- Belief and practices of assessment and evaluation

I believe that the assessment of students should be transparent and fair. Being transparent here means we need to provide a clear outline on how the assessment will be conducted. Rubric should be given earlier to the students so they know what they need to do or focus to get marks as they desire. Rubric helps both parties, which are lecturer and students in assessing assignments, quizzes, tests, and exams. Student's assessments in the classroom are divided into summative and formative assessment. Formative assessment involves objectives assessment which are quizzes, tests, and exams as well as assignments. Summative assessment is an assessment that does not contribute to the 100% course assessment. Examples of summative assessment are involvement in e-learning forums, group activities, and so on. However, summative assessment can be used as a reference to help students achieve better grade above the current grade if the marks are on the border. 

Each semester, there are definitely students who will appeal for marks. I stick to the principle of not entertaining any mark appeals because I have made fair assessments  for all students based on their performance.

In addition to the covid-19 situation, the assessments are fully conducted online, including the assignment submission, quizzes, tests, and also Final exam. Since it is pretty difficult to control the honesty of student during taking such activities, as a lecturer, we need to reduce the possibility of cheating by preparing different set of questions with same / comparable difficulty level. We also add restriction to the question and only giving the password before starting the activities.

Saya berpegang kepada penilaian ke atas pelajar perlu telus dan adil. Telus disini bermaksud kita perlu memberikan rubrik yang jelas bagaimana penilaian akan dilakukan. Rubrik perlu diberikan awal kepada para pelajar supaya mereka tahu apa yang perlu mereka lakukan untuk mendapatkan markah yang cukup seperti yang mereka perlukan. Rubrik membantu kedua-dua pihak iaitu pensyarah dan pelajar dalam penilaian tugasan, kuiz, ujian,dan peperiksaan. Penilaian pelajar di dalam kelas dibahagikan kepada summative dan formative assessment. Formative assessment melibatkan penilaian yang jelas dengan rubrik seperti kuiz, ujian, dan peperiksaan juga termasuk tugasan. Summative assessment merupakan penilaian yang tidak menyumbang kepada markah 100% penilaian kursus. Contoh summative assessment ialah penglibatan di dalam forum e-learning, aktiviti kumpulan, dan sebagainya. Namun begitu, summative assessment boleh dijadikan rujukan untuk membantu pelajar naik ke gred diatas gred semasa jika markah berada di sempadan.

Setiap semester, pasti terdapat pelajar yang akan membuat rayuan markah. Saya berpegang kepada prinsip untuk tidak melayan sebarang rayuan markah kerana saya telah membuat penilaian dengan cukup adil untuk semua pelajar berdasarkan prestasi yang mereka tunjukkan.

Sebagai tambahan kepada situasi covid19, penilaian sepenuhnya dilakukan dalam talian, termasuk penyerahan tugasan, kuiz, ujian, dan juga ujian Akhir. Oleh kerana sukar untuk mengawal kejujuran pelajar semasa melakukan aktiviti tersebut, sebagai pensyarah, kita perlu mengurangkan kemungkinan berlaku penipuan dengan menyiapkan pelbagai jenis soalan dengan tahap kesukaran yang sama / setanding. Kami juga menambahkan sekatan pada soalan dan hanya memberikan kata laluan sebelum memulakan aktiviti.