dasar-dasar kpm (bi) (ncm)

1 What is the MBMMBI Policy? The MBMMBI Policy is the policy of the Ministry of Education Malaysia to ensure the usage

of Malay Language as a medium of communication in all national schools and secondary schools, and to ensure that each child can master both Malay and English languages well and fluently.

2 What is the difference between the PPSMI Policy and the MBMMBI Policy? The PPSMI Policy made English as the medium of teaching and learning the subjects of

science and mathematics in national schools, Tamil national-type schools, and secondary schools. The MBMMBI policy sets the Malay Language as the medium of teaching and learning at the national schools and secondary schools, the Chinese Language at Chinese national-type schools and the Tamil Language at Tamil national-type schools.

3 How is the MBMMBI Policy to be implemented in schools? The MBMMBI Policy is carried out in schools through reinstating the Malay Language as

the medium of learning and teaching science and mathematics, increasing the proficiency of Malay Language and English Language through extra teaching and learning periods, curriculum transformation, increase in teaching capacity and human resource, availability of materials and equipment as well as to integrate information technology and communication in teaching and learning.

4 Why was the MBMMBI Policy introduced? Studies conducted by various parties found that the implementation of PPSMI was

not carried out as desired. Studies also disclosed that pupils found it difficult to learn mathematics and science in English as they were not proficient in the English Language. This has forced teachers to teach both the subjects in the Malay Language as this helped pupils understand the subject matter better. This problem was prevalent in the rural as well as urban areas. If the PPSMI policy is continued, a larger number of our pupils will fail to master mathematics and science and will eventually be left behind. Our studies have shown that most schools have carried out the teaching and learning of mathematics and science in the Malay Language.

(MBMMBI)TO UPHOLD BAHASA MALAYSIA AND TO STRENGTHEN THE ENGLISH LANGUAGE

MINISTRY OF EDUCATION POLICIESFrequently Asked Questions

MINISTRY OF EDUCATION POLICIESFrequently Asked Questions 1

(MBM

MBI

)5 How has the soft landing approach been implemented in schools? The MBMMBI policy is implemented in staged from the year 2010. During this transitional

period, the teaching of mathematics and science is conducted in English and/or Malay Language in national and secondary schools. English and/or Chinese Language at Chinese national-type schools, English and or Tamil Language at Tamil national-type schools. This is to help teachers and pupils to adjust to the change in the policy. Soft landing enables primary and secondary school pupils who have learnt mathematics and science in English in or before the year 2010 to continue to do so until they complete From 5. This will largely depend on teachers and pupils readiness to do so. With the soft landing approach, the teaching and learning of mathematics and science will be carried out fully in Malay Language in 2016 in primary schools and in 2021 in secondary schools

6 How will teachers be trained to carry out the MBMMBI Policy? The Ministry of Education has planned and carried out various programmes to support this

policy. Courses have been formulated to in-service English teachers in order to enhance their professional development as well as equip them with pedagogical skills. ELTC as implemented the following programmes and courses:

a. Training of Trainers for English Language Lecturers in Institutes of Teacher Education (ELITE-TOT) for IPG lecturers

b. Certificate in the Practice of English Language Teaching (C-PELT) for non-option English Language Teachers

c. Reinforcing English Language Teaching for Non-Option English Language Teachers (RELTNOTe) For Non option English Language teachers not following C-PELT

d. Oral Proficiency in English for Secondary School (OPS-ENGLISH) to improve communication skills amongst From 1 pupils in Band 3 to 5 schools.

BPG has also carried out training programmes for Malay and English Language teachers in order to enhance their professionalism.

Training for Malay Language teachers : i. Short Course organized by the Institution (KPKI) ii. 4 weeks in-service course; and iii. Collaborative courses with Dewan Bahasa dan Pustaka.

Training for English Language teacher: i. Proficiency Course for non-option English Language teachers; ii. Pedagogy Enhancement Course for English Language teachers; and iii. Contract teachers training

7 How do we ensure the quality of Malay and English Language teachersa. IPG will monitor the performance of new teachers for 6 months after their training

when are placed in schools.b. “Teacher Study” for teachers to gauge their performance in schools.c. Equip pre-service teachers with pedagogical skills according to pupils’ learning

styles and abilities

MINISTRY OF EDUCATION POLICIESFrequently Asked Questions2

d. Degree Programme for teachers, components of Professional Practice, School Based Experience (SBE) and practical skills have been included.

For SBE, each student will undergo practicum at least 3 times during their course of study as follows :

a. Semester 5 - 4 weeks b. Semester 6 - 8 weeks c. Semester 7 - 12 weeks

Trainees will undergo an internship programme by conducting a study on difficulties in teaching and learning in schools during semester 8. This study will help trainees enhance their pedagogical skills.

Pedagogy Standards for English Language Teaching (PISELT) has been developed as an ELTC initiative to help English Language teachers identify their professional training needs as well as ascertain their continuous professional development. In addition, it can also be a guide in planning, designing and managing professional development of English Language teachers.

In addition, PISELT has a self-evaluative instrument which can be accessed on line by English Language teachers to identify their professional training needs as well as to apply for courses required for their continuous professional development.

