HOW TO MAKE SURE :

TEACHERS TEACH ! ASSESSORS

ASSESS !

Strategi memahami dan menggunakan

Taksonomi Pendidikan Bloom & SOLO
Oleh:
Ab.Ghani Taib
KJ R&D IPPM, Melaka

Emotional Quotient (EQ!)

(Daniel Goleman dlm buku Emotional Intelligence)

..being

smart is about what we

feel of being to read social
situations as well and having
empathy for others

IQ

bukan lagi penentu kejayaan,

tetapi ..
how in tune you are to your
inner feelings as well as to the
feeling of others

Contoh mempelbagaikan soalan

esei untuk menguji calon

(1) Bincangkan LIMA kelebihan KBSR berbanding dengan KLSR

(2) Pada pendapat anda mengapakah KBSR/KBSM dilaksanakan

di negara kita untuk menggantikan kurikulum yang sedia ada?

(3) Exchange views with your partner on the education system in

your country. What changes do you think would help to improve the
quality of education in this country?. Justify your views in detail and
report any differences of opinion between yourself and your partner.
To help you with your discussion, you might like to refer to some of
the following areas: subject taught; class size; exam; homework;
discipline; holidays; starting age; single-sex or co-ed

Anderson & Krathwohl (2000)

REVISED VERSION OF BLOOMS
TAXONOMY OF EDUCATIONAL
OBJECTIVES
Konsep dan Implikasi Taksonomi
kepada:
Ciri-ciri utama taksonomi dan
perbezaan dengan taksonomi yang
asal
(ii) Pembinaan Jadual Spesifikasi
Ujian(JSU)
(iii) Penulisan Objektif /hasil
pembelajaran
(iv) Pengajaran-pembelajaran
(v) Pentaksiran pembelajaran
(i)

FOUR(4) BASIC QUESTIONS IN

TEACHING AND LEARNING !

(1) The learning questions?

eg -what is worth learning?
(2)The instructional questions?
eg-how to teach effectively?
(3)The assessment questions?
eg what and how to assess?

(4)The alignment questions?

eg how do we make sure what we intend to
achieve has been taught and has been assessed?

Perhubungan antara
Objektif P-P, Proses P-P
dan Penilaian

Objektif
( apa yang sepatutnya dipelajari
ie p-p berkesan dan
bermakna)
KESEPADUAN
KBSR/
KBSM

Proses p-p
(-pengetahuan,
kemahiran & nilai
-mengubah
pemikiran,

Pentaksiran
( sah, bolehpercaya
Autentik)

INTRO:
Background to the revised taxonomy

The working group assembled by Anderson( a former student of

Bloom and Krathwohl worked from 1995-2000 (Airasian, P. W,
Cruikshank, K.A, Mayer,R.E, Pintrich,P. R, Raths,J and
Wittrock,M.C)
Includes people with expertise in the areas of cognitive
psychology, curriculum and instruction, and educational testing,
measurement, and assessment.
The levels of knowledge were indicated in the original version ie
factual, conceptual, and procedural but these were never fully
understood or used by teachers because most of what educators
were given in training consisted of a simple chart with the listing
of levels and related acccompanying verbs.
The full breadth of of Handbook 1 and its recommendations on
types of knowledge were rarely discussed in any instructive way
(Anderson & Krathwohl, 2001)
This revision of Blooms taxonomy is designed to help teachers
understand standard based curriculums
Cognitive psychologist, curriculum specialists, teacheer
researchers have developed a 2-dimensional framework, focusing
on knowledge and cognitive processes.
It explores curriculum from three unique perspectives:
(i) cognitive psychologist
(ii) curriculum spesialists and teacher educators (C&I
emphasis) and

Blooms Taxonomy : Original and Revised

OLD VERSION

NEW VERSION

Evaluate

Create

Synthesis
Analysis

Evaluate

Application

Analyze
Apply

Comprehension

Understand

Knowledge

Remember

Blooms Educational Objectives (1956)

Book 1: COGNITIVE Taxonomy of DOMAIN
Evaluation
-internal judgment
-external criteria

Synthesis

tu
c
e
l
l
te
n
i

n
o
i
t
a
is
l
l
a

Comprehension
-translation
-Interpretation
-extrapolation

Knowledge
-facts/definitions
/terminology
-ways and
means/procedures
-generaliztion and
theories

(remember/recall/rec
ognize)

Application
-familiar situation
-unfamiliar situation

-unique
communication
-plan
-abstract
theoritical
framework

Analysis
-elements
-relationship
-organisation

MATRIKS TAKSONOMI
ANDERSON & KRATHWOHL(2000)

COGNITIVE PROCESS
DIMENSION
(VERB)
1

KNOWLEDG
E
DIMENSION
(NOUN)

MATRIKS TAKSONOMI ANDERSON & KRATHWOHL(2000)

Cognitive

Remem
ber

Under
stand

Apply

Analyse

Evalu
ate

Create

Process
Dimension
Knowledge
Dimension
1

Factual
Knowledge

Conceptual
Knowledge

Procedural
Knowledge

Metacognitive
Knowledge

X
X

X
X
X

PERINCIAN MATRIKS TAKSONOMI ANDERSON & KRATHWOHL(2000)

COGNITIVE PROCESS DIMENSION

Cognitive
Process
Dimensio
n

To
Remember
(i)Recognizing
(ii) recalling

To Understand

To Apply

(ability to derive
meaning from varying
from types of
instructional
activities/new
comprehension of the
information)
(i)Interpreting
(ii)Exemplifying
(iii)Summarising
(iv) Inferring
(v)Comparing
(vi)Explaining

(using a
procedure to
perform a task)
(i) Executing
(familiar task)
(ii) Imlementing
(new task)

To
Analyse
(breaking
down a
problem into
a separate
component)
(i)Differentiati
ng
(ii)Organisin
(iii)Attributing
(discovering
underlying
intention)

To
Evaluat
.....
(making
Judgme
nt)
(i)Check
Ing
-Detect
Inconsis
tent
Conclusi
onn
(ii)Critiq
Uing
-judging
a
Product

To
Create
(making a
new
synthesis)
(i)Generatin
g
(ii)Planning
(iii)produci
ng

MATRIKS TAKSONOMI ANDERSON & KRATHWOHL(2000)

Knowledge Dimension
1

Factual Knowledge (basic facts,terms or details)

