concerns for sba

7/27/2019 Concerns for SBA

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Presented by:

Caroline Tham

Ainura Filzah Jakariah

Sharon Wong

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SBA is a holistic form of assessment which

assesses the cognitive, affective and psychomotor

domains, encompassing the intellectual,

emotional, spiritual and physical aspects.

SBA embraces both academic and non-academic

fields.

Started from Year 1 at the year 2011 and Form 1

at the Year 2012.

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SBE can be used for both formative as well as

summative assessment thus practicing the

concept of assessment for learning and

assessment of learning. SBA would make up 40% of pupils

performance while the remaining 60% will be

based on newly improved national

examination.

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SBA is made up of 2 categories : academic and

non-academic. Components of academic categories : Central

Assessment; School Assessment.

Components of non-academic categories :

Assessment of Physical, Sports and Co-curricularActivities and Psychometric Assessment.

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No. It has been implemented by teachers atschool such as Penilaian Kerja Amali (PEKA),

Ujian Lisan Berasaskan Sekolah (PLBS), Perkara

Asas Fardhu Ain (PAFA), projects, quiz, Q&A,

performance and others. Improvisation in PBS : Standard Assessment

Reference, Assessment of Physical, Sports and

Co-curricular Activities and records of pupils

achievement in SBE Management System.

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To enhance the meaningfulness of assessment

where the focus is more on pupils

development and growth in learning rather

than merely on their achievements in the formof scores or grades;

To reduce the over-reliance and over-

dependence on data (grades and scores)

obtained through central examinations ingetting information about pupils in the school

system;

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To empower the school and teachers to conduct

quality assessment of and for learning, involving

their own pupils. Therefore school assessmentwill be given its due recognition and

acknowledgement, and a significant place in the

overall assessment system; and,

To ensure the performance of pupils iscomparable to accepted world standards in

various areas of knowledge, skills, and

competence, with the introduction of Standard-

Referenced assessment in SBA.

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Thus, teachers play a vital role in new

assessment system.

Teachers are given empowerment in

assessing their students. They are required to acquire sufficient

knowledge and skills in using various informal

methods of testing and psychometric testing

such as diagnostic general ability andaptitude test.

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design quality assessments that align withthe learning outcomes as they are the mostsuitable people to assess their students andthey have a better understanding of the

context of the subject area. continuously monitor their students and to

give constructive feedback to improvestudents learning abilities.

make a further decision whether to continueto a new topic, give necessary help or sendthe more academically challenged studentsto remedial class.

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All students will be appraised based on their

ability and readiness and teachers are

encouraged to use various methods such as

quizzes, question and answer sessions, shortwriting, dramas, and role-playing to assess

students learning outcomes.

This way, students are able to progress

according to their ability, good studentsprogressing faster and weaker students given

more time to learn.

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providing stable and continuous pressure-freeassessment,

reducing the reliance on standardizedexamination,

improving test item reliability, reflecting students ability,

promoting leisure reading,

fostering teaching,

enforcing independent learning, facilitating learning autonomy,

and empowering teachers in the evaluationprocess.

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The system provides a platform for teachers to usea broader range of assessment methods in assessing

students abilities.

Role-play, project work, presentation and other

methods will be used in the classroom during

assessment.

Assessments have no right or wrong answers.

The purpose is to evaluate how well the students

are able to perform based on the learning

outcomes.

Indirectly, it encourages teachers and students to

develop their creativity and develop their talent,

thinking and analytical skills.

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Students will be more out-spoken and less

shy than they were in the old system.

It will increase pupils confidence in

communicating with people and can do sopolitely and effectively.

They will be more likely to contribute ideas

during discussion or in class activities,

showing their commitment to learning.

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The activities, such as group work, role-play

and practical work, not only give immediate

feedback to teachers about students

progress, it has also encouraged the students

to collaborate with their peers.

They enjoy sharing ideas, discussing and

solving problems together, and working

towards the learning outcomes because thissystem has reduced the unhealthy or

unnecessary competition among students.

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The main focus of PBS is assessment for and oflearning. Assessment should be integrated in the

learning process and be used to enhance pupils

mastery of learning. If managed and

implemented wisely, teachers would find PBSbeneficial and less burdensome.

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To ensure the smooth sailing of PBS, two

applications PBS Management System or

SPPBS (Sistem Pengurusan Pentaksiran

Berasakan Sekolah) and PAJSK (PentaksiranAktiviti Jasmani, Sukan dan Kokurikulum)

were developed to ensure teachers are not

further burdened with clerical duties.

The applications store data pertaining tolearners achievement which can be easily

retrieved to report learners strengths and

areas where more help is needed to parents

and other interested parties.

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Teacher bias is largely reduced throughquality assurance which ensures thereliability and validity of assessmentoutcomes.

Teachers are required to file evidence ofpupils work as proof that the learner hasattained the necessary skills to merit thebands they are awarded. In this context,

quality assurance for PBS implementation ismaintained through the process ofmentoring, monitoring, moderation anddetection at various levels.

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Mentoring is the process of assisting,

facilitating and guiding teachers to carry out

PBS according to the correct procedures and

principles of PBS.

