Page 30 - NSETERIn 2019

Transformasi Pendidikan Penjana Kecemerlangan Insan dalam Revolusi Industri 4.0
CLASSROOM ASSESSMENT (PENTAKSIRAN BILIK DARJAH): REALISTIC
AND PRACTICAL IDEAS
2
1
Catharina anak Stephen , Nelson anak Peter ,
Dayang Suhana bt Taha , Josika Kiun anak Luta 4
3
Pejabat Pendidikan Daerah Betong 1234
kerimpakmayau@yahoo.com 1
nelsonj39114@gmail.com 2
adygsu@gmail.com 3
josikakml@gmail.com 4
ABSTRACT

This paper attempts to open up realistic and practical ideas for teachers
about the ways or methods of assessment, as assessment and for
assessment, in creating a more dynamic teaching and learning classroom
environment. Classroom assessment or better known in the Malay Language
as ‘Pentaksiran Bilik Darjah (PBD)’ is currently the ‘in thing’ in one of our
education transformation programmes. It is stated in our national Curriculum
Standard and Assessment Document or DSKP (2016) that the assessment is
indeed a continuous tool that consistently gives a holistic view of the pupils’
development, progress and mastery through formative and summative
feedback. Even though various assessments have been done in the classroom,
teachers do need to understand the importance of high quality assessment
(Chappuis & Stiggins, 2002) feedback so that the class will be able to evaluate
their learning goals in order to proper their instructional intervention, as well
as to bridge the relationship between the purpose of assessment and the
content of that is being assessed in par with their pupils’ performance. These
feedbacks will no longer involve teachers alone, but also engaging the pupils,
their peers and their stakeholders. Thus, it is hoped that teachers will be able
to manage and execute the PBD better, especially in fortifying their students’
academic and non-academic abilities towards embracing the incoming impact
of Industrial Revolution 4.0.

Keywords: classroom assessment, instructional, PBD

NSETERIn 2019 | Institut Pendidikan Guru Kampus Rajang, Bintangor, Sarawak 21