimana pelajar

belajar dengan memantau

kemajuan mereka semasa proses

pembelajaran

(2) membuat keputusan

instruksional menggunakan

maklumat yang dikumpulkan

secara berterusan

(3) membantu meningkatkan

pembelajaran pelajar dengan

memberi maklum balas yang

berkualiti

(1) understand how students learn

by monitoring their progress during

the learning process

(2) makes instructional decisions

using the information collected

continuously

(3) helps improve student learning

through giving quality feedback

Fokus Penilaian

Focuses of

Assessment

Kemajuan dan keperluan

pembelajaran pelajar berkaitan

dengan hasil kurikulum, misalnya,

kuiz untuk menganalisis kekuatan

dan kelemahan pelajar.

Students' progress and learning

needs in relation to the curricular

outcomes, for example, a quiz for

analyzing students strengths and

weaknesses.

KEMAHIRAN MEMBACA DALAM BJ

READING SKILLS IN JAPANESE

Hasil Pembelajaran Kursus*

Course Learning Outcomes*

Di akhir kursus ini, pelajar dapat:

1. Mengenal pasti jenis-jenis teks bacaan.

2. Memilih strategi membaca yang sesuai.

3. Mentafsirkan kandungan teks yang berbeza.

At the end of the course, students are able

to:

1. Identify the types of reading-texts

2. Select appropriate reading strategies

3. Interpret the contents of different texts

Kemahiran Insaniah

Soft Skills

1. Kemahiran Berkomunikasi (CS1-3)

2. Pemikiran Kritis dan Kemahiran

Menyelesaikan Masalah (CT1-3)

3. Pembelajaran Berterusan dan Pengurusan

Maklumat (LL1-2)

1. Communication Skills (CS1-3)

2. Critical Thinking and Problem Solving

Skills (CT1-3)

3. Information Management and Lifelong

Learning (LL1-2)

Sinopsis Kandungan Kursus

Synopsis of Course Contents

Kursus ini membolehkan pelajar meggunakan

strategi membaca yang sesuai untuk

meningkatkan pemahaman teks bahasa Jepun

yang diterbitkan dalam pelbagai genre di dalam

bidang akademik, media, budaya, tamadun,

konteks professional tertentu dan kehidupan

sosial.

This course enables students to use suitable

reading strategies for better understanding

different Japanese language texts published

in various genres in the areas of academia,

media, culture, civilisation, certain

professional contexts and social life.

Pemberatan Penilaian*

Assessment Weightage*

Penilaian Berterusan: 100%

Peperiksaan Akhir: -

Continuous Assessment: 100%

Final Examination: -

Kaedah Maklum Balas Tentang Prestasi

Methodologies for Feedback on Performance

Kaedah maklum balas kepada pelajar adalah

melalui:

i. Pemulangan kertas ujian dan perbincangan

jawapan

ii. Papan notis

iii. Laman web (SPeCTRUM, myum.um.edu.my)

iv. Slip keputusan peperiksaan

Feedbacks on performance are informed

through:

i. Returned of test papers and discussion of

the answers

ii. Notice board

iii. Websites (SPeCTRUM,

myum.um.edu.my)

iv. Examination results slip

Kriteria Dalam Penilaian Sumatif

Criteria in Summative Assessment

Sila rujuk Kaedah-Kaedah Universiti Malaya

(Ijazah Sarjana Muda) 2019 dan Peraturan-

Peratuaran Universiti Malaya (Ijazah Sarjana

Muda) 2019

Please refer to the University of Malaya

Rules (Bachelor Degree) 2019 and the

University of Malaya Regulations (Bachelor

Degree) 2019

KEMAHIRAN MEMBACA DALAM BJ

READING SKILLS IN JAPANESE

HASIL PEMBELAJARAN KURSUS

(CLO)

COURSE LEARNING OUTCOMES

(CLO)

HASIL PEMBELAJARAN

PROGRAM (PLO)

PROGRAMME LEARNING

OUTCOMES (PLO)

STRATEGI

PEMBELAJARAN

LEARNING

STRATEGIES

KAEDAH

PENILAIAN

DAN

PEMBERATAN

PENILAIAN

METHOD OF

ASSESSMENT

AND

ASSESSMENT

WEIGHTAGE

KRITERIA PENCAPAIAN

HASIL PEMBELAJARAN

KURSUS

CRITERIA FOR ACHIEVEMENT

OF COURSE LEARNING

OUTCOMEPLO

1

PLO

6

PLO

7

1. Mengenal pasti jenis-jenis teks

bacaan

Identify the types of reading-text

Tahap taksonomi : C1

Taxonomy level

√

Kuliah, latihan

membaca

Lecture, reading

exercises

Presentation 1

(Class)

(20%)

Test 1 (Class)

(10%)

75% pelajar mencapai

sekurangnya 65% daripada

markah

75% of the students will

achieve at least 65% of the

marks

2. Memilih strategi membaca yang

sesuai

Select appropriate reading strategies

Tahap taksonomi : A3

Taxonomy level

√

Kuliah, latihan

membaca

Lecture, reading

exercises

Presentation 2

(Class)

(10%)

Test 2 (Class)

(20%)

75% pelajar mencapai

sekurangnya 65% daripada

markah

75% of the students will

achieve at least 65% of the

marks

3. Mentafsirkan kandungan teks yang

berbeza

Interpret the contents of different

texts

Tahap taksonomi : C3

Taxonomy level

√

Kuliah, latihan

membaca

Lecture, reading

exercises

e-Presentation 3

(20%)

e-Test 3

(20%)

75% pelajar mencapai

sekurangnya 65% daripada

markah

75% of the students will

achieve at least 65% of the

marks

PENGHARGAAN

ACKNOWLEDGEMENT