1.1-terminology
1.2-details and elements

Conceptual Knowledge (ideas or objects can be classified categories or developed

into principles, models or theories/knowledge of relationships among objects or
concepts)
2.1-classification and categories
2.2-principles and generalization
2.3-theories, models and structures

Procedural Knowledge (proses or procedures in performing an activity)

3.1-subject specific skills
3.2-subject specific technique
3.3-when to use appropriate procedures

Metacognitive Knowledge (about cognitive processes and self-awareness about

ones own thinking process)
4.1-strategic knowledge
4.2-cognitive task knowledge (in-depth processing)
4.3-self-knowledge(self-awareness of own
goals/capabilities /interests

MATRIKS TAKSONOMI ANDERSON & KRATHWOHL(2000)

Cognitive Process Dimension
Knowledge Dimension

Factual Knowledge (basic facts,terms or details)

1.1-terminology
1.2-details and elements

Conceptual Knowledge (ideas or objects can be

classified categories or developed into
principles, models or theories/knowledge of
relationships among objects or concepts)
2.1-classification and categories
2.2-principles and generalization
2.3-theories, models and structures

Procedural Knowledge (proses or procedures in

performing an activity)
3.1-subject specific skills
3.2-subject specific technique
3.3-when to use appropriate procedures

Metacognitive Knowledge (about cognitive

processes and self-awareness about ones own
thinking process)
4.1-strategic knowledge
4.2-cognitive task knowledge (in-depth
processing)
4.3-self-knowledge(self-awareness of own
goals/capabilities /interests

Remember
(i)Recognizing
(ii) recalling

Understanding
(ability to derive
meaning from
varying from types
of instructional
activities/new
comprehension of
the information)
(i)Interpreting
(ii)Exemplifying
(iii)Summarising
(iv) Inferring
(v)Comparing
(vi)Explaining

Aplication(usi
ng a
procedure to
perform a
task)
(i) Executing
(familiar task)
(ii)
Imlementing
(new task)

Analysis(breaki
ng down a
problem into a
separate
component)
(i)Differentiating
(ii)Organisin
(iii)Attributing(di
scovering
underlying
intention)

Evaluate
(making
Judgment)
(i)checkingDetect
inconsistent
conclusion
(ii)critiquingjudging a
Product

X
X
X
X

Create
(making a new
synthesis)
(i)Generating
(ii)Planning
(iii)producing

USING THE REVISED

TAXONOMY
(1) Writing Instructional Objectives:
format:-the student will be ableto..(verb) + --(noun)
Eg(i) The student will be able to recall three events that caused world war II
Eg ii. The student will be able to understand the theory of plate tectonics as an explanation for
volcanoes (Anderson & Krathwohl, 2001, pp 191)
(2) Instructional Activities
-alignment of objectives and teaching activities
-eg making student understand.discussing theory of plate tectonicsusing models and films
to explain elements.asking questions..use of information..
(3) To generate critical thinking skills
-lower order vs higher order mental processes
(4) Assessment practices
-planning a test (Table of Specification)
-writing items,
-types of assessment,
-methods of scoring

Eight (8) Principles for enhancing high quality learning in

universities and colleges (Brenda Smith and Sally
Brown(1995)Research Teaching and Learning, SEDA,
Kogan Page Ltd. Lond (pp 118-124)

(1) Enhancing student capabilities and work-related skills

work,projects for self-reliant and intellectual capabilities)

(2) Using student experience as a learning resource

learning)

(3) Encouraging active and cooperative learning

leaning sessions surfavce and deep learning)

(4) Promoting responsibility in learning

responsibly/providing resource based learning)

(gp-

(contextualized

(active during

(individuals to participate

(5) Encouraging with feelings, values and motives as well as

with intellectual development (encourage self-evaluation and making
judgments about quality of work, value system etc)

(6) Fostering open, flexible and outcomes-based assessment

(more authentic assessments)

(7) Evaluating teaching and learning

feedback)

(develop student skills in giving

(8) Establishing congruence between learning and

teaching activities and the milieu in which they
occur(resopurces and open learning support and spaces)

Types of Learning Outcomes

( Ten D. Brink, 1974)

Expected outcome related to

what is learned
(ii) Unexpected outcomes but
related to learning
(iii) Unexpected outcomes, not
related to learning BUT
related to life !
(i)

Penerapan Nilai Dalam Soalan /Tugasan

Evaluating of values
(Bloom, Madaus 1973 Chap 16:pp 483-487))

(1) ..Values are affective in their nature but cognitive in their

development because they must be rationally attained !
(2)

No matter how desirable the values may be, it is not desirable from the
viewpoint of the subject unless it has been attained through critical
analysis. The individual himself must be the rational judge of the worth of
a value (pp 486)

(3)

..the attainment of desirable values can be evaluated by a form of

essay question. The students are required to take a position on some
provocative statements that clarify their stance

Model Refleksi Van

Menon(1977)

(III) Critical or Moral

Based
Reflection
(II) Professional
Based Reflection
(I) Technical
Reflection
Van Menon telah menegaskan kepentingan refleksi
kritikal disamping refleksi teknikal dan profesional
untuk membolehkan seseorang itu memperbaiki
amalan yang sedia ada.

Fokus Soalan/Tugasan
LMP Vs HMP(HOTS)

Groundland(1981) menguji aras analisis, sintesis dan penilaian

Tuckman(1975) ...application, analysis, synthesis and evaluation
Bloom(1981) great emphasize on problem solving, application of
principles, analytical skills and creativity
Haladyna (1977) .understanding, problem solving, critical thinking and
creativity
Krulik (1993)critical and creative thinking
The higher mental processes are oriented more to
the process by which an answer or solution is obtained
than to the answer or solution itself..

..Test items are usually more difficult to score since

answers are not necessarily completely right or wrong;
heir correctness is based on how they were obtained !
(Tuckman, 1975)

PELBAGAI CARA MENGESAN

HASIL PEMBELAJARAN
(melalui lisan, tulisan dan perlakuan)

PENEKANAN YANG BERBEZA:UNTUK

MENGESAN
PRESTASI PELAJAR SECARA MENYELURUH

Kognitif
Afektif
Nilai
Pemikiran dan refleksi
surface vs deep learning(Luaran-dalaman)
Pengalaman
Tahap pembelajaran
Kefahaman konsep
Kebolehan menyelesaikan masalah
Kesepaduan antara ilmu-amal-adab(akhlak)

Apakah perbezaan antara

reflektif dengantidak
reflektif?

