Instrumen Literasi Pentaksiran Terbeza Guru dalam Konteks Pendidikan di Malaysia: Sorotan Literatur Bersistematik

  • Ana Shirin Razi Rabi Universiti Kebangsaan Malaysia (UKM), 43600 Bangi, Selangor, Malaysia.
  • Zolkepeli Haron Universiti Kebangsaan Malaysia (UKM), 43600 Bangi, Selangor, Malaysia.
Keywords: Pentaksiran Terbeza, Literasi Pentaksiran Guru, Ekuiti Pendidikan

Abstract

Pentaksiran terbeza merupakan amalan pentaksiran sistematik dalam menerima pelbagai kaedah penilaian sebagai bahan bukti hasil pembelajaran murid di dalam bilik darjah. Dilaksanakan seiring dengan intruksional dan bahan terbeza bagi murid pelbagai latar belakang, ia menjadi kayu ukur kejayaan proses pengajaran dan pemudah caraan berlandaskan pendekatan terbeza serta berupaya memberikan maklum balas bermakna bagi semua pihak untuk mengurangkan jurang pendidikan di dalam bilik darjah. Pentaksiran terbeza mempunyai kelebihan signifikan bagi membantu guru menilai perkembangan setiap murid serta melaksanakan aktiviti pengajaran yang seiring dengan pencapaian murid. Maka, kajian ini bertujuan mengenal pasti instrumen literasi pentaksiran terbeza guru dari seluruh dunia serta menganalisis konstruk yang digunakan dalam instrumen berkenaan menggunakan kaedah sorotan literatur bersistematik. Metod yang diguna pakai ialah berdasarkan aliran kerja Preferred Reporting Items for Systematics Review and Meta–Analyses (PRISMA) dan bertumpukan kepada tiga pangkalan data utama iaitu Web of Science, SCOPUS dan Google Scholar. Dapatan kajian menunjukkan terdapat 18 konstruk yang digunakan dalam 12 instrumen yang dinilai di mana konstruk pentaksiran berterusan, motivasi murid dan tahap pengetahuan guru didapati menjadi konstruk yang diguna pakai secara lebih meluas berbanding konstruk-konstruk lain. Instrumen yang dipilih merentasi 5 benua juga menunjukkan kesepakatan dalam penilaian literasi pentaksiran terbeza guru kerana kesemua instrumen tersebut menilai domain guru, murid dan persekitaran. Hasil kajian ini diharapkan mampu menjadi panduan bagi literasi pentaksiran terbeza guru serta penambahbaikan amalan pentaksiran di dalam bilik darjah. Di samping itu, hasil kajian ini juga berupaya memberikan sumbangan penting kepada pembinaan instrumen literasi pentaksiran terbeza yang khusus bagi guru di Malaysia.

Downloads

Download data is not yet available.

References

Ain Nur Atika Agus. (2021). Tahap pengetahuan dan kesediaan guru bahasa melayu dalam melaksanakan pendekatan terbeza dalam pengajaran dan pembelajaran di rumah semasa tempoh perintah kawalan pergerakan. Jurnal Pendidikan Bahasa Melayu, 11(1), 75-87.

Al‐Mahrooqi, R., & Denman, C. (2018). Alternative assessment. The TESOL Encyclopedia of English Language Teaching, 1-6. https://doi.org/10.1002/9781118784235.eelt0325

Al Ruqeishi, M. (2015). An evaluation of alternative assessment tools used in grades 5–8 of Omani Basic Education schools as perceived by EFL teachers. Issues in English education in the Arab world, 192-215.

Amrita Kaur, Noman Muhamed, & Rosna Awang-Hashim. (2018). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education, 30(3), 1-17. https://doi.org/10.1080/10476210.2018.1455084

Awadeh, J. S., & Nasser, F.A.A. (2018). Case of prospective and practicing mathematics teachers’ attitudes toward alternative assessment and their beliefs about the nature of mathematics. International Journal of Science and Mathematics Education, 16, 1315–1335.

Bevan, L., Colley, T. P., & Workman, M. (2020). Climate change strategic narratives in The United Kingdom: Emergency, Extinction, Effectiveness. Energy Research & Social Science, 69(101580). https://doi.org/10.1016/j.erss.2020.101580

Boer, D., Hanke, K., & He, J. (2018). On detecting dystematic measurement error in cross-cultural research: A review and critical reflection on equivalence and invariance tests. Journal of Cross-Cultural Psychology, 49, 713-734. https://doi.org/10.1177/0022022117749042

Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675.

