MENGENAL PASTI EKSPEKTASI KEFAHAMAN PENTADBIR SEKOLAH BERHUBUNG PENTAKSIRAN SEKOLAH

Abstract

Kajian ini bertujuan mengenal pasti ekspektasi kefahaman pentadbir di sekolah berhubung pentaksiran sekolah. Penyelidik menggunakan kajian deskriptif kualitatif terhadap 19 pentadbir dari 3 buah sekolah menengah di daerah Kinta Utara, Perak. Responden menjalani temubual ekspektasi kefahaman pentaksiran sekolah menggunakan kaedah Perbincangan Berkumpulan Berfokus. Dapatan secara keseluruhannya menunjukkan ekspektasi kefahaman pentaksiran sekolah dalam kalangan pentadbir adalah lemah terutama dalam fokus kandungan, artikulasi merentasi umur dan gred, ketelusan dan keadilan dan implikasi Pedagogi. Dapatan dari temu bual menunjukkan pentadbir menjelaskan ekspektasi kefahaman pentaksiran sekolah dari sudut pengurusan sekolah dan bukannya dari sudut kepimpinan instruksional khususnya sebagai pemimpin pentaksiran. Implikasi kajian ini adalah dapatan ekspektasi kefahaman pentadbir menjelaskan kesukaran pentadbir berfungsi sebagai pemimpin pentaksiran bagi mengurangkan fokus sebagai pengurus dan beranjak ke arah peranan utama mereka dalam proses pengajaran dan pembelajaran. Pentadbir sebagai pemimpin pentaksiran mampu mencapai matlamat pentaksiran melalui kolaborasi dalam mengenalpasti dan menyenaraikan kompetensi pentaksiran guru, bagaimana membina kapasiti pentaksiran, bagaimana menginterpretasi pentaksiran dengan tepat, menggunakan pentaksiran dan bagaimana berkomunikasi menggunakan maklumat pentaksiran dengan yakin dan berkesan.

This study is to identify the understanding expectations of school administrators on school assessment. Researchers will use qualitative descriptive study of 19 administrators from three secondary schools in the province of North Kinta, Perak. Respondents undergo an interview in Focus Group Discussion to asses their understanding expectation of school assessment. Findings showed overall understanding expectations of school assessment among school administrators are weak especially in focus content, articulation across age and grade, transparency and fairness, and the implications of pedagogy. Findings from the interviews showed that administrators explain the school's expectations in terms of understanding the management of the school rather than their understanding in particularly as instructional leadership and specifically as assessment leaders. The implication of this study is the analysis of expectation understanding of school assessment among administrators may explain the administrators difficulties in providing leadership to reduce their role as a manager and shifted their focus towards a major role in the teaching and learning especially in the assessment process. Administrator as an assessment leaders would achieve assessment objective through collaboration in the identification and evaluation of teacher assessment competencies, how to build the assessment capacities, how to accurately interpret assessment, the use of assessment and how to use assessment information to communicate confidently and effectively to the public.