topic10issuesandconcernsrelatedtoassessmentinmalaysian-141018081810-conversion-gate02.pptx

7/25/2019 topic10issuesandconcernsrelatedtoassessmentinmalaysian-141018081810-conversion-gate02.pptx

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Issues and ConcernsRelated to Assessment in

Malaysian Primary SchoolsLecturer: Yee Bee Choo

IPGKTHO

Topic 10


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The current education system in Malaysia is tooexamination-oriented and oer-em!hasi"es rote-learnin# $ith institutions o% hi#her learnin# %ast&ecomin# mere di!loma mills'

Li(e most )sian countries *e'#'+ Gan# ,./ Lim andTan ,/ Choi ,0+ Malaysia so %ar has %ocused on!u&lic examination results as im!ortant determinantso% students1 !ro#ression to hi#her leels o% educationor occu!ational o!!ortunities *Chiam ,230'

The Malaysian education system re4uires all studentsto sit %or !u&lic examinations at the end o% each leelo% schoolin#'

Exam-oriented System


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3 !u&lic examinations:

,' Primary 5chool )chieement Test *6P570 at theend o% six years o% !rimary education

8' Lo$er 5econdary 9xamination *PM70 at the end o%

another three years1 schoolin#+' Malaysian Certi;cate o% 9ducation *5PM0 at the

end o% ,, years o% schoolin#+

3' Malaysian Hi#her 5chool Certi;cate 9xamination

*5TPM0 or the Hi#her Malaysian Certi;cate %or7eli#ious 9ducation *5T)M0 at the end o% , years1schoolin#'

*MO9 8


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In !u&lic de&ate+ the issue o% teachin# to the test has o%tentranslated into de&ates oer $hether the 6P57+ PM7+ and 5PMexaminations should &e a&olished'

5ummatie national examinations should not in themseles haeany ne#atie im!act on students'

The challen#e is that these examinations do not currently test the%ull ran#e o% s(ills that the education system as!ires to !roduce'

)n external reie$ &y Pearson 9ducation Grou! o% the 9n#lishexamination !a!ers at 6P57 and 5PM leel noted that theseassessments $ould &ene;t %rom the inclusion o% more 4uestionstestin# hi#her-order thin(in# s(ills+ such as a!!lication+ analysis+

synthesis and ealuation' =or exam!le+ their analysis o% the 8


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Malaysia Education Blueprint 01!-0" In October 2011, the Ministry of Education launched a comprehensive reviewof the education system in Malaysia in order to develop a new NationalEducation lueprint! "his decision was made in the conte#t of risin$ internationaleducation standards, the %overnment&s aspiration of better preparin$ Malaysia&schildren for the needs of the 21stcentury, and increased public and parentale#pectations of education policy! Over the course of 11 months, the Ministrydrew on many sources of input, from education e#perts at 'NE()O, *orld an+,OE), and si# local universities, to principals, teachers, parents, and studentsfrom every state in Malaysia! "he result is a preliminary lueprint that evaluatesthe performance of Malaysia&s education system a$ainst historical startin$points and international benchmar+s! "he lueprint also o-ers a vision of theeducation system and students that Malaysia both needs and deserves, andsu$$ests 11 strate$ic and operational shifts that would be re.uired to achievethat vision! "he Ministry hopes that this e-ort will inform the national discussionon how to fundamentally transform Malaysia&s education system, and will see+feedbac+ from across the community on this preliminary e-ort before /nalisin$the lueprint in ecember 2012!

