modul pentaksiran 23dis2011

8/2/2019 Modul Pentaksiran 23Dis2011

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KURSUS PENINGKATAN PROFESIONALISME PENSYARAH BARU

UNIT 6

SISTEM PENTAKSIRAN

Pengenalan

Unit ini mengandungi aspek-aspek pentaksiran yang dilaksanakan di IPG Kampus. Peserta

akan didedahkan dengan pengetahuan asas, kemahiran dan tugasan berkaitan pentaksiran

yang dilaksanakan. Selepas mengikuti unit ini, peserta diharap dapat mengaplikasikan

pentaksiran yang berkualiti dalam kursus-kursus yang diajar .

Hasil Pembelajaran

Pada akhir unit ini, peserta kursus akan dapat menggubal:

i. item-item ujian berdasarkan Taksonomi Bloom untuk kertas peperiksaan.

ii. tugasan kerja kursus berasaskan ilmu (KKBI) bagi kursus yang diajar.

iii. peraturan memberi markah (PMM) kertas peperiksaan.

iv. rubrik pemarkahan bagi KKBI.

Pembahagian topik dan masa

Unit Topik Jam

6.1 Konsep Pentaksiran 2

6.2 Penilaian Kursus-Kursus Akademik

6.2.1 Tugasan autentik 1

6.2.2 Taksonomi Bloom 2

6.2.3 Sistem Pemarkahan 2

6.2.4 Jenis-Jenis Penilaian 2

6.2.5 Moderasi dan Pelaporan 1

6.3 Penggubalan Bahan Pentaksiran 7

JUMLAH 17


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FASA : 2

TARIKH :

TAJUK : 6 .1 Konsep Pentaksiran

MASA : 2 jam

OBJEKTIF : Selepas tamat menjalani aktiviti unit ini, peserta dapat:1. menjelaskan konsep pentaksiran.

2. membezakan antara pentaksiran untuk pembelajaran dan

pentaksiran terhadap pembelajaran.

Pengenalan

Pentaksiran merupakan komponen penting dalam putaran proses pengajaran pembelajaran.

Tanpa pentaksiran, keberkesanan pengajaran pembelajaran tidak mungkin dapatdinilai.Oleh yang demikian, prosedur pentaksiran yang sistematik perlu dihayati dan

diamalkan supaya dapat melahirkan guru yang berkualiti.

PERINCIAN AKTIVITI:

LANGKAH / MASA AKTIVITI STRATEGI

Langkah 1

(50 min)

Pengenalan

konsep

Peserta dialu-alukan dengan ucapan

selamat datang dan tahniah kerana

dapat menyertai kumpulan

pensyarah IPGM.

Peserta diberi pendedahan tentang

konsep pentaksiran.

Persembahan

powerpoint oleh

fasilitator

Langkah 2

(1 jam)

Tugasan

Peserta dibahagikan dalam

kumpulan kecil.

Setiap kumpulan akan

membincangkan tugasan yang

diberikan (Lampiran 5.1).

Wakil kumpulan akan

membentangkan hasil

perbincangan.

Perbincangan

Pembentangan oleh

wakil kumpulan.

Langkah 3

(10 min)

Rumusan

Fasilitator memberi penekanan

kepada peserta berkaitan tugas

yang melibatkan pentaksiran.

Rumusan oleh

fasilitator.


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LAMPIRAN 6.1

TUGASAN

Berdasarkan maklumat yang telah diterima, anda dikehendaki membezakan pentaksiranpembelajaran ( Assessment of Learning ) dan pentaksiran untuk pembelajaran ( Assessment

for Learning ).

Adakah terdapat perbezaan sistem pentaksiran di Institut Pendidikan Guru dan sekolah?

Berikan justifikasi terhadap jawapan anda.


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FASA : 2

TARIKH :

TAJUK : 6.2 Penilaian Kursus-Kursus Akademik

6.2.1 Tugasan Autentik

MASA : 1 jamOBJEKTIF : Selepas tamat menjalani aktiviti unit ini, peserta dapat:

1. menjelaskan kriteria dan jenis-jenis tugasan autentik.

2. menyatakan kepentingan tugasan autentik

Pengenalan

Tugasan autentik adalah tugasan yang direkabentuk untuk menaksir kebolehan pelajar

dalam mengaplikasikan pengetahuan dan kemahiran yang dipelajari untuk menyelesaikansesuatu isu/cabaran dalam situasi sebenar. Dengan kata lain, tugasan yang autentik

memenuhi kriteria (1) pelajar sendiri yang mencari jalan penyelesaian berdasarkan

pengetahuan dan kemahiran yang dipelajari dan (2) tugasan tersebut mesti berkaitan

dengan isu/senario yang sebenar dalam kehidupan seharian.

PERINCIAN AKTIVITI:


Langkah 1

(30 min)

Mengenalpasti

dan

mengkelasifikasi

jenis-jenis tugasan

di sekolah

Fasilitator menerangkan objektif

modul dan membuat pembahagian

kumpulan.

Aktiviti 1 (5 min)

1. Peserta dibahagikan kepada

kumpulan 4 orang.

2. Setiap kumpulan diberikan sehelaikertas kosong dan sebatang pena.

3. Tanpa suara, secara bergilir,

peserta mencatat jenis-jenis

tugasan yang diberikan kepada

murid di sekolah (2 minit).

4. Peserta tidak dibenarkan mencatat

jenis yang sama dua kali.

Round Table


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Aktiviti 2 (25 min)

1. Setiap kumpulan diberikan sehelai

kertas sebak dan sebatang pen

marker.

2. Fasilitator memberi peneranganmengenai kriteria tugasan autentik.

3. Setiap kumpulan dikehendaki

mengasingkan jenis-jenis tugasan

tersebut kepada tugasan autentikdan bukan autentik pada kertassebak.

4. Setiap kumpulan menampal hasil

kerja pada dinding berdekatandengan kumpulan masing-masing.

5. Tiga orang ahli kumpulan merayau

ke kumpulan lain untuk

mendapatkan jenis tugasan autentik

dan bukan autentik yang belum

disenaraikan oleh kumpulan

masing-masing (2 minit). Ahli yang

tinggal mencatat hasil dapatan.

6. Kumpulan menyemak senarai yang

dihasilkan.

7. Kumpulan bertukar tempat (K1 pergi

ke K2, K2 ke K3 dan seterusnya)

8. Kumpulan menyemak jenis-jenis

tugasan yang disenaraikan dengan

menandakan atau X. 9. Ketua kumpulan membentangkan

hasil semakan tersebut.

Persembahan

power-point

Perbincangan

kumpulan

One stay, three

stray

Langkah 2

(15 min)

Kepentingan

tugasan autentik

Aktiviti 3

1. Fasilitator memudahcara

perbincangan mengapa tugasan

autentik perlu diberi bagi mentaksir

pelajar.

2. Peserta berbincang dalam


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kumpulan

3. Wakil kumpulan diminta memberi

sebab-sebab.

Langkah 3(15 min)

Refleksi dan

sintesis

Peserta diminta mengemukakanpelajaran yang diperolehi (sintesis)

daripada aktiviti-aktiviti yang

dijalankan.

Fasilitator membuat rumusan

mengenai konsep pentaksiran

autentik, jenis-jenis serta

kepentingannya.


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FASA : 2

TARIKH :


6.2.2 Taksonomi Bloom


1. menjelaskan aras-aras dalam domain kognitif Taksonomi Bloom

(termasuk Revised Bloom Taxonomy )

Pengenalan

Taksonomi Bloom adalah model pelbagai aras dalam mengklasifikasikan pemikiran. Aras-

aras ini boleh dibayangkan sebagai anak-anak tangga yang boleh dipanjat untuk sampai kearas paling atas dalam aspek pemikiran. Aras-aras pemikiran berdasarkan Taksonomi

Bloom daripada terbawah kepada tertinggi adalah: pengetahuan, kefahaman, aplikasi,

analisis, sintesis dan penilaian.

PERINCIAN AKTIVITI:

LANGKAH/MASA AKTIVITI STRATEGI

Langkah 1

(60 min)

Aras-aras

Taksonomi

Bloom

(domain kognitif)



kumpulan.

Aktiviti 1

1. Peserta dibahagikan kepada

kumpulan 4 orang (A, B, C, D).

2. Setiap ahli diberikan sehelai artikel

yang berbeza dan berlabel A/B/C/D(Lampiran 5.2).

3. Peserta berkumpul mengikut label

artikel yang diperolehi (kumpulan

pakar).

4. Seorang ketua dilantik bagi

memulakan perbincangan (15 min).

5. Peserta kembali ke kumpulan asal.

6. Bermula dengan A, peserta

Expert Jigsaw


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membentangkan kepada rakan-

rakan hasil perbincangan kumpulan

pakar masing-masing (25 min).

