SYED ALI BIN SYED ABDULLAH THANI

900806-14-6193
PISMP TESL 2 SEM 6


Assessment is broader than testing and measurement because it includes all
kinds of ways to sample and observe students skills, knowledge, and abilities (Linn
and Miller, 2005). This should be the fundamental of all when we are about to assess
our pupils. It is clear that assessment is holistic and could include all the human
capital needs. Assessment is not only focuses on the paper-and pencil exercises,
but it could be in informal way such as leadership in group work and many more.
Assessment is known as a yardstick for the teacher to measure pupils performance
from all views, either from the quantitative side or the qualitative side and even both.
In the New Standard Curriculum for primary school, the Ministry of education had
introduced the PT3 examination that really counts pupils performance as a whole.
Pupils are about to assess in many, co-curricular, curricular, human capital and
many more in order to produce a generation that is complete in all of it or most of it.
Teaching and learning process is a process where the pupils gain knowledge
and teacher, as the bridge of delivering knowledge could assess pupils
understanding of the knowledge in formal and informal ways of assessing.
Therefore, teacher should provide enough assessment to the pupils in order to make
the learning process a meaningful and could last for a long term. Maybe the pupils
could not see this benefits and all they do are complaining, telling how they are
burden with so many homework and all. On the bright side, it really helps learning to
be an on-going process, as stated in the National Curriculum Philosophy. Teacher
should consider of all the possibilities that pupils might not be able to finish their work
if the teacher give them homework.
Thus, an alternative way which is the on-going assessment is used. That is
the beauty of KSSR. The pupils are not burdened to do school work at home but
teacher will only assess the pupils understanding throughout the lesson. It is not a
must for the teacher to not giving their pupils homework. It is just a suggestion given
by the Ministry of Education. It will also ease the teacher whereby the teacher could
easily monitor the process of learning through the assessment done right after the
teaching process is done by the teacher.
That is the idea my partner and I had in mind. We only assess pupils
throughout the lesson and not giving them homework to do at home. We had
SYED ALI BIN SYED ABDULLAH THANI
900806-14-6193
PISMP TESL 2 SEM 6


implemented our teaching and learning process to pupils from standard 5 Gigih. As
for us, assessment and would only be a lot easier if the assessment takes it place
right after the teaching process is done. It will also enhance their memory from
turning short term memory into a longer term memory. It enables us to diagnose the
problem occurred during learning process and we could act early before the pupils
digest and make their knowledge to be permanent in their mind.
When implementing the assessment to the pupils from that class, I could
reflect that the pupils could really apply and practice it during the assessment
process. The pupils were able to answers the questions given, although there were
some pupils who had problems to apply their understanding and change it in the
form of words during writing and oral. We facilitate pupils with the vocabulary they
need and this had eventually motivates pupils to speak and write. We had focused
on reading as the main skills and integrated it with speaking and writing.
Reading could not be assessed by using formal test. Hence, we had nurtured
this skill by letting them answering the worksheet provided by us. The pupils were
given opportunity to refer to the text shown by the teacher. Within this range, we had
integrated the reading skill and the writing skill together for the pupils to collect
information and transfer it into the spaces given. It will indirectly assess their reading
skill in finding information, link it with the questions and transfer it into the worksheet.
This kind of activity was also been implemented by Madam Kamala whereas she ask
her pupils to read and then orally asked the pupils to give answer based from the
pupils understanding.
The principle involved in this activity is validity. If we could specified it, it is
connected with the content validity, a type of validity used in assessment. Content
validity makes us wonder whether the assessment content really covers what the
teacher want. We could agree here that the worksheet provided by the teacher
covered all the content that the teacher needed the pupils to understand and know. It
is obvious that valid assessment should have a good and wide coverage of the topic,
which in our lesson; it is all about Thomas Edison.
SYED ALI BIN SYED ABDULLAH THANI
900806-14-6193
PISMP TESL 2 SEM 6


The assessment should not be assessed by the pupils by pencil and paper
exercises only, but also should be varied and transform to a more creative and
innovative ways. Maybe some of us had heard of the term authentic classroom
assessments but few had practice it. Authentic assessment asks students perform.
The performances may be thinking performances, physical performances, creative
performances, or other forms. So performance assessment is any form of
assessment that requires students to carry out an activity or produce a product in
order to demonstrate learning (Airasian, 2005). It may seem odd as this authentic
classroom assessment could jeopardize the teacher capability of controlling and
managing the class well. It is down to the teacher on how well the class is managed.
In the KSSR syllabus, performances such as jazz chants, creative artwork, singing,
action song and so on are now being emphasized in order to build pupils that are
capable of interpersonal and also intrapersonal. Teacher should accept the
challenge to teach this sorts of assessment to the pupils rather the old and traditional
way where pupils being focused only with reading and writing. The pupils need to be
motivated with fun and enjoyable activities and at the same time, the learning
process is on-going and success.
In Malaysian educational field, the education system is only about exam. It is
known as the exam oriented situation as pupils focus more on scoring the written
test rather than getting the knowledge itself. Therefore, the knowledge is not long
lasting and after the pupils had finished the exam, they would abandon the
knowledge and did not apply it in the real world. This type of assessing is not
suitable nowadays. True knowledge were ought to be taught and teacher were only
focus on the UPSR, PMR and SPM. Learning is everywhere and we as teacher,
should motivate our pupils to learn and learn and never stop learning. Assessing
them in a more creative way will enhance learning towards the real meaning of
getting knowledge and not the other way around.