UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Students need to know their current levels of thinking and how to progress to the next level by self-assess themselves. Otherwise, they would constantly demand teachers to spoon-feed them to achieve a specific level. This is due to the students’ failure to master the lower order thinking skills level that hinder them from making systematic and strategic progress in their learning. The aim of this study was to evaluate a feedback of writing module based on SOLO taxonomy which apply self and peer assessment in their construction of writing development. To test the reliability of the module, a pilot study for the implementation of the module was conducted with the help of the English Language teacher who teach the remedial class in the selected school. The purpose of this pilot study is for ensuring the suitability of the module in terms of time allocation, clarity of instruction, suitability distribution of sub modules and organized activities. A total of 30 Year 5 low achiever learners (LAL) in a primary school have been selected for the pilot study. A set of questionnaires with five constructs consisting of 20 items has been distributed and the means score showed significant accuracy. The item verification process based on the agreement of seven experts using the Content Validity Index (CVI) approach received experts (n=7) consensus reliability value (α) = 0.92. The results indicated that the LAL can adapt the self and peer assessment approach based on SOLO taxonomy in a short time and proves that the self- peer assessment process can be taught to the low achiever primary level if supported by opportunities to practice it regularly in an organized and supportive classroom environment.
Keywords: Self and Peer Assessment, Self-Regulated Learning, Solo Taxonomy, Writing Development, Low Proficiency |
| References |
Freij, M., & Ahlin, L. (2014). Going forward with feedback: on autonomy and teacher feedback. In Text Analysis Symposium at Kristianstad University, April 2014 (pp. 42-58). Kristianstad University Press. Hattie, J. (2013). Visible learning for teachers: Maximizing impact on learning. Routledge. Kayani, M. A. H., Ajmal, M., & Rahman, F. (2010). Teachers’ perception regarding examination based on SOLO taxonomy. International Journal of Academic Research, 2(6), 208-211. Majid, F. A. (2011). School-Based Assessment in Malaysian Schools: The Concerns of the English Teachers. Online Submission. Mahmood, A., Ali, M. Q., & Hussain, W. (2014). Understanding of Elementary School Teachers of 3rd World Country about Levels of SOLO Taxonomy. Mediterranean Journal of Social Sciences, 5(23), 1135. Ministry of Education Malaysia. (2012). Malaysia Education Blueprint 2013-2015. Ministry of Education Malaysia. Sardareh, S. A. (2018). Formative feedback in a Malaysian primary school ESL context. MOJES: Malaysian Online Journal of Educational Sciences, 4(1), 1-8. Noah, S. M., & Ahmad, J. (2005). Pembinaan modul: bagaimana membina modul latihan dan modul akademik. Serdang : Universiti Putra Malaysia. Schreurs, J., & Dumbraveanu, R. (2014). A shift from teacher centered to learner centered approach. International Journal of Engineering Pedagogy (iJEP), 4(3), 36-41. Solomon, M. B. (2013). Teaching academic writing to graduate English as Second Language (ESL) students: the effects of instruction on student academic writing at the Adventist International Institute of Advanced Studies (AIIAS), Philippines (Doctoral dissertation). Wertsch, J. V. (1985). Cultural, Communication, and Cognition: Vygotsky Perspectives. Cambridge University Press. |
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