PENTAKSIRAN RUJUKAN
STANDARD
JAMIL ADIMIN
STANDARD
"clear intelligible standards are a pillar of
higher achievement. Aligned with
appropriate assessments they can help us
achieve the dream of learning for all."
Schmoker and Marzano (1999, p. 19)
Standards
represent a country's or a state's articulation
of what students are expected to know and to
be able to do as a result of effective teaching
and learning.
Standards
Standards in NSW syllabuses are described:
• through the aim/s: which broadly describes the
overall intention of the syllabus,
• through the objectives: which state in broad
terms the knowledge, skills and understanding it
is intended students will gain,
• through the content: which describes what
students will be taught in each stage, and
• through the outcomes: which describe the
knowledge, skills and understanding expected to
be gained by most students in each stage.
Standards
• In the Netherland: At the end of primary
school and at the end of compulsory high
school
• In the USA: Grade by grade.
• In England: At entry into school and at
ages 7, 11, 14, 16
• In Australia: Based on stage/year
relationship
NATIONAL PHILOSOPHY OF EDUCATION
SYLLABUS STANDARD PERFORMANCE STANDARD
Objectives Statement of Standards
ASSESSMENT
Aims Tasks
&
Outcomes Marking Scheme
EXAMINATIONS
Contents Sample Works
Feedback/Mark
Report of Student
Learning Improvement
Achievement
FORMATIVE
ASSESSMENT
"...innovations which included strengthening the
practice of formative assessment produce
significant, and often substantial learning gains."
Black and Wiliam (1998, p. 3)
Teachers act as facilitators of
learning.
They work with students to
(1) identify the current level of achievement,
(2) target the desired level of achievement,
(3) describe the changes that will be
required to achieve the target level.
assessment practice in primary
classrooms
• Successive judgements about each child: what
they can do and what they still can't do.
• In making such judgements over time,
teachers can identify the extent of each
student's progress: whether learning progress
is typical - stalled, slow or rapid.
• They can then determine what needs to be
done next and what strategies and learning
experiences are most appropriate to support
each individual's further learning.
STANDARD REFERENCE
ASSESSMENT
assessment regimes, which are built on
clearly defined standards that provide a focal
point for teacher-student interaction, are the
most effective in improving learning.
Standards-referenced
assessment
refers to the process of collecting and
interpreting information about students'
learning, using outcomes as key reference
points for decisions about their progress
and achievement.
Standards-referenced
assessment
• Links the achievement of students to specified
standards through evidence gained of
patterns of performance on multiple and
varied tasks and from observations over time.
• Involves gathering, judging and interpreting
information about student achievement in
order to make judgements and facilitate and
monitor each student's progress against
syllabus outcomes.
STANDARD-REFERENCED
ASSESSMENT
Teachers may make qualitative
judgements about the achievements of
their students against specified standards
both for improving learning and for
summative reporting.
CHARACTERISTICS OF
STANDARD
"In essence, sets of standards are based on the
notion of a continuum of increasing knowledge,
quality or competence with the 'standards'
intended to provide stable reference points or
frameworks against which a particular student's
quality of performance or level of attainment or
achievement can be judged directly without
reference to other students or to overall scores.“
Willis and Kissane (1997, p. 34)
Statements of Standard
• In the forms of learning outcomes
• Showing growth
– Horizontal
– Vertical
• Holistic picture of student as a human
capital
• Achievable and measureable
Outcome Statements
• When outcome statements are too
detailed they become burdensome and
restrictive.
• When too broad, they become vague and
offer little assistance to the classroom
teacher - particularly if they are
disconnected from syllabus content.
