Instrumen penilaian portfolio
Download as docx, pdf0 likes1,576 views
Dokumen ini merupakan instrumen penilaian portfolio untuk pendidikan pemulihan di peringkat rendah, dengan skala pencapaian yang berbeza. Ia mengandungi perincian tentang kriteria penilaian, peringkat perancangan, perkembangan, penilaian, dan penutup yang diperlukan untuk menilai keberkesanan portfolio. Terdapat juga soalan-soalan panduan untuk memastikan proses penilaian yang komprehensif.
1 of 4
Downloaded 89 times
Ad
Recommended
Amali instrumen penilaian berasaskan portfolio
Amali instrumen penilaian berasaskan portfolioAMira LIzza
油
Dokumen ini membincangkan instrumen penilaian berasaskan portfolio yang terdiri daripada empat peringkat: perancangan, perkembangan, penilaian, dan penutup. Setiap peringkat mempunyai soalan-soalan penilaian tertentu untuk memastikan objektif, pengumpulan data, dan kriteria penilaian adalah jelas dan dilaksanakan dengan baik. Terdapat juga keperluan untuk dokumentasi dan analisis yang sistematik sepanjang proses pembinaan portfolio.Instrumen Penilaian Portfolio
Instrumen Penilaian PortfolioAriff Izham
油
Dokumen ini adalah instrumen penilaian untuk portfolio matapelajaran yang meliputi tugasan, kriteria penilaian, dan peringkat penilaian yang berbeza. Terdapat senarai soalan bagi setiap peringkat, termasuk perancangan, perkembangan, penilaian, dan penutup, untuk memastikan penguasaan dan kualiti portfolio. Skala pencapaian juga disediakan untuk menilai prestasi secara sistematik.Instrumen penilaian melalui portfolio
Instrumen penilaian melalui portfolioWan Nur Aziemah Izyan
油
Dokumen ini adalah instrumen penilaian bagi portfolio yang merangkumi empat peringkat: perancangan, perkembangan, penilaian, dan penutup. Setiap peringkat mempunyai soalan untuk menentukan keberkesanan proses pembinaan portfolio, termasuk objektif, strategi pengumpulan maklumat, dan kriteria penilaian. Penilaian juga menekankan pentingnya bimbingan berterusan dan dokumentasi yang sistematik.Borang Penilaian Projek Inovasi
Borang Penilaian Projek InovasiIrene Baozhu
油
Dokumen ini membincangkan struktur dan pemarkahan projek inovasi, termasuk latar belakang, objektif, dan analisis permasalahan. Ia juga merangkumi aspek praktikal seperti proses kerja, kerjasama, dan penyampaian projek. Kesimpulan projek menekankan penilaian dan cadangan penambahbaikan.Portfolio internship-yg-baru
Portfolio internship-yg-baruPensil Dan Pemadam
油
Dokumen ini adalah portfolio internship Mohd Aidil bin Othman yang berlangsung dari 1 Julai hingga 26 Julai 2013 di SK Parit No 5, di bawah bimbingan En Murshed bin Mohd Said. Ia menyenaraikan elemen yang perlu disertakan dalam portfolio, termasuk biodata, profil sekolah, pengajaran dan pembelajaran, laporan aktiviti kokurikulum, serta tiga projek yang dilaksanakan. Selain itu, terdapat keperluan untuk laporan pelaksanaan internship dan dokumen lain yang menyokong pengalaman praktikum.Instrumen penilaian portfolio
Instrumen penilaian portfolioHarith Sukri
油
Dokumen ini membincangkan penilaian portfolio untuk pendidikan pemulihan rendah, termasuk kriteria dan prosedur yang diperlukan untuk menilai pembelajaran pelajar. Terdapat peringatan tentang pentingnya perbincangan, objektif jelas, dan dokumentasi yang teratur. Penilaian menekankan aspek proses dan hasil serta kekuatan dari sudut pembelajaran dan sahsiah.Topik 3 4
Topik 3 4kamilah yusof
油
Dokumen ini membincangkan pentaksiran sekolah yang melibatkan murid, ibu bapa dan organisasi luar dalam bentuk formatif dan sumatif, serta peranannya dalam menilai pencapaian pelajar. Ia menerangkan pelbagai kaedah penilaian seperti pemerhatian, catatan guru, dan ujian bertulis, serta pengesahan hasil pembelajaran melalui penilaian kendiri dan rakan sebaya. Juga, ia menekankan pentingnya portfolio sebagai alat penilaian untuk menggambarkan perkembangan pelajar dan teknik refleksi untuk memperbaiki pembelajaran.Instrumen penilaian pemerhatian bahasa melayu
Instrumen penilaian pemerhatian bahasa melayuIrsyad Isa
油
Dokumen ini berisi dua borang penilaian kemahiran bahasa Melayu untuk murid:
1) Borang Rekod Anekdot untuk mencatat observasi dan ulasan mengenai kemahiran bahasa murid.
