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Title:	Amalan penilaian formatif dalam kalangan guru-guru di sekolah-sekolah menengah Arab di negara Brunei Darussalam
Authors:	Syarifah Hajah Zaharinah Syed Hussain (P48136)
Supervisor:	Tambi Subahan Mohd Meerah, Profesor Dato’ Dr.
Keywords:	penilaian formatif Educational tests and measurements
Issue Date:	10-Sep-2013
Description:	Kajian ini di jalankan bagi mencapai dua objektif utama iaitu (a) mengkaji konsepsi guru mengenai penilaian formatif di dalam pengajaran dan pembelajaran,(b) mengenal pasti jenis penilaian formatif dan maklum balas yang diamalkan di dalam pengajaran dan pembelajaran. Kajian ini merupakan kajian keskualitatif yang melibatkan 4 orang responden iaitu 2 orang guru agama lelaki dan 2 orang guru agama perempuan yang mengajar di sekolah-sekolah menengah Arab di Brunei Darussalam. Pemilihan sampel adalah melalui persampelan bertujuan data dikumpulkan melalui teknik temuabual, pemerhatian dan analisis dokumen. Temubual dijalankan ke atas responden sebelum dan selepas sesi pengajaran. Sesi temubual dan pemerhatian dirakam secara audio. Analisis dokumen melibatkan rekod pengajaran guru, pelan tindakan, dan borang catatan markah pelajar. Dapatan kajian menunjukkan guru mempunyai konsepsi bahawa penilaian formatif merupakan penilaian yang dilaksanakan secara berterusan untuk menilai kefahamaan pelajar dan mendapatkan maklum balas semasa pengajaran dan pembelajaran. Jenis penilaian formatif yang diamalkan ialah soal jawab, latihan kerja bertulis, hafalan, latihan kerja rumah dan pembentangan. Maklumbalas yang diamalkan ialah maklum balas secara verbal dan lisan. Maklum balas secara lisan terdiri daripada pengulangan jawapan pelajaran, maklum balas implisit dan maklum balas positif. Guru-guru dicadangkan agar diberikan peluang untuk menyertai bengkel atau seminar untuk memperkembangkan profesionalisma yang berterusan dan holistik agar meningkatkan kemahiran dan pengetahuan mereka di dalam bidang pendidikan.,This research aims to achieve two main objectives: (a) to investigate of teacher conceptions of formative assessment in teaching and learning, (b) to identify the types of formative assessment and feedback practices in teaching and learning. This study is a qualitative case study involving 4 participants, 2 male religious teachers and 2 female religious teachers. These samples were chosen through purposive sampling. Data was collected through interviews, observations and the analyses of documents. The interviews were conducted on the participants before and after the lesson. Observation was to be carried out only once for each participant. Interviews and observations were audio taped to ensure that no data is left out. Document analyses involve Teacher’s Teaching Record, Action Plans and Student Marks Entry Forms. The results showed that formative assessment is an assessment performed continuously throughout the teaching and learning process to assess student’s understanding and responses. They types of formative assessment practiced by teachers are question and answer sessions, class work exercises, memorisation, discussion, group presentations, translations, mini-quizzes and homework exercises. The results also provided feedback to the students after the assessment was carried out. The types of feedback given are through verbal and written feedback. Verbal feedback consists of students’ repetitive answers, implicit feedback and positive feedback. Written feedbacks were given in the form of commentaries, and a model answer. It is suggested that teachers be given the opportunity to participate in workshops and seminars to develop a sustained and holistic professionalism to enhance their skills and knowledge in the field of education.,Master/Sarjana
Pages:	120
Call Number:	LB2822.75.S977 2012 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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