Kesan sistem pembelajaran pentaksiran portfolio kolaboratif terhadap proses pentaksiran dan pembinaan pengetahuan pelajar

Abstract

Assessment is a process to monitor growth, ability, progress and students? overall achievement based on the objectives of a new curriculum that has been integrated by the National Educational Philosophy. In the course of an assessment, knowledge construction process plays an important role in determining the effectiveness of the learning process and focuses on how students process the information and turn it into knowledge. The study was conducted through Collaborative Portfolio Assessment (CPA) learning system to determine the effect of using this system in the management of School Based Assessment (SBA) and students' knowledge construction process. This study uses a quantitative approach design and supported by a quantitative and qualitative data involving samples from two groups of students (N=61) and teachers (N=28) who participate in History subject for form one from school around Skudai, Johor Bahru. Based on this study, the characteristics of the Computer Supported Collaborative Learning (CSCL) approach used in this CPA learning system has help students' knowledge construction process at a medium level (Mean=3.87) whereas treatment provided through this CPA learning system affects as a medium for knowledge construction process with t-test analysis result of Sig. 0.000 for both groups of samples. Finally, the result also showed that the process of knowledge construction through this CPA learning system has helped students in their tasks that need to be resolved with the percentage of task related message codes obtained were high which was 92.95%. Each process and findings in this study have supported the objective of assessment itself which is to help the process of learning and teaching in addition to help teachers to manage an assessment process. The results also showed that this study helps students' knowledge construction process, especially in form one History subject for secondary schools.