7. Setiap kumpulan membuat peta

minda mengenai aras-arasTaksonomi Bloom dan

menampalnya di dinding

berdekatan kumpulan (15 min)

Peta minda

Langkah 2

(30 min)

Taksonomi

Bloom Semakan

Aktiviti 2 (30 min)

1. Fasilitator menunjukkan powerpoint

mengenai Taksonomi Bloom

Semakan.2. Peserta diminta memberi perhatian

kepada perubahan terminologi dan

struktur dalam versi semakan

tersebut.

3. Fasilitator memberi penekanan

kemahiran membina item pemikiran

aras tinggi dalam penggubalan

kertas peperiksaan dan kerja kursus.

Persembahan

powerpoint

Langkah 3

(15 min)

Kegunaan

Taksonomi

Bloom

Aktiviti 3

1. Fasilitator menjelaskan kegunaan

Taksonomi Bloom dalam

pengajaran dan penilaian (termasuk

penjelasan sepintas lalu mengenai

domain afektif dan psikomotor).

2. Peserta dibenarkan memberi respon/

mengemukakan soalan.

Persembahan

powerpoint

Langkah 4

(15 min)

Refleksi dan

sintesis

Peserta diminta mengemukakan

pelajaran yang diperolehi (sintesis)

daripada aktiviti-aktiviti yang

dijalankan.


mengenai sesi.


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LAMPIRAN 6.2

Bahan A

ARAS DOMAIN KOGNITIF: TAKSONOMI BLOOM

Diolah daripada buku : Bloom, B.S. 1992. Talsonomi Objektif Pendidikan. (Terjemahan olehAbdullah Junus).Dewan Bahasa dan Pustaka, K.Lumpur.

ARAS ASPEK PERINCIAN1. PENGETAHUAN

Menekankan cara-cara mengingat,sama ada secaramengecam ataumengingat semulaidea-idea, bahan-

bahan danfenomena

1.1 Perkara Khusus

1.2 Cara-cara dankaedah

1.3 Perkara-perkarauniversal dalamsesuatu bidang

1.1.1 Istilah-istilah dan konsep:perbendaharaan kata, istilah teknikal,istilah berkaitan rajah

1.1.2 Fakta-fakta khusus: tarikh, peristiwa,orang, tempat dll

1.2.1 Kelaziman: bentuk-bentuk,penggunaan yang betul, peraturan,

symbol-simbol dalam peta dll1.2.2 aliran dan urutan: perkembangankebudayaan dll

1.2.3 pengelasan dan kategori1.2.4 kriteria-kriteria yang diguna pakai1.2.5 perkaedahan: kaedah membuat

sesuatu, teknik-teknik dan prosedur1.3.1 prinsip-prinsip dan generalisasi1.3.2 teori-teori dan struktur-struktur

Contoh-Contoh Soalan Aras Pengetahuan:1. Kecerdasan paling sesuai dihuraikan sebagai _________________ ( ABCD)2. Rangkai kata manakah memberi definisi tentang pelaziman klasik? (ABCD)3. Pelopor Teori Behaviorisme ialah _____________ (ABCD)4. Pelaziman klasik berbeza daripada pelaziman operan kerana _______________ (ABCD)5. Manakah antara berikut tidak boleh dikelaskan sebagai pengukuran? (ABCD)6. Semasa menunjukcara, guru hendaklah _________________ (ABCD)7. Peneguhan positif adalah penting kerana _______________ (ABCD)8. Manakah daripada berikut paling baik menghuraikan prinsip Premack? (ABCD)

9. Seorang murid tidak menyiapkan kerja rumah dengan member alasan Ali pun tidaksiap juga. Alasan seperti ini paling sesuai dikategorikan sebagai __________________ (ABCD)

10. Mengikut Bandura, model yang paling baik adalah __________________ (ABCD)11. Pernyataan yang manakah merupakan perbezaan-perbezaan yang paling penting

dalam Ujian Rujukan Kriteria berbanding dengan Ujian Rujukan Norma? (ABCD)12. Manakah antara berikut merupakan kaedah terbaik untuk menggalakkan tingkah laku

positif murid semasa P&P menurut Teori Behaviorisme? (ABCD)13. Pernyataan manakah menunjukkan hubungan antara pengujian dan penilaian?(ABCD)


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ARAS ASPEK PERINCIAN2. KEFAHAMAN

Pemahamanmesej lahiriahyang terdapatdalamkomunikasiPenekanankepadapenguasaanmakna dantujuan

2.1 Terjemahan

2.2 Pentafsiran

2.3 Ekstrapolasi

2.1.1 memindahkan sesuatu masalah yangdiberikan dalam perkataan teknikal / abstrak kepada perkataan-perkataanyang konkrit atau kurang abstrak(menggunakan perkataan sendiri)

2.1.2 daripada satu bentuk simbolikkepada satu bentuk lain/sebaliknya

2.1.3 darpada satu bentuk perkataankepada bentuk yang lain

- cth metafora / sindiran ke dalambahasa biasa

- alih bahasa

2.2.1 memahami pemikiran dalam sesuatukarya

2.2.2 memahami dan mentafsir dengan jelas beberapa jenis bahan bacaan

2.2.3 membezakan rumusan yang jitu/ tidak jitu/bercanggah daripada satukumpulan data

2.2.4 mentafsir berbagai jenis data2.2.5 membuat penjelasan yang sesuai

apabila mentafsir data

2.3.1 bertindak berdasarkan rumusan2.3.2 membuat rumusan2.3.3 meramal penerusan aliran2.3.4 interpolasi di mana data terputus2.3.5 menganggar / meramal akibat-akibat

daripada tindakan2.3.6 peka kepada factor-faktor yang

menyebabkan ramalan-ramalan tidaktepat

2.3.7 membezakan akibat-akibat2.3.8 membezakan pertimbangan nilai

Contoh-Contoh Soalan Aras Kefahaman:1. Sekumpulan guru terlibat dalam pembinaan instrumen penilaian. Apakah yang dibuat

oleh mereka? (ABCD) jawapan melibatkan terjemahan instrumen kepada ujianiaitu istilah yang kurang abstrak

2. Apabila guru memberi hadiah bagi soalan yang betul dijawab murid, semakin ramaiyang mengangkat tangan untuk menjawab. Prinsip ini dijelaskan oleh(ABCD) pilihan contoh-contoh yang konkrit

3. Semasa mengikuti kuliah, pelajar telah diberi penerangan tentang istilah keperluandan naluri.Dengan menggunakan perkataan sendiri dan berasaskan pengalamananda seharian, terangkan apakah maksud dua istilah tersebut.

4. Yang manakah menyatakan definisi terbaik mengenai istilah psikologi? (ABCD)5. ...................... Petikan ini paling sesuai mengemukakan pandangan ___________

(ABCD)6. Apabila seorang murid memberi alasan berlaianan setiap kali jika datang lewat, murid

itu sedang ..... (ABCD) tugasan memerlukan calon mengenali istilah abstrak bagi


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contoh yang diberi. Aras menjadi lebih tinggi jika contoh yang dikemukakan adalahbaru kepada pelajar.

7. (Rangsangan bentuk simbolik gambar, kartun , graf, rumus, jadual dll). Gambar diatas paling tepat menjelaskan ... (ABCD)

8. Konsep yang dijelaskan oleh kartun di atas ialah __________ (ABCD)9. Graf manakah menunjukkan ogif bagi data dalam jadual di atas? (ABCD)10. Graf manakah paling baik mewakili pencapaian pelajar di sekolah berasrama penuh di

Malaysia? (ABCD)11. (Rangsangan- Petikan metafora). Metafora ..... menunjukkan ___________

(ABCD)12. (Rangsangan puisi). Dalam baris 4, penyair menyatakan bahawa ___________

(ABCD)


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Bahan B

ARAS ASPEK PERINCIAN3. APLIKASI

Menggunakansesuatu yangmemerlukankefahamantentang kaedah,teori, prinsip ataupengabstrakanyang digunakandengan betulapabila diberikansatu situasi yangsesuai yang carapenyelesaiannyatidak ditentukan

Jenis situasi:i. mengemukakan

satu situasi rekaan

ii. menggunakanbahan yang pelajarmungkin tidakpernahmenemuinya

iii. mewujudkanbentuk baru padasituasi yg telahmenjadi biasa dandiketahui umum

Menggunakan generalisasi danrumusanKebolehan meramal kesan yang timbulhasil daripada satu perubahan dalamsatu faktorKebolehan menggunakan prinsip-prinsipsains, postulasi, teorem dll dalam situasiyang baruMenggunakan prosedur-prosedur dalammencari penyelesaian kepada masalahMenggunakan prinsip-prinsip dalammengenal pasti ciri-ciri sesuatu situasiyang baruMenghubungkan prinsip-prinsip dengan

peristiwa semasaMenggunakan hukum-hukum/rumusdalam situasi praktis

Contoh-Contoh Soalan Aras Penggunaan:

1. Jika panjang segiempat sama ditambah 10 sm, luasnya menjadi dua kali ganda.Kirakan panjang asal segiempat sama tersebut? (ABCD)

2.