CHARACTERISTICS OF
PERFORMANCE STANDARD
• GENERIC DESCRIPTIONS
• HOLISTIC IMAGE OF A STUDENT
• SHOWING THE PATH IN WHICH A
STUDENT IS GROWING
• ASSESSABLE AND ACHIEVEABLE
QUALITY
• EACH LEVEL OF PERFORMANCE
SHOWS THE STUDENTS GROW IN
LEARNING
CHARACTERISTICS OF
PERFORMANCE STANDARD
• GROWTH IS DESCRIBED BY
QUALIFIER(S)
• HORIZONTAL GROWTH
(breadth/quantity/complexity)
• VERTICAL GROWTH (depth/quality)
• USING CORRECT WORDS TO
DESCRIBE STANDARDS
PERFORMANCE STANDARD
EXAMPLE
The typical performance in this band:
demonstrates an extensive and detailed knowledge and superior understanding of biological concepts, including complex and abstract ideas
Band 6 demonstrates an extensive understanding of the historical development of biological concepts, their applications and implications for society and the
environment, and the future directions of biological research
communicates succinctly, logically and sequentially using a variety of scientific formats, including diagrams, graphs, tables, flow charts and equations
relating to biology
analyses and evaluates data effectively, identifying biological relationships, quantifying explanations and descriptions, synthesising information to
draw conclusions
uses precise biological terms extensively and correctly in a wide range of contexts
designs valid experimental processes using appropriate technologies and incorporating the thorough knowledge of the use of a control, variables and
repetition to solve biological problems
applies knowledge and information to unfamiliar situations and designs an original solution to a biological problem
demonstrates thorough knowledge and understanding of most biological concepts
Band 5 demonstrates a thorough understanding of the historical development of biological concepts and their applications and implications for society and
the environment
communicates effectively in a variety of scientific formats including diagrams, graphs, tables, flow charts and equations relating to biology
explains qualitative and quantitative biological relationships and ideas coherently; identifies patterns in data to draw conclusions
uses precise biological terms frequently and correctly in a range of contexts
identifies the correct application of scientific experimental methodology to solve biological problems
demonstrates sound knowledge and clear understanding of some biological concepts
Band 4 demonstrates a sound understanding of the historical development of biological concepts and their applications for society and the environment
communicates using clear written expression and incorporating diagrams of biological structures
provides qualitative and quantitative descriptions of biological phenomena and explains straightforward biological relationships
uses general biological terms frequently and correctly in a range of contexts
identifies the correct components of the experimental scientific method in biology
recalls basic knowledge and understanding of some biological concepts
Band 3 demonstrates a basic understanding of the historical development of biological concepts and their applications for society and the environment
uses fundamental written communication with some use of simple scientific diagrams relating to biology
provides qualitative descriptions of fundamental biological phenomena and explains some straightforward biological relationships
uses some general biological terms correctly in a limited range of contexts
recalls some aspects of the experimental scientific method in biology
recalls limited knowledge and has elementary understanding of some straightforward biological concepts
Band 2 demonstrates a limited understanding of the historical development of biological concepts
uses fundamental written communication relating to biology
provides simple qualitative descriptions of biological phenomena
uses general biological terms occasionally
Band 1
The typical performance in this band:
Band 6 demonstrates an extensive and detailed knowledge and superior
understanding of biological concepts, including complex and abstract
ideas
demonstrates an extensive understanding of the historical
development of biological concepts, their applications and implications
for society and the environment, and the future directions of biological
research
communicates succinctly, logically and sequentially using a variety
of scientific formats, including diagrams, graphs, tables, flow charts
and equations relating to biology
analyses and evaluates data effectively, identifying biological
relationships, quantifying explanations and descriptions, synthesising
information to draw conclusions
uses precise biological terms extensively and correctly in a wide
range of contexts
designs valid experimental processes using appropriate
technologies and incorporating the thorough knowledge of the use of
a control, variables and repetition to solve biological problems
applies knowledge and information to unfamiliar situations and
designs an original solution to a biological problem
Band 5 demonstrates thorough knowledge and understanding of most
biological concepts
demonstrates a thorough understanding of the historical
development of biological concepts and their applications and
implications for society and the environment
communicates effectively in a variety of scientific formats
including diagrams, graphs, tables, flow charts and equations
relating to biology
explains qualitative and quantitative biological relationships
and ideas coherently; identifies patterns in data to draw
conclusions
uses precise biological terms frequently and correctly in a
range of contexts
identifies the correct application of scientific experimental
methodology to solve biological problems
demonstrates sound knowledge and clear understanding
Band 4 of some biological concepts
demonstrates a sound understanding of the historical
development of biological concepts and their applications
for society and the environment
communicates using clear written expression and
incorporating diagrams of biological structures
provides qualitative and quantitative descriptions of
biological phenomena and explains straightforward
biological relationships
uses general biological terms frequently and correctly in a
range of contexts
identifies the correct components of the experimental
scientific method in biology
Band 2 recalls limited knowledge and has elementary understanding
of some straightforward biological concepts
demonstrates a limited understanding of the historical
development of biological concepts
uses fundamental written communication relating to biology
provides simple qualitative descriptions of biological
phenomena
uses general biological terms occasionally
Band 1
The most common assessment methods
• Observing and recording student achievement as it
occurs, e.g. oral presentations, movement skills,
participation, language development;
• Mapping progress through the collection of student
work samples over a period of time (often through
print-based products)
• Tasks that incorporate the application of
understandings and learning processes in a set
project;
• Analysis of non-print-based work samples in areas
such as in Visual Arts (Creative and Practical Arts)
and designing and making (Science and
Technology);
• Pen/pencil and paper testing.
Primary teachers are using a standards-
referenced approach when:
• the assessments tasks they design are
linked to syllabus outcomes,
• students are given the opportunity to
demonstrate their achievement of
outcomes in a range of tasks,
• their on-balance judgements of student
achievement are based on a clear
understanding of the standards that are
illustrated through indicators and student
work samples, and
• student achievement is reported in relation
to the standards.
Monitoring Growth
Maths
weight (girls)
Fatimah
Age (Years)
Benchmark Standards
Grade Grade Grade Grade Grade Grade
2 3 4 5 6 7
Benchmark Standards
Grade Grade Grade Grade Grade Grade
2 3 4 5 6 7
Standard in National Assessment
Program (NAP) Australia
Student Report
Year 9
student
report
Standard in NAP
CONCLUSION
Over time, teacher understanding of the
standards will be internalised and the
knowledge of what constitutes the
standards expected by each syllabus
will become an integral component of
teaching and learning and assessment
and reporting.