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Taksonomi Solo and Bloom
Taksonomi Solo and Bloom
..being
IQ
Perhubungan antara
Objektif P-P, Proses P-P
dan Penilaian
Objektif
( apa yang sepatutnya dipelajari
ie p-p berkesan dan
bermakna)
KESEPADUAN
KBSR/
KBSM
Proses p-p
(-pengetahuan,
kemahiran & nilai
-mengubah
pemikiran,
Pentaksiran
( sah, bolehpercaya
Autentik)
INTRO:
Background to the revised taxonomy
OLD VERSION
NEW VERSION
Evaluate
Create
Synthesis
Analysis
Evaluate
Application
Analyze
Apply
Comprehension
Understand
Knowledge
Remember
Synthesis
tu
c
e
l
l
te
n
i
n
o
i
t
a
is
l
l
a
Comprehension
-translation
-Interpretation
-extrapolation
Knowledge
-facts/definitions
/terminology
-ways and
means/procedures
-generaliztion and
theories
(remember/recall/rec
ognize)
Application
-familiar situation
-unfamiliar situation
-unique
communication
-plan
-abstract
theoritical
framework
Analysis
-elements
-relationship
-organisation
MATRIKS TAKSONOMI
ANDERSON & KRATHWOHL(2000)
COGNITIVE PROCESS
DIMENSION
(VERB)
1
KNOWLEDG
E
DIMENSION
(NOUN)
Cognitive
Remem
ber
Under
stand
Apply
Analyse
Evalu
ate
Create
Process
Dimension
Knowledge
Dimension
1
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitive
Knowledge
X
X
X
X
X
To
Remember
(i)Recognizing
(ii) recalling
To Understand
To Apply
(ability to derive
meaning from varying
from types of
instructional
activities/new
comprehension of the
information)
(i)Interpreting
(ii)Exemplifying
(iii)Summarising
(iv) Inferring
(v)Comparing
(vi)Explaining
(using a
procedure to
perform a task)
(i) Executing
(familiar task)
(ii) Imlementing
(new task)
To
Analyse
(breaking
down a
problem into
a separate
component)
(i)Differentiati
ng
(ii)Organisin
(iii)Attributing
(discovering
underlying
intention)
To
Evaluat
.....
(making
Judgme
nt)
(i)Check
Ing
-Detect
Inconsis
tent
Conclusi
onn
(ii)Critiq
Uing
-judging
a
Product
To
Create
(making a
new
synthesis)
(i)Generatin
g
(ii)Planning
(iii)produci
ng
Knowledge Dimension
1
Remember
(i)Recognizing
(ii) recalling
Understanding
(ability to derive
meaning from
varying from types
of instructional
activities/new
comprehension of
the information)
(i)Interpreting
(ii)Exemplifying
(iii)Summarising
(iv) Inferring
(v)Comparing
(vi)Explaining
Aplication(usi
ng a
procedure to
perform a
task)
(i) Executing
(familiar task)
(ii)
Imlementing
(new task)
Analysis(breaki
ng down a
problem into a
separate
component)
(i)Differentiating
(ii)Organisin
(iii)Attributing(di
scovering
underlying
intention)
Evaluate
(making
Judgment)
(i)checkingDetect
inconsistent
conclusion
(ii)critiquingjudging a
Product
X
X
X
X
Create
(making a new
synthesis)
(i)Generating
(ii)Planning
(iii)producing
(gp-
(contextualized
(active during
(individuals to participate
Evaluating of values
(Bloom, Madaus 1973 Chap 16:pp 483-487))
No matter how desirable the values may be, it is not desirable from the
viewpoint of the subject unless it has been attained through critical
analysis. The individual himself must be the rational judge of the worth of
a value (pp 486)
(3)
Fokus Soalan/Tugasan
LMP Vs HMP(HOTS)
Kognitif
Afektif
Nilai
Pemikiran dan refleksi
surface vs deep learning(Luaran-dalaman)
Pengalaman
Tahap pembelajaran
Kefahaman konsep
Kebolehan menyelesaikan masalah
Kesepaduan antara ilmu-amal-adab(akhlak)
Dewey (1933)
menggunakan
istilah routine
action dengan
reflective action
Routine action is
guided by:
Reflective action
involves:
tradition
habit
authority
institutional
definitions and
expectations
Implications:relatively static
and
unresponsive to
changing priorities
and circumstances
a willingness to
engage in
constant selfappraisal and
development.