Maria tidak sedarkan diri mungkin disebabkan_____________ (ABCD)

3. Kesan lebam pada kepala Maria terjadi kerana ________________ (ABCD)4. Setelah sedar, Maria mendapati badannya terasa sangat lemah. Ini mengkin

disebabkan(ABCD)

Rangsangan - Situasi

Stem - Tingkah Laku calon dalam

mengendalikan proses aplikasi

Khamis, 8 Februari 1951. Pada jam 1 pagi Maria telah dijumpai pengsan di sebuah lorong di

Kajang. Dia telah dimasukkan ke Hospital Kajang pada jam 1.30 pagi. Doktor yang

menjalankan pemeriksaan mendapati terdapat kesan lebam pada kepalanya.Tekanan

darahnya didapati sangat rendah.Kadar gula dalam darahnya juga sangat rendah.


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Bahan C

ARAS ASPEK PERINCIAN4. ANALISIS

Pencerakinanbahan kepadabahagian-bahagiannya danmencari hubunganantara bahagian-bahagiannya dancara bahagian-bahagia itusisusun

4.1 Analisis unsur-unsur

4.2 Analisismengenaiperkaitan

4.3 Analisismengenai prinsip-prinsip organisasi

4.1.1 Mengenal pasti andaian-andaianyang tidak tertulis

4.1.2 Membezakan antara kenyataanfactual dengan kenyataan normatif

4.1.3 Mengenal pasti motif danmembezakan antara mekanismetingkah laku dengan merujuk individuatau kumpulan

4.1.4 Kebolehan membezakan sesuaturumusan daripada kenyataan yangmenyokongnya

4.2.1 Memahami saling kait antara idea-idea dalam sesuatu petikan

4.2.2 Mengenali butir-butir yang berkaitandengan pengesahan sesuatukeputusan

4.2.3 Mengenali fakta-fakta atau andaian andaian mana yang penting bagisesuatu idea utama atau hujah

4.2.4 Menyemak ketekalan hipotesisberdasarkan maklumat dan andaian-andaian yang diberi

4.2.5 Membezakan perkaitan yangberdasarkan sebab dan akibatdaripada perkaitan-perkaitan yang

berturutan4.2.6 Menganalisis hubungan mengenaikenyataan-kenyataan dalam sesuatuhujah untuk membezakan mana yangberkaitan dan tidak berkaitan

4.2.7 Mengesan pandangan-pandanganyang silap dari segi logic yangbterdapat dalam hujah-hujah

4.2.8 Mengenali perkaitan sebab danakibat dengan butir-butir penting dantidak penting dalam sesuatu huraiansejarah

4.3.1 Mengenali bentuk dan corak dalamkarya dan seni sebagai satu caramemahami maksudnya

4.3.2 Kebolehan merumus tujuanpengarang, pandangannya ataukualiti istimewanya dari segipemikiran dan perasaannya

4.3.3 Merumuskan konsep sains, falsafah,sejarah atau ciptaan seni yangdikemukakan oleh pengarang

4.3.4 Mengecam pandangan ataupandangan berat sebelah yangdikemukakan


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Contoh-Contoh Soalan Aras Analisis:

1. (Petikan karangan)Yang manakah antara berikut paling jelas menghuraikan rumusan yang logik daripadahujah B?

2. (Petikan karangan)Yang manakah antara berikut menyatakan pendapat yang terbaik dalam perbahasanitu? (ABCD)

3. Yang manakah antara berikut menerangkan kesimpulan yang terbaik dalamperbincangan itu?(ABCD)

4. (Petikan). Dalam kenyataan itu, rumusan utamanya ialah.... (ABCD)5. Persoalan utama yang cuba dijawab oleh penulis dalam Bab 1 ialah .... (ABCD)6. (Petikan). Satu rumusan penting yang tidak dinyatakan yang terkandung dalam hujah di

atas ialah..... (ABCD)7. (Rangsangan Fakta statistik dalam bentuk jadual)

Rumusan: Ahli-ahli keluarga yang berpendapatan kecil lebih sihat daripada ahli-ahlikeluarga berpendapatan tinggi. Yang manakah daripada andaian-andaian berikut perluuntuk membenarkan rumusan itu? (ABCD)

8. (Rangsangan petikan karangan - calon dikehendaki menganalisis cara sesuatu unsurberfungsi bersama dengan unsur-unsur lain). Apakah fungsi ayat terakhir (baris 6-9)?.Ayat itu... (ABCD)

9. (Rangsangan ). Penyataan yang manakah paling kurang penting untuk dijadikan hujah?(ABCD)

10. (Rangsangan calon perlu menimbang kenyataan paling baik bagi menjelaskan ideapenting artikel secara keseluruhannya iaitu menganalisis penyusunan dan struktur artikel

tersebut)Penyataan yang manakah merupakan huraian yang paling paling baik tentang artikel itusecara menyeluruh? (ABCD)


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Bahan D

ARAS ASPEK PERINCIAN5. SINTESIS

Menyatukanunsur-unsur dan

bahagian-bahagian untukmembentuk satuyang menyeluruh

5.1 Penghasilansatu komunikasiyang unik

5.2 Penghasilansuatu rancanganatau set operasi

5.3 Penghasilansatu setperkaitan yangabstrak

5.1.1 menggunakan organisasi idea dankenyataan dengan baik

5.1.2 menulis dengan kreatif: cerita, esei,

puisi dll5.1.3 menceritakan pengalaman peribadi

dengan berkesan5.2.4 membuat ucapan tanpa membuat

persediaan terlebih dahulu5.2.5 menulis gubahan-gubahan muzik

yang mudah seprti mengadun sebuahpuisi dengan muziknya

5.2.1 menyatupadukankeputusankeputusan daripada sesuatupenyiasatan ke dalam suaturancangan yang efektif atau cara-caramenyelesaikan masalah

5.2.2 merancang satu unit pengajaran bagisatu situasi

5.2.3 merekabentuk alat-alat5.2.4 merekabentuk bangunan dll mengikut

spesifikasi5.2.5 merekabentuk proses-proses

5.3.1 merumuskan hipotesis-hipotesis yangsesuai berdasarkan satu analisisfactor-faktor terlibat

5.3.2 merumuskan sesuatu teoripembelajarn yang boleh digunakandalam pengajaran di bilik darjah

5.3.3 Mengamati berbagai cara yangmembolehkan pengalamandikendalikan bagi membina satustruktur konsep

5.3.4 membuat penemuan dan generalisasidalam subjek tertentu

Contoh-Contoh Soalan Aras Sintesis:

1. Ingatkan satu peristiwa dalam hidup anda sendiri apabila menhghadapi satukesulitan yang menghalang anda dan anda perlu mengatasinya.Buat satu cerita mengenai kesulitan ini dan bagaimana anda mengatasinya.

2. Pucuk pauh harum manis, Dimakan bersama sambal bilis,

Tambahkan dua baris untuk melengkapkan pantun ini.

3. Sediakan satu rancangan pengajaran harian (RPH) yang sesuai bagi menerapkannilai murni kasih sayang kepada murid-murid Tahun 1.


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4. Dua orang kanak-kanak berumur 4 tahun (seorang lelaki dan seorang perempuan)telah ditempatkan dalam sebuah bilik yang diterangi empat buah lampu. Ibu-ibumereka juga ditempatkan dalam bilik tersebut tetapi berjauhan daripada mereka.Berikut adalah rekod pemerhatian kepada eksperimen tersebut:

Percubaan Rangsangan Lelaki Perempuan1 lampu dipadamkan Tiada reaksi Tiada reaksi2 lampu dipadamkan Tiada reaksi Mendekati ibunya3 lampu dipadamkan Mendekati ibunya Duduk atas riba ibunya4 lampu dipadamkan Memeluk ibunya Memeluk ibunya dan

menangis

a. Apakah generalisasi yang boleh dibuat berdasarkan dapatan eksperimen di atas?Kemukakan hujah anda.

b. Jelaskan bagaimana anda hendak memperbaiki eksperimen di atas supayadapatannya lebih jitu.