School-#ased Assessment


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School-#ased assessment

is #ein$ introduced as part o%

the &ational Trans%ormation Pro$ramme

to produce 'orld-class human capital(



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5chool-&ased )ssessment is a holisticassessment $hich assesses the co#nitie+a@ectie+ and !sychomotor domainsencom!assin# intellectual+ emotional+ s!iritual

and !hysical as!ects' Thus+ it is in tandem$ith the Primary 5chool 5tandard Curriculumas $ell as the Aational 9ducational Philoso!hy'It coers &oth academic and non-academic

;elds' It is carried out continuously in schools&y teachers durin# the teachin# and learnin#!rocess'



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In 8


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) Components o% SBA* PBS

)cademic:

,' 5chool )ssessment *usin# Per%ormance

5tandards08' Centralised )ssessment

Aon-academic:

' Physical )ctiities+ 5!orts and Co-curricular

)ssessment *Penta(siran )(tiiti asmani+5u(an dan Ko(uri(ulum - P)5K0

3' PsychometricDPsycholo#ical )ssessment



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There are %our com!onents to the ne$ PB5:

,' School assessment re%ers to $ritten tests that assess su&Eect

learnin#'The test 4uestions and mar(in# schemes are

deelo!ed+ administered+ scored+ and re!orted&y school teachers &ased on #uidance %rom LP

The em!hasis is on collectin# ;rst handin%ormation a&out !u!ils1 learnin# &ased oncurriculum standards



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8' Central assessment re%ers to $ritten tests+ !roEect $or(+ or oral tests

*%or lan#ua#es0 that assess su&Eect learnin#' LP deelo!s the test 4uestions and mar(in#

schemes'The tests are+ ho$eer+ administered and mar(ed

&y school teachers usin# instruments+ ru&rics+#uidelines+ time line and !rocedures !re!ared &y LP

Monitorin# and moderation conducted &y PB5Committee at 5chool+ Fistrict and 5tate 9ducationFe!artment+ and LP



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!( Physical+ sports+ and co-curricularacti,ities assessment

re%ers to assessments o% student !er%ormanceand !artici!ation in !hysical and healtheducation+ s!orts+ uni%ormed &odies+ clu&s+and other non-school s!onsored actiities'

5chools are #ien the exi&ility to determineho$ this com!onent $ill &e assessed'

The ne$ %ormat ena&les students to &eassessed on a &roader ran#e



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)( Psychometric assessment re%ers to a!titude tests and a !ersonality inentory to

assess students1 s(ills+ interests+ a!titude+ attitude and!ersonality'

)!titude tests are used to assess students1 innate andac4uired a&ilities+ %or exam!le in thin(in# and !ro&lemsolin#'

The !ersonality inentory is used to identi%y (ey traits andcharacteristics that ma(e u! the students1 !ersonality'

LP deelo!s these instruments and !roides #uidelines %oruse' 5chools are+ ho$eer+ not re4uired to com!ly $ith these

#uidelines



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The ne$ %ormat ena&les students to &eassessed on a &roader ran#e o% out!ut oer alon#er !eriod o% time'

It also !roides teachers $ith more re#ular

in%ormation to ta(e the a!!ro!riate remedialactions %or their students'

These chan#es are ho!ed to reduce theoerall em!hasis on teachin# to the test+ sothat teachers can %ocus more time ondelierin# meanin#%ul learnin# as sti!ulated inthe curriculum'



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In 8


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The 5chool-&ased assessment resultsconducted &y the teachers are relia&le &ecausethey:

,' Continuously monitor their !u!il1s #ro$th

8' Can !roide constructie %eed&ac( to hel!im!roe !u!il1s learnin# a&ilities

' Hae &etter understandin# o% the context andenironment that are most conducie to

assess !u!ils

3' )!!raise and !roide %eed&ac( &ased onPer%ormance 5tandards



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Blooms Taxonomy o% Co#nitie Leels

,' Kno$led#e

8' Com!rehension

' )!!lication3' )nalysis

' 5ynthesis

.' 9aluation

Co$niti,e e,el o%Assessment


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,' Kno$led#e 7ecallin# memori"ed in%ormation' May inole remem&erin# a $ide ran#e o% material %rom

s!eci;c %acts to com!lete theories+ &ut all that isre4uired is the &rin#in# to mind o% the a!!ro!riatein%ormation'

7e!resents the lo$est leel o% learnin# outcomes in theco#nitie domain'

