With the implementation of the revised curriculum definitely more measurement, testing, evaluation and assessment will be held.
Many view testing is bad for learning, making student lives terrible and teacher morale down, and slowing opportunities for productive, meaningful teaching. This is accepted as true without proof.
Resistance to testing and all its related ills has prompted to an over-speculation of "test" and an outlandish notoriety as the exemplification of all that isn't right with Malaysian education training.
Roediger, a cognitive psychologist at Washington University, studies how the brain stores, and later retrieves, memories.
Roediger found, “Taking a test on material can have a greater positive effect on future retention of that material than spending an equivalent amount of time restudying the material.”
Students who want to memorize information should attempt to retrieve that information from their own memories, rather than review the material over and over from notes or a text.
Tests ask students to look into their wells of knowledge, locate information, and express that knowledge on the page.
Many tests, including standardized tests, are designed to measure developed knowledge or abilities.
They are “statical summative,” in that they measure students’ sum total knowledge or ability at a fixed point in time.
Summative tests do not allow for educator input during the test and are not intended to shape future teaching.
Thus, no learning takes place during or as a result of the test. Complaints that excessive testing detracts from learning tend to be aimed at summative testing.
Formative assessments are designed to discover what students do and do not know in order to shape teaching during and after the test.
Formative assessments are not meant to simply measure knowledge, but to expose gaps in knowledge at the time of the assessment so teachers may adjust future teaching accordingly and allows students are to shape their own efforts to learn the information they missed.
Educators should be using formative assessments early and often in the classroom to strengthen learning during the unit rather than waiting until the end and giving a summative assessment.
These repeated appraisals control the most ineffective kind of learning, in which students hold up until just before the test and afterward endeavor to pack the material in over a brief timeframe.
Knowledge learned through cramming is less durable over time.
The revised Standard-Based Curriculum for Secondary Schools (KSSM) and Standard-Based Curriculum for Primary Schools (KSSR) will be implemented this year, said Education Minister Datuk Seri Mahdzir Khalid. Pix by Mohd Fadli Hamzah
Standardize assessment is rare, high-pressure, and high-stakes, for both teachers and students.
The federal administered test scores results can seal the destiny of a school, educators job or students instructive future, they are exceptionally distressing for all included.
Allurement to cheat can be high, especially for instructors who know their employments are in question.
Formative assessment taking care of business is low-stakes and high-recurrence. At the point when students are utilized to the act of being tried (or "tested) it loses its enthusiastic teeth and its utility as an instructive device rises.
When educators expose students to frequent low-stakes tests in order to reveal gaps and foster active, continuous engagement in the material, students are given more ownership and power over their education.
Continuous assessment makes students to consistently draw in themselves in a course; they can't drift until almost a midterm exam and a last test of the year and start concentrate at exactly that point.
Azizi Ahmad NST Opinion You Write 4 January @ 10:32 AM