Thursday, December 4, 2014

Language Assessment: Topic 10: Issues and Concerns Related to Assessment in Malaysian Primary Schools








































12 comments :

  1. Thank you to Madam Yee for sharing the ppt slides

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  2. Dear teachers,
    Briefly describe your experience with PBS in school.

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    1. The revised School-Based Assessment (PBS) empowers my fellow teachers and me with autonomy to assess pupils holistically, the intent is to create independent pupils with critical and analytical abilities, who are able to understand properly the subject matter of their studies rather than merely memorizing, reuse and recycling them in examinations. THE School-Based Assessment programme (SBA), which replaced the exam-oriented teaching methodology, will move into its peak this year with the final assessment for Year 6 pupils. The format on how to assess them are not yet displayed or projected by those involves. In SBA/PBS, teacher acts as a facilitator or mentor. He or she only supervises and ensures the activities planned are carried out as stated and records the pupils’ developments. Pupils can portray their hidden talents with teacher guidance and motivations. Thus a teacher also needs to show their integrity value in assessing the pupils without interfering with the current issues or emotions.

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  3. My experience with School Based Assessment (PBS) in school that it helps to provide us with information and insights needed to improve teaching effectiveness and learning quality. I learnt that classroom assessment to be an ongoing process because previously we only test the pupils during mid-terms and end year but due to PBS we are to assess the pupils as an ongoing process. As such I felt that learning is more meaningful to students as they can obtain immediate feedback on their performance.

    On the other hand time constraints and a heavy teaching load are also another problem faced when dealing with PBS. We have certain time limit to conduct our teaching and learning activity and also we need to provide assessment to pupils with such limited time. Therefore, it created chaos among teachers to manage time. Adding on, heavy workload such as assessing a large number of pupils work, compiling it into individual portfolios and also key in the marks of each pupils.

    Other than that, issues of reliability and validity of school-based tests were also faced. Since it’s assessment conducted by teachers biasness should not be there and also every pupils should be treated equally. Clearly, there are responsibilities associated with the data collection and use of assessment information. Hence, all the teachers should realise that assessment of students will not constitute productive use of time unless it is carefully integrated into a plan involving instructional action. Thus, it is important in a school system to constantly assess the quality of instruction, learning and assessment provided in its schools and to take account of the findings of research in establishing its benchmarks and policies.

    Ganesan Veerappan
    PPG Tesl
    Sem 6

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  4. PBS has given me loads of knowledge about different test format which I usually done for level two pupils. For me, It is all about giving alternative assessment to test the pupils knowledge. Moreover, it tested the pupils’ credibility or skills to be more independent. This way we can improve higher thinking skills among the pupils. The tasks given to my pupils are merely based on what they have learnt. Before testing I will give clear instructions to the pupils before they proceed with the tasks. I was really happy while doing it as I knew it will replace the standard assessment used by the KPM.

    On the other hand, I found out there is something wrong with the system. Too much different instructions given by the PPD, JPN, KPM and BPG make us as teachers really confuse about PBS. Do not get me wrong because I love the idea of old school exam being throw into the trash can but the realisation of the programme is far for perfect. It creates too much work for the teachrs. Too much documentation is burdening the teachers instead of focusing on the real thing, which is teaching.
    For me, PBS should be restructured to be more teachers friendly.

    Mohd Nizam Mohamed
    PPG TESL SEM6 2015

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  5. PBS is evaluating pupils’ progress and was implement in 2011. Here teachers are given greater responsibility to design quality assessments that align with pupils’ learning outcomes. But eventhough I am not involved with it but I can see teachers are loaded with so much work (collecting data). Teachers need to be creative, using varying strategies in their teaching and exploiting repertoire of methods in assessing their pupils.

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  6. PBS is used to assess all subjects taught in primary and lower secondary schools.BS concurs with the Standard Referenced Assessment in which pupils’ achievements are measured against a Performance Standard (Standard Prestasi) which is developed by the Examinations Syndicate and mapped from the standard curriculum.
    Performance Standard explains the performance or mastery of a pupil in a particular field he undertakes within a learning period based on an identified benchmark.
    Standard Referenced Assessment allows teachers as well as parents to trace and measure each pupil’s progress based on his performance measured against a set of performance indicators.
    Thus, a learner’s achievement is no longer measured by comparing his grades/scores with those of his peers. In this manner, a learner only competes with himself.PBS emphasises assessment for learning and assessment of learning to ensure a more systematic mastery of knowledge.
    PBS assesses each child holistically, taking into account the learner’s overall well-being (including the intellectual, emotional, spiritual and physical aspects) in tandem with the National Education Philosophy, as well as the Standard Curriculum for Primary Schools (KSSR)
    Implementing PBS is quite difficult for teacher in thr early days.The idea of the PBS is good and there are successful examples abroad.However KPM seem to have been simply changing the policy without giving teachers, who are directly involved, an opportunity to participate or even express their views.Most of the teacger said it is burdening the teachers.However after some adjustaments by KPM,they made PBS less burdened the teachers