Learnin# o&Eecties at this leel: (no$ common terms+

(no$ s!eci;c %acts+ (no$ methods and !rocedures+ (no$&asic conce!ts+ (no$ !rinci!les' Juestion er&s: Fe;ne+ list+ state+ identi%y+ la&el+ name+

$ho $hen $here $hat



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8' Com!rehensionThe a&ility to #ras! the meanin# o% material'Translatin# material %rom one %orm to another *$ords to

num&ers0+ inter!retin# material *ex!lainin# or summari"in#0+estimatin# %uture trends *!redictin# conse4uences or e@ects0'

Goes one ste! &eyond the sim!le remem&erin# o% material+and re!resent the lo$est leel o% understandin#'

Learnin# o&Eecties at this leel: understand %acts and!rinci!les+ inter!ret er&al material+ inter!ret charts and#ra!hs+ translate er&al material to mathematical %ormulae+

estimate the %uture conse4uences im!lied in data+ Eusti%ymethods and !rocedures'

Juestion er&s: 9x!lain+ !redict+ inter!ret+ in%er+ summari"e+conert+ translate+ #ie exam!le+ account %or+ !ara!hrase#



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' )!!licationThe a&ility to use learned material in ne$ and concrete

situations' )!!lyin# rules+ methods+ conce!ts+ !rinci!les+ la$s+ and

theories'

Learnin# outcomes in this area re4uire a hi#her leel o%understandin# than those under com!rehension'

Learnin# o&Eecties at this leel: a!!ly conce!ts and !rinci!lesto ne$ situations+ a!!ly la$s and theories to !ractical situations+sole mathematical !ro&lems+ construct #ra!hs and charts+demonstrate the correct usa#e o% a method or !rocedure'

Juestion er&s: Ho$ could# be used to y ow would you show,ma+e use o%+ modi%y+ demonstrate+ sole+ or a!!ly# toconditions y



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3' )nalysisThe a&ility to &rea( do$n material into its com!onent !arts' Identi%yin# !arts+ analysis o% relationshi!s &et$een !arts+

reco#nition o% the or#ani"ational !rinci!les inoled' Learnin# outcomes here re!resent a hi#her intellectual leel than

com!rehension and a!!lication &ecause they re4uire anunderstandin# o% &oth the content and the structural %orm o% thematerial'

Learnin# o&Eecties at this leel: reco#ni"e unstated assum!tions+reco#ni"es lo#ical %allacies in reasonin#+ distin#uish &et$een %actsand in%erences+ ealuate the releancy o% data+ analy"e the

or#ani"ational structure o% a $or( *art+ music+ $ritin#0' Juestion er&s: Fi@erentiate+ com!are D contrast+ distin#uish x

%rom y+ ho$ does x a@ect or relate to y $hy ho$ hat !iece o%x is missin# D needed



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' 5ynthesisThe a&ility to !ut !arts to#ether to %orm a ne$ $hole'This may inole the !roduction o% a uni4ue communication

*theme or s!eech0+ a !lan o% o!erations *research !ro!osal0+ or aset o% a&stract relations *scheme %or classi%yin# in%ormation0'

Learnin# outcomes in this area stress creatie &ehaiors+ $ithmaEor em!hasis on the %ormulation o% ne$ !atterns or structure' Learnin# o&Eecties at this leel: $rite a $ell or#ani"ed !a!er+ #ie

a $ell or#ani"ed s!eech+ $rite a creatie short story *or !oem ormusic0+ !ro!ose a !lan %or an ex!eriment+ inte#rate learnin# %romdi@erent areas into a !lan %or solin# a !ro&lem+ %ormulate a ne$

scheme %or classi%yin# o&Eects *or eents+ or ideas0' Juestion er&s: Fesi#n+ construct+ deelo!+ %ormulate+ ima#ine+

create+ chan#e+ $rite a short story and la&el the %ollo$in#elements



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.' 9aluationThe a&ility to Eud#e the alue o% material *statement+ noel+ !oem+

research re!ort0 %or a #ien !ur!ose'The Eud#ments are to &e &ased on de;nite criteria+ $hich may &e

internal *or#ani"ation0 or external *releance to the !ur!ose0'The student may determine the criteria or &e #ien them' Learnin# outcomes in this area are hi#hest in the co#nitie hierarchy