Implications: has flexibility,
rigorous
analysis and
social
awareness.
Purpose of a Lesson
(1)
Coverage -syllabus
-conveying of information (acquisition of
knowledge ! -surface learning)
(2)
Understanding
- generating understanding ( transfer of
(3)
Motivation
Synthesis
tu
c
e
l
l
te
n
i
Comprehension
n
o
i
t
a
is
l
l
a
-translation
-Interpretation
-extrapolation
Knowledge
-facts/definitions
/terminology
-ways and
means/procedures
-generaliztion and
theories
(remember/recall/rec
ognize)
Application
-familiar situation
-unfamiliar situation
-unique
communication
-plan
-abstract
theoritical
framework
Analysis
-elements
-relationship
-organisation
Original
Taxonomy(1956)
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Use various types of assessment items so that both constructedresponse items (essay items) and objective items to assess instructional
objectives
Objective: Students will be able to recall knowledge of five basic
geometric forms
-list and describe five basic types of geometric forms (remember and
factual knowledge)
Other examples:
To test for understand
be
rf
ik
ir
Guru terlatih
(insan guru)
Guru pelatih
Ilmu Terimaan
TEORI
Sikap
aj
ar
Ke
m
ah
ira
Ilmu Subjektif
be
l
Ilmu Kontekstual
K
em
ah
ira
Ilmu Binaan
PRAKTIS
MATLAMAT
KKBI
Matlamat utama KKBI:
Mengoptimumkan perkembangan pelajar dari segi
peningakatan ilmu dan ketrampilan ikhtisas, memupuk nilai
positif serta daya fikir .
Menerapkan nilai-nilai dan etika keguruan di kalangan pelajar
Menilai pelajar dari segi pemerolehan, penguasaan ilmu dan
kemahiran serta keupayaan pelajar memindahkan ilmu
kemahiran dalam situasi sebenar di sekolah
Mengukuhkan proses pengajaran dan pembelajaran secara
berterusan
TUJUAN
DAN PENEKANAN
DALAM
TUGASAN KERJA KURSUS
pemerolehan dan
penguasaan ilmu dengan
lebih mendalam dan pelbagai
sumber
kemahiran proses mental
tinggi (aplikasi,
menganalisis situasi ,
merumus dan mensintesis
serta membuat penilaian)
memindahkan ilmu dan
kemahiran yang dipelajari
dalam pelbagai situasi
Mengapa ILMU ?
(KERJA KURSUS BERASASKAN
ILMU KKBI )
MENSEPADUKAN ANTARA
PROSES P-P DENGAN
PENILAIAN DALAM KERJA
KURSUS
Fokus Soalan
-HMP(HOTS)
Kaitan refleksi,
pemikiran kritis dan
kreatif
Kritis
ISU
-dilihat
dari pelbagai
perspektif
Penyelesaian
A G O
(Ams, Goals & Objectives)
kreatif
Pemikiran ,, Kritis
Divergen
konvergen
isu secara
kritis dan
Pemikiran
UNSUR DALAMAN
UNSUR LUARAN
is
pe
rs
on
al
Soalan
tugasan
Untuk
komunikasi
mengesan
sahsiah diri
at
io
n
(2)
Memahami Taksonomi
Objektif Pendidikan
Kognitif (Bloom,1956)
dan
Taksonomi Hasil
Pembelajaran SOLO
(Biggs,1981)
Solo vs Bloom
John Biggs
Benjamin Bloom
If you want to
change student
learning, change
Aras Soalan
Aras Soalan
Kognitif(Intelectuallization)Afektif(Internalization)
(6)Penilaian----->
(5) Perwatakan
(5)Sintisis
(4) Organisasi Nilai
(4)Analisis
(3) Pengkonsepan Nilai
(3)Aplikasi -------->
(2)Gerak Balas
(2) Kefahaman
(1)Pengetahuan------>
(1)Kesedaran
SOLO TAXONOMY
(Five structural levels of learning (Biggs & Colllis,
1989)
(Structure of the Observed Learning Outcomes)
Prestructural
(i) The task is engaged, but the learner is distracted or misled by an irrelevant aspect belonging to a
previous stage or mode
(ii) Students are simply acquiring bits of unconnected information, which have no organisation and
make no sense
Unistructural
(i) The learner focuses on the relevant domain, and picks one aspect to work with
(ii) Simple and obvious connections are made, but their significance is not grasped
Multistructura
l
(i)The learner picks up more and more relavant or correct features, but does not integrate them.
