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.
Highlights
The Ministry of Education Malaysia (MOE) emphasizes the implementation of School-Based Assessment (PBS) towards the incidence of holistic and balanced students
What will be assessment covers the overall level of mastery i.e. covering the psychomotor, cognitive, and affective domains of students collectively and holistically by looking at all aspects during the students' learning process with various methods
The construction of the Holistic Assessment Standard (HAS) uses two models as a basis in the forming and construction process, namely, the Dick & Carey Model (Dick, Carey & Carey, 2001) and the Morrow et al (2005) as well as seven resources to assess student mastery and achievement which is the mainstay as a reference in the formation of this instrument namely 1) Teaching Games for Understanding (TGfU) Model (Bunker & Thorpe, 1986), 2) Malaysian Education Development Plan Document 2013 - 2025, 3) Circular letter Related Professionals, 4) Curriculum and Assessment Standard Document (DSKP) Physical Education and Health Education (PJPK) Form 2, 5) Constructivism Theory, 6) Krathwohl, Bloom & Masia Taxonomy (1964), 7) High Level Thinking Skills Document ( KBAT)
Summary
The Ministry of Education Malaysia (MOE) emphasizes the implementation of School-Based Assessment (PBS) towards the incidence of holistic and balanced students. Teachers will report on the development of one-page reporting so that all components of PBS can be utilized to guide and expand students' potential This assessment format is more holistic, comprehensive, and in line with the curriculum in the form of standard reference. Despite being given training and courses, some teachers remain unconvinced in implementing alternative assessments such as confirmation, reliability, practicality, administration, monitoring, and participation In this regard, how to use or apply assessment information before, during, and after teaching, how to develop appropriate teaching methods according to the assessment results, how to communicate on the results of the assessment (Ramlah et al 2015). According to Striggin (1987), a student assignment can be assessed through the method of assessment of conduct This assessment involves the process of observation and judgment of the processes and projects undertaken by the students. This study proposes the approach and use of Holistic Assessment Standards (HAS) as a standard instrument and following standards and user-friendly in student assessment activities especially in mastering students' knowledge, skills, attitude, and value, in line with the government's desire in PPPM 2013 – 2015
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