2) Borang Senarai Semak untuk menilai kemahiran mendengar, bertutur, membaca, menulis, dan menceritakan semula murid. Borang ini berisi item-item kemahiran dan petunjuk penilaian.Instrumen penilaian melalui pemerhatian
Instrumen penilaian melalui pemerhatianWan Nur Aziemah Izyan
油
Dokumen ini adalah instrumen penilaian yang digunakan untuk menilai tingkah laku individu dalam aktiviti kumpulan berdasarkan pelbagai kriteria. Kriteria tersebut termasuk kehadiran tepat waktu, sikap proaktif, kolaborasi, dan kepatuhan terhadap peraturan. Penilaian dilakukan melalui pemerhatian dan penandaan pada skor yang berkenaan.Eifel2012 freeweb2
Eifel2012 freeweb2Helen Barrett
油
Helen Barrett presented on using free online tools for ePortfolio development. She began by defining ePortfolios as digital collections that allow students to reflect on their learning through various media formats. Barrett discussed key concepts like the purposes of ePortfolios for reflection, identity development, and online branding. She outlined various free web 2.0 tools and mobile devices that can be used to create ePortfolios, focusing on tools like blogs, wikis, and social networks. Barrett emphasized that ePortfolios should balance being a working portfolio for reflection and a presentation portfolio to showcase work. She provided examples of student ePortfolios and discussed how purpose drives the choice of ePortfolio structure and tools.Waikato2015keynote
Waikato2015keynoteHelen Barrett
油
This document discusses the use of ePortfolios and digital storytelling to support deep, lifelong learning through reflection. It begins by explaining key concepts like using portfolios for lifelong learning, identity development, metacognition, and digital storytelling. It then discusses the purposes of ePortfolios, including for learning, marketing, and assessment. EPortfolios can support self-directed learning by helping learners understand themselves, manage their learning, plan goals, evaluate progress, and understand how to learn. The document advocates using mobile devices and apps to more easily capture reflective moments and integrate reflection into everyday activities. It emphasizes that reflection is the "heart and soul" of ePortfolios and promotes lifelong, life-wide learning through dynamic storiesEifel2013 freeweb2
Eifel2013 freeweb2Helen Barrett
油
Using free online tools such as Web 2.0 and social networking platforms can help develop ePortfolios. The document discusses how these tools allow portfolios to reflect on learning through multiple formats, showcase work online to various audiences, and facilitate feedback and dialogue about learning artifacts. It also explores how mobile devices can be used to capture learning moments through features like cameras, audio recording, and messaging. Portfolios serve both as a process of ongoing curation and reflection and as products to showcase achievements. A variety of free tools including blogs, wikis, and social networks can support different portfolio purposes and functions.Google apps2013workshop
Google apps2013workshopHelen Barrett
油
The document outlines an ePortfolio training course that covers:
1. Defining ePortfolios and their purposes for reflection, collection of artifacts, and presentation.
2. Exploring different tools for reflection, collection, and presentation like Blogger, Google Docs, and Google Sites.
3. Guiding participants through lessons on vision, collection, reflection, presentation, and assessment as they plan for ePortfolio implementation.Fresno2015 balancing
Fresno2015 balancingHelen Barrett
油
This document discusses balancing reflection and assessment in ePortfolios. It defines ePortfolios as both a process and product, noting they can serve learning/reflection purposes as well as assessment/accountability functions. The key is finding a balance between these two "faces" of ePortfolios to maximize student engagement and deep learning while also meeting institutional needs for assessment data. Tools and strategies are suggested for designing ePortfolios that integrate both reflection and assessment depending on the specific purpose. Motivation is also addressed, noting ePortfolios should support student autonomy, mastery, and sense of purpose to drive intrinsic rather than just extrinsic motivation.Digital storytellingdublin2016
Digital storytellingdublin2016Helen Barrett
油
This document discusses digital storytelling in ePortfolios and its benefits. Digital stories allow students to add their voice and individual identity to ePortfolios through reflection. They can humanize any ePortfolio model. The process of creating a digital story involves writing a script, recording audio, editing images and video, and adding music. Various tools like Audacity, iMovie, and WeVideo can be used. Digital stories help students develop skills like research, writing, and organization. They also promote reflection, which is important for learning and development.Reflection&mobiles eifel2012
Reflection&mobiles eifel2012Helen Barrett
油
The document discusses using mobile devices for ePortfolios, specifically for planning and goal setting, capturing moments, and reflecting on change over time. It outlines how mobile phones can be used for the key components of ePortfolios, including capturing evidence, reflecting, giving/receiving feedback, planning goals, and collaborating. Specific mobile apps are suggested for each component, such as Evernote for capturing multimedia evidence, blogs/WordPress for reflection, and Edmodo for collaboration.Fresno2015 reflection
Fresno2015 reflectionHelen Barrett
油
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.Digital storytelling eifel2012
Digital storytelling eifel2012Helen Barrett
油
The document discusses how to create digital stories using mobile devices and apps, outlining a process that involves writing a script, recording narration, scanning or taking images, adding background music, and editing the various media together. It provides examples of purposes for digital stories and recommends tools for the different steps of the process like Audacity for recording audio and iMovie or Photostory for editing video.Keynote SC 2012
Keynote SC 2012Helen Barrett
油
E-portfolios can be used across a person's lifespan to document their learning and development. They begin being created from birth with digital photos and videos uploaded online by parents. During formal education, e-portfolios are used to showcase learning and skills. Later in life and career, they become tools for professional development and career management. Reflection is key to e-portfolios, allowing users to think deeply about their experiences and growth over time. New technologies also enable capturing learning in-the-moment through tools like blogging and microblogging from mobile devices. Ultimately, e-portfolios tell the digital story of a person's deep and lifelong learning when organized intentionally through goals, feedback and multimedia like photos and videos.SOTF mPortfolios
SOTF mPortfoliosHelen Barrett
油
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.Dublin2016 balancing
Dublin2016 balancingHelen Barrett
油
This document discusses balancing the reflection and assessment purposes of ePortfolios. It defines ePortfolios as both a process and product, with the process focusing on reflection and the product used for assessment. Two paradigms of assessment are described - assessment for continuous improvement, which is student-centered and formative, and assessment for accountability, which is institution-centered and summative. Finding the right balance is important to maximize benefits like engagement, deep learning, and skills while also collecting necessary assessment data. Tools and strategies are suggested to integrate accountability and improvement purposes, like using separate systems, incorporating social features, and supporting student choice and reflection.Reflection & mobiles SC2012
Reflection & mobiles SC2012Helen Barrett
油
This document discusses using mobile devices for ePortfolio reflection. It begins by outlining the key components of ePortfolios, including capturing evidence, reflecting, feedback, goal-setting, collaboration, and presentation. It then explores how mobile phones can support these processes through functions like capturing multimedia, reflection journaling, feedback, and planning. The document emphasizes that reflection is the "heart and soul" of ePortfolios and promotes self-regulated learning through reflection and goal-setting. It also provides examples of mobile apps that facilitate these ePortfolio processes.Google appsiste2013workshop
Google appsiste2013workshopHelen Barrett
油
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.Dublin2016 reflection
Dublin2016 reflectionHelen Barrett
