Page 72 - Jurnal Kurikulum BPK 2018
P. 72
REFERENCES
Allal, L. & Lopez, L. M. (2014). Teachers’ professional judgement in the context of
collaborative assessment practice. In C. Wyatt-Smith, V. Klenowski, & P. Colbert
(Eds.), Designing assessment for quality learning (pp. 155-165). Heidelberg: Springer.
Bahagian Pembangunan Kurikulum. (2016). Panduan Pelaksanaan Pentaksiran Sekolah.
Putrajaya: Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum. (2017). Dokumen Standard Kurikulum dan Pentaksiran.
Pendidikan Moral Tingkatan Dua. Putrajaya: Bahagian Pembangunan Kurikulum,
Kementerian Pendidikan Malaysia.
Black, P. (1998). Formative assessment: raising standards inside the classroom. School Science
Review, 80(291), 39-49.
Black, P. (2014). Assessment and the aims of the curriculum. An explorer’s journey. Prospects,
44, 487-501.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education,
5(1), 7-71.
Black, P. (2000). Research and the development of educational assessment. Oxford Review of
Education, 26(3&4), 407-419.
Black, P. & Wiliam, D. (2003). ‘In praise of educational research’: formative assessment. British
Educational Research Journal, 29 (5), 623-637.
Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Education
Assessment, Evaluation and Accountability, 21(1), 5-31.
Black, P. & Wiliam, D. (2010). A pleasant surprise. Kappan, 92, 47-48.
Coetzee, R., Visagie, J. & Ukpere, W. (2012). Leading a successful change intervention in a
modern organization: Key elements to consider. African Journal of Business
Management, 6(51), 12068-12075.
DeLuca, C. & Johnson, S. (2017). Developing assessment capable teachers in this age of
accountability. Assessment in Education: Principles, Policy & Practice, 24(2), 121-126.
Harlen, W. (2012). On the relationship between assessment for formative and summative
nd
purposes. In J. Gardner (Ed.). Assessment and learning (2 ed.) London. Sage.
Herppich, S. (2017). Teachers' assessment competence: integrating knowledge-,process-,and
product-oriented approaches into a competence-oriented conceptual model,
Teaching and Teacher Education, https://doi.org/10.1016/j.tate.2017.12.001. Accesed on
17 December 2017..
Leong, W. S. (2014). Knowing the intentions, meaning and context of classroom assessment: a
case study of Singaporean teacher’s conception and practice. Studies in Educational
Evaluation, 43, 70-78.
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessment in the classroom.
Retrieved from
http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/ Default.aspx
Lembaga Peperiksaan. (2012). Panduan Pengurusan Pentaksiran Berasaskan Sekolah.
Kementerian Pendidikan Malaysia.
Meissel, K., Meyer, F., Yao, E. S. & Rubie-Davies, C. M. (2017). Subjectivity of teacher
judgments: Exploring student characteristics that influence teacher judgements of student
ability. Teacher and Teacher Education, 65, 48-60.
Ministry of Education, Malaysia (MOE). (2013). Malaysia Education Blueprint 2013 – 2025.
Putrajaya: Ministry of Education, Malaysia.
62

