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Publications (5)0 Total impact

  • Gurnam Kaur Sidhu, Sarjit Kaur, Chan Yuen Fook
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    ABSTRACT: The aim of this study was to investigate the effect of reflective journal writing in helping learners monitor their own learning. In this study, monitoring refers to the ability of students to check, verify and correct oneself in the performance of a learning task. The study was conducted in an intact Malaysian ESL class of 42 students at an urban secondary school located in Petaling Jaya in Selangor. In this study six students out of the total 42 students were used as case studies. The six students are referred to as Students A1, A2, A3, B1, B2 and B3. Students A1, A2 and A3 were students who displayed the highest improvement in language learning whilst students B1, B2 and B3 were students who had shown the least improvement during a 15-week Strategy Training Programme (STP) in the ESL classroom. The overall findings suggest that reflective journal writing is a valuable tool that can help students monitor their learning-a part of students' ability to take responsibility for their own learning.
    01/2010;
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    ABSTRACT: From the literature reviewed, it was important to perform this study for the reason to explore students and teachers' perceptions of having this portfolio assessment in English as a Second Language (ESL) classrooms. A qualitative case study method was carried out in this study in order to learn about portfolio assessment in ESL writing classrooms within the selected population. The explanation would not only focus on statistics, but on the real description of an observation. The findings indicated that both the teachers and students were satisfied with the positive outcomes of the integration of portfolio assessment in the ESL classroom. This study was important since there were limited studies done in this alternative assessment which provide fruitful results in that the learning has become more effective, motivating and interesting for the learners.
    01/2010;
  • Gurnam Kaur Sidhu, Chan Yuen Fook
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    ABSTRACT: Problem statement: Researchers have noted that there is a mismatch between curriculum content and assessment practices in higher education. At the moment, the focus is still on the assessment of learning and not much on assessment for learning. Therefore, this study was conducted to examine the implementation of authentic assessment in higher education in Malaysia. Approach: The study employed a qualitative research method and involved the use of instruments such as interviews, document analysis and unobtrusive classroom observations to collect the relevant data in the classrooms of a three-credit hour course from a Masters degree programme. The total population consisted of 2 lecturers and 20 students from the two selected intact TSL 752 classes. Results: In this study, researchers identified different types of authentic assessment with the suitability to certain pedagogical strategies, their effects on students’ learning and the appropriate procedures of conducting authentic assessments. The findings indicated that alternative and authentic assessment have more acceptance from students and should therefore be viewed as an alternative to traditional standardized assessment. Conclusion/Recommendations: The study identified that assessment strategies should be closely related to teaching and learning. Assessing authentic performances should become integral parts of the instructional cycle and feedback provided by the lecturer and peers should be formative in order to help the students assess their strengths and weaknesses, identifying areas of needed growth and mobilizing current capacity.
    Journal of Social Sciences. 01/2010;
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    Gurnam Kaur Sidhu, Chan Yuen Fook
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    ABSTRACT: In 2004, the Malaysian Ministry of Education, issued a new circular on homework with the aim of providing some structure to the organisation of homework in Malaysian schools. Therefore this study set out to explore teachers' practices and perspectives on the organization of homework in Malaysian public primary schools. The study comprised 297 teachers from 17 primary schools located in Malaysia. The data collection process included the use of a questionnaire, semi structured interviews and document analyses. The findings of the study revealed that teachers view homework favourably and see it as an important aspect in consolidating and extending upon classroom learning. Teachers claimed they distributed homework evenly but findings revealed that there has no concerted effort in planning homework for each level. Teachers were also seen assigning more practice based tasks leaving little room for preparation and extension activities and other fun and engaging real life learning experiences. Though school administrators ensured teachers promptly marked and assessed pupils' homework the implementation of homework practices and teachers' adherence to guidelines provided left much to be desired. Arguably, the findings of this study cast doubts as to the effectiveness of teachers' practices in the organisation of homework in the Malaysian classrooms.
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    ABSTRACT: The turn of the century witnessed a move to decentralise public summative examinations in Malaysia. The new global move in assessment has also paved the way to more formative teacher made tests. This paradigm shift towards more teacher made tests and school-based assessment has not only led to an increased workload for teachers but has put forward a critical demand for greater accountability in terms of more valid, reliable and quality assessments. The change would require better item development, enhanced item management and correct item analysis to ensure students are being assessed fairly. Unfortunately, item development, management and analysis is a time consuming endeavour. Teachers as test setters not only need to master the skill of constructing valid and reliable items but more importantly they need to be able to determine the difficulty level of each item to ensure a test will not be too difficult or easy for their students. In order to ensure teachers are able to prepare high quality classroom based tests teachers need to be provided with user friendly item development and analysis software. To ease this difficult process, the researchers in this study have taken the initiative to invent an item analysis software referred to as SuperSeTIA (Super Specific e-Tool for Item Analysis) and has been tested with a group of teachers from four different states in Malaysia. Their feedback towards the effectiveness of this psychometric analysis software had provided researchers relevant information to further improve the development of this software in terms of ease of use, user interface, audience appeal, effectiveness, presentation, program content and documentation and supplementary materials.
    Procedia - Social and Behavioral Sciences 30:376–381.