Dewey (1933)
menggunakan
istilah routine
action dengan
reflective action

Routine action is
guided by:

Reflective action
involves:

tradition
habit
authority
institutional
definitions and
expectations
Implications:relatively static
and
unresponsive to
changing priorities
and circumstances

a willingness to
engage in
constant selfappraisal and
development.
Implications: has flexibility,
rigorous
analysis and
social
awareness.

Mengapa Refleksi Penting?

Membantu membuat penilaian kendiri

Berfikir secara analitik, kritis dan kreatif
Menganalisi proses dan hasil kerja
Memikirkan alternatif-alternatif dalam membuat keputusan
Mencari jalan penyelesaian terhadap sesuatu masalah
berdasarkan apa yang telah, sedang dan akan dilalui
Mengubah amalan
Memperbaiki diri

Reflection is not telling

people about your
experience but reflection is
about what the experience
means to you !

Refleksi d/s perspektif Islam:

Pendidikan mesti berdiri di atas asas mengabdikan diri

kepada Allah SWT secara sepenuhnyadi dalam semua

urusan hidup dan bukan mengabdikan diri kepada hawa
nafsu atau sesama manusia. Salah satu daripada prinsip
asas pendidikan Islam ialah membuat renungan yang serius
atau refleksi yang membawa maksud kebolehan fikiran
untuk memerhatikan operasinya sendiri.(Prof Nik Aziz Nik
Pa, 1988 Jurnal Pend Islam ms 30)

Purpose of a Lesson
(1)

Coverage -syllabus
-conveying of information (acquisition of
knowledge ! -surface learning)

(2)

Understanding
- generating understanding ( transfer of

knowledge -deep learning

(3)

Motivation

- stimulating interest and values !

deep learning

Bagaimana menterjemahkan kurikulum ke

dalam aktiviti P-P

Kurikulum ialah segala aktiviti dan

pengalaman pembelajaran yang
meliputi semua ilmu pengetahuan serta
kemahiran, norma ilmu pengetahuan
serta kemahiran, norma dan nilai
masyarakat yang dirancangkan untuk
pelajar-pelajar sekolah.
Bukan sekadar senarai tajuk yang perlu
diajar atau semata-mata mewujudkan
interaksi sihat antara guru-murid
Bukan sekadar aktiviti p-p bersifat
fizikal dan kebendaan
Kurikulum perlu dilihat dari sudut
keilmuannya:

Helping students to improve

learning! (Barbara G.Davis, UCLA)

(i) Helping to contextualize

(ii)Help to retrieve and retain knowledge

allow different ways of thinking and ways of getting information

expected of learning
give framework
use previous knowledge
meaningful presentation
stress concept
Provide active learning (Summarise, Paraphrase, Generalize Written assignments)
Group work
Presentation
Give some pointers
Relate with previous knowledge

(iii) Help teaching for intellectual development

go beyond the right answer

your own opinion
activities to go higher complex problems
alternative perspectives
appreciate, evaluate do judge different views

Apakah pula maksud pembelajaran yang

berkesan?
-Penekanan terhadap Proses Berfikir Dalam
Pembelajaran
Conceptions of Learning (Slj (1979) Five categories

(1)Learning as a quantitative increase in knowledge. ie learning is

acquiring information or knowing a lot

(2)Learning as memorising. ie learning is storing information that can

be reproduced. Learning as acquiring facts, skills and methods that
can be retained and used as necessary

(3) Learning as making sense or abstracting meaning. Learning

involves relating parts of the subject matter to each other and to the
real world.
(4) Learning as interpreting and understanding reality in a different
way.
(5) Learning involves comprehending the world by re-interpreting
knowledge.

Planning an effective lesson

(Leigh,D pg 40)

Must know (coverage)

SURFACE LEARNING
- expected for the
understanding of
the topic in question

nice to know (motivational & inculcation

of values) DEEP LEARNING
largely incidental to the subject/topic but
areas of interest
-unexpected and not related to the
topic and learning but related to life!

should know (deeper

understanding)- DEEP LEARNING
information
which can be related
expanded/ elaborated to the topic
-unexpected but related to
Learning!

Blooms Taxonomy of Educational Objectives

(1956)
Book 1: COGNITIVE DOMAIN
Evaluation
-internal judgment
-external criteria

Synthesis

tu
c
e
l
l
te
n
i
Comprehension

n
o
i
t
a
is
l
l
a

-translation
-Interpretation
-extrapolation

Knowledge
-facts/definitions
/terminology
-ways and
means/procedures
-generaliztion and
theories

(remember/recall/rec
ognize)

Application
-familiar situation
-unfamiliar situation

-unique
communication
-plan
-abstract
theoritical
framework

Analysis
-elements
-relationship
-organisation

Comparing the Revised Taxonomy

with
Blooms Original Taxonomy
Revised
Taxonomy(2000)
Remember
Understand
Apply
Analyze
Evaluate
Create

Original
Taxonomy(1956)
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

THREE(3) Stages of Assignments

(learning activities) based on Learning
Theories (Gagne,Traverse)

(1) ACQUISITION ASSIGNMENTS

-to help students acquire new information or skills eg
test, lectures, discussions, input

(2) REVIEW/RETRIEVAL ASSIGNMENTS

- has the student acquired that information?
- can also check the students direction,
- can spot unexpected outcomes
eg notes, reflections, plan, etc

(3) TRANSFER OF LEARNING ASSIGNMENTS

-try out in new situations and real contexts

USING THE REVISED

TAXONOMY
(1)Writing Instructional Objectives:
format:-the student will be able to..(VERB) + --(NOUN)
Eg(i) The student will be able to recall three events that caused
world war II
Eg ii. The student will be able to understand the theory of plate
tectonics as an explanation for volcanoes (Anderson & Krathwohl,
2001, pp 191)

(2) Instructional Activities

-alignment of objectives and teaching activities
-eg making student understand.discussing theory of plate
tectonicsusing models and films to explain elements.asking
questions..use of information..

(3) To generate critical thinking skills

-lower order vs higher order mental processes

(4) Assessment practices

-planning a test (Table of Specification)
-writing items,
-types of assessment,
-methods of scoring

Eg. Implications for testing and

Writing Items

Use various types of assessment items so that both constructedresponse items (essay items) and objective items to assess instructional
objectives
Objective: Students will be able to recall knowledge of five basic
geometric forms
-list and describe five basic types of geometric forms (remember and
factual knowledge)

Other examples:
To test for understand

-use subcategory comparing and item type mapping-ie

requires the student to show how two separate objects, events,
or ideas correspond to or compare with each other.

