Pembinaan dan pengesahan instrumen pentaksiran prestasi standard awal pembelajaran dan perkembangan awal kanak-kanak / Nor Mashitah Mohd Radzi

Nor Mashitah , Mohd Radzi (2017) Pembinaan dan pengesahan instrumen pentaksiran prestasi standard awal pembelajaran dan perkembangan awal kanak-kanak / Nor Mashitah Mohd Radzi. PhD thesis, University of Malaya.

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Abstract

This study aims to develop and validate the instrument of performance assessment, Early Learning Standard and Early Childhood Development. The framework development of this instrument by Miller (2013) combines 10 steps of developing instrument by McNamara (1996), Turner (2001) and Wortham (2012). The study also identified four facets of the items and domains, children, raters and the differential functionality facet with the age group of six domains. Generalizabiliti Theory (G-Theory) used to show the dependability of each domain. A total of 278 childrens aged two to four years from eight kindergartens were selected through the purposive sampling techniques. Items assessment’s analyzed using Facets 3.71 and EduG 2.0. The findings show six domains of early childhood development fulfill all the assumptions of the Facets-Rasch model. Four facet measurements showed significant differences in the degree of difficulty of the items and domains, the ability of the children's, the rater assessment and the differential facet functioning with the age group. The facets dependability explained by the G-Theory. This study has four implications. From the development of the instrument, this study contributes to building a more robust instrument through information sources of error that can be explained. From a methodological issues, child assessment process is done systematically for using model Facets-Rasch is obviously a fair and objective. From the pedagogical angle, this study contributes directly to open space for teachers to determine the levels of activity that are more specific and child development zone. From a design of an observation model in this study, the observation of the performance of children more clearly and have empirical findings, in line with the assessment in the context of Malaysia’s kindergarten.

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