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ARAS ASPEK PERINCIAN6. PENILAIAN

Membuatpertimbanganmengenai nilai,idea, kerja,penyelesaian,kaedah, bahandll untuk tujuantertentuMelibatkanpenggunaankriteria danstandardBoleh bersifatkuantitatif ataukualitatif

6.1 Pertimbangandari segi buktidalaman

6.2 Pertimbangandari segi kriterialuaran

6.1.1 Menilai ketepatan kenyataan,dokumen, bukti dll

6.1.2 Menggunakan kriteria-kriteria yangdiberikan untuk menilai kerja

6.1.3 menunjukkan idea-idea yang tidak

betul/ kesilapan dari segi logik yangdigunakan dalam hujah-hujah

6.2.1 Menilai menggunakan standardluaran yang diakui bermutu tinggi

6.2.2 Mengecam dan menimbang nilai-nilaiyang terlibat dalam pemilihanalternative-alternatif mengenai haluantindakan

6.2.3 Mengenal pasti dan menilaipertimbangan dan nilai yang wujuddalam sesuatu haluan tindakan yangdipilih

6.2.4 Membezakan antara istilah-istilahteknik yang meningkatkan ketepatansesuatu teks dengan memasukkanlebih banyak definisi-definisi yangsesuai

6.2.5 Menilai kepercayaan-kepercayaansecara kritis

6.2.6 Menggunakan standard-standardbinaan sendiri terhadap pemilihandan penggunaan objek objek biasadalam persekitaran harian

Contoh-Contoh Soalan Aras Penilaian:

A. Diberikan satu masalah, tentukan rumusan yang logic dan pertimbangkanketepatan mengenai kenyataan kenyataan yang berkait dengan rumusantersebut.

1. (Rangsangan petikan)Teliti rumusan-rumusan yang diberikan di bawah.Dengan mengandaikanyang perenggan di atas memberikan satu kenyataan yang adil tentangmasalah itu, tentukan rumusan yang manakah pada fikiran anda adil.(ABC rumusan-rumusan)

B. Diberikan sebuah puisi, tentukan kriteria-kriteria penilaian yang sesuai dangunakan kriteria-kriteria itu.

2. Tulis sebuah esei yang panjangnya antara 250-500 perkataan, untukmenghurai serta menilai puisi di atas. Dalam huraian itu, anda harusmenggunakan istilah-istilah berkenaan yang akan menonjolkan pengecamananda tentang sifat-sifat formal puisi tersebut. Prinsip-prinsip penilaian anda

harus dijelaskan-walaupun prinsip tersebut tidak perlu dihuraikan secaraterperinci.


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C. Diberikan satu perkaitan di antara kaedah dan matlamat, nilaikan kesahan dansokong penilaian itu

3. (Rangsangan esei)Pertahan atau bangkangkan kebenaran cadangan yang terdapat dalam eseidiatas. Semasa berbuat demikian, pertimbangkan keadaan-kedaankhusus.........

D. Diberikan satu matlamat, tentukan kaedah yang sesuai serta khusus. Inimemerlukan maklumat khusus tentang fenomena yang terlibat.

4. (Rangsangan matlamat pengiklanan)Bagi barang dagangan ........, pertimbangkan sama ada langkahpengiklanan yang memberikan liputan meluas menjustifikasikan keuntungansetelah diambilkira perbelanjaan pengiklanan tersebut .

E. Diberikan satu matlamat, tentukan kaedah yang terbaik.

5. (Rangsangan petikan matlamat)Prosedur-prosedur berikut yang manakah yang mungkin dapat mengelakkandaripada beberapa bahaya yang paling besar?

F. Diberikan satu matlamat, pastikan kaedah-kaedah yang terbaik bagimencapainya.6. (Rangsangan tentang masalah memilih kain)

Dengan menggunakan senarai semak berikut, pilih Jenis kain yang paling

baik bagi mencapai tujuan di atas?


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FASA : 2

TARIKH :


6.2.3 Sistem Pemarkahan


1. menerangkan prosedur pemarkahan holistik dan analitik.

2. menjelaskan kepentingan rubrik pemarkahan.

Pengenalan

Skima pemarkahan perlu diwujudkan bagi meningkatkan keobjektifan dan

kebolehpercayaan ujian. Dua jenis skema pemarkahan yang digunakan ialah pemarkahanholistik dan analitik.

Pemarkahan tugasan yang berbentuk subjektif akan dimudahkan dengan adanya rubrik

pemarkahan sebagai panduan. Ia mengandungi keterangan-keterangan eksplisit berkaitan

kualiti prestasi calon terhadap tugasan yang diberi. Prestasi ini pula sejajar dengan skor

pada skala pemeringkatan. Pemberian rubrik kepada pelajar dapat menjelaskan kepada

pelajar jangkaan-jangkaan prestasi dan markahnya.

PERINCIAN AKTIVITI:


Langkah 1

(40 min)

Apa akan terjadi

jika tiada skema

pemarkahan?



kumpulan.

Setiap peserta diberi sehelai kertas

kosong.Peserta diminta menulis sebuah

karangan pendek bertajuk Kampung saya.

Aktiviti 1

1. Setiap kumpulan diberi satu set

karangan yang ditulis oleh

kumpulan lain.

Fasilitator

memungut

karangan tersebut.


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2. Secara individu (tanpa berbincang),

peserta diminta memberi markah

kepada karangan tersebut.

3. Secara bergilir, peserta menjelaskan

kepada ahli kumpulan mengenaimarkah yang diberi dan kriteria yang

digunakan.

4. Fasilitator mencatat julat markah

yang diperolehi daripada peserta.

5. Fasilitator menetapkan skema

pemarkahan bagi karangan

tersebut.

Langkah 2

( 20 min)

Pemarkahan analitik

Aktiviti 2

1. Peserta diminta memberi semula

markah kepada karangan tersebut

berdasarkan skema yang

ditetapkan.

2. Fasilitator membandingkan julat

markah yang diperolehi.

3. Fasilitator menerangkan

pemarkahan analitik dengan

merujuk kepada aktiviti yang telah

dijalankan.

Langkah 3

( 20 min)

Pemarkahan

holistik

Aktiviti 3

1. Peserta diminta memberi markah

kepada karangan tersebut

berdasarkan impresi : tinggi,

sederhana, rendah

2. Fasilitator memungut karangan yang

telah diperiksa.

3. Fasilitator menunjukcara bagaimana

membuat pemarkahan holistik

menggunakan karangan yang

dikutip dan penjelasan power point

menggunakan

Tunjukcara

Persembahan

power point .


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- skala ordinal

- skala nominal

4. Fasilitator menjelaskan tentang

kesan Halo dan kesan Horn yang

mungkin timbul semasa membuatpemarkahan.

5. Peserta diminta memberi respon

kepada aktiviti yang dijalankan.

Langkah 4

(30 min)

Rubrik

pemarkahan

Aktiviti 4

1. Fasilitator memberi penjelasan

mengenai rubrik pemarkahan.

2. Peserta berbincang dalam kumpulanmengenai dua kekuatan

menggunakan rubrik pemarkahan

dan mencatatkannya pada kad

manila.

3. Wakil-wakil kumpulan berdiri dan

menayangkan kad masing-masing

secara serentak.

4. Fasilitator memberi komen terhadap

kekuatan-kekuatan yang

dikemukakan.

5. Peserta diminta mengemukakan

pandangan tentang kegunaan rubrik

selain untuk pemarkahan.

6. Fasiliatator merumuskan fakta-fakta

penting mengenai rubrik, kekuatan

dan kegunaannya.

Perbincangankumpulan

stand n share

Langkah 5

(10 min)

Refleksi dan

sintesis

Peserta diminta membuat refleksi

mengenai aktiviti-aktiviti yang

dijalankan.

Fasilitator memberi komen terhadap

refleksi.

3H ( head, heart

and hand)


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FASA : 2

TARIKH :


6. 2.4 Jenis-jenis Penilaian


1. menjelaskan jenis-jenis penilaian yang terdapat di IPG.

Pengenalan

Penilaian merupakan aspek yang amat penting bagi seseorang guru atau pensyarah. Demi

membina modal insan yang berkualiti, proses penilaian perlulah dilaksanakan dengan teliti

serta memenuhi standard kualiti yang telah ditetapkan.

PERINCIAN AKTIVITI:


Langkah 1

(60 minit)

Pengenalan

konsep

Peserta diberi pendedahan

terperinci tentang jenis-jenis

penilaian yang terdapat di IPG.

- Projek, KKP, Ujian Amali, Ujian

Lisan, UAK, Amali

- Peperiksaan Akhir

Persembahan

powerpoint

Langkah 2

(50 minit)

Tugasan

Peserta dibahagikan dalam

kumpulan kecil.

Setiap kumpulan membincangkan

tugasan yang diberikan (Lampiran

6.3).

Perbincangan

Pembentangan

oleh wakil

kumpulan.

Langkah 3

(10 minit)

Rumusan

1. Peserta membuat rumusan

berkaitan tugas penilaian yang

wajib mereka laksanakan.

2. Fasilitator menegaskan tentang

komitmen dan kualiti dalam

penilaian.

Rumusan oleh

peserta dan

fasilitator.


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LAMPIRAN 6.3

Tugasan

Anda dikehendaki memberikan jenis-jenis penilaian yang terdapat dalam bidang tugas anda.

Nyatakan bagaimana anda akan melaksanakan KKBI bagi subjek major atau elektif anda.