- student is asked to detail how the human memory system

(neurons, memory centers, short-term and long-term memoryprocess) corresponds to the parts of a computer (files, RAM
memory, hard-drive memory)

-to assess create use sub category generating and do

brainstrorming activity and asked students to generate a lot of
ideas. Scoring is done using rubric and holistic marking or
SOLO Criteria used based on: (i) number of solutions (ii)
appropriateness of solutions (iii) practicality of solutions

Helping Student Learn (Barbara Davis)

(4) Constructed Knowledge

(3) Contextualised Knowledge

(2) Subjective Knowledge

(1) Received Knowledge

Penjelasan Model Perkembangan

Intelek Guru Berdasarkan
Peningkatan
Ilmu
ILMU PROFESIONAL
KEGURUAN

be
rf
ik
ir

Guru terlatih
(insan guru)

Guru pelatih

Ilmu Terimaan

TEORI
Sikap

aj
ar
Ke
m
ah
ira

Ilmu Subjektif

be
l

Ilmu Kontekstual

K
em

ah
ira

Ilmu Binaan

PRAKTIS

MATLAMAT
KKBI
Matlamat utama KKBI:
Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas, memupuk nilai
positif serta daya fikir .
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar
Menilai pelajar dari segi pemerolehan, penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu
kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara
berterusan

TUJUAN

DAN PENEKANAN
DALAM
TUGASAN KERJA KURSUS

pemerolehan dan
penguasaan ilmu dengan
lebih mendalam dan pelbagai
sumber
kemahiran proses mental
tinggi (aplikasi,
menganalisis situasi ,
merumus dan mensintesis
serta membuat penilaian)
memindahkan ilmu dan
kemahiran yang dipelajari
dalam pelbagai situasi

Mengapa ILMU ?
(KERJA KURSUS BERASASKAN
ILMU KKBI )

What is learning? (Arthur Coombs,1991)

Learning always involve TWO things:

Exposure to new information and

Getting meanings from what we are doing !

Ilmu walaupun bergantung pada maklumat, fakta, pengalaman

konkrit sebenarnya tidak menepati takrifnya jika semua
maklumat, fakta, pengalaman konkrit dan sebagainya tidak
memberi makna yang lebih tinggi, tidak memberikan hikmat
dengan mana orang yang memperolehinya bertindak dengan
penuh yakin dan adil
(Wan Mohd Noor Wan Daud)

Ilmu ialah kesampaian makna tentang sesuatu objek ilmu

ke dalam jiwa atau roh individu (SMN AlAttas).

MENSEPADUKAN ANTARA
PROSES P-P DENGAN
PENILAIAN DALAM KERJA
KURSUS

Kerja Kursus untuk memantapkan kurikulum

Mengambil kira beban tugas pelajar
Membuat sampelan yang mencerminkan
perkembangan potensi pelajar secara menyeluruh
ie mengikut jenis tugasan
Bukti perkembangan diri pelajar dan portfolio
Amalan refleksi secara berterusan
Bersifat autentik ie mewujudkan situasi dan
konteks sebenar
Isu dan persoalan melibatkan permasalahan dan
penyelesaian masalah
Soalan tugasan bersifat open-ended dan
pemikiran aras tinggi
Proses bimbingan , pembelajaran dan penilaian
prestasi pelajar dilihat secara bersepadu dan
bersifat developmental
Pemarkahan berdasarkan holistik dan analitik

What are features of

good coursework
assessment? (McIntosh,
1990)

worthwhile tasks as compared to written paper

wider evidence of candidates achievements in
diverse contexts
appropriate tasks to individual interests and
capabilities
links with other subjects/disciplines and activities
in everyday world
sense of exploration and discovery
identify problems and finding solutions
planning an extended task, identifying and
overcoming difficulties
feedback on students progress
ease stress like exam tension and anxiety
reinforce learning and higher standards

Fokus Soalan
-HMP(HOTS)

The higher mental processes are oriented

more to the process by which an answer or
solution is obtained than to the answer or
solution itself..
.Test items are usually more difficult to
score since answers are not necessarily
completely right or wrong; their correctness
is based on how they were obtained !
(Tuckman, 1975)

Kaitan refleksi,
pemikiran kritis dan
kreatif
Kritis

ISU
-dilihat
dari pelbagai
perspektif

Penyelesaian
A G O
(Ams, Goals & Objectives)
kreatif

Pemikiran ,, Kritis
Divergen

konvergen

isu secara
kritis dan

Pemikiran

Apa yang hendak disoal

dalam Tugasan Kerja
Kursus?
ANDA ADALAH APA YANG ANDA FIKIRKAN !

UNSUR DALAMAN

UNSUR LUARAN

Motif ...> nilai.>sikap>pemikiran> perlakuan

is
pe
rs
on
al

Soalan
tugasan
Untuk
komunikasi
mengesan
sahsiah diri

at
io
n

CARA MENYOAL DALAM TUGASAN ?

-Reflective essay ! (Shullman)
TAHAP DALAM BERKOMUNIKASI

(5) Tahap empati

memahami
perasaan
orang lain
(4) Tahap perasaan
-gut level

(3) Tahap boleh menceritakan

hal diri sendiri
(2) Menceritakan hal orang lain
peristiwa events

(1) Tahap Clich-perbualan tanpa

komunikasi!

(2)

Memahami Taksonomi
Objektif Pendidikan
Kognitif (Bloom,1956)
dan
Taksonomi Hasil
Pembelajaran SOLO
(Biggs,1981)

Solo vs Bloom

John Biggs

Benjamin Bloom

If you want to
change student
learning, change

KAITAN DOMAIN KOGNITIF DENGAN

AFEKTIF DALAM PEMIKIRAN
(Taksonomi Bloom (I) & Krathwohl (II)

Aras Soalan
Aras Soalan
Kognitif(Intelectuallization)Afektif(Internalization)
(6)Penilaian----->
(5) Perwatakan
(5)Sintisis
(4) Organisasi Nilai
(4)Analisis
(3) Pengkonsepan Nilai
(3)Aplikasi -------->
(2)Gerak Balas
(2) Kefahaman
(1)Pengetahuan------>
(1)Kesedaran

Bloom and Solo Taxonomy

Benjamin Bloom (1956) developed a taxonomy of

learning which includes three overlapping domains:
the cognitive, psychomotor, and affective.
Cognitive learning consisted of six levels:
knowledge, comprehension, application, analysis,
synthesis, and evaluation.
For each level, specific learning behaviours were
defined and sets of verbs given that could be
used for writing instructional objectives.
John Biggs (Biggs & Collis 1982; Biggs, 1999)
developed a taxonomy that shows the stages of
growth of competence, expressed as curriculum
objectives.
The taxonomy is known as SOLO (Structure of the
Observed Learning Outcome)

Bloom and Solo Taxonomy 1/2

"Taxonomy means classification.

the assumption is that each level embraces previous
levels, but adds something more.