油
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.Konsep 5p
Konsep 5pNordin Yusof
油
Dokumen tersebut membahas tentang perkembangan kurikulum sekolah rendah di Malaysia sejak 1983 hingga 2003 dan konsep 5P (penggabungjalinan, penyerapan, pengayaan, pemulihan, penilaian) dalam Kurikulum Bersepadu Sekolah Rendah (KBSR) dan Kurikulum Standard Sekolah Rendah (KSSR). Dokumen ini juga menjelaskan penerapan konsep 5P dalam proses pengajaran dan pembelajaran KBSR dan KSSR.Iste google apps2012
Iste google apps2012Helen Barrett
油
This document provides information about electronic portfolios, including definitions, purposes, and how to create them using Google Apps tools. It discusses how eportfolios can be used for reflection, learning, and assessment. Key Google Apps tools for developing eportfolios include Blogger for journaling, Google Docs for storage, and Google Sites for presentation and publishing the portfolio. The document emphasizes that eportfolios are both a process and product that can support student-centered learning and development.SPM standar proses form kosong
SPM standar proses form kosongPUJOKUSUMAN 1, YOGYAKARTA
油
Prosedur Mutu Pelaksanaan Standar Proses Pembelajaran di SD Pujokusuman I menjelaskan tahapan perencanaan, pelaksanaan, penilaian, dan pengawasan proses pembelajaran sesuai standar nasional pendidikan untuk memastikan mutu pembelajaran."Digital storytelling SC 2012
Digital storytelling SC 2012Helen Barrett
油
The document discusses using digital storytelling in ePortfolios, outlining the power of using digital stories to add voice and humanize portfolios. It provides examples of tools that can be used to create digital stories, such as apps, online editing programs, and websites with templates. The document also outlines a process for developing digital stories, including writing a script, recording audio, editing images and video, and combining them into a finished digital story.Borang penilaian blog
Borang penilaian blogIrsyad Isa
油
Dokumen ini merupakan borang penilaian untuk pendidikan pemulihan yang mencakup aspek seperti kandungan, reka letak, dan sumber rujukan. Terdapat ruang untuk mencatat kelemahan serta komen dari penilai. Fokusnya adalah untuk mengevaluasi kualiti pendidikan rendah.Ini Blog Saya
Ini Blog SayaIrsyad Isa
油
Dokumen ini membahas tentang pengalaman penulis dalam membina blog untuk subjek BMM 3103. Penulis belajar membuat brosur, iklan, dan mengupload materi ke blog dengan bantuan dosen dan teman. Tujuan utama adalah untuk berbagi ilmu dan menjadikan blog sebagai referensi bagi pembelajaran.More Related Content
Viewers also liked (20)
Instrumen penilaian melalui pemerhatian
Instrumen penilaian melalui pemerhatianWan Nur Aziemah Izyan
油
Dokumen ini adalah instrumen penilaian yang digunakan untuk menilai tingkah laku individu dalam aktiviti kumpulan berdasarkan pelbagai kriteria. Kriteria tersebut termasuk kehadiran tepat waktu, sikap proaktif, kolaborasi, dan kepatuhan terhadap peraturan. Penilaian dilakukan melalui pemerhatian dan penandaan pada skor yang berkenaan.Eifel2012 freeweb2
Eifel2012 freeweb2Helen Barrett
油
Helen Barrett presented on using free online tools for ePortfolio development. She began by defining ePortfolios as digital collections that allow students to reflect on their learning through various media formats. Barrett discussed key concepts like the purposes of ePortfolios for reflection, identity development, and online branding. She outlined various free web 2.0 tools and mobile devices that can be used to create ePortfolios, focusing on tools like blogs, wikis, and social networks. Barrett emphasized that ePortfolios should balance being a working portfolio for reflection and a presentation portfolio to showcase work. She provided examples of student ePortfolios and discussed how purpose drives the choice of ePortfolio structure and tools.Waikato2015keynote
Waikato2015keynoteHelen Barrett
油
This document discusses the use of ePortfolios and digital storytelling to support deep, lifelong learning through reflection. It begins by explaining key concepts like using portfolios for lifelong learning, identity development, metacognition, and digital storytelling. It then discusses the purposes of ePortfolios, including for learning, marketing, and assessment. EPortfolios can support self-directed learning by helping learners understand themselves, manage their learning, plan goals, evaluate progress, and understand how to learn. The document advocates using mobile devices and apps to more easily capture reflective moments and integrate reflection into everyday activities. It emphasizes that reflection is the "heart and soul" of ePortfolios and promotes lifelong, life-wide learning through dynamic storiesEifel2013 freeweb2
Eifel2013 freeweb2Helen Barrett
油
Using free online tools such as Web 2.0 and social networking platforms can help develop ePortfolios. The document discusses how these tools allow portfolios to reflect on learning through multiple formats, showcase work online to various audiences, and facilitate feedback and dialogue about learning artifacts. It also explores how mobile devices can be used to capture learning moments through features like cameras, audio recording, and messaging. Portfolios serve both as a process of ongoing curation and reflection and as products to showcase achievements. A variety of free tools including blogs, wikis, and social networks can support different portfolio purposes and functions.Google apps2013workshop
Google apps2013workshopHelen Barrett
油
The document outlines an ePortfolio training course that covers:
1. Defining ePortfolios and their purposes for reflection, collection of artifacts, and presentation.
2. Exploring different tools for reflection, collection, and presentation like Blogger, Google Docs, and Google Sites.
3. Guiding participants through lessons on vision, collection, reflection, presentation, and assessment as they plan for ePortfolio implementation.Fresno2015 balancing
Fresno2015 balancingHelen Barrett
油
This document discusses balancing reflection and assessment in ePortfolios. It defines ePortfolios as both a process and product, noting they can serve learning/reflection purposes as well as assessment/accountability functions. The key is finding a balance between these two "faces" of ePortfolios to maximize student engagement and deep learning while also meeting institutional needs for assessment data. Tools and strategies are suggested for designing ePortfolios that integrate both reflection and assessment depending on the specific purpose. Motivation is also addressed, noting ePortfolios should support student autonomy, mastery, and sense of purpose to drive intrinsic rather than just extrinsic motivation.Digital storytellingdublin2016
Digital storytellingdublin2016Helen Barrett
油
This document discusses digital storytelling in ePortfolios and its benefits. Digital stories allow students to add their voice and individual identity to ePortfolios through reflection. They can humanize any ePortfolio model. The process of creating a digital story involves writing a script, recording audio, editing images and video, and adding music. Various tools like Audacity, iMovie, and WeVideo can be used. Digital stories help students develop skills like research, writing, and organization. They also promote reflection, which is important for learning and development.Reflection&mobiles eifel2012
Reflection&mobiles eifel2012Helen Barrett
油
The document discusses using mobile devices for ePortfolios, specifically for planning and goal setting, capturing moments, and reflecting on change over time. It outlines how mobile phones can be used for the key components of ePortfolios, including capturing evidence, reflecting, giving/receiving feedback, planning goals, and collaborating. Specific mobile apps are suggested for each component, such as Evernote for capturing multimedia evidence, blogs/WordPress for reflection, and Edmodo for collaboration.Fresno2015 reflection
Fresno2015 reflectionHelen Barrett
油
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.Digital storytelling eifel2012
Digital storytelling eifel2012Helen Barrett
油
The document discusses how to create digital stories using mobile devices and apps, outlining a process that involves writing a script, recording narration, scanning or taking images, adding background music, and editing the various media together. It provides examples of purposes for digital stories and recommends tools for the different steps of the process like Audacity for recording audio and iMovie or Photostory for editing video.Keynote SC 2012
Keynote SC 2012Helen Barrett
油
E-portfolios can be used across a person's lifespan to document their learning and development. They begin being created from birth with digital photos and videos uploaded online by parents. During formal education, e-portfolios are used to showcase learning and skills. Later in life and career, they become tools for professional development and career management. Reflection is key to e-portfolios, allowing users to think deeply about their experiences and growth over time. New technologies also enable capturing learning in-the-moment through tools like blogging and microblogging from mobile devices. Ultimately, e-portfolios tell the digital story of a person's deep and lifelong learning when organized intentionally through goals, feedback and multimedia like photos and videos.SOTF mPortfolios
SOTF mPortfoliosHelen Barrett
油
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.Dublin2016 balancing
Dublin2016 balancingHelen Barrett
油
This document discusses balancing the reflection and assessment purposes of ePortfolios. It defines ePortfolios as both a process and product, with the process focusing on reflection and the product used for assessment. Two paradigms of assessment are described - assessment for continuous improvement, which is student-centered and formative, and assessment for accountability, which is institution-centered and summative. Finding the right balance is important to maximize benefits like engagement, deep learning, and skills while also collecting necessary assessment data. Tools and strategies are suggested to integrate accountability and improvement purposes, like using separate systems, incorporating social features, and supporting student choice and reflection.Reflection & mobiles SC2012