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FASA : 2

TARIKH :


6. 2.5 Moderasi dan Pelaporan


1. menjelaskan prosedur melaksanakan moderasi dan

pelaporan penilaian di IPG.

Pengenalan

Modul ini menerangkan tentang prosedur pelaksanaan moderasi dan proses pelaporan

penilaian yang perlu dilakukan oleh pensyarah di IPG.

PERINCIAN AKTIVITI:

LANGKAH/MASA AKTIVITI STRATEGI

Langkah 1

(15 min)

Konsep dan

kepentingan

moderasi.

Peserta diberi penjelasan tentang

konsep dan kepentingan moderasi

dalam penilaian.

Persembahan

power-point.

Langkah 2

(30 min)

Prosedur

pelaksanaan

moderasi


prosedur pelaksanaan moderasi.

Persembahan

power-point.

Langkah 3(15 min)

Proses

pelaporan

moderasi

Peserta diterangkan proses-proses yangperlu dilakukan untuk menyediakan

pelaporan moderasi.

Peserta diberi edaran beberapa contoh

borang yang diperlukan untuk membuat

laporan moderasi berdasarkan standard

MS ISO 9001:2008.

Persembahanpower-point.


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FASA : 2

TARIKH :

TAJUK : 6 3 Penggubalan Bahan Pentaksiran

MASA : 7 jam

OBJEKTIF : Selepas tamat menjalani aktiviti unit ini, peserta dapat:1. menerangkan konsep dan kepentingan Jadual Spesifikasi Ujian

(JSU) dan Peraturan Memberi Markah (PMM).

2. menggubal soalan peperiksaan dan peraturan pemberian markah

berdasarkan JSU.

3. menggubal tugasan kerja kursus (projek dan kerja kursus pendek)

dan rubrik.

Pengenalan Modul ini mengandungi aktiviti-aktiviti penggubalan bahan penilaian bertujuan untuk

memberi kemahiran yang jitu kepada peserta kursus.

PERINCIAN AKTIVITI:


Langkah 1

(15 min)

Penjelasan

konsep JSU


konsep, komponen dan

kepentingan JSU.

Persembahan

power point

Langkah 2

(15 min)

Penjelasan

konsep PMM


konsep, komponen dan

kepentingan PMM.

Persembahan

power point

Langkah 3

(30 min)

Proses

Penggubalan

PMM dan Rubrik


langkah-langkah yang perlu

dilakukan dalam proses

penggubalan PMM dan rubrik.

Peserta diberi edaran contoh PMM

dan rubrik.

Persembahan

power point


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Langkah 4

(3 jam )

Tugasan

Peserta dibahagikan kepada

kumpulan dan dikehendaki

menggubal tugasan berikut:

- Membina soalan kerja kursus

projek dan rubrik- Membina soalan kerja kursus

KKP dan rubrik

- Membina soalan peperiksaan

dan PMM.

- Pembinaan soalan hendaklah

berdasarkan format dan panduan

JSU dan kerja kursus.

Peserta melaksanakanperbincangan untuk menyiapkan

tugasan.

Aktiviti dalam

kumpulan kecil.

Perbincangan

kumpulan.

Langkah 5

(2 jam 15 min)

Pembentangan

Tugasan

Setiap kumpulan membuat

pembentangan tugasan yang

telah diberikan.

Pembentangan

oleh wakil

kumpulan.

Langkah 6

(30 min)

Kepentingan

kesahan dan

kebolehpercayaan

Langkah 7

(15 min)

Rumusan

dan Penutup

Fasilitator menegaskan

kepentingan kesahan dan

kebolehpercayaan dalam

pembinaan item-item

Wakil setiap kumpulan membuat

rumusan berdasarkan

pembentangan yang telah

dilaksanakan.


penutup terhadap keseluruhan

aktiviti yang telah dijalankan.


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LAMPIRAN 6.4

(Untuk rujukan fasilitator)

Authentic Tasks

Authentic Task: An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges

In other words, a task we ask students to perform is considered authentic when 1) studentsare asked to construct their own responses rather than select from ones presented and 2)the task replicates challenges faced in the real world. (Of course, other definitions abound.)

If I were teaching you how to play golf, I would not determine whether you had met mystandards by giving you a multiple-choice test. I would put you out on the golf course to"construct your own responses" in the face of real-world challenges. Similarly, in school weare ultimately less interested in how much information students can acquire than how wellthey can use it. Thus, our most meaningful assessments ask students to perform authentictasks.

However, these tasks are not just assessments. Authentic assessment, in contrast to moretraditional assessment, encourages the integration of teaching, learning and assessing. Inthe "traditional assessment" model, teaching and learning are often separated fromassessment, i.e., a test is administered after knowledge or skills have (hopefully) beenacquired. In the authentic assessment model, the same authentic task used to measure thestudents' ability to apply the knowledge or skills is used as a vehicle for student learning.For example, when presented with a real-world problem to solve, students are learning in theprocess of developing a solution, teachers are facilitating the process, and the students'solutions to the problem becomes an assessment of how well the students can meaningfullyapply the concepts.

Characteristics of Authentic Tasks

Another way that authentic assessment is commonly distinguished from traditionalassessment is in terms of their defining attributes. Of course, traditional assessments as wellas authentic assessments vary considerably in the forms they take. But, typically, along thecontinuums of attributes listed below, traditional assessments fall more towards the left endof each continuum and authentic assessments fall more towards the right end.

Traditional ------------------------------------------- Authentic

Selecting a Response ----------------------------------- Performing a TaskContrived -------------------------------------------------------------- Real-lifeRecall/Recognition ------------------------------ Construction/ApplicationTeacher-structured ------------------------------------ Student-structuredIndirect Evidence ------------------------------------------- Direct Evidence

Let me clarify the attributes by elaborating on each in the context of traditional and authenticassessments:

Selecting a Response to Performing a Task: On traditional assessments, students aretypically given several choices (e.g., a,b,c or d; true or false; which of these match with


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those) and asked to select the right answer. In contrast, authentic assessments ask studentsto demonstrate understanding by performing a more complex task usually representative ofmore meaningful application.

Contrived to Real-life: It is not very often in life outside of school that we are asked toselect from four alternatives to indicate our proficiency at something. Tests offer these

contrived means of assessment to increase the number of times you can be asked todemonstrate proficiency in a short period of time. More commonly in life, as in authenticassessments, we are asked to demonstrate proficiency by doing something.

Recall/Recognition of Knowledge to Construction/Application of Knowledge: Well-designed traditional assessments (i.e., tests and quizzes) can effectively determine whetheror not students have acquired a body of knowledge. Thus, as mentioned above, tests canserve as a nice complement to authentic assessments in a teacher's assessment portfolio.Furthermore, we are often asked to recall or recognize facts and ideas and propositions inlife, so tests are somewhat authentic in that sense. However, the demonstration of recall andrecognition on tests is typically much less revealing about what we really know and can dothan when we are asked to construct a product or performance out of facts, ideas andpropositions. Authentic assessments often ask students to analyze, synthesize and applywhat they have learned in a substantial manner, and students create new meaning in theprocess as well.

Teacher-structured to Student-structured: When completing a traditional assessment,what a student can and will demonstrate has been carefully structured by the person(s) whodeveloped the test. A student's attention will understandably be focused on and limited towhat is on the test. In contrast, authentic assessments allow more student choice andconstruction in determining what is presented as evidence of proficiency. Even whenstudents cannot choose their own topics or formats, there are usually multiple acceptableroutes towards constructing a product or performance. Obviously, assessments more

carefully controlled by the teachers offer advantages and disadvantages. Similarly, morestudent-structured tasks have strengths and weaknesses that must be considered whenchoosing and designing an assessment.

Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks a student toanalyze or apply facts to a new situation rather than just recall the facts, and the studentselects the correct answer, what do you now know about that student? Did that student getlucky and pick the right answer? What thinking led the student to pick that answer? We reallydo not know. At best, we can make some inferences about what that student might knowand might be able to do with that knowledge. The evidence is very indirect, particularly forclaims of meaningful application in complex, real-world situations. Authentic assessments,on the other hand, offer more direct evidence of application and construction of knowledge.

As in the golf example above, putting a golf student on the golf course to play provides muchmore direct evidence of proficiency than giving the student a written test. Can a studenteffectively critique the arguments someone else has presented (an important skill oftenrequired in the real world)? Asking a student to write a critique should provide more directevidence of that skill than asking the student a series of multiple-choice, analytical questionsabout a passage, although both assessments may be useful.

Types of Authentic Tasks

I have used the term traditional assessment on this site to refer to the many tests that arecommonly administered to assess the acquisition of knowledge and skills. Tests usually

consist of selected-response items (see below) and, occasionally, some constructed-response items. In contrast, authentic assessments include tasks such as performances,


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products and constructed-response items that typically require more direct application ofknowledge and skills. These types of tasks are described below along with commonexamples of each. (Click here to see a similar framework.)

