MTE3112 – ASSESSMENT PRACTICES IN MATHEMATICS

TOPIC 1: LESSON PLANNING Topic 2: Testing and Evaluation TOPIC 3: THE TEACHING AND ASSESSING OF LISTENING AND SPEAKING SKILLS

TOPIC 1: GEOMETRY TOPIC 2: MEASUREMENT TOPIC 3: DATA HANDLING

TOPIK 1: PENGENALAN KEPADA KAEDAH PENYELIDIKAN DALAM PENDIDIKAN TOPIK 2: PENGENALAN KEPADA PELBAGAI JENIS REKA BENTUK PENYELIDIKAN TOPIK 3: PROSEDUR PENYELIDIKAN PENDIDIKAN TOPIK 4: PENYELIDIKAN TINDAKAN – KONSEP DAN MODEL TOPIK 5: PENYELIDIKAN TINDAKAN – PROSES TOPIK 6: PENYELIDIKAN TINDAKAN – RANCANGAN DAN CADANGAN TOPIK 7 & 8: PENYELIDIKAN TINDAKAN: KAEDAH PENGUMPULAN DATA TOPIK 9: PENYELIDIKAN TINDAKAN: PERTIMBANGAN SEMASA MENGUMPUL DATA TOPIK 10 & 11 : PENYELIDIKAN TINDAKAN – ANALISIS DATA TOPIK 12: MENTAFSIRKAN DATA PENYELIDIKAN TINDAKAN TOPIK 13: PENULISAN LAPORAN PENYELIDIKAN TINDAKAN TOPIK 14: PENULISAN ARTIKEL PENYELIDIKAN TINDAKAN TOPIK 15: CARA-CARA MENYEBARKAN PENYELIDIKAN TINDAKAN

The crucial role that teachers and schools play in the development of a nation's human resource is undeniable. In Malaysia, teaching has always been perceived as a financially secure and relatively easy job by many, resulting in mass application for entry into teacher education programmes. Many of those who aspire and opto to go into the teaching profession however do so regardless of their personal interests, potential, and values. Pursuing a program that does not fit a person's personality and interest -despite initially having good academic credentials and excellent co-curricular involvement in school -may result in unsatisfactory academic performance, frustration, change of program and even withdrawal at college level. Hence, in the quest for selecting suitable teacher trainee candidates, a psychometrically sound instrument known as the Malaysian Educators Selection Inventory (MEdSI) was developed as a screening measure to filter the large number of teacher hopefuls. This paper specifically describes the theoretical basis and the constructs of the instrument developed.

INTERNATIONAL POSTGRADUATE CONFERENCE ON RESEARCH IN EDUCATION (IPCoRE) Proceeding, 2018

The present study compared a control and an experiment treatment in critical reading course by implementing visual text analysis approach in which the logical fallacy is analyzed in improving students’ critical thinking. It is used to analyze toward a combination of visual features and verbal features to figure out the illogic messages. To achieve this purpose, a quasi-experimental study was conducted to determine the extent to which visual text analysis affected teacher practices and student achievement in critical reading class. The students are experienced to think critically using meme or poster about SARA (Suku=Tribe, Agama=Religion, Ras=Descent, and Golongan=Group) issues based on the logical fallacy point of view. They interpreted it deals with issues which challenge students beyond the literal level. This study showed great impact to the students’ way of critical thinking as well as their awareness toward the logical fallacy of meme or poster around them, further, this contributed a great deal of understanding how to react on viral news and hoaxes in social media which spread out through memes and posters. Keywords: critical reading, logical fallacy, visual text analysis

As academicians, teaching is one of the core business other than research and publication. Improving one’s teaching practice entails a continuous and conscious effort on conducting research in teaching. This is in line with the spirit of Scholarship of teaching and learning (SOTL) which emphasizes on the active, conscious and continuous act of research in teaching by academic staff with specific aims to share it with other fellow academic staff later on through scholarly writing or publication. This paper is about our experience using gamification in our research methodology class which is perceived as a theories-laden class. Research methodology involves a systematic outline of decisions in exploring an issue of a research which entails a researcher to be aware of issue that worth to study and the processes involve to investigate the issue. Teaching research methodology demands and challenges us as instructors to enable the students to understand various concepts related to research methodology and also to apply what they understand into research action. However, our post students who majority work as teachers find it difficult to stay motivated to read research methodology textbooks. To engage students to be more alert and motivated in class, we use gamification to enhance students’ engagement and motivation at the end of class. The use of Kahoot! and Quizziz at the end of classes not only helps the students to focus on the discussion because they are aware that they have to answer some questions posed on Kahoot! and Quizziz, but also helps to give immediate feedback to students about their understanding of the topic discussed on that particular day. This prompt them to revise and improvise their classnotes consistently. To assess students’ perception about gamification, we asked them to provide feedback on our classroom activities using one-minute paper. It was found that students enjoy the activities using gamification and the activities also sparks their interest to improve on their teaching practice as teachers.

Proceedings of ICSoTL 2017, 2017

Many countries have embraced formal education to confront illiteracy and unemployment within their society. This is because one major advantage of formal education is the transfer of generic skills which is the cognitive strategies and domain independent knowledge. Generic skills are vital today because life and workplaces are in flux and are getting more complex which requires initiative, emotional mastery, flexibility, creativity, and the ability to take on many different tasks (involve learning by doing and experience). However, many students are found to be deficient of this skill which is making them unfit for the labour market and unattractive to employers. In addition, very few schools teach generic skills which are making students unable to develop them and be employable attractive to employers. Therefore, this study investigates the impact of generic skills using problem-based learning (PBL). This paper represents the first part of the study, which is to investigate the influence of students’ PBL on their generic skills This paper makes used of action research method, while quantitative research approach using both survey and documentation is employed for the study data collection. The study finding show that there is a significant influence on problem-based learning (PBL) and generic skills (GS). Similar significant influence is found on critical thinking (CT) and generic skills (GS). It was further pointed out that there is no disparity on students’ gender and academic background (science and non-science) with their generic skills. This implies that problem-based learning (PBL) and critical thinking (CT) enhances students’ generic skills.

Bangladesh Journal of Pharmacology, 2013

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The objective of an assessment is to strive for on how well students are learning and to accomplish the effectiveness of educational services. This research intends to compare the evaluation between individual and group work outcomes of EFL students’ writing skill. The framework of analysis is taken from the ones proposed by Ako (2012), and Harris and Sherblom (2008). Normally, assessing individual work is found to be better than group work in teaching, especially writing, since the teacher can better distinguish every student’s ability. However, this research discovered contradictory results. From a number of 20 students who took part in this research, the results showed that although the scores in every aspect of writing from group work were higher than individual work, which were 76 versus 80, these scores were still in the category of “good to average”. Consequently, teachers are to be attentive of their students’ writing problems so that they can provide solutions to students whilst teaching to obtain more productive learning outcomes. This research also suggests that further investigations should be conducted in depth with the employment of other instruments to further substantiate the conclusion drawn from this study.