Reflection & mobiles SC2012Helen Barrett
油
This document discusses using mobile devices for ePortfolio reflection. It begins by outlining the key components of ePortfolios, including capturing evidence, reflecting, feedback, goal-setting, collaboration, and presentation. It then explores how mobile phones can support these processes through functions like capturing multimedia, reflection journaling, feedback, and planning. The document emphasizes that reflection is the "heart and soul" of ePortfolios and promotes self-regulated learning through reflection and goal-setting. It also provides examples of mobile apps that facilitate these ePortfolio processes.Google appsiste2013workshop
Google appsiste2013workshopHelen Barrett
油
This document provides an agenda for an electronic portfolio workshop. The agenda includes introductions, defining electronic portfolios, using Google Apps for eportfolios, and topics like reflection, feedback, Google Sites, digital storytelling, and professional development. Attendees will be introduced to different levels of electronic portfolios using Google Docs, Blogger, and Google Sites. They will also discuss the benefits of portfolios and how portfolios can support lifelong learning.Dublin2016 reflection
Dublin2016 reflectionHelen Barrett
油
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.Konsep 5p
Konsep 5pNordin Yusof
油
Dokumen tersebut membahas tentang perkembangan kurikulum sekolah rendah di Malaysia sejak 1983 hingga 2003 dan konsep 5P (penggabungjalinan, penyerapan, pengayaan, pemulihan, penilaian) dalam Kurikulum Bersepadu Sekolah Rendah (KBSR) dan Kurikulum Standard Sekolah Rendah (KSSR). Dokumen ini juga menjelaskan penerapan konsep 5P dalam proses pengajaran dan pembelajaran KBSR dan KSSR.Iste google apps2012
Iste google apps2012Helen Barrett
油
This document provides information about electronic portfolios, including definitions, purposes, and how to create them using Google Apps tools. It discusses how eportfolios can be used for reflection, learning, and assessment. Key Google Apps tools for developing eportfolios include Blogger for journaling, Google Docs for storage, and Google Sites for presentation and publishing the portfolio. The document emphasizes that eportfolios are both a process and product that can support student-centered learning and development.SPM standar proses form kosong
SPM standar proses form kosongPUJOKUSUMAN 1, YOGYAKARTA
油
Prosedur Mutu Pelaksanaan Standar Proses Pembelajaran di SD Pujokusuman I menjelaskan tahapan perencanaan, pelaksanaan, penilaian, dan pengawasan proses pembelajaran sesuai standar nasional pendidikan untuk memastikan mutu pembelajaran."Digital storytelling SC 2012
Digital storytelling SC 2012Helen Barrett
油
The document discusses using digital storytelling in ePortfolios, outlining the power of using digital stories to add voice and humanize portfolios. It provides examples of tools that can be used to create digital stories, such as apps, online editing programs, and websites with templates. The document also outlines a process for developing digital stories, including writing a script, recording audio, editing images and video, and combining them into a finished digital story.More from Irsyad Isa (15)
Borang penilaian blog
Borang penilaian blogIrsyad Isa
油
Dokumen ini merupakan borang penilaian untuk pendidikan pemulihan yang mencakup aspek seperti kandungan, reka letak, dan sumber rujukan. Terdapat ruang untuk mencatat kelemahan serta komen dari penilai. Fokusnya adalah untuk mengevaluasi kualiti pendidikan rendah.Ini Blog Saya
Ini Blog SayaIrsyad Isa
油
Dokumen ini membahas tentang pengalaman penulis dalam membina blog untuk subjek BMM 3103. Penulis belajar membuat brosur, iklan, dan mengupload materi ke blog dengan bantuan dosen dan teman. Tujuan utama adalah untuk berbagi ilmu dan menjadikan blog sebagai referensi bagi pembelajaran.Instrumen penilaian sajak
Instrumen penilaian sajakIrsyad Isa
油