Selected-response

In response to a prompt, students select an answer from among those given or from memoryor from allowable study aids. Typically, no new knowledge is constructed; students simplyrecall or recognize information required to select the appropriate response. Examplesinclude

Multiple-choice testsTrue-falseMatchingFill-in-the-blankLabel a diagram

Constructed Response

In response to a prompt, students construct an answer out of old and new knowledge. Sincethere is no one exact answer to these prompts, students are constructing new knowledgethat likely differs slightly or significantly from that constructed by other students. Typically,constructed response prompts are narrowly conceived, delivered at or near the same time aresponse is expected and are limited in length. However, the fact that students mustconstruct new knowledge means that at least some of their thinking must be revealed. Asopposed to selected response items, the teachers gets to look inside the head a little withconstructed response answers. Examples include

(product-like):

Short-answer essay questions"Show your work"Concept mapsFigural representation (e.g., Venn diagram)Journal response(performance-like):Typing testComplete a step of science labOn demand, construct a short musical, dance or

dramatic responseOn demand, exhibit an athletic skill

Product

In response to a prompt (assignment) or series of prompts, students construct a substantial,tangible product that reveals their understanding of certain concepts and skills and/or theirability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to aconstructed-response item in that students are required to construct new knowledge and not

just select a response. However, product assessments typically are more substantial indepth and length, more broadly conceived, and allow more time between the presentation ofthe prompt and the student response than constructed-response items. Examples include

Essays, stories or poems

Research reportsExtended journal responses
http://newton.nap.edu/html/classroom_assessment/ch4_t1.htmlhttp://newton.nap.edu/html/classroom_assessment/ch4_t1.htmlhttp://newton.nap.edu/html/classroom_assessment/ch4_t1.htmlhttp://newton.nap.edu/html/classroom_assessment/ch4_t1.html


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Art exhibit or portfolioLab reportsNewspaperPoster

Performance

In response to a prompt (assignment) or series of prompts, students construct aperformance that reveals their understanding of certain concepts and skills and/or theirability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to aconstructed-response item in that students are required to construct new knowledge and not

just select a response. However, performances typically are more substantial in depth andlength, more broadly conceived, and allow more time between the presentation of theprompt and the student response than constructed-response items. Examples include

Conducting an experimentMusical, dance or dramatic performancesDebatesAthletic competitionOral presentation

Why Use Authentic Assessment?

The question "Why use authentic assessment?" is not meant to suggest that you have tochoose between traditional assessments such as tests and more authentic or performanceassessments. Often, teachers use a mix of traditional and authentic assessments to servedifferent purposes. This section, then, attempts to explain why teachers might chooseauthentic assessments for certain types of judgments and why authentic assessments havebecome more popular in recent years.

Authentic Assessments are Direct Measures

We do not just want students to know the content of the disciplines when they graduate. We,of course, want them to be able to use the acquired knowledge and skills in the real world.So, our assessments have to also tell us if students can apply what they have learned inauthentic situations. If a student does well on a test of knowledge we might infer that thestudent could also apply that knowledge. But that is rather indirect evidence. I could moredirectly check for the ability to apply by asking the student to use what they have learned insome meaningful way. To return to an example I have used elsewhere, if I taught someoneto play golf I would not check what they have learned with just a written test. I would want tosee more direct, authentic evidence. I would put my student out on a golf course to play.Similarly, if we want to know if our students can interpret literature, calculate potentialsavings on sale items, test a hypothesis, develop a fitness plan, converse in a foreignlanguage, or apply other knowledge and skills they have learned, then authenticassessments will provide the most direct evidence.

Can you think of professions which require some direct demonstration of relevant skillsbefore someone can be employed in that field? Doctors, electricians, teachers, actors andothers must all provide direct evidence of competence to be hired. Completing a written ororal test or interview is usually not sufficient. Shouldn't we ask the same of our studentsbefore we say they are ready to graduate? Or pass a course? Or move on to the nextgrade?
http://jonathan.mueller.faculty.noctrl.edu/toolbox/whydoit.htm


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Authentic Assessments Capture Constructive Nature of Learning

A considerable body of research on learning has found that we cannot simply be fedknowledge. We need to construct our own meaning of the world, using information we havegathered and were taught and our own experiences with the world (e.g., Bransford & Vye,1989 ; Forman & Kuschner, 1977 ; Neisser, 1967 ; Steffe & Gale, 1995 ; Wittrock, 1991 ).

Thus, assessments cannot just ask students to repeat back information they have received.Students must also be asked to demonstrate that they have accurately constructed meaningabout what they have been taught. Furthermore, students must be given the opportunity toengage in the construction of meaning. Authentic tasks not only serve as assessments butalso as vehicles for such learning.

Authentic Assessments Integrate Teaching, Learning and Assessment

Authentic assessment, in contrast to more traditional assessment, encourages theintegration of teaching, learning and assessing. In the "traditional assessment" model,teaching and learning are often separated from assessment, i.e., a test is administered afterknowledge or skills have (hopefully) been acquired. In the authentic assessment model, thesame authentic task used to measure the students' ability to apply the knowledge or skills isused as a vehicle for student learning. For example, when presented with a real-worldproblem to solve, students are learning in the process of developing a solution, teachers arefacilitating the process, and the students' solutions to the problem becomes an assessmentof how well the students can meaningfully apply the concepts.

Authentic Assessments Provide Multiple Paths to Demonstration

We all have different strengths and weaknesses in how we learn. Similarly, we are differentin how we can best demonstrate what we have learned. Regarding the traditionalassessment model, answering multiple-choice questions does not allow for much variability

in how students demonstrate the knowledge and skills they have acquired. On the one hand,that is a strength of tests because it makes sure everyone is being compared on the samedomains in the same manner which increases the consistency and comparability of themeasure. On the other hand, testing favors those who are better test-takers and does notgive students any choice in how they believe they can best demonstrate what they havelearned.

Thus, it is recommended (e.g., Wiggins, 1998 ) that multiple and varied assessments beused so that 1) a sufficient number of samples are obtained (multiple), and 2) a sufficientvariety of measures are used (varied). Variety of measurement can be accomplished byassessing the students through different measures that allows you to see them apply whatthey have learned in different ways and from different perspectives. Typically, you will bemore confident in the students' grasp of the material if they can do so. But some variety ofassessment can also be accomplished within a single measure. Authentic tasks tend to givethe students more freedom in how they will demonstrate what they have learned. Bycarefully identifying the criteria of good performance on the authentic task ahead of time, theteacher can still make comparable judgments of student performance even though studentperformance might be expressed quite differently from student to student. For example, theproducts students create to demonstrate authentic learning on the same task might takedifferent forms (e.g., posters, oral presentations, videos, websites). Or, even though studentsmight be required to produce the same authentic product, there can be room within theproduct for different modes of expression. For example, writing a good persuasive essayrequires a common set of skills from students, but there is still room for variation in how thatessay is constructed.
http://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#bransfordhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#bransfordhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#bransfordhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#bransfordhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#formanhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#formanhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#formanhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#neisserhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#neisserhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#neisserhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#steffehttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#steffehttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#wittrockhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#wittrockhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#wittrockhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#wiggins1998http://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#wiggins1998http://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#wiggins1998http://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#wittrockhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#steffehttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#neisserhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#formanhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#bransfordhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm#bransford


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LAMPIRAN 6.5

(Untuk rujukan fasilitator)

Blooms Taxonomy

History

Discussions during the 1948 Convention of the American Psychological Association ledBloom to spearhead a group of educators who eventually undertook the ambitious task ofclassifying educational goals and objectives. Their intent was to develop a method ofclassification for thinking behaviors that were believed to be important in the processes oflearning. Eventually, this framework became a taxonomy of three domains:

The cognitive - knowledge based domain, consisting of six levels The affective - attitudinal based domain, consisting of five levels, and The psychomotor - skills based domain, consisting of six levels.

In 1956, eight years after the group first began, work on the cognitive domain was completedand a handbook commonly referred to as "Bloom's Taxonomy" was published. This chapterfocuses its attention on the cognitive domain.

While Bloom pushed for the use of the term "taxonomy," others in the group resistedbecause of the unfamiliarity of the term within educational circles. Eventually Bloomprevailed, forever linking his name and the term. The small volume intended for universityexaminers "has been transformed into a basic reference for all educators worldwide.Unexpectedly, it has been used by curriculum planners, administrators, researchers, andclassroom teachers at all levels of education" (Anderson & Sosniak, 1994, p. 1). While itshould be noted that other educational taxonomies and hierarchical systems have beendeveloped, it is Bloom's Taxonomy which remains, even after nearly fifty years, the de factostandard.

What is Bloom's Taxonomy?

