Tuesday, March 22, 2011

Pelaksanaan Pentaksiran Berasaskan Sekolah bagi Tahun 2011

Semua sekolah rendah perlu mengambil tindakan yang sesuai sempena dengan pelaksanaan KSSR bagi pelajar Tahun 1. Dalam Pentaksiran Berasaskan Sekolah (PBS) , di bawah adalah beberapa tindakan yang perlu diambil oleh sekolah:

1.     Memastikan semua nota yang diberi semasa kursus PBS kepada Guru Besar, Penolong Kanan dan Guru Guru  diperbanyakan dan diedarkan pada semua guru Tahun1

2.     Mengadakan Bengkel / kursus dalaman untuk semua guru Tahun Satu 

3.    Mengadakan kursus dalam kepada semua guru mengenai Kurikulum Baru Sekolah Rendah (KSSR)

4.    Pelaksanaan KSSR dan PBS bagi tahun 1  perlu dilaksanakan sepenuhnya mengikut arahan dan panduan yang telah ditetapkan.

5.    Penyediaan Fail fail berikut:
    • Fail Pengurusan
    • Fail Kes Kes Khas
    • Portfoliol Guru
    • Portfolio Perkembangan Murid.
    • Portfolio Pameran (Showcase) Murid

6.    ibubapa/waris  murid  tahun 1 tahun 2011 perlu dimaklumkan tentang pelaksanaan PBS

    Only quality teachers can make the transformation

    By: (Mar 09, 2011) 

    EFFORTS to improve the standard of education will be futile if teachers are unprepared to be part of the plan and are unresponsive to the calls for change. As had been said many times by many people that the country can have the most sophisticated First World equipment that money can buy but they will be of not much help if those who are supposed to operate them are still steeped in their Third World mentality, unmotivated and lacking in the urge to acquire new skills.

    Yang di-Pertuan Agong Tuanku Mizan Zainal Abidin, when addressing the joint opening of the two houses of Parliament on Monday, hit the nail on the head when he said that for the educational transformation to truly be successful the country must have quality teachers. In saying so the King was only acknowledging what many educational experts have been saying all along and what many parents have found out about the quality of teaching in the national schools. As has been said by educators and experts the quality of education is only as good as the quality of the teachers.

    Among the reasons for the exodus of Chinese pupils from national schools is the perceived low standard of education, again as a result of poor quality of the teaching standards. Indeed some parents who are averse to sending their children to Chinese schools but have taken them out of national schools have blamed the poor quality of teaching for what they have done. They have opted for home schooling and paying enormous sums for that. They would rather have their children continue in national schools if the quality of education had not dropped to the present standard.

    However all is not lost and the slide can be arrested by the Education Ministry. Remedial action must be taken to motivate and improve the quality of teachers while special care must be exercised when recruiting new teachers so that only those who did well in their examinations and have the proper temperament for the job are selected. Their records must also be scrutinised for character blemishes and past indiscretions so that they can enforce discipline without having their authority questioned.

    Teachers must be carefully prepared to face their pupils whose daily diet of multi-channel televisions and the Internet are making them more knowledgeable. They must be made to accept the fact that their role is more as a guide and a coach than a provider of knowledge.

    The ministry, too, must make an effort to increase the number of non-bumiputras in the teaching profession. While this may help the pupils to acquire different perspectives and views of issues that confront them, it may also attract the non-Malays back to national schools. Only then can national schools be a true crucible of national unity. And only then can the transformation be effective, real and meaningful.

    This article was emailed from Sun2Surf.
    Article's URL: http://www.thesundaily.com/article.cfm?id=58518

    Sunday, March 20, 2011

    Pelaksanaan SPPK / PBS di Sekolah Rendah Mulai 2011

    Semua sekolah rendah perlu mengambil tindakan yang sesuai sempena dengan pelaksanaan KSSR bagi pelajar Tahun 1.Dari aspek Sistem Pentaksiran Pendidikan Kebangsaan (SPPK) ataupun ringkasnya Pentaksiran Berasaskan Sekolah, di bawah adalah beberapa tindakan yang perlu diambil oleh sekolah:
    1. Memastikan semua nota yang diberi semasa kursus SPPK/PBS  diperbanyakan dan diedarkan pada semua guru Tahun1
    2. Mengadakan Bengkel / kursus dalaman untuk semua guru Tahun satu jika belum dilakukan mengenai SPPK /PBS
    3. Mengadakan kursus dalam kepada semua guru mengenai Kurikulum Baru Sekolah Rendah (KSSR)
    4. Pelaksanaan SPPK bagi tahun 1  perlu dilaksanakan sepenuhnya
    5. Penyediaan Fail Induk dan fail perkembangan murid 
    6. Pembinaan 'band' untuk subjek-subjek  tahun 1
    7. ibubapa/waris  murid  tahun 1 tahun 2011 perlu dimaklumkan tentang pelaksanaan SPKK / PBS
    Sekiranya saudara/i mempunyai pandangan/pendapat dijemput untuk berkongsi dengan kami