Benjamin Bloom (1956) - taxonomy of learning which includes

three overlapping domains: the cognitive, psychomotor, and
affective.

6 levels of Cognitive learning : knowledge, comprehension,

application, analysis, synthesis, and evaluation.
For each level, specific learning behaviours were defined and sets
of verbs given that could be used for writing instructional
objectives.

John Biggs (Biggs & Collis 1982; Biggs, 1999) SOLO

taxonomy that shows the stages of growth of competence

expressed as curriculum objectives.

Provide a framework for systematically assessing quality

Falsafah Pendidikan dan

Penerapan Nilai !
ie Penekanan Pendidikan/Prinsip Ketuhanan/
God-Consciousness

Schumaker in Small is Beautiful, pp 93)

Education cannot help us as long as
it accords no place to metaphysics.
Whether the subjects taught are
subject of science or of the
humanities, if teaching does not
lead to a clarification of
metaphysics ie to say, of our
fundamental convictions, it cannot
educate man and, consequently,
cannot be of real value to
society.

Conceptions of Learning Learning means different things to

different people. Slj (1979) classified the conceptions held
by respondents in his interview-based study into five
categories:
1)
2)
3)
4)
5)

Learning as a quantitative increase in knowledge. Learning is

acquiring information or knowing a lot
Learning as memorising. Learning is storing information that can be
reproduced.
Learning as acquiring facts, skills and methods that can be retained and
used as necessary.
Learning as making sense or abstracting meaning. Learning involves
relating parts of the subject matter to each other and to the real world.
Learning as interpreting and understanding reality in a different way.
Learning involves comprehending the world by re-interpreting
knowledge.

There is a clear qualitative shift between conceptions

3 and 4.
It has been argued that 1, 2 and 3 are views which
underpin
surface learning strategies, while 4 and 5 relate to
deep
learning.

SOLO TAXONOMY
(Five structural levels of learning (Biggs & Colllis,
1989)
(Structure of the Observed Learning Outcomes)
Prestructural

(i) The task is engaged, but the learner is distracted or misled by an irrelevant aspect belonging to a
previous stage or mode
(ii) Students are simply acquiring bits of unconnected information, which have no organisation and
make no sense

Unistructural

(i) The learner focuses on the relevant domain, and picks one aspect to work with
(ii) Simple and obvious connections are made, but their significance is not grasped

Multistructura
l

(i)The learner picks up more and more relavant or correct features, but does not integrate them.
(ii) A number of connections may be made, but the metaconnections between them are missed, as is
their significance for the whole.

Relational

(i) The learner now integrates the parts with each other, so that the whole has a coherent structure and
meaning.
(ii)The student is now able to appreciate the significance of the parts in relation to the whole.

Extended
Abstract

(i) The learner now generalises the structure to take in new and more abstract features, representing a
higher mode of operation
(ii) The student is making connections not only within the given subject area , but beyond it, able to
generalise and transfer the principless and ideas underlying the spesific instances

Why use SOLO?

To identify an individual current level of operation for a

particular task through a study of verbal and/or written

responses
Provides a powerful tool for assessment of student
understanding of concepts, and for problem solving
(Collis & Romberg 1991)
Effective as a means of planning and developing
curricula based on the cognitive characteristics of the
learner
In terms of pedagogy the target modes for teaching are
the unistructural, multistructural and the relational
levels.
The extended abstract response is not normally one that
is anticipated as a direct result of instruction, but is more
a function of the individual learners ability to go beyond
what has been taught

Approaches to
StudyDeep and
Surface
Learning
Conceptions
of learning and
Motivation

Penekanaan terhadap
Surface Vs Deep
Learning SOLO
Surface learning:
facts
information
scope and
coverage
(syllabus!)

Deep
Learning:

meanings
deep thought
purpose in life
reflections

Deep and Surface are two approaches to study, derived from original
empirical research by Marton and Slj (1976) and since elaborated by
Ramsden (1992), Biggs (1987, 1993) and Entwistle (1981), The features
of Deep and Surface approaches can be summarised thus: (based on
Ramsden, 1988)

Deep

1. Focus is on what is

signified

1. Focus is on the signs(or on

2. Relates previous knowledge

3.
4.
5.
6.
7.

to new knowledge
Relates knowledge from
different courses
Relates theoretical ideas to
everyday experience
Relates and distinguishes
evidence and argument
Organises and structures
content into coherent whole
Emphasis is internal, from
within the student

Surface

2.
3.
4.
5.
6.
7.

the learning as a signifier of

something else)
Focus on unrelated parts of
the task
Information for assessment is
simply memorised
Facts and concepts are
associated unreflectively
Principles are not
distinguished from examples
Task is treated as an external
imposition
Emphasis is external, from
demands of assessment

The Deep and Surface distinction is a very popular one,

much researched, using two main instruments; the
Study Process Questionnaire (Biggs, 1987) and
Entwistle's Approaches to Study Inventory.
Although the original ideas were derived from the
phenomenographic approach of open-ended measures
factor-analysed to yield the basic Deep and Surface
dimensions, later work has concentrated on refining scales
to produce the dimensions (thus explicating the
symptoms of each approach), and thereby regarded the
approaches themselves as given.
One characteristic of the Surface approach is its tendency
to miss the point of the learning. My reading of the
evidence is that this may be a generalisation which is not
completely supported by the evidence, particularly bearing
in mind the non-subject-specific questionnaire instruments
used which may not be able to get at this feature very
easily.
What does not appear to have been researched is the
problem of the structure of the knowledge being taught.
While it is clear that either approach can be applied to
practically anything, some subjects call forth a Surface
approach more readily than others law and medicine are
perhaps examples*. While there is a correlation between