(ii) A number of connections may be made, but the metaconnections between them are missed, as is
their significance for the whole.
Relational
(i) The learner now integrates the parts with each other, so that the whole has a coherent structure and
meaning.
(ii)The student is now able to appreciate the significance of the parts in relation to the whole.
Extended
Abstract
(i) The learner now generalises the structure to take in new and more abstract features, representing a
higher mode of operation
(ii) The student is making connections not only within the given subject area , but beyond it, able to
generalise and transfer the principless and ideas underlying the spesific instances
Approaches to
StudyDeep and
Surface
Learning
Conceptions
of learning and
Motivation
Penekanaan terhadap
Surface Vs Deep
Learning SOLO
Surface learning:
facts
information
scope and
coverage
(syllabus!)
Deep
Learning:
meanings
deep thought
purpose in life
reflections
Deep and Surface are two approaches to study, derived from original
empirical research by Marton and Slj (1976) and since elaborated by
Ramsden (1992), Biggs (1987, 1993) and Entwistle (1981), The features
of Deep and Surface approaches can be summarised thus: (based on
Ramsden, 1988)
Deep
1. Focus is on what is
signified
to new knowledge
Relates knowledge from
different courses
Relates theoretical ideas to
everyday experience
Relates and distinguishes
evidence and argument
Organises and structures
content into coherent whole
Emphasis is internal, from
within the student
Surface
2.
3.
4.
5.
6.
7.
Menggabungkan Taksonomi
SOLO dan Bloom untuk
penggubalan soalan dan
pemeriksaan tugasan Kerja
Kursus
Guna SOLO untuk menilai secara global (konsep )
Pre-tidak menjawab soalan langsung
Uni- jawapan tidak cukup isi
Multi-isi cukup tetapi tidak ada perkaitan
Relational -ada perkaitan tetapi kurang penerapan nilai
dan pandangan sendiri
Extended Abstract- perkaitan diserap dengan unsur nilai
calon sendiri untuk melengkapkan hujah
(2) Guna taksonomi Bloom & kriteria Tuckman untuk
pemarkahan secara analitik (isi + hujah proses mental
tinggi)
Pemeriksaan Menggunakan
Taksonomi SOLO ( Biggs & Collis,
1982)
(3) Menggunakan
asas
Taksonomi
untuk perancangan
dan penggubalan
tugasan, aktiviti p-p
dan pentaksiran
PANDUAN
MENGGUBAL
SOALAN TUGASAN
KERJA KURSUS
-PROJECT BASED
LEARNING
Making Meaning
Out Of Experience !
>aplication.>evaluation.>reflection>new understanding
Perlu memahami
konsep dan
tujuan soalan/tugasan
Ada unsur
personalisation
dan nilai
dalam penyoalan
Memperoleh
banyak maklumat
mengenai calon
CIRI-CIRI
CIRI-CIRI SOALAN/
SOALAN/
TUGASAN
TUGASAN KERJA
KERJA
KURSUS
KURSUS YG
YG BAIK
BAIK
Memerlukan
banyak bacaan
/ pelbagai sumber
Aplikasi
dalam
situasi
tertentu
Ada halangan
/masalah/
conditionalised
knowledge
Bersifat
open-ended
BLOCK !
GOAL !