Colbertson, L. D., & Yan, W. F. (2003, April 21-25). Alternative assessment: primary grade literacy teachers' attitudes and practices [Conference Session]. Annual Meeting of the American Educational Research Association. Chicago, Il, United States. https://files.eric.ed.gov/fulltext/ED479794.pdf

Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers’ perceptions about differentiated instruction: the di-quest instrument and model. Studies in Educational Evaluation, 53, 41-54. https://doi.org/10.1016/j.stueduc.2017.02.004

Danial Arif Abdul Muttalip. (2020). Pelaksanaan pendekatan pengajaran terbeza dalam kalangan guru bahasa Melayu yang mengajar di sekolah rendah pedalaman kategori 3. Jurnal Pendidikan Bahasa Melayu, 10(2), 29-42.

Dijkstra, E., Walraven, A., Mooij, T., & Kirschner, P. A. (2016). Improving kindergarten teachers’ differentiation practices to better anticipate student differences. Educational Studies, 42, 357-377. https://doi.org/10.1080/03055698.2016.1195719

Dung, L. Q., & Ha, N. T. D. (2019). Portfolio - an alternative form of assessment in EFL context. International Journal of Scientific and Research Publications, 91, 439-445.

Earl, L. (2006). Assessment – a powerful lever for learning. Brock Education Journal, 16(1), 1-15. http://dx.doi.org/10.26522/brocked.v16i1.29

Easa, E., & Blonder, R. (2023). The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms. Chemistry Teacher Internasional, 5(2),125-141. https://doi.org/10.1515/cti-2023-0005

Gipps, C., & Stobart, G. (2003). Alternative assessment. In T. Kellaghan (Ed) International handbook of Educational Evaluation (pp 549-575). Springer.

Gjersing, L., Caplehorn, J. R., & Clausen, T. (2010). Cross-cultural adaptation of research instruments: language, setting, time and statistical considerations. BMC Med Res Methodol, 10(13), . https://doi.org/10.1186/1471-2288-10-13

Graham, L. J., De Bruin, K., Lassig, C., & Spandagou, I. (2021). A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used. Review of Education, 9(1), 161–198. https://doi.org/10.1002/rev3.3238.

Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Res Synth Methods, 11(2), 181-217. https://10.1002/jrsm.1378

Lang, M. L. (2019). Planning for differentiated instruction: Instructional leadership practices perceived by administrators and teachers in middle schools. Educational Planning, 26(2), 29–45.

Letzel, V., Pozas, M., & Schneider, C. (2020). ‘It’s all about the attitudes!’ – Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction, International Journal of Inclusive Education. https://10.1080/13603116.2020.1862402

Lunsford, K. J. (2017). Challenges to implementing differentiated instruction in middle school classrooms with mixed skill levels. (Doctoral Dissertation, Walden University). https://scholarworks.waldenu.edu/dissertations

Mäntylä, K., Roiha, A., & Dufva, H. (2022). Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives. Journal of Immersion and Content-Based Language Education, 11(2), 29-54. https://doi.org/10.1075/jicb.21033.man

Mazura Sulaiman & Wak, C. W. (2018). Tinjauan tentang pengetahuan dan penerimaan terhadap pengajaran berbeza dalam kalangan siswa pendidik Program Ijazah Sarjana Muda Perguruan. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam, 283-294. Penerbitan Universiti Sultan Zainal Abidin.

Maulana, R., Smale-Jacobse, A., & Helms-Lorenz, M. (2020). Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence, correlates, and complexity level. European Journal of Psychology of Education, 35, 881–909. https://doi.org/10.1007/s10212-019-00446-4

Melesse, T. (2016). Differentiated instruction: perceptions, practices and challenges of primary school teachers. Science, Technology and Arts Research Journal, 5(3), 253-264. https://doi.org/10.4314/star.v4i3.37

Nurul Farehah Muhammad Uri & Mohd Sallehhudin Abd Aziz. (2017). Alternative assessment: exploring the effectiveness of self-assessment practice among engineering students. Akademika, 87(1), 141-152.

Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: implication for teacher education. International Journal of Higher Education, 9(6). https://10.5430/ijhe.v9n6p136

PADU. (2020). Laporan Tahunan 2020. Putrajaya: Kementerian Pendidikan Malaysia.

Powers, K. A. (2017). Educational interventions to improve support for family presence during resuscitation: A systematic review of the literature. Dimensions of Critical Care Nursing, 36(2), 125-138.