Menggabungkan Taksonomi
SOLO dan Bloom untuk
penggubalan soalan dan
pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep )
Pre-tidak menjawab soalan langsung
Uni- jawapan tidak cukup isi
Multi-isi cukup tetapi tidak ada perkaitan
Relational -ada perkaitan tetapi kurang penerapan nilai
dan pandangan sendiri
Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom & kriteria Tuckman untuk
pemarkahan secara analitik (isi + hujah proses mental
tinggi)

Pemeriksaan Menggunakan
Taksonomi SOLO ( Biggs & Collis,
1982)

(i) Prestructural (E)<40%-students are unable to

relate to the task and their responses are illogical
and/or
irrelevant to
the task

(ii) Unistructural (D)40-49% students only able to

focus one direct concrete reality involved in the task

(iii) Multistructural ( C) 50-69% Students are able to

work with several ideas concerning the concept of
the task but see them as discrete, unrelated
elements
(iv) Relational (B) 70-79%-Students begin to show the
ability to generalise about the elements within the
task, but their explanations are still relatively
reality
based and context oriented

(v) Extended Abstract: (A) 80-100%- Students

interrelate ideas and go beyond the data at hand
in answering
the task. Hypothesizing, deducing and
the use of
abstract principles are characteristic of

(3) Menggunakan

asas
Taksonomi
untuk perancangan
dan penggubalan
tugasan, aktiviti p-p
dan pentaksiran

PANDUAN
MENGGUBAL
SOALAN TUGASAN
KERJA KURSUS
-PROJECT BASED
LEARNING

What is a project based learning?

Set of interrelated learning activities

Trying to achieve certain goals and specific purpose

(outcomes of learning!- surface + deep learning!)

Not so bound by time(longer period)

Involves stages of learning (learning theories!) ie acquisition

of knowledge---retrievel of knowledge---and transfer of
learning !

Involves various cognitive and affective processes

Assessment involve PROCESS and PRODUCT !

(formative and summative assessment)

Involves all types of knowledge

Authentic learning and authentic assessment

Students learning is guided and monitored!

Making Meaning
Out Of Experience !

J. Piaget structuralismthe key to learning lies in the

mutual interaction of accomodation (adapting our
mental concepts based on our experience in the
world) and assimilation (integrating our experience
into existing mental concepts)

Kolb experiential learning Learning is the process

whereby knowledge is created through the
transformation of experience

Shullman How? understanding.>transformation.

>aplication.>evaluation.>reflection>new understanding

Aras Mental Tinggi

Perlu memahami
konsep dan
tujuan soalan/tugasan

Ada unsur
personalisation
dan nilai
dalam penyoalan

Memperoleh
banyak maklumat
mengenai calon

CIRI-CIRI
CIRI-CIRI SOALAN/
SOALAN/
TUGASAN
TUGASAN KERJA
KERJA
KURSUS
KURSUS YG
YG BAIK
BAIK

Memerlukan
banyak bacaan
/ pelbagai sumber

Aplikasi
dalam
situasi
tertentu

Ada halangan
/masalah/
conditionalised
knowledge

Bersifat
open-ended

PANDUAN MENGGUBAL SOALAN

ESEI (HMP) (Christopher Brumfit (1991): Assessment in
Lit.Teaching McMillan Pub.Lond.pp 74-77)

(1) Identifying target competence

(2) Identify target skills (HMP)
(3) Discuss possible tasks/question/activities
(4) Grouping skills and knowledge areas into
clusters that are logically linked !
(5) Matching stimulus/texts to tasks/questions
(6) Writing test items
(7) Classifying marking criteria (expected response,
accepted, not accepted, grading, marking)
(8) Plan the overall shape of the test to maintain
balance

REASONING & PROBLEM

SOLVING

Why Problems?-life is full of troubles !

Puzzles ! Problems ! (Krulik, Shullman )
CONSTRAINED KNOWLEDGE !(Robert Glaser)
Tiada halangan untuk menuju matlamat
GOAL !
Terdapat halangan untuk menuju matlamat

BLOCK !

GOAL !

What is a good question?

(Clarke, 1988, p.29)

A good assessment question has three features:

(i) It requires more than recall of a fact or
reproduction of a skill,
(ii) It has an educative component; that is,
the student will learn from attempting it,
and the teacher will learn more about their
student from the attempt,
(iii) It is, to some extent, open: that is there
may be several acceptable answers.

Prosedur Penggubalan
Tugasan/Soalan
(1)

Kaji sukatan pelajaran

teliti objektif ikut komponen dan

kenalpasti objektif yang sesuai diuji

(2)

Tentukan penggabungan topik untuk menguji objektif berkenaan

(3)

Tentukan tugasan yang sesuai dengan topik-topik dan objektif yang

dipilih

(4)

Sediakan rangsangan tajuk dan maklumat rangsangan

(5)

Sediakan Tugasan soalan dan syarat

(6)

gunakan kata kerja memandu yang sesuai

jelaskan arahan/syarat

Sediakan RUBRIK Pemarkahan

PANDUAN MENGGUBAL SOALAN

TUGASAN KERJA KURSUS
Rangsangan
-mesti menggalakkan calon berfikir, menganalisis isu atau
situasi yang autentik!
Tugasan
- apa calon perlu lakukan untuk menjawab
soalan
-pastikan ada kata kerja dan kata-kata yang memagai
tugasan tersebut ! (tersurat dan tersirat)
Syarat :
-apa yang perlu difokuskan dan
- hal-hal pentadbiran

Mempelbagaikan Aktiviti P-P Untuk Tujuan

Penilaian dan Bimbingan semasa sesi
Interaksi
Kaedah

pengajaran dan pembelajaran perlu

diubahsuai
Latihan menjawab soalan open-ended dan
aktiviti perbincangan untuk melatih g/p
mengemukakan hujah dan menyelesaikan
masalah
Melihat penilaian sebagai sebahagian
daripada proses pengajaran-pembelajaran
Amalan refleksi perlu dipraktikkan secara
berterusan

PEMARKAHAN ESEI (TBL)

(Tuckman)

Isi Kandungan
(20%)

Kefahaman
Konsep
(20%)

KRITERIA PEMARKAHAN
JAWAPAN ESEI

Proses Mental Tiggi

Dalam Hujah Calon
-aplikasi, Analisis,
Sintesis & Penilaian
(50%)

