Abstract
This study aims to build the Holistic Assessment Standard (HAS) instrument for handball games based on the teaching method of Teaching Games for Understanding (TGfU) in Form 2 Physical Education through the Holistic Assessment Standards (HAS) approach. The construction process of the Holistic Assessment Standard (HAS) uses two models as the basis for the process of forming and constructing it, namely Dick & Carey Model and Morrow Model as well as seven resources to assess the students' mastery and achievements which are the main thrive as a reference in the construction of this instrument, the TGfU Model, Malaysian Education Development Plan Document (PPPM) 2013 - 2025, Relevant Professional Circular Letter, Curriculum and Assessment Standard Document (DSKP) Form 2, Contruktivism Theory, Krathwohl Taxonomy, Bloom & Masia, and Higher Order Thinking Skills (HOTS). Discussion focuses on the construction of Holistic Assessment Standards (HAS) instruments involving teacher assessment methods through observation and works sheets. The assessment method aims to collect data to measure the level of mastery and achievement of students' learning in terms of psychomotor, cognitive, and affective domains involving two phases i.e. construction phase and instrument effectiveness phase. The design of this study is in the form of pre-experiment methods – a one-time study of cases used for both phases of the study. As a result of this study, the study could produce holistic assessment instruments, user-friendly and able to measure students' differences in terms of mastery and achievement in handball games, in line with the needs of school-based assessment and should be used in the physical education teaching and learning process for form 2 handball games and have an approach as a guide to improving the quality of assessment as desired in the Malaysian Educational Development Plan (PPPM) 2013-2025.
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