&ecause they contain elements o% all the other cate#ories+ !lusconscious alue Eud#ments &ased on clearly de;ned criteria'

Learnin# o&Eecties at this leel: Eud#e the lo#ical consistency o%$ritten material+ Eud#e the ade4uacy $ith $hich conclusions aresu!!orted &y data+ Eud#e the alue o% a $or( *art+ music+ $ritin#0 &y

the use o% internal criteria+ Eud#e the alue o% a $or( *art+ music+$ritin#0 &y use o% external standards o% excellence'

Juestion er&s: usti%y+ a!!raise+ ealuate+ Eud#e# accordin$ to $ivencriteria' hich o!tion $ould &e &etterD!re%era&le to !artyy



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)lternatie assessments are assessment!rocedures that di@er %rom the traditionalnotions and !ractice o% tests $ith res!ect to%ormat+ !er%ormance+ or im!lementation'

It is li(ely that alternatie assessment %oundits roots in $ritin# assessment &ecause o%the need to !roide continuous assessment

rather than a sin#le im!rom!tu ealuation*)lderson BanerEee+ 8


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5ource: )da!ted %rom Bailey *,2:8 and Puhl+ ,>: 0

Alternati,e Assessment

Traditional Assessment Alternati,e Assessment

One-shot tests Continuous+ lon#itudinal assessment

Indirect tests Firect tests

Inauthentic tests )uthentic assessment

Indiidual !roEects Grou! !roEects

Ao %eed&ac( to learners =eed&ac( !roided to learners

5!eeded exams Po$er exams

Fecontextualised test tas(s Contextualised test tas(s

Aorm-re%erenced score re!ortin# Criterion-re%erenced score re!ortin#5tandardised tests Classroom-&ased tests

5ummatie =ormatie


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5ource: )da!ted %rom Bailey *,2:8 and Puhl+ ,>: 0


Traditional Assessment Alternati,e Assessment

Product o% instruction Process o% instruction

Intrusie Inte#rated

ud#mental Feelo!mental

Teacher !roo% Teacher mediated


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Characteristics o% )lternatie )ssessment: )s( the students to !er%orm+ create+ !roduce+ or do

somethin#'Ta! hi#her-leel thin(in# and !ro&lem-solin# s(ills'

6se tas(s that re!resent meanin#%ul instructionalactiities'

Ino(e real-$orld a!!lications' Peo!le+ not machines+ do the scorin#+ usin# human

Eud#ment' 7e4uire ne$ instructional and assessment roles %or

teachers'



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Tannen&aum *,.0+ comments thatalternatie assessments %ocus ondocumentin# indiidual stren#ths and

deelo!ment $hich $ould assist in theteachin# and learnin# !rocess' )lternatie assessments are com!ati&le

$ith the contem!orary em!hases on the

!rocess as $ell as !roduct o% learnin#*Cro(er+ ,0



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)lternatie assessment tend to &eNdescri!tie and !ersuasie+ rather thanresearch-&ased *)lderson BanerEee+8


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Test %ormats that are considered alternatie assessment Physical demonstration Pictorial !roducts 7eadin# res!onse lo#s K--L *$hat I (no$D$hat I $ant to (no$D$hat I1e learned0

charts Fialo#ue Eournals Chec(listsTeacher-!u!ils con%erences Interie$s

Per%ormace tas(s Port%olios 5el% assessment Peer assessment



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) elements o% a port%olio .Bailey+1//+ p 12

