2nd Present

7/30/2019 2nd Present

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ISSUES ON ASSESSMMEMT

• GROUP MEMBERS

• MOHAMAD HARIZ BIN HISHAMMUDIN -

D20091035011

• MUHAMMAD HASRUL BIN MOHD ZAHID

- D20091035013

•MUHAMMAD ZULHELMI BIN HAMZAH -D20091035020

• BAHARUDIN BIN ALIAS - D20091034994



What is assessment?

• The evaluation of a student's achievementon a course

• The systematic collection, review, and use

of information about educational programsundertaken for the purpose of improvingstudent learning and development(Palomba & Banta).

• Process of documenting, usually inmeasurable terms, knowledge, skills,attitudes and beliefs.



Issues on

Assessmentin Malaysia

PBS / SBA

Mismatch

between theintended and

implemented

curriculum

Overemphasi

s on publicexamination

performance

Alternative Assessment



What is PBS/SBA?

• PBS is a short term for Pentaksiran BerasaskanSekolah and better known in Malaysia than SBAor School-Based Assessment (English term).

• A holistic assessment that assessed studentachievement in many aspects such as cognitive(intellect). affective (emotion and spiritual) andpsychomotor (physical) based on FalsafahPendidikan Kebangsaan and KurikulumStandard Sekolah Rendah (KSSR).

• To assess curricular and non-curricular sectors.



PBS Components

• Pentaksiran Sekolah ( PS )

• Pentaksiran Pusat ( PP )

• Pentaksiran Aktiviti Jasmani, Sukan danKokurikulum ( PAJSK )

• Pentaksiran Psikometrik



PBS Objective

• To get overview on individual potential.

• To monitor the development and help

improving the individual performance.

• To make reports on individual studies.



Subject assessed in PBS

• All subjects in primary and secondary

schools will be assessed in PBS.



Advantages of PBS

• Performance standard is used to

determine improvement and growth in

teaching and the performance of the

student.

• The students are assessed fairly based on

their performance, skills and talent without

being compared to other students.



PBS: A Workload to Teachers?

• Teachers will find it gives more benefit to

both students and teachers and it will not

be a workload on the teachers if it is

managed and implemented wisely.



Problem Caused by PBS

• Since the system is new, the system still

have a lot of weaknesses and usually is

hard to access.

• The cause: maybe too much data to be

input at once.

• Need to improve the system



Alternative

Assessment



Definition

Assessment is the process of integrationof information gathering, interpreting

information or give value to it and make a

decision based on the interpretationmade.

Measurement

Evaluation

Assessment



According to (Logsdon, 2011), alternative

assessment have different forms of assessment

which can accommodate a student's disability.

Alternative assessment is also a non-traditional

approach to use in evaluating student

performance (Aurbach & Associates, 2011).



lternative Assessment

Purpose

Identify

student

abilities to

apply

knowledge

acquired

Provide opportunities for

students to make personal

reflection on the learning

progress

H e l p t e a c h e r s a n d

s t u d e n t s i d e n t i f y t h e i r

s t r e n g t h s a n d w e a k n e s s e s



Type of

Alternative Assessmen

t

OralPresentation

Performance

Assessment Short

Question

Portfolios

Exhibition

Essay

Alt tif A t



Alternatif Assessment

Phase

Set goals, determine learning needs,

and provide a basic data

Reflection

Check the documentation of

progress



Alternatif Assessment

Features

Conducted

With The

Students

Authentic

Process

Oriented Systematic

Support

Bilateral

Nature



Focus on strength from student

weakness

Form reference criteria

Rather than focusing on the results, it is

better focused on the development

Support

Systematic

Process Oriented



Associated with teaching content

With two-way evaluation, teachers andstudents to take responsibility

Involve students as partners in the

assessment process

Authentic

Bilateral Nature

Conducted With The Student




Advantages • Can provide a meaningful learning experience

• Enhance analytical thinking skills, critical and creative

• Improve their communication skills

• Students are actively involved

• Providing a clear perspective on the progress of studen

fi i i A d Ch ll



• It takes a lot of time

• Some tools, methods need high costs

• Difficulty in the selection of appropriate tools

and activities

• Difficult to perform

• There is still injustice

eficiencies And Challenge




MISMATCHBETWEEN THE

INTENDED AND THEIMPLEMENTED

CURRICULUM



Malaysian School Mathematics

Syllabus Main Aim

“The Mathematics curriculum for secondary school aims to

develop individuals who are able to think mathematically

and who can apply mathematical knowledge effectivelyand responsibly in solving problems and making decision.