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  7. The Education Ministry has introduced Sistem Analisis Peperiksaan Sekolah or SAPS, the simple way to parents views their childrens test/exam result by own. Working parents mean it is not easy to keep tabs on their children's progress in school or communicate with their teachers. To address that, government found this method on reporting pupils result easily. The other benefits are that this will encourage schools to embrace information communication technology culture and the ministry can measure the students’ academic performance.
    Teachers are required to enter the students’ examination and key results into the database, which parents can access by keying in their children's MyKad or MyKid number. An examination slip with test results will then be generated which parents then have the option of viewing or printing. The SAPS initiative is seen as a functional element which assists in providing real-time school level performance data.
    PBS is a holistic form of assessment which assesses the cognitive, affective and psychomotor domains, encompassing the intellectual, emotional, spiritual and physical aspects. PBS embraces both academic and non-academic fields. Teachers are given due recognition and have the autonomy to conduct formative assessment during the learning process and also summative assessment at the conclusion of a learning unit or any other suitable time during the school year at their own discretion, taking into account their pupils’ readiness.
    There are four components in the PBS namely, Central Assessment, School Assessment, Assessment of Physical, Sports and Co-curricular Activities and Psychometric Assessment.Central assessment involves one or more tasks set by the Examinations Syndicate but administered and graded by teachers based on scoring rubrics provided by the central body. School assessment is set, administered, graded and reported by the school based on the requirements of the curriculum.
    Learners’ participation and involvement in sports and co-curricular activities are recorded and reported in Assessment of Physical, Sports and Co-curricular Activities. Thus co-curricular activities also have a bearing on a pupil’s overall achievement. Psychometric assessment is another non-academic component that measures pupils’ innate and acquired abilities.

    Uma Mageswari D/O Balakrishnan
    PPG TESL
    Sem 6
    2015

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  8. PBS in the other word is School Based Assessment that were used to evaluate the pupils’ knowledge from time to time with-in the syllabus. It first attempt was on 2011 and there were no examination done for that particular year (2011). But parents now a days they need and wanted to know their children improvement in lesson. Without the examination, there were only band 1 to band 6 were given to the pupils.

    Here the teacher have to explain to the parents again and again. Teachers also were the person that took the responsibility in designing or adapting the materials with different kind level of pupils. Other than that, we have to key in the data by online and now it become offline. Teachers need to, use different strategies in their teaching for materials to assessing their pupils. Here the burden of each teacher should be enlighten.

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  9. School-based assessment (SBA) is a process of monitoring, evaluating and implementing plans to address perceived weaknesses and strengths of the school. Today, policymakers and educators are looking towards SBA as a catalyst for education reform. Before KSSR I involve in this process and conducted in Year 1 and Year 2 pupils. I have to key in the data by online and now it becomes offline. The main goal of classroom assessment is to obtain valid, reliable, and useful information concerning student achievement. This requires determining what is to be measured and then defining it precisely so that tasks that require the intended knowledge, skills and understanding while minimizing the influence of irrelevant or ancillary skills can be constructed. A good planning of the test makes expected learning outcomes explicit to students and parents and shows the types of performances that are valued.

    Maria binti Zainal
    PPG Tesl
    Semester 6

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  10. Penilaian Berasaskan Sekolah (PBS) or School-based Assessment is a holistic form of assessment which assesses the cognitive, affective and psycho motor domains encompassing intellectual, emotional, spiritual and physical aspects. It covers both academic and non-academic fields and is carried out continuously in schools by teachers during the teaching and learning process. PBS is more holistic and emphasizes all aspects including physical, emotional, spiritual and intellectual. The present assessment focuses on learners’ achievement through examination results. PBS assesses both the learning outcome as well as the learning process.

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  11. Experiences
    Mainly, it was found that teachers’ attitude towards school
    -based assessment is at average level. There exist a significant
    difference in terms of teachers’ attitudes towards school
    -based assessments with respect to school locations and assessment experience. Details analysis reveals that in overall, teachers possess an average level for belief and readiness towardsSBA implementation. However, their feeling towards SBA implementation shows a very lowlevel. To conclude, the attitudinal profile provides viable information about the status of teachers’ attitude towards SBA implementation, a small part of an input evaluation component if we were to evaluate the SBA implementation as a whole. This is due to the factthat the attitudinal profile generated, reflects not only the effectiveness of the professionaldevelopment in resulting attitudinal changes in the teachers, but also to the other resources aswell if we were to gain a better result in terms of resources and support from the ministry.
    Practical implications
    The main practical implication is that teachers have to be acknowledged on the role of education itself. The proper education in Islam is an education that is able to develop thestudents mind, lust, physical and spiritual in an integrated way (Ashaari, 2006). If this is to beupheld by the teachers, then they will not be having problem in upholding any educationalsystem that is aligned with the Islamic teachings

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