Pozas, M., Letzel, V., Lindner, K. T., & Schwab, S. (2021). DI (differentiated instruction) does it matter! the effects of DI on secondary school students’ well-being, social inclusion and academic self-concept. Frontiers in Education, 6. https://10.3389/feduc.2021.729027

Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H. & Van Lui, J. E. H. (2015). Readiness based differentiation in primary school mathematics. Frontline Learning Research, 3(2), 90-116. https://doi.org/10.14786/flr.v3i2.163

Rachmawati, M. A., Thobagus, M. N., Widiasmara, N., & Wibisono, S. (2016). Differentiated Instruction for Special Needs in School: A Preliminary Study. Procedia Social and Behavioral Sciences, 217, 585-593. https://doi.org/10.1016/j.sbspro.2016.02.053

Roa’ani Mohamed, & Nor Rul Azlifah Zulkafali. (2019). Keberkesanan pendekatan pedagogi terbeza (PPT) dalam PdPc bahasa Melayu kelas peralihan : satu kajian tindakan di sebuah sekolah di Kuantan. Journal of Science and Management Research, 68–86.

Rodriguez, A. (2012). An Analysis of Elementary School Teachers' Knowledge and Use of Differentiated Instruction. (Doctoral Dissertation, Olivet Nazarene University). https://digitalcommons.olivet.edu/edd_diss/39

Roy, A., Guay, F., & Valois, P. (2015). The big-fish-little-pond effect on academic self-concept: the moderating role of differentiated instruction and individual achievement. Learning and Individual Differences, 42(2), 110–116. https://10.1016/j.lindif.2015.07.009

Roy, A., Guay, F., & Valois, P. (2017). Teaching to address diverse learning needs: development and validation of a differentiated instruction scale. International Journal of Inclusive Education, 17(11), 1186-1204. https://10.1080/13603116.2012.743604

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution Tree Press.

Stetson, R., Stetson, E., & Anderson, K. (2007). Differentiated instruction, from teacher’s experiences. School Administrators, 64(8), 28.

Tomlinson, C. A. (2017). Differentiated instruction. In C.M. Callahan (Ed.) Fundamentals of gifted education (pp. 279-292). Routledge.

Tomlinson, C. A., Moon, T. R. & Imbeau, M. (2018). Assessment and Student Success in a Differentiated Classroom. ASCD Publications.

Wali Khan Monib, Abdul Qudus Karimi & Nazifullah Nijat. (2020). Effects of alternative assessment in efl classroom: a systematic review. American International Journal of Education and Linguistics Research, 3(2) 2020, 7-18. http://dx.doi.org/10.46545/aijelr.v3i2.152

Westbroek, H. B., Rens, L. V., Berg, E. V. D., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976. https://10.1080/09500693.2020.1744044

Winarti, A., Yuanita, L., & Nur, Muhammad. (2018). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior high school students. Journal of Technology and Science Education 2019, 92, 122-135. https://doi.org/10.3926/jotse.404

Wolterinck, C. H. D., Kippers, W. B., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018). Teachers' views on the use of assessment for learning and data-based decision making in classroom practice. Teaching and Teacher Education, 75 (October), 199-213. https://doi.org/10.1016/j.tate.2018.06.015

Van Geel, M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education: Leadership and Professional Development, 1(2022). https://doi.org/10.1016/j.tatelp.2022.100007

Villaroel, V., Bruna, D., Brown, G. T. L., & Bustos, C. (2021). Changing the quality of teachers’ written tests by implementing an authentic assessment teachers’ training program. International Journal of Instruction, 14(2), 987-1000. http://dx.doi.org/10.29333/iji.2021.14256a

Yuslaini Yunus, Azman Jusoh & Kamarul Shukri Mat Teh. (2021). Pentaksiran pembelajaran alternatif pedagogi masa kini. In Mas Norbany Binti Abu Samah &

Yuslaini Binti Yunus (Eds.) Isu-isu Kontemporari Dalam Pendidikan (pp. 1-25). Penerbitan IPGDKRI.

Published
2024-06-28
How to Cite
Razi Rabi, A. S. and Haron, Z. (2024) “Instrumen Literasi Pentaksiran Terbeza Guru dalam Konteks Pendidikan di Malaysia: Sorotan Literatur Bersistematik”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(6), p. e002847. doi: 10.47405/mjssh.v9i6.2847.
Section
Articles