Understanding that "taxonomy" and "classification" are synonymous helps dispel uneasinesswith the term. Bloom's Taxonomy is a multi-tiered model of classifying thinking according tosix cognitive levels of complexity. Throughout the years, the levels have often been depictedas a stairway, leading many teachers to encourage their students to "climb to a higher (levelof) thought." The lowest three levels are: knowledge, comprehension, and application. Thehighest three levels are: analysis, synthesis, and evaluation. "The taxonomy is hierarchical;[in that] each level is subsumed by the higher levels. In other words, a student functioning at

the 'application' level has also mastered the material at the 'knowledge' and 'comprehension'levels." (UW Teaching Academy , 2003). One can easily see how this arrangement led tonatural divisions of lower and higher level thinking.

Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and popularity,it has been condensed, expanded, and reinterpreted in a variety of ways. Research findingshave led to the discovery of a veritable smorgasbord of interpretations and applicationsfalling on a continuum ranging from tight overviews to expanded explanations. Nonetheless,one recent revision (designed by one of the co-editors of the original taxonomy along with aformer Bloom student) merits particular attention.
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Revised Bloom's Taxonomy (RBT)

During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly whichmet for the purpose of updating the taxonomy, hoping to add relevance for 21st centurystudents and teachers. This time "representatives of three groups [were present]: cognitivepsychologists, curriculum theorists and instructional researchers, and testing and

assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii). Like the original group,they were also arduous and diligent in their pursuit of learning, spending six years to finalizetheir work. Published in 2001, the revision includes several seemingly minor yet actuallyquite significant changes. Several excellent sources are available which detail the revisionsand reasons for the changes. A more concise summary appears here. The changes occur inthree broad categories: terminology, structure, and emphasis.

Terminology Changes

Changes in terminology between the two versions are perhaps the most obvious differencesand can also cause the most confusion. Basically, Bloom's six major categories werechanged from noun to verb forms. Additionally, the lowest level of the original, knowledgewas renamed and became remembering. Finally, comprehension and synthesis were retitledto understanding and creating. In an effort to minimize the confusion, comparison imagesappear below.

Caption: Terminology changes "The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version." (Schultz, 2005)(Evaluation moved from the top to Evaluating in the second from the top, Synthesis moved from second on top to the top as Creating.)Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

The new terms are defined as:

Remembering : Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Understanding : Constructing meaning from oral, written, and graphic messagesthrough interpreting, exemplifying, classifying, summarizing, inferring, comparing,and explaining.

Applying : Carrying out or using a procedure through executing, or implementing.
http://www.odu.edu/educ/llschult/blooms_taxonomy.htmhttp://www.odu.edu/educ/llschult/blooms_taxonomy.htmhttp://projects.coe.uga.edu/epltt/index.php?title=Image:Bloom_1.jpghttp://www.odu.edu/educ/llschult/blooms_taxonomy.htm


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Analyzing : Breaking material into constituent parts, determining how the parts relateto one another and to an overall structure or purpose through differentiating,organizing, and attributing.

Evaluating : Making judgments based on criteria and standards through checkingand critiquing.

Creating : Putting elements together to form a coherent or functional whole;

reorganizing elements into a new pattern or structure through generating, planning,or producing.

(Anderson & Krathwohl, 2001, pp. 67-68)

Structural changes

Structural changes seem dramatic at first, yet are quite logical when closely examined.Bloom's original cognitive taxonomy was a one-dimensional form. With the addition ofproducts, the Revised Bloom's Taxonomy takes the form of a two-dimensional table. One ofthe dimensions identifies The Knowledge Dimension (or the kind of knowledge to belearned) while the second identifies The Cognitive Process Dimension (or the process usedto learn). As represented on the grid below, the intersection of the knowledge and cognitiveprocess categories form twenty-four separate cells as represented on the "Taxonomy Table"below.

The Knowledge Dimension on the left side is composed of four levels that are defined asFactual, Conceptual, Procedural, and Meta-Cognitive. The Cognitive Process Dimensionacross the top of the grid consists of six levels that are defined as Remember, Understand,Apply, Analyze, Evaluate, and Create. Each level of both dimensions of the table issubdivided.

Each of the four Knowledge Dimension levels is subdivided into either three or four

categories (e.g. Factual is divided into Factual, Knowledge of Terminology, and Knowledgeof Specific Details and Elements). The Cognitive Process Dimension levels are alsosubdivided with the number of sectors in each level ranging from a low of three to a high ofeight categories. For example, Remember is subdivided into the three categories ofRemember, Recognizing, and Recalling while the Understanding level is divided into eightseparate categories. The resulting grid, containing 19 subcategories is most helpful toteachers in both writing objectives and aligning standards with curricular. The "Why" and"How" sections of this chapter further discuss use of the Taxonomy Table as well as providespecific examples of applications.

Table1. Bloom's Taxonomy

The KnowledgeDimension The Cognitive Process DimensionRemember Understand Apply Analyze Evaluate CreateFactual Knowledge List Summarize Classify Order Rank CombineConceptualKnowledge Describe

Interpret Experiment Explain Assess Plan

ProceduralKnowledge Tabulate Predict Calculate

Differentiate Conclude Compose

Meta-CognitiveKnowledge

AppropriateUse Execute Construct Achieve Action Actualize

Copyright (c) 2005 Extended Campus -- Oregon State Universityhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table Designer/Developer -Dianna Fisher
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/remember.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/understand.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/apply.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/apply.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/analyze.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/analyze.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/evaluate.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/evaluate.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/create.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/factual.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/factual.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/list.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/list.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/summarize.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/summarize.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/classify.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/order.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/rank.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/rank.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/combine.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/conceptual.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/conceptual.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/describe.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/describe.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/interpret.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/experiment.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/experiment.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/explain.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/explain.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/assess.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/plan.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/procedural.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/procedural.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/tabulate.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/predict.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/calculate.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/calculate.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/differentiate.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/conclude.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/conclude.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/compose.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/cognitive.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/cognitive.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/use.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/use.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/use.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/execute.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/construct.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/achieve.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/achieve.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/action.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/action.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/actualize.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/actualize.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#tablehttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#tablehttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#tablehttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/actualize.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/action.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/achieve.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/construct.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/execute.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/use.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/use.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/cognitive.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/cognitive.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/compose.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/conclude.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/differentiate.htmhttp://oregonstate.edu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Caption: As one can see from the Oregon State chart above, the intersection of the sixCognitive Process defined dimensions (Remember, Understand, Apply, Analyze, Evaluate,and Create) with the four Knowledge Dimensions (defined as Factual, Conceptual,Procedural, and Meta-Cognitive) forms a grid with twenty-four separate cells as represented.Each of the cells contains a hyperlinked verb that launches a pop-up window containingdefinitions and examples.

Changes in Emphasis

Emphasis is the third and final category of changes. As noted earlier, Bloom himselfrecognized that the taxonomy was being "unexpectedly" used by countless groups neverconsidered an audience for the original publication. The revised version of the taxonomy isintended for a much broader audience. Emphasis is placed upon its use as a "moreauthentic tool for curriculum planning, instructional delivery and assessment" (oz-TeacherNet, 2001).

Why use Bloom's Taxonomy?

As history has shown, this well known, widely applied scheme filled a void and providededucators with one of the first systematic classifications of the processes of thinking andlearning. The cumulative hierarchical framework consisting of six categories each requiringachievement of the prior skill or ability before the next, more complex, one, remains easy tounderstand. Out of necessity, teachers must measure their students' ability. Accurately doingso requires a classification of levels of intellectual behavior important in learning. Bloom'sTaxonomy provided the measurement tool for thinking.

With the dramatic changes in society over the last five decades, the Revised Bloom'sTaxonomy provides an even more powerful tool to fit today's teachers' needs. The structureof the Revised Taxonomy Table matrix "provides a clear, concise visual representation"

(Krathwohl, 2002) of the alignment between standards and educational goals, objectives,products, and activities.

Today's teachers must make tough decisions about how to spend their classroom time.Clear alignment of educational objectives with local, state, and national standards is anecessity. Like pieces of a huge puzzle, everything must fit properly. The Revised Bloom'sTaxonomy Table clarifies the fit of each lesson plan's purpose, "essential question," goal orobjective. The twenty-four-cell grid from Oregon State University that is shown above alongwith the Printable Taxonomy Table Examples can easily be used in conjunction with a chart . When used in this manner the "Essential Question" or lesson objective becomes clearlydefined.

How can Bloom's Taxonomy Be Used?

A search of the World Wide Web will yield clear evidence that Bloom's Taxonomy has beenapplied to a variety of situations. Current results include a broad spectrum of applicationsrepresented by articles and websites describing everything from corrosion training to medicalpreparation. In almost all circumstances when an instructor desires to move a group ofstudents through a learning process utilizing an organized framework, Bloom's Taxonomycan prove helpful. Yet the educational setting (K-graduate) remains the most often usedapplication. A brief explanation of one example is described below.