    Thursday, March 17, 2011

    PBS di Hong Kong

    Sumber : wikipedia

    The Hong Kong Examinations and Assessment Authority (HKEAA) has recently moved from norm-referenced to standards-referenced assessment, including the incorporation of a substantial school-based summative oral assessment component (SBA) into the compulsory English language subject in the Hong Kong Certificate of Education Examination (HKCEE), a high-stakes examination for all Form 4–5 students (Davison, 2007).


    School-based Assessment (SBA) was first proposed in the Reform Proposals for the Education System in Hong Kong, published in September 2000. According to the proposal, the modes, content and the assessment methods of public examinations should be reviewed (p. 44). A “core-competence” approach, similar to criterion-referencing, will be adopted. In this approach, basic skills and knowledge required by a Form 5 graduate will be indicated and students do not have to compare with the others. Under the education reforms in which a new culture of learning and teaching is to be cultivated, schools can use different modes of broad-based assessments, including observation of students’ performance in classroom and participation in project work to promote learning in a more flexible manner. Another benefit is advocating students’ all-round development which gives a more comprehensive picture of individual students’ learning needs, as well as fosters the positive washback effects of public examinations. It also helps to address the limitations of judging students on their performance in one single examination.


    The rationales laid down by the SBA Consultancy Team (2005) for implementing SBA are as follows:
    • to continuously assess students in a pressure-free environment;
    • to reduce reliance on ‘one-off’ public oral examination;
    • to improve the reliability of oral English assessment;
    • to reflect the standard and ability of students;
    • to foster teaching and learning;
    • to promote students’ leisure reading and listening;
    • to reinforce learners’ autonomy and independent learning;
    • to facilitate “learning how to learn” by carrying out peer reviews and writing after a model in the assessment tasks and trainings;
    • to inform prospective employers and universities the level of students; and
    • to make Hong Kong’s examination system in line with the international model so that ‘assessment for learning’ is achieved; and
    • to empower teachers to make part of the assessment mechanism (p. 50) (LPATE, 2005).


    Using Brindley’s (1998)[10] framework, the SBA component is controversial in terms of political issues, to do with the purposes and intended use of the assessment; technical issues, primarily to do with validity and reliability; and practical issues, to do with the means by which the assessment was put into practice. These issues were gathered from key stakeholder groups, including teachers, students and education bureau officials.
    Politically, in Davison’s (2007) words, “In fact, the SBA guidelines asked teachers to set their own time limits according to the needs of the students, but this was interpreted through the prism of teachers’ existing experience—many schools used buzzers and stopwatches to allocate an identical period of time to each students, with the result that in some schools students’ stress levels were high and their “performance” very contrived and/or rushed. As an outcome-oriented standards-referenced system, SBA is a significant cultural and attitudinal change, not only for teachers but for the whole school community, including students and parents. Hence, it is not surprising that fairness was a deep-seated sociocultural, not just political concern.”
    Technically, many teachers and students are concerned over validity, reliability and fairness of the SBA component[3]. While teacher-educators and researchers view that SBA will enhance the validity and reliability of the HKCEE theoretically, some frontline teachers and students are skeptical on this.
    As for practical issues, teachers raised such concerns as:
    • The need for access to appropriate assessment (and extensive reading) resources;
    • The need for activities and techniques as models/resources;
    • Concerns about the type of recordings of oral performance that they were expected to collect;
    • Lack of practical support for teachers at the school level;
    • Concerns about the adequacy of professional development in SBA;
    • Lack of time to implement and discuss assessments; and
    • Competing demands and priorities in relation to time allocation (Davison, 2007)

    The Story of Teddy.... Kisah Guru Sejati

    There is a story many years ago of an elementary teacher. Her name was Mrs. Thompson.And as she stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard. 

    Mrs. Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. 

    It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X’s and then putting a big F at the top of his papers.