Dokumen ini berisi laporan penilaian aktiviti kemahiran bahasa murid bernama Puteri Husna binti Irsyad. Murid tersebut dinilai melakukan sajak berjudul "Guru Oh Guru" dengan baik dalam berbagai aspek seperti tema, tajuk, penggunaan bahasa, nada suara, ekspresi wajah, dan gerak tubuh sesuai dengan sajak. Berdasarkan skala penilaian, murid mendapatkan skor cemerlang untuk sebagianSajak kemanusiaan
Sajak kemanusiaanIrsyad Isa
油
Sajak ini membahas tentang arti dari persinggahan dalam hidup. Persinggahan memberikan pelajaran untuk memberi dan menerima. Persinggahan memberikan rasa cinta dan kedamaian yang menghapus luka. Persinggahan terus berlanjut dan memberikan makna bagi semua orang.Borang penilaian ujian bakat
Borang penilaian ujian bakatIrsyad Isa
油
Cerita ini mengisahkan tentang semut yang bekerja keras mengumpulkan makanan untuk menghadapi musim sejuk, sementara belalang bersenang-senang lalai terhadap persiapan. Ketika musim sejuk tiba lebih awal, semut memiliki bekalan cukup, sementara belalang kelaparan. Semut kemudian membantu belalang yang meminta makanan, menunjukkan pentingnya kerja keras dan persiapan.Amali 8 kertas kerja
Amali 8 kertas kerjaIrsyad Isa
油
Dokumen ini merupakan instrumen penilaian untuk pendidikan pemulihan pendidikan rendah yang melibatkan penyusunan kertas kerja dalam bahasa Melayu. Terdapat skala pencapaian yang mengkategorikan penilaian dari sangat lemah hingga sangat baik berdasarkan kriteria tertentu. Beberapa aspek penting termasuk tajuk, latar belakang, objektif, anggaran belanjawan, dan penilaian penggunaan bahasa.Amali 8
Amali 8Irsyad Isa
油
Dokumen ini merangkumi borang penilaian projek untuk pendidikan pemulihan pendidikan rendah yang menilai kriteria seperti perancangan, pelaksanaan, dan refleksi. Ia menggariskan keperluan seperti kerja berkumpulan, pengurusan masa, dan dokumentasi projek. Terdapat juga komponen untuk penilaian kendiri dan penyampaian projek.Amali 2
Amali 2Irsyad Isa
油
Teks tersebut memberikan contoh soalan mengikut aras taksonomi Bloom untuk menguji pengetahuan, kefahaman, aplikasi, analisis dan sintesis pelajar. Soalan-soalan tersebut meliputi kata nama, ayat tunggal, kata tanya, kata panggilan dan ayat majmuk.Amali 4 ujian bakat
Amali 4 ujian bakatIrsyad Isa
油
Dokumen ini membahas ujian bakat dalam pendidikan Bahasa Melayu di sekolah rendah, yang bertujuan untuk menilai potensi dan prestasi masa depan murid. Ujian ini melibatkan berbagai aktiviti bahasa dan dibagi menjadi ujian berasaskan kajian besar dan tujuan khusus. Contoh ujian bakat termasuk ujian kemasukan ke maktab perguruan, biasiswa, dan universiti.Taksonomi dan domain
Taksonomi dan domainIrsyad Isa
油
Taksonomi Bloom dan Krathwohl adalah model pendidikan yang mengkategorikan objektif pembelajaran dalam tiga domain utama: kognitif, afektif, dan psikomotor. Domain kognitif melibatkan ingatan dan pemahaman pengetahuan, afektif berkaitan dengan emosi dan sikap, sementara psikomotor fokus pada kemahiran fizikal. Model ini membantu guru merancang dan mengevaluasi proses pembelajaran dengan lebih berkesan.Aras soalan
Aras soalanIrsyad Isa
油
Dokumen ini adalah tugasan untuk pelajar yang melibatkan pemilihan jawapan yang betul mengenai kata nama khas, peribahasa, dan ayat yang tepat. Terdapat juga arahan untuk menulis karangan mengenai faktor kemalangan jalan raya dan relevansi penggunaan alat teknologi di sekolah. Selain itu, pelajar diminta untuk menyusun ayat berdasarkan peribahasa yang diberikan.Amali ujian bakat irsyad
Amali ujian bakat irsyadIrsyad Isa
油
Dokumen ini adalah kontrak pembelajaran sains untuk murid bernama Muhammad Nur Irsyad di tahun 5 mengenai tugasan memelihara tumbuhan, fokus pada proses fotosintesis. Objektifnya termasuk mengenalpasti keperluan asas tumbuhan, melakukan perbandingan dengan tumbuhan tanpa keperluan tersebut, dan menulis laporan perkembangan tumbuhan. Penilaian dilakukan melalui pengamatan dan laporan yang perlu dihantar tepat waktu kepada guru.Aras soalan 1
Aras soalan 1Irsyad Isa
油
Dokumen tersebut memberikan contoh soalan mengikut aras taksonomi Bloom untuk tingkatan rendah sehingga tinggi termasuk aras pengetahuan, kefahaman, aplikasi, analisis dan sintesis. Soalan-soalan tersebut berbentuk pilihan ganda untuk menguji pengetahuan dan kemahiran pelajar.Jsu amali 2
Jsu amali 2Irsyad Isa
油
1. The document provides a testing specification table outlining the topics, subtopics, language aspects, time allocation, and taxonomy levels for a test.