Port%olio Assessment

Introductory SectionPersonal SectionAcademic 3or4s SectionAssessment Section


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Ad,anta$es o% 5sin$ Port%olio Assessment .Bro'n 67udson+1//+ p 88)-88"2

enhances student and teacher inolement in assessment !roides o!!ortunities %or teachers to o&sere students usin#

meanin#%ul lan#ua#e

to accom!lish arious authentic tas(s in a ariety o% contextsand situations !ermit the assessment o% the multi!le dimensions o% lan#ua#e

learnin# !roide o!!ortunities %or &oth students and teachers to $or(

to#ether and reect on $hat it means to assess students1

lan#ua#e #ro$th increase the ariety o% in%ormation collected on students ma(e teachers1 $ays o% assessin# student $or( more

systematic'

Port%olio Assessment


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Both these %orms o% assessment are stron#lyadocated &y Puhl *,>0 as she &eliees thatthey are essential to continuous assessment+ acornerstone to alternatie assessment'

The &ene;ts o% sel% and !eer assessment arees!ecially %ound in %ormatie sta#es o%assessment in $hich the deelo!ment o% thestudents1 a&ilities are em!hasised'

5el% a!!raisals are also thou#ht to &e 4uiteaccurate and are said to increase studentmotiation'

Sel% Assessment 6 PeerAssessment


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Puhl *,>0+ descri&es a case study in $hich she&eliees sel%-assessment %orced the students toreread and there&y ma(e necessary editin# andcorrections to their essays &e%ore they handed them

in' Aeertheless+ in order %or sel% assessment to &e

use%ul and not a %utile exercise+ the learners need to&e trained and initially #uided in !er%ormin# theirsel% assessment'

This trainin# inoles !roidin# students $ith therationale %or sel% assessment and ho$ it is intendedto $or( and ho$ it is ca!a&le o% hel!in# them'

Sel% Assessment


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In lan#ua#e teachin# and learnin#+ sel% assessment is releantin assessin# all the lan#ua#e s(ills'

)n exam!le o% the sel% assessment o% the listenin# s(ill+es!ecially in the com!rehension o% 4uestions as(ed issu##ested &y Cohen *,30+ as %ollo$s:

,' I don1t understand 4uestions $ell at all8' I hae diculty understandin# most 4uestions een a%ter

re!etition

' I hae diculty $ith some 4uestions+ &ut I #enerally #et themeanin#

3' I can usually understand 4uestions+ &ut I mi#ht occasionallyas( %or re!etition

' I can al$ays understand the 4uestions $ith no dicultiesand $ithout hain# as( %or re!etition

Sel% Assessment


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These 4uestions are use%ul in the %ormatiesta#es o% assessment as it hel!s studentsidenti%y their o$n stren#ths and$ea(nesses and res!ond accordin#ly'

Throu#h as(in# these ty!es o% sel%assessment 4uestions+ the students areex!ected to &ecome more sensitie to theiro$n learnin# and ultimately !er%orm &etterin the ;nal summatie ealuation at the endo% the instructional !ro#ramme'

Sel% Assessment


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Peer assessment di@ers %rom sel% assessment in that itinoles the social and emotional dimensions to a much#reater extent'

Peer-assessment can &e de;ned as a res!onse in some%orm to other learners1 $or( *Puhl+ ,>0'

It can &e #ien &y a #rou! or an indiidual and it can ta(eNany o% a ariety o% codin# systems: the s!o(en $ord+ the$ritten $ord+ chec(lists+ 4uestionnaires+ noner&alsym&ols+ num&ers alon# a scale+ colours+ etc' *!'20

Peer assessment re4uires that a student ta(e u! the role

o% Na critical %riend to another student in order toNsu!!ort+ challen#e+ and extend each other1s learnin#*Broo(s+ 8


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)mon# the re!orted &ene;ts o% !eerassessment are as %ollo$s:

remind learners they are not $or(in# inisolation

hel! create a community o% learners im!roe the !roduct *NT$o heads are &etter

than one0

im!roe the !rocess/ motiates+ een ins!ires hel! learners &e reectie stimulate meta-co#nition'

Peer Assessment

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topic10issuesandconcernsrelatedtoassessmentinmalaysian-141018081810-conversion-gate02.pptx