    At the school where Mrs. Thompson taught, she was required to review each child’s past records and she put Teddy’s off until last. 

    However, when she reviewed his file, she was in for a surprise. 

    Teddy’s first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work neatly and has good manners...he is a joy to be around." 

    His second grade teacher wrote, "Teddy is an excellent student, well-liked by his classmates, but he is troubled because his mother has a terminal illness and life at home must be a struggle." 

    His third grade teacher wrote, "His mother’s death has been hard on him. He tries to do his best but his father doesn’t show much interest and his home life will soon affect him if some steps aren’t taken." 

    Teddy’s fourth grade teacher wrote, "Teddy is withdrawn and doesn’t show much interest in school. He doesn’t have many friends and sometimes sleeps in class."

    By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents, wrapped in beautiful ribbons and bright paper,except for Teddy’s. 

    His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag.Mrs. Thompson took pains to open it in the middle of the other presents. Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing and a bottle that was one quarter full of perfume. 

    But she stifled the children’s laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist. 

    Teddy Stoddard stayed after school that day just long enough to say,"Mrs. Thompson, today you smelled just like my Mom used to." 

    After the children left she cried for at least an hour. On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she began to teach children.Mrs. Thompson paid particular attention to Teddy. 

    As she worked with him, his mind seemed to come alive The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one of her "teacher’s pets." 

    A year later, she found a note under her door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. 

    Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole life. 

    Four years after that, she got another letter, saying that while things had been tough at times, he’d stayed in school, had stuck with it,and would soon graduate from college with the highest of honors. He assuredMrs. Thompson that she was still the best and favorite teacher he ever had in his whole life. 

    Then four more years passed and yet another letter came. This time he explained that after he got his bachelor’s degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer. The letter was signed, Theodore F. Stoddard, M.D. 

    The story doesn’t end there. You see, there was yet another letter that spring. Teddy said he’d met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom. 

    Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together. 

    They hugged each other, and Dr. Stoddardwhispered inMrs. Thompson's ear, "Thank you,Mrs. Thompson, for believing in me. Thank you so much for making me feel important and showing me that I could make a difference." 

    Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."

    Pentaksiran Sekolah

    Pentaksiran Sekolah adalah proses cari maklumat untuk membaiki pembelajaran atau menilai penguasaan murid. Proses Pentaksiran Sekolah melibatkan::

    1. Pengumpulan maklumat prestasi murid bedasarkan penyataan kriteria yang jelas. (Standard Prestasi)
    2. Pengurusan prestasi semasa dan dihujung proses P&P.
    3. Pelaporan (verbal dan bertulis) prestasi,potensi dan keperluan murid.
    4. Bagi Pentaksiran Formatif dan Sumatif di atas, Guru dan murid merujuk set penyataan Standard Prestasi yang jelas.
    5. Pentaksiran dilakukan diperingkat sekolah seperti praktikal,tugasan bertulis,ujian kajian dan lain-lain.
    6. Evidens Pentaksiran Sekolah bentuk sumatif dikumpul dalam portfolio.
    7. Maklumat Pentaksiran Sekolah ini diguna untuk membaiki pembelajaran atau menilai penguasaan murid.
    8. Murid perlu tahu tentang apa yang dikehendaki dan apa yang penting dalam peringkat tertentu.
    9. Pentaksiran yang berkesan hasilkan murid yang berfikir

    Pertukaran nama dan alamat blog

    http://sppkkedah.blogspot.com/ adalah blog yang membincangkan hal pentaksiran berasaskan sekolah sebelum ini. SPPK ialah akronim kepada Sistem Pentaksiran Pendidikan Kebangsaan iaitu pemulaan atau pengenalan awal kepada Pentaksiran Berasaskan Sekolah (PBS) sepertimana yang kita telah lihat pada Tahun 1 Sekolah Rendah mulai 2011 yang berbeza dengan Pentaksiran yang dijalankan sebelum ini daripada Tahun 1 sehingga Tingkatan 6.

    Mulai tahun ini (2011), dalam Transformasi Kurikulum, Pentaksiran merupakan salah satu komponen dalam Kurikulum Standard Sekolah Rendah. Maka rasanya sesuailah blog SPPKKedah di ganti dengan blog baru yang lebih memfokus kepada PBS dalam KSSR dan KSSM ( Kurikulum Standard Sekolah Rendah / Kurikulum Standard Sekolah Menengah)