Amalan Pentaksiran Berasaskan Produksi Bagi Kursus Bangsawan Di Sebuah Akademi Seni
DOI:
https://doi.org/10.37134/juraisembah.vol1.1.2.2020Keywords:
bangsawan, model penilaian kurikulum, pentaksiran produksi, rubrik, curriculum evaluation model, production based assessment, rubricAbstract
Kajian ini bertujuan untuk meneliti aktiviti, kaedah dan instrumen pentaksiran menerusi tajuk Amalan Pentaksiran Berasaskan Produksi bagi Kursus Bangsawan di sebuah Akademi Seni. Seramai 20 orang responden kajian yang terdiri daripada 10 orang pelajar kursus Bangsawan, lima orang tenaga pengajar kursus Bangsawan dan lima orang pakar bidang dipilih melalui teknik pensampelan bertujuan. Kajian ini akan menggunakan Model Penilaian Kurikulum KIPP oleh Stufflebeam & Coryn (2014) bagi meneliti keseluruhan perjalanan pentaksiran secara berperingkat di dalam produksi yang mana melalui empat komponen KIPP iaitu konteks, input, proses dan produk. Teori Taksonomi Bloom (1956) dipraktikkan untuk melihat amalan pentaksiran berdasarkan objektif pembelajaran dan kriteria Metarubrik oleh Arter & McTighe (2001) digunakan untuk menganalisis dokumen rubrik produksi Bangsawan. Pengumpulan data secara pemerhatian dan temu bual dianalisis secara tematik bagi menemui hasil dapatan yang bersesuaian. Hasil kajian ini mempunyai dua implikasi. Dari sudut teoretis, kajian ini berjaya menggabungkan model penilaian kurikulum dengan teori objektif pengajaran dalam semakan pentaksiran produksi Bangsawan. Manakala dari sudut amalan, kajian ini menyediakan tatacara perlaksanaan pentaksiran secara tersusun mengikut kategori di dalam peringkat pentaksiran produksi Bangsawan. Oleh itu, kajian ini menyumbang kepada ilmu baru di dalam bidang kurikulum pendidikan terutama yang melibatkan pendidikan seni persembahan di Malaysia.
This study aims to examine the activities, methods, and instruments of assessment through the title of Production-Based Assessment Practice for Bangsawan Courses at an Academy of Art. A total of 20 respondents of the study consisting of 10 Bangsawan course students, five Bangsawan course lecturers, and five field experts were selected through targeted sampling techniques. The research applies a KIPP curriculum evaluation model by Stufflebeam & Coryn (2014) is used to study the entire process of assessment in stages through which four components of KIPP are context, input, process, and product. Therefore, Bloom Taxonomy (1956). theory was applied to view assessment practices based on learning objectives and Metarubric criteria by Arter & McTighe (2001) were used to analyze Bangsawan rubric production documents. Observational data and interviews were thematically analyzed to find the appropriate results. The results of this study have two implications. From a theoretical point of view, this study successfully integrates the curriculum assessment model with the teaching objective theory in assessing the assessment of the production of the Bangsawan. Where as in practice, this study provides procedures for categorically implementing the assessment in the assessment stage of the production of the Bangsawan. Therefore, this study contributes to new knowledge in the field of education curriculum especially involving performing arts education in Malaysia.
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