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- sekarang ini everything towards rubric kena document it
-kertas exam bukan bukti kukuh untuk validity rubric.

ACTIVITY 1
mcm mana contoh proses  di bawah boleh berlaku di kelas?

Testing
- Test & Quiz (sbb ada peluang untuk bagi feedback)
Measurement
- Content of the test or rubric
Evaluation
- summative
Assessment
- merangkumi testing, measurement adn evaluation
- kalau disentesis semua ini akan jadi assessmenet

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construct validity!! is your rubric valid?
if it is valid, is it adequate?
Now is evidence based learning!
|__> we want to see the process.

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Testing:
Measurement:
Evaluation:
Assessment:

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How these process happened?
1) Testing
- TESTING –a method of measuring a person’s ability, knowledge, or performance in a given domain

- Tests, Quizzes are measuring instruments, devices used to obtain such information

-All tests are assessments – but not all assessments are tests

- Testing is a form of assessment; it is a subcategory of assessment

- Testing tends to suggest a  summative -or-end-of-the-line activity

- It is one component of the evaluation process.

2) Measurement
- Measurement is the process of determining the amount or length of something when compared with a fixed unit (e.g. using a ruler to measure length).

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3) Evaluation
- not restricted to the area of education
•It is a natural activity, something we do everyday. It is a feature of social life

•It may not always be made explicit, but is usually undertaken unconsciously.
Evaluation is the process of conceiving, obtaining and communicating information for the guidance of educational decision making, with regard to a specified programme

4) Assessment
- process of gathering interpreting, recording, using information about a pupil’s response to an educational task
- assessment is a process of gathering information on student learning (ability and achievement) while evaluation is a broader process that seeks to make judgements about the worth and effectiveness of a learning programme or its components

Assessment is part of evaluation and focuses on the student and what the student does.

•Evaluation goes beyond student learning and achievement and involves all aspects of the teaching/learning process

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evaluation is the last one ==> utk menunjukkan performance kita.

assessment ==> boleh ulang sampai student boleh improve dan give the best result.

generic skills bersifat nominal,

knowledge - Kw (Cognitive)
real world application - Ap
practical skills - Ps (Psychomotor)

Generic skill, tolonglah ukur dgn rubric yg betul.

testing (process)== tool, alat ukur, utk mengukur perubahan tingkah laku. test is the tool.

measurement == pemberian score, selagi score xde, belum capai measurement. mesti ada numerical score!!

evaluation == judgement ke atas score tadi, A ke B ke.

Assessment (pentaksiran) == tgk satu persatu kenapa sesuatu berlaku, kenapa semua score, kenapa ada yg fail, adakah rubric kita betul atau elok.

instrument == rubric, check list, exam,

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baca nih

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guideline for good practice (GGP)

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item response theory
differential item functioning

beza antara assessment & evaluation:

== assessment ==
formative
Process-oriented
reflective
diagnostic
flexible
absolute

== evaluation ==
summative
product-oriented
prescriptive
judgmental
fixed

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Issues on testing, measurement, evaluation, and assessment that you face as lecturer

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Issues on testing, measurement, evaluation, and assessment that you face as lecturer

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- rubric not simulated & revised.
- exam does not comply to CLO stated in course outcome.
- score not itemised.
- test does not measure the full capability of the student.
- assignment consumed more time than should be allocated.

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CTh:
exam - 40% (32 jam)
presentation - 10% (8 jam)
Service learning - 40% (32 jam)
Report - 10% (8 jam)

CTh : 1 kredit 40 jam, cth subjek tu 2 kredit (80 kredit)

Jadi utk SLT bagi Service learning ialah 40/100 * 80jam = 32jam

bahagikan pulak SLT tu kepada face to face atau non face 2 face