Alternative Assessment: Exploring the Effectiveness of Self-Assessment Practice among Engineering Students (Penilaian Alternatif: Meneroka Keberkesanan Penilaian Kendiri dalam Kalangan Pelajar Jurusan Kejuruteraan)

Nurul Farehah Mohamad Uri, Mohd Sallehhudin Abd Aziz

Abstract


There are numerous ways available for lecturers to assess their students’ learning progress and one practical way is through self-assessment. Instructors should not under-estimate their students’ capability and interest in assessing themselves. Instead they should be given the opportunity to be involved in the assessment process. One salient advantage of this practice is to enable students to identify their own strengths and weaknesses in order improve themselves. The main purpose of this article is to investigate the implementation of self-assessment as a classroom assessment tool among engineering students in Universiti Kuala Lumpur British Malaysian Institute. Specifically, this study intends to investigate the accuracy of engineering students when assessing their own writing skill and the students’ and lecturers’ reactions with regard to the use of self-assessment as one of the classroom tools for assessment in a university language course. The subjects of this study were 137 diploma students from several engineering courses. Data in the form of written assignments were collected throughout the study and analysed via students’ own analyses and lecturers’ evaluation. The findings revealed that majority of the students, most of whom were Malays, would under-rate themselves. With regard to the use of self-assessment in the classroom, most of the students remarked that self-assessment is something positive and most of them viewed the procedure as a meaningful assessing experience.

Keywords: Interview; metacognitive; self-assessment; self-efficacy; students’ feedback. 

ABSTRAK

Terdapat banyak kaedah yang disediakan untuk para pensyarah menilai kemajuan pembelajaran para pelajar dan salah satu kaedah yang praktikal adalah melalui penilaian kendiri. Sehubungan dengan itu, para pensyarah sepatutnya mempertimbangkan kebolehan serta minat pelajar untuk menilai kebolehan sendiri. Mereka perlu diberi peluang untuk melibatkan diri dalam proses penilaian. Antara kelebihan penilaian kendiri adalah kebolehan pelajar untuk mengenal pasti kekuatan serta kelemahan mereka, seterusnya memperbaiki kelemahan tersebut. Tujuan utama kajian ini adalah untuk menyiasat pelaksanaan penilaian kendiri sebagai alat penilaian dalam kelas di kalangan pelajar kejuruteraan di Universiti Kuala Lumpur British Malaysian Institute. Secara khusus, kajian ini bertujuan untuk menyiasat ketepatan pelajar fakulti kejuruteraan apabila menilai kemahiran penulisan mereka dan mengetahui reaksi pelajar dan pensyarah berhubung penggunaan penilaian kendiri sebagai salah satu kaedah penilaian di dalam bilik darjah untuk kursus bahasa Inggeris di universiti ini. Subjek kajian ini terdiri daripada 137 pelajar diploma yang dipilih daripada beberapa kursus kejuruteraan. Data dalam bentuk tugasan bertulis yang dikumpul sepanjang kajian dan dianalisis melalui penilaian kendiri di kalangan pelajar dan juga penilaian pensyarah. Hasil kajian telah menunjukkan bahawa majoriti pelajar, yang kebanyakannya terdiri daripada pelajar Melayu, didapati kurang berkeyakinan dalam proses penilaian kendiri. Untuk penggunaan sebagai penilaian kendiri di dalam bilik darjah secara menyeluruh, sebahagian besar daripada mereka berpendapat penilaian kendiri itu sendiri adalah sesuatu yang positif dan kebanyakan mereka melihat prosedur ini sebagai pengalaman yang bernilai serta bermakna.

Kata kunci: Temubual; metakognitif; penilaian kendiri; efikasi kendiri; maklum balas pelajar 



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