Prosedur Penggubalan
Tugasan/Soalan
(1)
(2)
(3)
(4)
(5)
(6)
Isi Kandungan
(20%)
Kefahaman
Konsep
(20%)
KRITERIA PEMARKAHAN
JAWAPAN ESEI
Aspek
Komunikasi
Dalam Esei
(10%)
a number of connections
may be made, but the
meta-connections
between them are missed,
as is their significance for
the whole (multiple ideas)
PENUTUP
SEKIAN
TERIMA KASIH
RUJUKAN
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
Abu Bakar Nordin (1986) Asas Penilaian Pendidikan. Siri Maktab Perguruan
Heinemann K.L
Anderson,Lorin W & Krathwohl.David,.R(2000) A Taxonomy for Learning,
Teaching, and Assessing,: A Revision of Blooms Taxonomy of Educational
Objectives, Allyn & Bacon
Banks, Steven ,R(2005) Classroom Assessment: Issues and Practices, Pearson
Educ.Inc. Boston
Brown,G and Atkins M(1991) Effective Teaching in Higher Education Routledge,
London.
Bloom, B.S (1956,). Taxonomy of Educational Objectives. Handbook 1: Cognitive
Domain Longman Inc, New York
Cooper,J.M & Borich,G.D (2004): An Education Guide to Field-based Classroom
Observation. Houghton Mifflin, Boston
Habibah , Zaidatol Akmaliah & Rahil (2005). Competencies Needed
Teachers:Implicatons for Best Teaching Practices, University Putra Malaysia
Press, Serdang
Haladyana, T.M( 1997) Writing Test Items to Evaluate Higher Order Thinking.
Allyn and Bacon, Boston
Hartley,P, Woods,A & Pill,M(2005: Enhancing Teaching in Higher Education:New
Approaches for improving student learning.Routledge, London
Mouton,J.S & Blake R.R(1984). Synergogy: A New Strategy for Education,
Training and Development Jossey-Bass Inc Pub.San Francisco
Pollard, A and Tann,S(1993) Reflective Teaching in the Primary School: A
Handbook for the Classroom, 2nd Edition, Cassell, Lond.
Posamentier,A.S & Krulik,S (1998). Problem Solving Strategies for Efficient and
Elegant Solutions: A Resource for the Mathematics Teacher.Corwin Press
Ing,Cal.
Smith, B and Brown, S(1995). Research, Teaching and Learning in Higher
Education, Staff and Educational Development Series (SEDA) Kogan Page
London
Skinner,D(2005): Get Set for Teacher Training. Edinburgh University Press Ltd.
Question - Solo
Writing Questionsmultistructural
An example of
multistructural (many ideas)
is to ask
Relational questions:
abstract
abstract
Unistructural. Because
the sun goes to the other
side of the world.
Multistructural. Because
the earth is spinning and
the sun is going round the
earth.
Soalan proses
mental
tinggi yang baik
questions that stimulate higher order thinking in the students
and require more than recall of information by the students,
from which the students can learn by the act of answering the
question, and which allow for a range of possiible answers
(Sullivan pp.41)
soalannya mestilah jelas, terbuka dan berdasarkan situasi
yang sebenar
....mempunyai ciri-ciri seperti berikut:
problem-based learning
all students should be able to make a start
provoking a conflict with existing conception
student with clear understandings will be able to solve the task
efficiently
potential for further investigation to challenge and extend
those students with thorough understandings
PERANAN
PENSYARAH
DALAM KKBI
SHARING! :
Good Teachers working with other good teachers get
even better
(iii)
MEMPELBAGAIKAN
PERANAN PENSYARAH
Mempelbagaikan teknik
penyampaian dalam pengajaran
Kaedah Biasa KULIAH !
-Penyampaian P-P perlu menggunakan
pelbagai teknik
Ekspositori
Inkuiri dan refleksi
Aktiviti kumpulan
Perbincangan kes & perkongsian pengalaman
Pembelajaran berdasarkan sumber /projek
(Resource and project -based learning)
A CONTINUUM OF TEACHING
METHODS
Student active
Teacher passive
Teacher active
Student passive
Teacher participation
and control
SINERGOGI
ANDRAGOGI
Student participation
and control
PEDAGOGI
X
Lecture
Small
Group
Teaching
Research
Supervisio
n
Lab
Work
Self
Inst
Sys
Project
based
X
Private
Study
Mempelbagaikan
Soalan Untuk Menguji
HMP/HOTS
Melibatkan Topik 1
Melibatkan Topik 2
isu
Melibatkan Topik 3
sifat open :
ILMU 2
ILMU 3