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The Reforms of National Assessment in the Malaysian Education System -…
The Reforms of National Assessment in the Malaysian Education System
3.2 Implementation of Standard-Based Curriculum
To solve students' poor education performance
TIMSS & PISA
six pillars - communication, spiritual attitude and values humanities, literacy in science and technology, physical and aesthetic development
Education Blue Print (2013-2025) promotes students higher order thinking skills
National curriculum was reformed (KSSR&KSSM)
2011 KSSR and 2017 KSSM for form one
4.1- SBA- School-Based Assessment- Assess students' cognitive domain, affective domain, and psychomotor
domain
Evaluate students' strengths and weaknesses through the feedback of classroom
assessment
Primary & Lower Secondary- Involves -
Academic - school assessment
and centralized assessment
Non-academic - psychometric
assessment and physical activities, sports, and co-curriculum assessment (PAJSK)
More valid and reliable measure of pupils’ development as
they are not only being assessed through the school examinations
Centralized assessment as summative assessment is introduced as one of the academic components of SBA for the reason of students fair performances
student-centered learning
4.2 Public Examination Systems
The questions consist of at least 40% for UPSR and at least 50% for the Malaysian Certificate of Education (SPM).
For the students to think critically and apply their knowledge in different contexts as aspired in the Malaysia Education Blueprint 2013-2025.
KSSR and KSSM highly emphasize HOTS for the public examinations and reduced the drilling for the content
The School-Based Assessment (SBA) and PMR had been demolished and replaced with Form Three Assessment (PT3)
PMR is responsible for developing test questions, marking schemes, assessment instruments as well as grading and reporting guidelines
The examination’s format changed to open-ended questions to promote HOTS through compliancing SBA
PISA incorporated into the PT3 assessment, especially in Science and Mathematics which is initiative by MOE
In 2017, the Primary School Assessment Report (PPSR) was introduced to report students’ achievement at the end of the primary education.
PPSR reports include students’ academic subjects, natural abilities and aptitudes, physical endurance and involvement in both co-curricular and extracurricular activities.
Challenges
Implementation of SBA seemed burdensome to the teachers -selecting and designing appropriate assessment tasks that are aligned with the learning outcomes
Teachers faced time constraints upon the implementation of SBA-involves a lot of clerical work such as documentation, filing as well as data entry
Teachers' readiness to the implementation of SBA.
-less ready to implement SBA
-limited understanding of the rationale
-problems in transforming theory into practice remain unsolved
-teachers struggling in the planning of SBA, developing SBA instruction, and the analysis of SBA
Lack of supporting materials for the implementation of SBA -confused with the grading system
introduction
The Malaysian education system also guided by the National Education Philosophy
-
The education Act 1996 provides 11 years education for free
Five levels of education- preschool education , primary education, lower education and upper secondary education and postsecondary education
THREE PUBLIC EXAMINATION
UPSR (at the end of year 6)
PMR/PT3 ( at the end of form three)
spm (at the end of from five)
UPSR: to evaluate students development after six years of schooling
PMR/PT3: the results of the students will help them decide whether they want to choose sciences stream or art stream
SPM: is a gateway for students to choose public or private tertiary education
The policymaking initiatives was crucial for country education policy reform
the drivers for the reformation of education policy
Malaysia is one of the countries which has the greatest decline of average mathematics achievement as illustrated in the TIMSS 2011 report
The average mathematics achievement has declined sharply in 2011.
Although the achievement has shown an increment in TIMSS 2015, the score remained significantly lower than the international average score.
The average science achievement showed a fluctuated trend in the 5 cycles of TIMSS.
It increased slightly in TIMSS 2003 and decreased drastically for the next 2 subsequent cycles.
Although there was a slight improvement in TIMSS 2015, it still fell behind the international average
In PISA 2012, Malaysian students' development continued to decline for all three domains-mathematics literacy, science literacy, and reading literacy
The unsatisfactory performance of Malaysian students in TIMSS and PISA reflected the pitfall of the current education system in producing globally competitive workers.
Malaysia Education Blueprint 2013-2025outlines the five system-wide visions
(1) Access: Enrolment across all levels from preschool to uppersecondary
(2) Quality: Top places in ranking in international assessment.
(3) Equity: 50% reduction in achievement gaps between rural and urban.
(4) Unity: Education system that nurture shared values and experiences by embracing diversity.
(5) Efficiency: maximize students outcomes withing budget.
11 Shifts
(1) Provide equal access to quality education
(2) Ensure every child is proficient in Bahasa Malaysia and English language and to learn an additional language
(3) Develop value- driven Malaysians
(4) Transform teaching into the profession of choice
(5) Ensure high- performing school leaders in every school.
(6) Empower the state education departments (JPN), district education offices
(PPD), and schools to customise solutions based on needs
(7) Leverage the information and communications technology (ICT) to scale up quality learning across Malaysia
(8) Transform the MOE’s delivery capabilities and capacity
(9) Shift 9: Partner with parents, community, and private sector at scale
(10) Shift 10: Maximize student outcomes for every ringgit
11) Increase transparency for direct public accountability
.3. The changes of national assessment system can be considered as one of the impacts of education policy reform. Specially, the changes of national assessment system can be clearly seen in both the public examination system and also the school-based assessment system.
to accommodate the curriculum structure as proposed in the Malaysia Education Blueprint (2013- 2015 ) .
0 Impact of Educaiton policy reform on National assessment system
Curriculum and assessment form a partnership a few changes have been made to the national assessment system .