Browsing by Author "Harris Shah Abd Hamid"

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    Analisis kesahan kandungan instrumen kompetensi guru untuk melaksanakan pentaksiran bilik darjah menggunakan model rasch pelbagai faset (content validity analysis of an instrument to measure teacher’s competency for classroom assessment using many facet rasch model)
    (Penerbit UKM, 2022-05-01) Rosyafinaz Mohamat; Bambang Sumintono; Harris Shah Abd Hamid
    Kesahan kandungan instrument adalah penting bagi memastikan item-item yang dibina berupaya mengukur perkara yang sepatutnya diukur dan membincangkan sejauh mana item mewakili kandungan yang dimaksudkan. Kajian ini bertujuan menguji kesahan kandungan Instrumen Kompetensi Guru untuk Melaksanakan Pentaksiran Bilik Darjah (IkomGuruPBD) dengan menggunakan analisis Model Rasch Pelbagai Faset (MRPF). IkomGuruPBD terdiri daripada 56 item yang dibina berdasarkan 3 konstruk utama iaitu Pengetahuan PBD, Kemahiran PBD dan Sikap terhadap PBD. Reka bentuk kajian adalah kaedah tinjauan kuantitatif dengan pendekatan penilai berganda (multirater) menggunakan soal selidik IkomGuruPBD yang telah diedarkan kepada 12 orang panel pakar. Setiap pakar perlu menentukan tahap persetujuan mereka tentang kesesuaian setiap item dengan menggunakan skala Likert 3 mata terhadap tiga aspek penilaian bagi setiap item. Dapatan menunjukkan antara kelebihan MRPF adalah boleh menentukan tahap ketegasan penilai dan konsistensi penilai, juga mendapati dapatan respon luar jangkaan. Walaupun setiap penilai diberi instrumen, aspek penilaian dan kategori skala yang sama, namun MRPF boleh membandingkan tahap ketegasan secara individu bagi setiap penilai. MRPF juga boleh mengesan kualiti item untuk membantu pengkaji mengenal pasti item yang baik dan item yang lemah untuk ditambah baik. MRPF mempunyai kelebihan untuk memberikan maklumat yang lengkap mengenai ciri psikometrik bagi IkomGuruPBD yang diuji.
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    ItemOpen Access
    Ratee Competency Level in Classroom Assessment: Application of Many Facet Rasch Model
    (Faculty of Education, Universiti Malaya, 2023-12-21) Rosyafinaz Mohamat; Bambang Sumintono; Harris Shah Abd Hamid
    This study examines teachers’ Classroom Assessment (CA) competency using the Many Facet Rasch Model (MFRM) analysis. Instruments with good psychometric characteristics can guarantee more accurate and fair measurement to respondents. If such instruments are not developed, it is feared that teachers cannot identify their competency level in the CA. The instrument consists of 56 items built based on three primary constructs: knowledge in CA, skills in CA, and attitude towards CA. The research design of this study is a quantitative method with a multi-rater approach using a questionnaire distributed to the raters. Respondents are 262 raters: The Head of Mathematics and Science Department, The Head of Mathematics Panel, and the Mathematics Teacher to assess 100 ratees. The ratees involved in this study are 100 secondary school Mathematics teachers from Selangor. The results show that among the advantages of MFRM are that it can determine the ability and consistency level of the ratees and also detect unexpected responses by the ratees. This study indicates that MFRM is an alternative model suitable to overcome the limitations in Classical Test Theory (CTT) and statistical models in multi-rater analysis. MFRM has the advantage of providing complete information and contributes to understanding the consistent analysis of the ratees’ ability with quantitative evidence support. Furthermore, MFRM can produce better and more precise measurements and make it easier for researchers to communicate the findings.
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    Rater Severity in Measuring Teachers’ Competency in Classroom Assessment
    (Academic Inspired Network (AIN), 2022-06-30) Rosyafinaz Mohamat; Harris Shah Abd Hamid; Bambang Sumintono
    Many Facet Rasch Model (MFRM) provided more honest information on the validity of the judgement process by considering the factors of raters’ variability and estimating the ratee abilities without depending on the severity or leniency of raters. The multi-rater method produced a more stable and precise assessment and has higher reliability than the self- assessment method. However, the raters have different characteristics that can influence their severity level when evaluating the ratees. This study aims to investigate the effect of gender and job position on rater severity when assessing teachers’ competency in Classroom Assessment (CA) by using MFRM. The instrument consists of 56 items built based on three main constructs; knowledge in CA, skills in CA, and attitude towards CA. This study used a quantitative multi- rater approach using a questionnaire distributed to 262 raters to assess 100 ratees. Raters’ severity levels form four categories based on the logit measure value. There are no significant mean differences between the rating of male and female raters. Similarly, there is no significant mean difference between the rating based on job positions held by the raters.