Aspek
Komunikasi
Dalam Esei
(10%)

2 levels of SOLO Taxonomy

Two major categories

each containing two
increasingly complex
stages:
Surface =
Unistructural and
Multistructural;
Deep=Relational
and Extended
Abstract

Solo taxonomy - Pre-structural

1.

students are simply acquiring

bits of unconnected
information, which have no
organisation and make no
sense

The learner does not understand

the point of a question.
incompetence, nothing is known
about the area

Solo taxonomy - Unistructural

2. simple and obvious
connections are made,
but their significance is
not grasped (one
ideas)

One or a few aspects of a

task are picked up and used
one relevant aspect is
known

Solo taxonomy- Multistructural

3.

a number of connections
may be made, but the
meta-connections
between them are missed,
as is their significance for
the whole (multiple ideas)

Several aspects of a task

are learned but are treated
separately.
several relevant
independent aspects are
known

Solo taxonomy- Relational

4.

the student is now able to

appreciate the significance of
the parts in relation to the
whole (relating the ideas)

Parts are integrated into a

coherent whole, with each part
contributing to the overall
meaning.

aspects of knowledge are

integrated into a structure

Solo taxonomy- Extended

abstract
5. the student is making
connections not only within the
given subject area, but also
beyond it, able to generalise
and transfer the principles and
ideas underlying the specific
instance (extending the ideas:
one, many, relates, and extend)
May allow generalisation to a
new topic or area.
knowledge is generalised to
a new domain

PENUTUP

Kerja Kursus mambantu mengukuhkan p-p

KK melibatkan pelbagai aktiviti p-p bertujuan untuk
mencapai hasil latihan guru yang diharapkan
Pentaksiran adalah untuk mempastikan apa yang
dihasratkan itu dicapai
Bimbingan dalam KK adalah untuk mendapatkan
maklumbalas dan membantu mengembangkan potensi
bakal guru khususnya dalam tugasan PROJEK
Penggunaan Taksonomi SOLO dan Bloom adalah panduan
untuk merancang tugasan KK, membantu dalam strategi
penyampaian dan mempastikan pentaksiran meliputi
proses dan hasil tugasan

SEKIAN
TERIMA KASIH

RUJUKAN
1)
2)

3)
4)
5)
6)
7)

8)
9)
10)
11)
12)

13)

14)

Abu Bakar Nordin (1986) Asas Penilaian Pendidikan. Siri Maktab Perguruan
Heinemann K.L
Anderson,Lorin W & Krathwohl.David,.R(2000) A Taxonomy for Learning,
Teaching, and Assessing,: A Revision of Blooms Taxonomy of Educational
Objectives, Allyn & Bacon
Banks, Steven ,R(2005) Classroom Assessment: Issues and Practices, Pearson
Educ.Inc. Boston
Brown,G and Atkins M(1991) Effective Teaching in Higher Education Routledge,
London.
Bloom, B.S (1956,). Taxonomy of Educational Objectives. Handbook 1: Cognitive
Domain Longman Inc, New York
Cooper,J.M & Borich,G.D (2004): An Education Guide to Field-based Classroom
Observation. Houghton Mifflin, Boston
Habibah , Zaidatol Akmaliah & Rahil (2005). Competencies Needed
Teachers:Implicatons for Best Teaching Practices, University Putra Malaysia
Press, Serdang
Haladyana, T.M( 1997) Writing Test Items to Evaluate Higher Order Thinking.
Allyn and Bacon, Boston
Hartley,P, Woods,A & Pill,M(2005: Enhancing Teaching in Higher Education:New
Approaches for improving student learning.Routledge, London
Mouton,J.S & Blake R.R(1984). Synergogy: A New Strategy for Education,
Training and Development Jossey-Bass Inc Pub.San Francisco
Pollard, A and Tann,S(1993) Reflective Teaching in the Primary School: A
Handbook for the Classroom, 2nd Edition, Cassell, Lond.
Posamentier,A.S & Krulik,S (1998). Problem Solving Strategies for Efficient and
Elegant Solutions: A Resource for the Mathematics Teacher.Corwin Press
Ing,Cal.
Smith, B and Brown, S(1995). Research, Teaching and Learning in Higher
Education, Staff and Educational Development Series (SEDA) Kogan Page
London
Skinner,D(2005): Get Set for Teacher Training. Edinburgh University Press Ltd.

Question - Solo

SOLO Taxonomy Applied to

Questions/Tasks about Picassos
Guernica
Unistructural. Who painted Portrait
of Mona Lisa ?

Multistructural. Outline at least two

compositional principles that
Leonardo da Vinci used in Mona
Lisa.
Relational. Relate the theme of Mona
Lisa to a current event.
Extended Abstract. What do you
consider Leonardo da Vinci was
saying via his painting of Mona Lisa ?
(1479-1528)

Writing Questions unistructural

Childrens fairy tale of Goldilocks

& the Three Bears
A simple unistructural question
(one idea) that could be posed is

Whose house did Goldilocks go

into?

Such a task clearly involves

recall or knowledge, to use
Blooms term, of the single fact,
knowledge, or idea: Bears
house.

Writing Questionsmultistructural

An example of
multistructural (many ideas)
is to ask

What are three aspects

about the way the bears
live that tell us that the story
is not a real life situation?

The response requires

simple listing of human
traits that can be seen in
the way the story portrays
the life of bears.

Writing Questions- Relational

Relational questions:

Goldilocks eats the baby

bears food, breaks his chair,
and sleeps in his bed.
What does this tell us about
the kind of person she is?

To tells about what kind of

person the baby bear is
would require relational
thinking.

Writing Questions- extended

abstract

The extended abstract approach is to seek a

pattern across a wider range of cases
including those not given specifically by the
Goldilocks story itself.
Such a question is
Why do nursery tales allow wild animals
to act in human fashion?

Writing Questions - extended

abstract

a list of possible answers, such as:

a) to reveal negative things about human character
in a safe way;
b) to show the oneness of nature and humanity;
c) to entertain children who easily believe that wild
creatures can talk;
d) to give children courage to face dangers of adult
life.
It is obvious that the extended abstract answer is
richer and more well rounded showing evidence of
thought well beyond the narrow confines of the
question.

SOLO Classification of Responses

to Open-Ended Items
Question: Why does it get
dark at night?

Unistructural. Because
the sun goes to the other
side of the world.
Multistructural. Because
the earth is spinning and
the sun is going round the
earth.

