Teachers’ Judgment of the Academic

Achievement of Children With and Without

Characteristics of Inattention, Impulsivity,
and Hyperactivity
ULASAN ARTIKEL
Norhayati Othman
Matrik No: P76309
yati.othman87@gmail.com
 Pengenalan

Kemahiran akademik murid  persediaan dan perancangan

kurikulum dan rancangan pengajaran + rancangan pengajaran
tambahan
Proses saringan akademik sekolah + penilaian guru = RtI (Fuchs &
Fuchs 2006)
Guru = “gatekeeper”
Guru – cenderung memberikan penilaian negatif terhadap prestasi
akademik murid-murid bercirikan ADHD
 Tujuan Kajian

membandingkan penilaian guru terhadap kemahiran akademik

murid murid dengan IIH dan tanpa IIH menggunakan CBM
(langsung) dan ACES (tidak langsung).
 Persoalan Kajian
1. Adakah guru kurang tepat dalam menilai prestasi murid-murid
tanpa IIH dengan pendekatan penilaian akademik secara tidak
langsung?
2. Adakah guru kurang tepat dalam menilai prestasi murid-murid
yang mempunyai tahap IIH yang tinggi dengan penilaian akademik
secara langsung menggunakan CBM-membaca, CBM-matematik,
dan CBM-menulis?
3. Adakah guru membuat jangkaan yang terlampau tinggi terhadap
prestasi murid berdasarkan CBM? Adakah jangkaan yang
terlampau tinggi itu dibuat terhadap murid-murid yang mengalami
IIH atau tanpa IIH?
 Metodologi

• 72 murid sekolah rendah

• Kump. IIH
Peserta • Kump. Perbandingan

• ADHD-IV (DuPaul et al. 1998b)

• Academic Competence Evaluation Skills (ACES) (DiPerna & Elliot 2000)
Instrumen • CBM (Membaca, Matematik, & Menulis)
 Prosedur

Penilaian
• Surat kebenaran ibu Kemahiran Murid • Korelasi
bapa • Pengiraan
• ACES
• Skala penilaian persetujuan
ADHD-IV • CBM
• Pendefinisian
• Persetujuan murid “kesesuaian”

Peserta Analisis
 Dapatan Kajian

CBM-Membaca CBM-Matematik CBM-Menulis

• Guru overestimated • Guru overestimated
pencapaian membaca pencapaian matematik
bagi kedua-dua bagi kedua-dua
kumpulan kumpulan
• Perkataan – lebih tepat • Masalah matematik –
bagi kumpulan lebih tepat bagi
perbandingan kumpulan IIH
Perbincangan
Kesimpulan
1. Guru tidak dapat membuat ramalan yang tepat.
2. Semakin khusus sesuatu kemahiran, semakin kurang ketepatan dalam
penilaian guru.

Implikasi
 Guru - pengetahuan yang tepat tentang kemahiran murid melalui penilaian
CBM  perbezaan pengajaran
 Guru/ahli psikologi – mempunyai maklumat yang sah dan tepat tentang
prestasi murid  laporan/rekod
 Sekolah – maklumat tentang pencapaian/kemahiran murid dirujuk
daripada pelbagai sumber  kesahan maklumat
Inattention
• Makes careless mistakes in his school work
• Has problem organizing his activities
• Loses things at home and at school
• Has problem finishing tasks
• Appears not to listen when spoken to
• Is unable to follow instructions
• Avoids activities that require thinking and concentration
• Is easily distracted
• Is often forgetful
Impulsivity
• Blurts out answers before the question has been completed
• Has difficulty awaiting his turn
• Interrupts others when they are talking or playing games
• In addition :
• The symptoms must have occurred before the age of 7 years
• The symptoms must have occurred for more than 6 months
• The symptoms occur in more than 1 place or situation e.g. school, home, public
places
• The behaviour is inappropriate for the child’s age
• There is no other major health and development problem
• The behaviour is causing the child to have problems in school, with friends or with
his daily living.
Hyperactivity
• Fidgets with his hands and feet and squirms in his seat most of the
time
• Leaves his seat in the classroom when he should be sitting down
• Runs and climbs excessively (more than most children)
• Has difficulty playing quietly
• Is always “on the go”
• Talks excessively
 Pendahuluan

Impulsivity

Inattention Hyperactivity

ADHD
Pengenalan

Penilaian
Guru
Pengenalan

CBM