This will enable individual to face challenges in everyday

life that arise due to the advancement of science and

technology.”

(Ministry of Education Malaysia, 2003, p.1)



Five elements to be focused on in

the teaching and learning of

mathematics:

Problem solving in mathematics;

Communication in mathematics;

Reasoning in mathematics;

Mathematical connections; and

Application of technology



Teaching Approaches

cooperative learning

contextual learning mastery learning

enquiry-discovery

constructivism future studies



The concern is to what extent

have these noble

intentions and suggestions

been implemented

successfully in the Malaysianclassrooms

????



Drill and practice was the most

common teaching approach adopted

Finish syllabus within a limited

period

WHY?



THIS PRACTICE MIGHT PRODUCE A NUMBER OF

UNINTENDED

CONSEQUENCES WHICH RAISE CONCERN

(a) Boring and meaningless lessons

(b) Not promoting mathematical thinking orcommunication among pupils



Standardized national test can be used as a catalyst

to promote good instructional practice

Gradually change the emphasis from proceduralskills to higher order thinking competencies

Teacher professional development programme such

as lesson study might be needed to help teachers tocollaborate

Suggestion For Change



• Public examinations performances are viewed as extremely

important in Malaysia.

• Scholl rank based to their student performance

• Examination result as a measure of school accountability and

individual pride.

• The attitude of overly obsession with public standardised

examinations has resulted in several unintended consequences

Overemphasis on public

examination performance



Overemphasis on public examination performance

“Teach to the test”syndrome

Rushing to finish thesyllabus/ content

Learned paralysis



“Teach to the test” syndrome

• Teachers tend to focus only on contents and

• No exploring or learning new content areas or skills

• student only need to memorise the “model answer” to would be examination questions



Rushing to finish the syllabus/

content

• Finishing syllabus becomes the sole responsibility of the teachers.

•The concern related:

if the syllabus content is planned to be completed in a year, can it beshorten to just half a year?

Will the students understand the content fully?

Why is there a need to

finish the syllabus if the students could not understand?

• An informal survey of a few primary and secondary schools shows that

most schools are required to set at least four test each school year



• This testing phenomenon might have been overemphasized by some

Schools

• As a consequence of “rushing to finish the syllabus”, some teachers have opted to

teach by mainly “show and tell” approach



Learned paralysis

•The term “Learned Paralysis” was coined by the former Malaysian Chief Director of

Education, Tan Sri Dr Wan Zahid Nordin as a “subtle form of mental inertia” which he

argued that most Malaysian students were suffering as a result of the examination

oriented school system.

Insofar as on the surface, it has the appearance of desirable intellectual activity and

indeed accepted by educational institutions as proof of high quality learning. I am

referring to the ability to regurgitate information thrown at them when they are orally

questioned or when they are taking examinations. You can be sure that the majority of

students in schools and tertiary institutions who obtain straight A’s are expert at regurgitating information as required by the way the examination papers are designed.

There is no need to fully understand what is being put down in the answers. The

marking scheme does not require that.

(Wan Zahid Nordin, 2009)



Therefore, students with learned paralysis might appear to obtain straight As in the

public examinations, but “they do not possess soft skills. They are predictably hesitant

and diffident and not forthcoming with ideas. They lack creativity and innovative skills.

They lack the interpersonal skills to bring into play the unique diversity thatcharacterizes our nation. They do not demonstrate a capacity for thinking. “(Wan Zahid

Nordin, 2009)

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