CABARAN PENGHASILAN RUBRIK PENILAIAN DALAM PENDIDIKAN TINGGI TVET DI MALAYSIA: PENJAJARAN HASIL PEMBELAJARAN PROGRAM, DOMAIN PEMBELAJARAN, DAN PENTAKSIRAN PENDIDIKAN BERASASKAN HASIL
CHALLENGES OF CREATING ASSESSMENT RUBRIC IN TVET HIGHER EDUCATION IN MALAYSIA: ALIGNMENT OF PROGRAM LEARNING OUTCOMES, LEARNING DOMAINS, AND OUTCOME-BASED EDUCATION ASSESSMENT
DOI:
https://doi.org/10.35631/IJMOE.829074Keywords:
Tvet, Obe, Plo, Rubrik Penilaian (Assessment Rubric), Domain Kognitif (Cognitive Domain), Domain Afektif (Affective Domain)Abstract
Pelaksanaan Pendidikan Berasaskan Hasil (Outcome-Based Education, OBE) dalam pendidikan tinggi TVET di Malaysia menuntut sistem penilaian yang sah, boleh dipercayai, telus, dan adil. Sistem penilaian tersebut juga perlu selari sepenuhnya dengan Hasil Pembelajaran Program (Programme Learning Outcomes, PLO). Rubrik penilaian telah dikenal pasti sebagai instrumen utama bagi menyokong keperluanini, khususnya dalam menilai domain kognitif aras tinggi dan domain afektif yang bersifat kompleks serta subjektif. Walau bagaimanapun, garis panduan yang sistematik bagi pembangunan instrumen penilaian yang sejajar dengan PLO, Kerangka Kelayakan Malaysia (MQF), dan Standard Kemahiran Pekerjaan Kebangsaan (NOSS) masih terhad. Kajian ini bertujuan menghimpunkan, menganalisis dan mensintesis dapatan kajian terkini berkaitan pembangunan dan pelaksanaan instrumen penilaian dalam konteks OBE. Melalui pendekatan analisis literatur sistematik, kajian ini mensintesis dapatan kajian terdahulu berkaitan pembangunan dan pelaksanaan instrumen penilaian dalam konteks OBE. Dapatan perbincangan menunjukkan bahawa kejelasan PLO, kecekapan pedagogi pensyarah dan sokongan institusi merupakan faktor kritikal dalam memastikan keberkesanan rubrik penilaian. Kajian ini menyumbang kepada pembangunan kerangka penilaian yang lebih sistematik bagi menyokong pelaksanaan OBE dalam pendidikan tinggi TVET di Malaysia.
The implementation of Outcome-Based Education (OBE) in TVET higher education in Malaysia requires an assessment system that is valid reliable, transparent, and fair. Assessment system also must fully align with the Programme Learning Outcomes (PLO). Assessment rubrics have been identified as a key instrument to support this need, particularly in assessing high-level cognitive domains, and complex and subjective affective domains. However, systematic guidelines for the development of assessment instrument that are aligned with the PLO, Malaysian Qualifications Framework (MQF), and National Occupational Skills Standards (NOSS) are still limited. This conceptual study aims to compile, analyse, and synthesize the latest research findings on the development and implementation of assessment instrument in the context of OBE. Through a systematic literature analysis approach, this study synthesizes the findings of previous studies related to the development and implementation of assessment instruments in the context of OBE. The findings of the discussion indicate that the clarity of the PLO, the pedagogical competence of the lecturers, and institutional support are critical factors in ensuring the effectiveness of the assessment rubric. This study contributes to the development of a more systematic evaluation framework to support the implementation of OBE in TVET higher education in Malaysia.
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