The educational journal Theory into Practice published an entire issue on the Revised

Bloom's Taxonomy. Included is an article entitled, "Using the Revised Taxonomy to Plan andDeliver Team-Taught, Integrated, Thematic Units" (Ferguson, 2002).
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/printable_examples.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/printable_examples.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/printable_examples.htmhttp://www.myscschools.com/offices/cso/enhance/Taxonomy_Table.htmhttp://www.myscschools.com/offices/cso/enhance/Taxonomy_Table.htmhttp://www.myscschools.com/offices/cso/enhance/Taxonomy_Table.htmhttp://www.myscschools.com/offices/cso/enhance/Taxonomy_Table.htmhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/printable_examples.htm


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The writer describes the use of the revised Bloom's Taxonomy to plan and deliver anintegrated English and history course entitled "Western Culture." The taxonomy provided theteam-teachers with a common language with which to translate and discuss state standardsfrom two different subject areas. Moreover, it helped them to understand how their subjectsoverlapped and how they could develop conceptual and procedural knowledge concurrently.Furthermore, the taxonomy table in the revised taxonomy provided the history and English

teachers with a new outlook on assessment and enabled them to create assignments andprojects that required students to operate at more complex levels of thinking (Abstract,Ferguson, 2002).

Additionally, The Encyclopedia of Educational Technology website contains an excellent andextensive description of the use of the Revised Taxonomy Table in writing, examining andrevising objectives to insure the alignment of the objectives with both the standards and theassessments. Three charts can be found on the site one of which compares "UnclearObjectives" with "Revised Objectives".

Bloom's group initially met hoping to reduce the duplication of effort by faculty at variousuniversities. In the beginning, the scope of their purpose was limited to facilitating theexchange of test items measuring the same educational objectives. Intending the Taxonomy"as a method of classifying educational objectives, educational experiences, learningprocesses, and evaluation questions and problems" (Paul, 1985 p. 39), numerous examplesof test items (mostly multiple choice) were included. This led to a natural linkage of specificverbs and products with each level of the taxonomy. Thus, when designing effective lessonplans, teachers often look to Bloom's Taxonomy for guidance.

Likewise the Revised Taxonomy includes specific verb and product linkage with each of thelevels of the Cognitive Process Dimension. However, due to its 19 subcategories and two-dimensional organization, there is more clarity and less confusion about the fit of a specificverb or product to a given level. Thus the Revised Taxonomy offers teachers an even more

powerful tool to help design their lesson plans.As touched upon earlier, through the years, Bloom's Taxonomy has given rise to educationalconcepts including terms such as high and low level thinking. It has also been closely linkedwith multiple intelligences (Noble, 2004) problem solving skills, creative and critical thinking,and more recently, technology integration. For example, currently, the State of Georgia K-12Technology Plan has included in its website an excellent graphic depicting technologyalignment using Bloom's Taxonomy with learning through the two axes of instructionalapproach and authenticity.

Using the Revised Taxonomy in an adaptation from the Omaha Public Schools Teacher'sCorner , a lesson objective based upon the story of Goldilocks and the Three Bears ispresented for each of the six levels of the Cognitive Process as shown on the RevisedTaxonomy Table.

Remember : Describe where Goldilocks lived.

Understand : Summarize what the Goldilocks story was about.

Apply : Construct a theory as to why Goldilocks went into the house.

Analyze : Differentiate between how Goldilocks reacted and how you would react in eachstory event.

Evaluate : Assess whether or not you think this really happened to Goldilocks.
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Create : Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

Although this is a very simple example of the application of Bloom's taxonomy the author ishopeful that it will demonstrate both the ease and the usefulness of the Revised TaxonomyTable.

Summary

Countless people know, love and are comfortable with the original Bloom's Taxonomy andare understandably hesitant to change. After all, change is difficult for most people. Theoriginal Bloom's Taxonomy was and is a superb tool for educators. Yet, even "the originalgroup always considered the [Taxonomy] framework a work in progress, neither finished norfinal" (Anderson & Krathwohl 2001 p. xxvii). The new century has brought us the RevisedBloom's Taxonomy which really is new and improved. Try it out; this author thinks you willlike it better than cake.

Below is an animation illustrating how Bloom's Bakery has put all the puzzle pieces togetherto make one tasty, hot out of the oven, (recently revised), taxonomy treat.


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Bloom - Biography

Written by Katie Davis, Yingnan Chen, Mike Cambell, Spring 2010

Caption: Photograph of Benjamin Bloom' Image Source: https://reader009.{domain}/reader009/html5/0503/5aea25cc3ed02/5aea25e159fe4.png

Benjamin Samuel Bloom, one of the greatest minds to influence the field of education, wasborn on February 21, 1913 in Lansford, Pennsylvania. As a young man, he was already anavid reader and curious researcher. Bloom received both a bachelors and masters degreefrom Pennsylvania State University in 1935. He went on to earn a doctorates degree fromthe University of Chicago in 1942, where he acted as first a staff member of the Board ofExaminations (1940-43), then a University Examiner (1943-59), as well as an instructor inthe Department of Education, beginning in 1944. In 1970, Bloom was honored withbecoming a Charles H. Swift Distinguished Professor at the University of Chicago.

Blooms most recognized and highly regarded initial work spurned fromhis collaboration withhis mentor and fellow examiner Ralph W. Tyler and came to be known as BloomsTaxonomy. These ideas are highlighted in his third publication, Taxonomy of EducationalObjectives: Handbook I, The Cognitive Domain. He later wrote a second handbook for thetaxonomy in 1964, which focuses on the affective domain. Blooms research in earlychildhood education, published in his 1964 Stability and Change in Human Characteristicssparked widespread interest in children and learning and eventually and directly led to theformation of the Head Start program in America. In all, Bloom wrote or collaborated oneighteen publications from 1948-1993.

Aside from his scholarly contributions to the field of education, Benjamin Bloom was aninternational activist and educational consultant. In 1957, he traveled to India to conductworkshops on evaluation, which led to great changes in the Indian educational system. Hehelped create the International Association for the Evaluation of Educational Achievement,

the IEA, and organized the International Seminar for Advanced Training in CurriculumDevelopment. He developed the Measurement, Evaluation, and Statistical Analysis (MESA)program at eh University of Chicago. He was chairman of both the research anddevelopment committees of the College Entrance Examination Board and the president ofthe American Educational Research Association.

Benjamin Bloom died in his home in Chicago on September 13, 1999. In addition to hismany accomplishments, he was a dedicated family man and was survived by his wife andtwo sons.
http://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.pnghttp://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.pnghttp://projects.coe.uga.edu/epltt/index.php?title=Image:Bloom.pnghttp://redie.uabc.mx/contenido/vol6no2/art-104-spa/bloom.png


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Bibliography

Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching andassessing: A revision of Bloom's Taxonomy of educational objectives: Completeedition, New York : Longman.

Cruz, E. (2004). Encyclopedia of Educational Technology: Bloom's Revised Taxonomy.Retrieved March 19, 2005 from http://coe.sdsu.edu/eet/Articles/bloomrev/

Eisner, E.W. (2002) Benjamin Bloom 1913-99, Retrieved March 31, 2005 from InternationalBureau of Education: UNESCO,http://www.ibe.unesco.org/International/Publications/Thinkers/ThinkersPdf/bloome.pdf

Ferguson , C. (2002). Using the Revised Taxonomy to Plan and Deliver Team- Taught,Integrated, Thematic Units. Theory into Practice, 41 (4), 239-244.

G.F. Madaus and J.T. Hastings (1981). Evaluation to improve learning. New York: McGraw-Hill.

G.F. Madaus, J.T. Hastings and L.A. Sosniak et al (1985). Developing talent in youngpeople. New York: Ballantine.

Houghton, R.S.. (2004. March 17). Communities Resolving Our Problems (C.R.O.P.): thebasic idea: Bloom's Taxonomy - Overview. Retrieved March 12, 2005 fromhttp://www.ceap.wcu.edu/Houghton/Learner/think/bloomsTaxonomy.html

Noble, T. (2004). Integrating the revised bloom's taxonomy with multiple intelligences: Aplanning tool for curriculum differentiation, Teachers College Record (Vol. 106, pp.193): Blackwell Publishing Limited.

Schultz, L. (2005, January 25). Lynn Schultz: Old Dominion University : Bloom's taxonomy.Retrieved March 5, 2005, fromhttp://www.odu.edu/educ/llschult/blooms_taxonomy.htm

T. Kellaghan, K. Sloane, and B. Alvarez (1993). The home environment and social learning.San Francisco: Jossey-Bass.

UW Teaching Academy Short-Course. (2003). Exam question types & studentcompetencies: How to measure learning accurately: Bloom's Taxonomy. Retrieved

October 1, 2007 fromhttp://teachingacademy.wisc.edu/archive/Assistance/course/blooms.htm
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