SOLO Classification of Responses

to Open-Ended Items
Question: Why does it get dark at
night?

Relational. It gets dark at night because the

sun goes around the earth once for 12 hours
and for the other 12 hours it is day as the sun
is around the opposite side of the earth.
Extended abstract. The earth is spherical in
shape and rotates about its north-south axis.

As it rotates, at any one time the half of the

Earths sphere facing the sun will be in light
while the opposite half will be in shadow.
As the earth is rotating continuously, a point on
the earths surface will pass alternately through
the lighted half and the shaded half.

General principles for asking

questions

First, decide on a learning intention related to the given material.

Second, find one element in the material,
related to the learning intention, that students can identify, locate,
or complete using one process or one piece of knowledge or
data.
Third, devise a question requesting a list of two or more things
that the student can locate from the learning material, related to
the learning intention.
Fourth, provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between
the ideas.
Finally, decide on the general principle used in the relational
question
i.e., what class of event, personality, situation, rule, etc does this
relationship in the given context connect to? and devise a
question,

Soalan proses
mental
tinggi yang baik
questions that stimulate higher order thinking in the students
and require more than recall of information by the students,
from which the students can learn by the act of answering the
question, and which allow for a range of possiible answers
(Sullivan pp.41)
soalannya mestilah jelas, terbuka dan berdasarkan situasi
yang sebenar
....mempunyai ciri-ciri seperti berikut:
problem-based learning
all students should be able to make a start
provoking a conflict with existing conception
student with clear understandings will be able to solve the task
efficiently
potential for further investigation to challenge and extend
those students with thorough understandings

PERANAN
PENSYARAH
DALAM KKBI

Implikasi Kerja Kursus

Terhadap Pelaksanaan PP di Bilik Darjah

Kaedah pengajaran dan pembelajaran perlu

diubahsuai selaras dengan kebolehan berhujah dan
mensintesis sesuatu idea/isu
Latihan menjawab soalan open-ended dan aktiviti
perbincangan untuk peserta mengemukakan hujah
berdasarkan pengalaman dan menyelesaikan
masalah

Importance of teacher quality

to student learning outcomes
Research shows that:(Fullan and Connelly)
(i) what teachers know and do is the most important
influence on what students learn
(ii)

SHARING! :
Good Teachers working with other good teachers get
even better

(iii)

Fullan(1991) changes in education !

For significant change to occur, we engage not only
materials and strategies but also our belief systems, our
values and the whole range of our emotions and attitudes

MEMPELBAGAIKAN
PERANAN PENSYARAH

Mentafsir Sukatan Secara Keseluruhan

Mempelbagai Kaedah P-P dan kaitannya
dengan peranan pensyarah Sebagai Pengajar,
Fasilitator dan Penggerak
Kolaboratif(perancangan tugasan, kursus
dalaman p-p, moderasi, mengatasi masalah
tindan-tindih dll)
Mengintegrasikan penilaian KKBI dengan
aktiviti P-P
Amalan Budaya Ilmu untuk perkembangan
profesionalisme keguruan

Mempelbagaikan teknik
penyampaian dalam pengajaran
Kaedah Biasa KULIAH !
-Penyampaian P-P perlu menggunakan
pelbagai teknik

Ekspositori
Inkuiri dan refleksi
Aktiviti kumpulan
Perbincangan kes & perkongsian pengalaman
Pembelajaran berdasarkan sumber /projek
(Resource and project -based learning)

Pembentangan dan soal jawab

A CONTINUUM OF TEACHING
METHODS
Student active
Teacher passive

Teacher active
Student passive

Teacher participation
and control

SINERGOGI

ANDRAGOGI

Student participation
and control

PEDAGOGI

X
Lecture

Small
Group
Teaching

Research
Supervisio
n

Lab
Work

Self
Inst
Sys

Project
based

X
Private
Study

Mempelbagaikan
Soalan Untuk Menguji
HMP/HOTS

Gunakan kata-kata hikmah(quotation) oleh tokoh

yang autoritatif
Berdasarkan pengalaman, situasi profesion dan
konteks keguruan
Bersifat futuristik (if question)
Gunakan kiasan, analogi, perumpamaan/ metafora
Gunakan isu-isu yang kontroversi
Banding beza pendapat
Guunakan rangsangan yang mencabar, menarik
mengikut kesesuaian calon (guna kartun, keratan
akhbar, carta, jadual, graf, gambar dll)
Soalan-soalan bertahap eg ada aspek kefahaman,
aplikasi, analisis, sintesis dan kebolehan menilai

The Relationship Between

Required Solution and Schoolbased knowledge ! (Tuckman pp
113)
(1)

may be a close one or one that is not so

obvious !
(2) The salience of the the relationship
between acquired knowledge and the task
solution can also be increased in more
subtle ways within the problem statement
itself- often by the inclusion of cue words

Ciri-ciri tugasan esei yang

baik (i) bersifat open-ended:
Melihat sesuatu isu dari pelbagai perspektif

Melibatkan Topik 1
Melibatkan Topik 2

isu
Melibatkan Topik 3

sifat open :

sifat open : tugasan melibatkan dua atau lebih

topik/tajuk dan dikaitkan dengan menggunakan
kata-kata kunci yang secara tersirat
menghubungkaitkan tajuk/topik-topik tersebut
secara kritis dan kreatif
dapat menguji calon untuk mengaplikasikan
ilmu dan menganalisis situasi atau konteks

- Sifat ended dalam tugasan

kepentingan pelbagai ilmu untuk
menyelesaikan sesuatu masalah
ILMU 1

ILMU 2

ILMU 3

Penyelesaian masalah atau

rancangan untuk bertindak
menggunakan ilmu secara
bersepadu

SIFAT ENDED tugasan dapat menguji calon

menghubungkait dan menyatupadukan ilmu dan
kemahirannya untuk menyelesaikan masalah
yang dihadapi secara kreatif :

tugasan menghendaki calon membuat

sintesis, rancangan untuk bertindak, menilai,
menyelesaikan masalah atau membuat
keputusan untuk mengatasi sesuatu isu
secara kritis, reflektif dan kreatif, yang telah
dibangkitkan dalam sifat open di atas.
-penggunaan kata-kata kunci yang membawa
maksud perlunya melihat pelbagai perspektif
(gabungan pelbagai ilmu/kemahiran/topik
untuk mengatasi sesuatu masalah atau isu
yang dihadapi