tutorial linus
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DISCUSS ABOUT THE PLANNING,IMPLEMENTATION AND EFFECTS OF
PROGRAM KELAS INTERVENSI AWAL
(KIA 2M)
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KIA2M
KIA2M is an early remedial programme to
address reading and writing problems in
Bahasa Malaysia among Year 1 pupils.
Established in March 2006 through theimplementation of Pelan Induk
Pembangunan Pendidikan 2006-2010
(TERAS KETIGA : MEMPERKASA SEKOLAHKEBANGSAAN)
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This programmeis conducted for 3or 6 months
All Year 1 pupils
will undergodiagnostic test
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This test is important to
identify pupils who areunable to master readingand writing skills in BahasaMalaysia
Pupils who pass the testwill continue learning in
mainstream classroomswhereas pupils who failthe test will be placed inthis programme
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In year 2010, Malaysia undergone Government
Transformation Programme (GTP) where theEducation National Key Result Area (NKRA)agenda is to improve student outcomes throughbroad access for quality education.
This including the implementation of LINUSprogramme where according to thisprogramme, each student should master thebasic skills after three years of primary
education
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It was found in year 2008 that 13% of Year 1
pupils had not mastered reading andwriting skills (2M)
Thus, emphasis is given for pupils from Year1 to Year 3 to acquire these skills (3M)
through LINUS programme
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LITERACY AND NUMERACY PROGRAMME SCREENING
(LINUS)
Literacy is defined as the ability to read, write
and understand simple words and complex
sentences in Bahasa Malaysia and apply
knowledge of learning and communication
Numeracy is defined as the ability to read,
write, count and up to 1,000, be competent
in mathematical operations such as add,
subtract, multiply and divide and to apply
them in money, time and length.
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OBJECTIVE
To ensure that all students masterbasic literacy and numeracy skills
in BAHASA MALAYSIA at the end
of the first three years of PrimaryEducation
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acquire basic literacy andnumeracy
screening to identify weakstudents
focuses on early intervention
POSITIVEEFFECTS
need of teachers withexpertice
burden for teachers to gofor special trainingNEGATIVEEFFECTS
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enables the students to acquire basicliteracy and numeracy
Enable teachers to conduct screeningto identify pupils who are weak inliteracy and numeracy skills
Those who fall behind will be givenremedial coaching until they catchup
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Unlike previous efforts to address the numeracy
and literacy problems, LINUS focuses on earlyintervention in the early primary years before
the pupils enter Year Four.
Previous programmes either only focused on
literacy skills (KIA2M) or conducted much
later between Year Four to Six (Protim).
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Requirements to meet the need of teachers
with expertise in teaching basic literacy
and numeracy
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The teachers, who are part of the program,
will receive special training that is
tailored to ensure that the best strategies
will be applied to assist the students inmastering the skills needed.
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Standard Based Assessment - terms used
for Malaysias school based assessmentsystem being implemented in Year 1 and
Year 2
School based assessment generally refers
to any evaluation of students conducted in
a classroom.
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SCHOOL- BASED ASSESSMENT
Rationales :
- to achieve the aspiration of NationalPhilosophy of Education towardsdeveloping learners physical,emotional, spiritual and intellectualabilities- to reduce exam-oriented learningamong learners
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- to evaluate learners learning
progress- to enhance teachers integrity in
assessing, recording and
reporting of learners learning
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SBA FEATURES
Assessment for and of learningStandard-referenced Assessment
Holistic
Integrated
Balance
Robust
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COMPONENTS OF SBA
Academic
- School Assessment (using Performance
Standards)
- Centralised Assessment Add
Non-Academic
- Physical Activities, Sports and Co-Curricular
Assessment (Pentaksiran Aktiviti Jasmani,
Sukan dan KokurikulumPAJSK)- Psychometric/ Psychological Tests
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ROLES OF TEACHER?
Teacher will be given empowerment in
assessing their students
Nonetheless, the empowerment also comes
with the requirements of sufficientknowledge and skills in using various
informal methods of testing and
psychometric testing such as diagnostic
general ability, and aptitude test
(Teacher Education Department, Ministry of
Education,2007)
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STANDARD PERFORMANCE
BAND
STANDARD
6 Tahu, Faham dan Boleh Buat dengan BeradabMithali
5 Tahu, Faham dan Boleh Buat dengan BeradabTerpuji4 Tahu, Faham dan Boleh Buat dengan Beradab3
Tahu, Faham dan Boleh Buat
2 Tahu dan Faham1 Tahu
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meaningfulreport on
students'progress
fairevaluation
holistic andbalance
reduce examoriented
learning
POSITIVEEFFECTS
heavy
workload
timeconsuming
assessmentresults are
not reliable
NEGATIVEEFFECTS
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teacher will be able to obtain overall picture aboutstudents individual potential
teacher will be able to write a meaningful report on the
progress of students regarding their learning
students are fairly evaluated based on their ability,
performance and skills
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holistic and balance
Four components:-assessment by school
-central assessment,-sports, physical and co-curriculum
assessment
-psychometric assessment
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reduce exam-oriented learning among learners
reduce over-reliance on data (grades and scores)
obtained through central examinations
fair assessment ( both centralised assessment as
well as school assessment)high stake
examinations created a lot of tensions andanxiety among them
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heavy workload (assessing, recording and reporting ofstudents learning filing system)
time taken to key in data(poor internet connection)
assessment results are not reliable (based on the
teachers perspective)
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REFERENCES
http://nkrapendidikan.moe.gov.my/
http://jpn.moe.gov.my/jpnselangor/
http://cikgupemulihanmt.blogspot.com/2013/08/no
rmal-0-false-false-false-en-us-x-none.html
http://www.teo-education.com/teo/?cat=74
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