Monitoring ensures that the correct

procedures have been adhered to ensure the

reliability and credibility of the assessment

outcome.

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Standardisation ensures uniformity of scores

with reference to the Performance Standards

based on the rubrics of an assignment.

Detection is the process that evaluates thestrength, weaknesses and effectiveness of

assessment tools.

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The teachers knowledge and skills in

implementing school-based assessment is still

quite poor despite the guidelines and

objectives provided by the Ministry.

More hands-on sessions such as workshops

and open discussions on the challenges and

issues in implementing the assessment need

to be carried out.

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The feedback gathered from the teachers as

well as the students should be able to

provide relevant information to the Ministry

in their attempt to decide on the necessary

changes and modifications to the existing

assessment policies and guidelines.

Teachers have negative feelings towards

school-based assessment due to two commonreasons; it was imposed on them and time-

constraint.

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Another area in need of attention is theworry the teachers had on their collaborationwith their students and colleagues.

The teachers indicated a need for their

students to understand the students role inschool-based assessment.

Hence, this suggests that possible trainingsshould be conducted focussing on the time

management, students

exposure to theassessment and techniques or strategies onhow teacher collaboration could be donewould be helpful.

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Stage 1: Indifference

Stage 2: Informational-Personal

Stage 3: Management

Stage 4: Consequence-Collaboration Stage 5: Refocusing

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Stage 1: Indifference

-All of the respondents were concerned about

SBA and were eager to learn more about it.

-Hamzah and Sinnasamy (2009) also discovered

similar finding when their respondents

indicated positive perception of the school-

based assessment

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Stage 2: Informational- Personal Stage

-Respondents were aware of school-based

assessment (characteristics, effects, and

requirements)-Respondents still had some uncertainties

about the demands of school-based

assessment.

-Respondents had their worries on their abilityto meet the demands

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Stage 3: Management

- The respondents claim that they need

training on time management when it comes to

implementing school-based assessment.- Claimed that they did not have enough time

and that they spent time on non-academic

matters related to school-based assessment

- Indicated a need for exposure on how toconduct the assessment more efficiently

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Stage 4: Consequence-Collaboration

Respondent worries on the impact the

assessment would have on their students and

getting their students to understand thestudents role in school-based assessment

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Stage 5: Refocusing

-Respondentsrequesting for necessary changes

to the existing implementation of the school-

based assessment.-Respondents requested that feedback from

their students on the innovation be considered

and that necessary modifications to the

innovation might be necessary.

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- Respondents were uncertain about the role

they need to play in SBA, so in-service

trainings might be needed to ensure the

smooth-running of SBA.

-the respondents were aware of the

importance of cooperation, their awareness

could be maximized in potential in-service

trainings.

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It is feared that if no in-service trainings are

provided, there is a possibility that the

teachers would implement SBA superficially,

go back to more comfortable old assessment

practices, or develop a negative attitude

toward SBA (ibid.).

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PBS is being introduced as part of the

National Transformation Programme to

produce world-class human capital. It is one

of the measures taken by the Malaysian

Education Ministry to enhance pupils

mastery of learning through the national

assessment system and it is in-line with the

Educational Transformation Plan.

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Sharifah Hadrajah Syed Abdul Aziz. (2012).Excelling The Stress-Free Way. Retrieved fromThe Star Online.http://thestar.com.my/education/story.asp?file=

/2012/6/24/education/11490143 Chen. S.F. (2012). Teachers Burdened by

Assessment System. Retrieved from TheEdge.www.theedgemalaysia.com/bussiness-news/224462

Ministry of Education. (____). Frequently AskedQuestions on SBA. Retrieved fromhttp://www.moe.gov.my/lp/files/faq/FAQ%20PBS%202013.pdf

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http://thestar.com.my/education/story.asp?file=/2012/6/24/education/11490143http://thestar.com.my/education/story.asp?file=/2012/6/24/education/11490143http://www.theedgemalaysia.com/bussiness-news/224462http://www.theedgemalaysia.com/bussiness-news/224462http://www.moe.gov.my/lp/files/faq/FAQ%20PBS%202013.pdfhttp://www.moe.gov.my/lp/files/faq/FAQ%20PBS%202013.pdfhttp://www.moe.gov.my/lp/files/faq/FAQ%20PBS%202013.pdfhttp://www.moe.gov.my/lp/files/faq/FAQ%20PBS%202013.pdfhttp://www.theedgemalaysia.com/bussiness-news/224462http://www.theedgemalaysia.com/bussiness-news/224462http://www.theedgemalaysia.com/bussiness-news/224462http://thestar.com.my/education/story.asp?file=/2012/6/24/education/11490143http://thestar.com.my/education/story.asp?file=/2012/6/24/education/11490143http://thestar.com.my/education/story.asp?file=/2012/6/24/education/11490143


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Faizah A.M. ( 2011). School-based Assessment

in Malaysian Schools: the Concerns of the

English Teachers. Journal of US-China

Education Review, 8 (10). Retrieved from

http://education.uitm.edu.my/v1/imag

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