Exploring classroom assessment and its importance in 21st-Century Learning
Meneroka pentaksiran bilik darjah dan kepentingannya dalam Pembelajaran Abad Ke-21
DOI:
https://doi.org/10.33102/sainsinsani.vol7no2.432Keywords:
ESL, classroom assessment, 21st-century learning, 21st -century skillsAbstract
Abstract: Classroom assessment differs from examinations and other student evaluation forms. The fundamental purpose of classroom assessment is to enable teachers and students to improve the quality of learning in the classroom by utilising a learner-centred, teacher-directed, mutually beneficial, and embedded in best practices approach. Assessment for learning, assessment of learning, and assessment as learning are the three types of classroom assessments that most education systems focus on. Assessment for learning is commonly used in classroom assessments to encourage and motivate students to learn. It is vital to ensure students learn what they need to learn. As a result, teachers' assessment procedures are required to provide accurate and indicative information about a student's current level of learning. This paper aims to provide literature reviews on issues regarding assessment for learning in an ESL classroom. The issues reviewed began with the history of implementing school-based and classroom assessments and the issues and challenges associated with assessment in the Malaysian education system. This paper also covered assessments aligned on 21st-century learning to instil 21st-century skills among students through classroom assessment. The relevance of assessment for learning and why it matters in 21st-century education are then highlighted in this paper. Finally, it offers some recommendations for improving the quality of ESL classroom assessments. In conclusion, this paper provides insight into classroom assessment practice and knowledge in preparation for future studies.
Abstrak: Pentaksiran bilik darjah berbeza daripada peperiksaan dan jenis pentaksiran pelajar yang lain. Tujuan asas pentaksiran bilik darjah adalah untuk membolehkan guru dan pelajar meningkatkan kualiti pembelajaran di dalam bilik darjah dengan menggunakan pendekatan berpusatkan pelajar, pengarahan oleh guru, memberi kebaikan kepada kedua-dua pihak, dan amalan terbaik dalam pembelajaran. Assessment of learning, assessment for learning, dan assessment as learning sebagai pembelajaran adalah tiga jenis pentaksiran bilik darjah yang difokuskan oleh kebanyakan sistem pendidikan. Assessment for learning biasanya digunakan dalam pentaksiran bilik darjah untuk memberi motivasi kepada pelajar. Ia adalah penting untuk memastikan pelajar mempelajari apa yang mereka perlu pelajari. Oleh itu, prosedur pentaksiran guru diperlukan untuk menyediakan maklumat yang tepat dan indikatif tentang tahap pembelajaran semasa seseorang pelajar. Kertas konsep ini bertujuan untuk menyediakan ulasan literatur tentang isu-isu mengenai pentaksiran untuk pembelajaran dalam bilik darjah ESL. Isu yang diketengahkan bermula dengan sejarah pelaksanaan pentaksiran berasaskan sekolah dan bilik darjah dan isu dan cabaran yang berkaitan dengan pentaksiran dalam sistem pendidikan Malaysia. Kertas kerja ini juga merangkumi pentaksiran yang sejajar dengan pembelajaran abad ke-21 untuk menyemai kemahiran abad ke-21 dalam kalangan pelajar melalui pentaksiran bilik darjah. Perkaitan pentaksiran untuk pembelajaran dan mengapa ia penting dalam pendidikan abad ke-21 juga diketengahkan dalam kertas konsep ini. Akhir sekali, beberapa cadangan diberikan untuk meningkatkan kualiti pentaksiran bilik darjah Engish as Second Language (ESL). Kesimpulannya, kertas konsep ini memberi gambaran tentang amalan dan pengetahuan pentaksiran bilik darjah sebagai persediaan untuk kajian akan datang.
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