Utama > Pend.Pemulihan > Pentaksiran Dalam Pemulihan – End

Pentaksiran Dalam Pemulihan – End

Salam sejahtera..

Bersyukurlah kerana pada hari ini kita masih dapat bernafas dan menikmati keindahan dunia. Semoga amalan yang kita buat pada hari ini akan diberkati..

Kali ini, saya sambung lagi tajuk Pentaksiran Dalam Pemulihan dalam bahagian akhir bertajuk Cara Menggunakan Alat Pentaksiran . Semoga input yang diberi akan mendatangkan manfaat kepada anda.

Rekod dan laporan

  • Seorang murid pemulihan telah menjalani pelbagai jenis pentaksiran semasa dia berada dalam kelas KBSR. Laporan-laporan mengenai maklumat murid dan persepsi pembelajaran boleh digunakan oleh guru pemulihan khas untuk mendapat satu gambaran yang menyeluruh berkaitan murid tersebut.

Sampel kerja

  • Salah satu sumber maklumat sedia ada berkaitan sampel-sampel kerja yang dihasilkan murid berikut dalam mata pelajaran yang dipelajarinya.
  • Untuk mendapat maklumat yang berfaedah, guru perlu mambuat analisis sampel kerja untuk mengetahui kelebihan dan kekurangan murid dalam mata pelajaran yang dipelajari.


  • Guru boleh mendapat tahu tahap kebolehan murid dengan mentadbir ujian-ujian kepada murid.
  • Pengujian boleh ditadbirkan dengan pelbagai cara mengikut apakah tujuan sebenarnya guru :

Ujian Rujukan Kriteria :

  • tujuan ujian ini adalah untuk mengumpul sama ada kemahiran yang telah diajar boleh dianggap sebagai telah dikuasai murid.

Ujian rujukan norma :

  • Ujian yang membandingkan prestasi murid dalam sesuatu ujian dengan pencapaian murid-murid lain yang telah mengambil ujian yang sama.

Kuiz :

  • ujian yang dijalankan sebaik sahaja untuk mengetahui sama ada murid tersebut memahami apa yang diajar

Probe :

  • kalau seorang guru ingin tahu sama ada seseorang murid boleh menjalankans esuatu tugasan dalam keadaan yang lain, dia boleh memberi tugasan atau ujian yang sama tetapi dengan sedikit pengubahsuaian seperti member penyampaian yang berlainan, guru sebenarnya telah menjalankan ‘probe’

Pemerhatian :

  • Merupakan satu kaedah yang selalu dijalankan oleh para professional untuk mengumpul maklumat khususnya berkaitan tingkah laku seseorang murid.
  • Pemerhatian yang dibuat perlu direkodkan dan terdapat beberapa cara untuk merekodkan hasil pemerhatian.

Temubual :

  • guru boleh mendapat maklumat berkaitan murid dengan menemubual ibu bapa, guru-guru yang lain, atau rakan sebaya murid.

Ujian Rujukan Kriteria

  • URK merupakan satu ujian yang direka oleh guru pemulihan untukmenilai setakat mana kemahiran yang telah diajar kepada murid dalam satu tempoh tertentu.
  • Biasanya kemahiran yang diuji bisanya hanya tertumpu kepada satu aspek sahaja
  • Ujian hanya akan dijalankan selepas satu-satu kemahiran diajar kepada murid dalam masa yang tertentu.
  • Tujuannya dalah untuk menilai sama ada murid telah menguasai kemahiran tersebut.
  • Untuk menentukan penguasaan, guru biasanya akan tetapkan criteria pencapaian, iaitu jawapan yang diberikan tepat mengatasi tahap peratus (%) yang ditentukan oleh guru. Contoh 70% hingga 80%
  • Contoh : Menguji kebolehan membaca KVKV
  • Selepas membaca perkataan KVKV selama 3 minggu guru menguji sama ada murid telah menguasai kemahiran yang telah diajar dalam tempoh berkenaan.
  • Guru akan menyediakan sepuluh perkataan KVKV yang pernah diajar untuk menguji murid.
  • Dalam borang catatan, guru menulis ‘apabila didedahkan kepada 10 patah perkataan KVKV yang pernah diajar, murid dapat membaca dengan tepat tujuh daripada 10 perkataan yang ditunjukkan
  • Guru mula menguji dengan memberi murid 10 perkataan KVKV dan murid membaca perkataan.
  • Kalau murid berjaya membaca tujuh perkataan atau lebih dengan tepat, guru akan jadikan sebagai bukti bahawa kemahiran telah dikuasai.
  • Maka guru bolehlah mebgajar kemahiran yang baru.

Analisis Tugasan

  • Murid pemulihan apabila diberi sesuatu tugasan, mereka tidak dapat menyiapkan dengan sempurna. Ini disebabkan sebarang tugasan yang dilakukan sebenarnya terdiri daripada satu siri kemahiran kecil yang perlu dilakukan dengan jayanya. Sebelum menguasai tugasan yang diberikan.
  • Murid pemulihan mungkin hanya boleh melakukan sebahagian daripada kemahiran kecil tersebut.
  • Untuk mengajar murid menjalankan tugasan dengan jayanya, kemahiran kecil yang masih tidak dapat dilakukan oleh murid perlu diajar, guru perlu mengenalpasti apakah kemahiran kecil yang terdapat dalam satu kemahiran dan kemudian membantu murid menjalankan tugasan tersebut

Analisis Ralat

  • Kesilapan yang dibuat oleh murid boleh dijadikan sebagai petunjuk tentang kemahiran yang masih belum dikuasainya.
  • Murid akan kerap melakukan kesilapan bagi sesuatu kemahiran yang masih belum dikuasainya.
  • Oleh sebab itu, guru harus mengkaji ralat yang terdapat dalam kerja latihan murid untuk mengenal pasti kemahiran yang harus diajar.


Teacher's Department
Teacher’s Department

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