SCHOOL-BASED EVALUATION

Overview

In this Chapter, we shall cover,.

            • Concept of School-based Evaluation

            • Characteristics of School-based Evaluation

            • Aspects of evaluation

            • Implementation of School-based Evaluation

 

Key terms

            • School-based evaluation

            • methodology

            • planning of School-based evaluation

            • implementation

 

Further readings

Ebel, Robert L. & Fribie David A. (1991). Essentials of educational measurement. London: Prentice Hall.

Grolund, Norman E. (1971). Measurement and evaluation in teaching. New York: Macmillan Company.

Kementerian Pendidikan Malaysia (2001). Penilaian kendalian sekolah. Kuala Lumpur: Pusat

Perkembangan Kurikulum , Kementerian Pendidikan Malaysia.

 

Suggested Input

 

 

                        1. Evaluation which is planned by the teacher at the school level is referred to as School-based Evaluation/ Penilaian Kendalian Sekolah (PKS). Teacher plays an important role in diagnosing the students’ growth and development, abilities, their academic progress and achievement. Teacher can decide the students’ learning outcome that he intends to evaluate, implement the procedure of his evaluation, record the result of his evaluation, analyze the students’ performance based on the collected data, writing of his report and taking further actions. Through the school-based evaluation, the teacher can identify the overall and integrated potential of his students from the intellectual, moral, emotion and physical aspects in line with the National Philosophy Of Education. Hence, to achieve this goal, school-based evaluation should emphasize the concept of continuous evaluation in the development of all the aspects.

 

                        2. School-based Evaluation is more in the form of formative evaluation which emphasizes the progress of a student from one level to another. The teacher can diagnose and identify the students’ progress from time to time. Thus the teacher has the opportunity to correct the students’ 7mistakes and weaknesses to avoid the accumulation of their learning problems since the early stage. Further more the students’ strengths and potential can be enhanced.

 

                        3. There are two types of evaluation in school:

 

            • Formative evaluation

            • Summative evaluation

 

                        4. School – based evaluation is a continuous process in teaching and learning which is planned and implemented by the teacher. Feedbacks from the evaluation enable the teacher to monitor the students’ progress so that further action can be taken if necessary. School-based evaluation can also assess the students’ performance in other aspects not found in the centralized evaluation such as UPSR, PMR and SPM. In fact, school-based and centralized evaluation work hand in hand in our system of evaluation.

 

                        5. The aim of School-based evaluation is to:

 

            • identify the overall growth and development of students

            • identify the students’ strengths and weaknesses at an early stage from time to time

            • know the effectiveness of teachers’ teaching

            • plane and adapt the teachers’ teaching

            • take immediate and appropriate further actions

 

                        6. The main characteristics of School-based evaluation are as follow:

 

(Source: Penilaian Kendalian Sekolah (2001), Pusat Perkembangan Kurikulum, pg.6)

 

                        7. Through School-based evaluation, students are assessed in various aspects, inclusive of multiple intelligence, emotion and personality development.

 

            • Knowledge

            • Thinking skills

            • Language skills

            • Arithmetic skills

            • Learning skills

            • Practical skills

            • Manipulative skills

            • Socialization skills

            • Creativity

            • Science process skills

            • Behavior and practicing of moral values

            • Attitudes

            • Health and fitness

            • Kinesthetic skills

            • Aptitude

 

                        8. Implementation of school-based evaluation is based on the following steps:

 

                       

                         

                        9. Learning outcomes which have been identified can be assessed by using the following methods:

 

            • Observation

            • Oral

            • Writing

 

The choice of each method depends on:

            • the learning outcome to be assessed.

            • the relevance of the matters to be assessed.

 

                        10. Observation method is used to assess the aspects which are difficult to be identified through oral or writing method. For instance:

 

            • attitude

            • behavior / performance

            • practical

            • manipulative skills

            • socialization skills

            • learning skills

            • kinesthetic skills

            • computer literacy skills

            • innovative skills

 

                        11. Aspects which are assessed through oral method are as follow:

 

            • understanding of concepts

            • factual knowledge

            • listening competency

            • correct language usage

            • fluency in reciting

            • pronunciation in conversation

            • arithmetic competency

            • styles in presentation

            • conversation and attitude

 

                        12. Aspects of writing assessment can be identified through:

 

            • essays

            • project reports/ course work / assignment / folio

            • exercises and written tests

            • elaboration or map interpretation, table, graph or chart