2. It includes two main topics - "My Loving Family" and "My Family is Enlightened" - broken down into various language aspects like nouns, verbs, questions words, and sentence structures.
3. The table specifies the number of questions for each taxonomy level (remembering, understanding, applying, analyzing, evaluating) for each language aspect.Bahasa malaysia tahun 4 jps
Bahasa malaysia tahun 4 jpsIrsyad Isa
油
Dokumen ini menyenaraikan skop pembelajaran Bahasa Malaysia untuk Tahun 4 bagi tahun 2012, yang merangkumi pelbagai kemahiran bahasa dan penulisan. Ia termasuk kata nama, kata adjektif, dan penggunaan yang tepat, serta pelbagai bahagian penulisan yang berfokus kepada tema seperti keluarga, aktiviti sekolah, dan nilai murni. Terdapat juga jadual pengagihan soalan dengan jumlah soalan dalam kategori tertentu.Ad
Instrumen penilaian portfolio
- 1. IRSYAD ISA PISMP PENDIDIKAN PEMULIHAN PENDIDIKAN RENDAH 1 INSTRUMEN PENILAIAN PORTFOLIO MATAPELAJARAN: ................................. TUGASAN/ PROJEK: SKALA PENCAPAIAN: SangatLemah 1 Lemah 2 Sederhana 3 Baik 4 SangatBaik 5 Skala Bil KriteriaPenilaian Catatan 1 2 3 4 5 1 StrukturdanOrganisasi 2 Strategipengurusan 3 Variasiisi yang sesuai 4 Strukturayatdangayabahasa 5 Bahan-bahanlampiran 1| BMM 3103
- 2. IRSYAD ISA PISMP PENDIDIKAN PEMULIHAN PENDIDIKAN RENDAH 1 PERINGKAT PERANCANGAN PENILAIAN PENGUASAAN TERHADAP TUGASAN PORTFOLIO Ya Tidak 1. Adakahperbincangnadibuatuntukmenentukan topic/tajukdanskop? 2. Adakahobjektifpembinaan portfolio jelasdantepat? 3. Adakahstrategimengumpulmaklumatatau data dipelbagaikan? 4. Adakahjadualrefleksidimasukkankedalamkontrakpelaksanaankerja? 5. Adakahdraflangkah-langkahpembinaanportfolio dibuat? 6. Adakahpendedahankepadapelbagaipenilaiain portfolio mencukupi? PERINGKAT PERKEMBANGAN 1. Adakahbimbinganperludiberisecaraberterusan? 2. Adakahsemuaaktiviti-aktiviti yang merentasisemuaaspekpenilaiaandijalankan? 3. Adakahhasilaktivitididokumentasikan? 4. Adakahmaklumatataubukti-buktididapatidari lain-lain aktivitipembelajaran? 5. Adakahcatatanmengenaiaktiviti-aktivitidisalindalam computer ataudisimpan di dalam portfolio? 6. Adakahanalisismaklumatdibuatdenganmenggunakansegalabahanataubuktiterkumpul mengikutkeperluan? 2| BMM 3103
- 3. IRSYAD ISA PISMP PENDIDIKAN PEMULIHAN PENDIDIKAN RENDAH 1 7. Adakahpenilaiankendiridibuatbagitiap-tiapperingkat? 8. Adakahsusunanmaklumat/data/buktipembelajarandisusunsecaraurutanataulogik? 9. Adakahdokumentasilengkapdimasukkankedalam computer? PERINGKAT PENILAIAN 1. Adakahkriteria-kriteriatertentuditetapkanuntukpenilaian portfolio? 2. Adakahpenilaianmemberatkan proses? 3. AdakahpenilaiandibuatdenganmenggunakanPetaPembelajaranPelajar? 4. Adakahhasilataubukti portfolio dinilai? 5,.Adakahaspek-aspeksahsiahjugadinilai? PERINGKAT PENUTUP 1. Adakah proses danhasilmengikutobjektif? 2. Adakah portfolio dihasilkandalamjangkamasamengikutkontrakpelaksanaankerja? 3. Adakah idea baruwujuddaripenghasilan portfolio tersebut? 3| BMM 3103
- 4. IRSYAD ISA PISMP PENDIDIKAN PEMULIHAN PENDIDIKAN RENDAH 1 4| BMM 3103