8 How does MOE ensure that there are sufficient Malay Language and English Language teachers to support the extra teaching period of Malay and English Language?

ELTC has launched a course for non-option teachers; namely Certificate in the Practice of English Language Teaching (C-PELT) for primary school teachers throughout the country. Successful participants are equipped to teach English Language in schools.

Two programmes were initiated by BPG for this purpose:i. Extra Option Intervention Programme for mathematics and science teachers in

secondary schools who have served between 1 to 5 years.ii. A special training programme for retired English Language teachers employed on

a contract basis by MOE.

9 What is the role of native speakers in the capacity building of teachers? In 2008, the Ministry of Education decided to employ native speakers as experts or mentors

to assist in capacity building of primary school English teachers and lecturers at teacher training institutions in this country. It was decided that programme would be implemented from 2011 to 2013.

The Key Performance Indicator for the Native Speaker Programme is to increase the capacity of English language teachers in 1800 primary schools and lecturers at five Teachers Training Institutes which are named as Centres of Excellence. The Centres of Excellence are:

a. IPG Batu Lintang Campus,Kuching, Sarawak;b. IPG Gaya Campus, Kota Kinabalu, Sabah;c. IPG Dato’ Razali Ismail Campus, Kuala Terengganu, Terengganu; (MBM

MBI

)


d. IPG International Language Campus, Kuala Lumpur; and e. English Language Teaching Centre, Kuala Lumpur. The role of Training Fellows placed in the five Centre of Excellence is to mentor and coach

English Language Lecturers in order to enhance their professional development . Both training fellows and lecturers work together to develop training programmes. The role of training fellows is in-line with the needs and requirements of the aforesaid teacher training institutes.

Mentor placed in primary schools are to assist the English Language teachers in the following areas:a. to plan and carry out professional development programmes for English Language

teachers;b. to organise and carry out programmes/workshops/trainings within clusters and in

zones;c. to co-operate and organise activities with mentors from other clusters and zones;d. to plan and organise co-curriculum activities;e. to assist in support activities during teaching and learning;f. to conduct suitable action research;g. to work with Ministry officials for assessment of the programme; andh. to create a team of potential master trainers amongst teachers

10 In order to achieve success in the MBMMBI policy, what are the materials provided?

The English Language Teaching Centre (ELTC) has prepared materials to enhance the professional development of teachers and their proficiency. A brief description of the materials follow:1. Pedagogy Standards for English Language Teaching (PSELT)

• ELTC has published the Pedagogy Standards for English Language Teaching which will guide teachers to ascertain their training needs for continuous professional development.

2. Oral Proficiency in English for Secondary School (OPS-ENGLISH)• OPS-English Guidebook for teachers which will enable teachers to teach

speaking skills for communication effectively for Form 1 pupils in 2012.• A CD is supplied for teachers to use during English Language lessons in

order to assist them to teach speaking skills for communication.• OPS-ENGLISH pupils handbook is also supplied.

The Technological Education Division has supplied digital materials to all schools. These materials have been specially chosen for the teaching and learning of Bahasa Malaysia and English Language. These are stand-alone Cds which can be used with all computers. The lessons emphasise language skills and the fun element has been infused.

11 How will the usage of language laboratories help in the acquisition of Bahasa Malaysia and English Language?

Language laboratories is an ICT initiative which is the main agenda in the implementation of the MBMMBI policy. The laboratories will be equipped with audio visual tools,software for pupils and interactive software in Bahasa Malaysia and English Language which emphasies on the acquisition of language skills.(MBM

MBI

)


12 How is assessment carried out in schools?Assessment in schools are carried out in two forms; they are:• Formative Assessment - assessment is carried out continuously with the aim of

improving and enhancing the learning process (assessment for learning); and• Summative Assessment – assessment is carried out at the end of the learning

process in order to evaluate how much has been learnt and acquired. (assessment of learning)

Formative assessment or assessment for learning does not concentrate on exams, correction, record keeping and analysing scores but most importantly it aims to record the learning development of pupils and also providing feedback to interested parties including the pupils themselves. As such, a written report is not to be produced periodically but the teacher should be able to give a written or verbal report as and when necessary when requested by interested parties such as parents, the school management or inspectorate of schools.

Summative assessment is administered by teachers in order to ascertain the level of achievement in learning by using various sources (quantitative and qualitative) which is obtained through various assessment activities. The information obtained has to be assessed and reported by the teacher. This evaluation will then be used by other teachers who will be teaching the aforesaid pupil(s) the following semester or year. Teachers need not compare pupils whether be in quantitatively or qualitatively.

13 Are the questions for public examinations (UPSR, PMR and SPM) for Science and Mathematics in Bahasa Malaysia, English Language or bilingual?

In line with the MBMMBI soft-landing approach, questions for public examinations for Mathematics and Science at UPSR, PMR and SPM will be set in two languages until the Year 2020. After 2020, all questions for both the subjects will be set in Bahasa Malaysia. This is in line with the MBMMBI policy.

14 How will the MBMMBI policy help students in the learning of Mathematics and Science at pre-university level?

In line with the MBMMBI policy, the Ministry of Education has introduced various effective initiatives in order to upgrade English Language proficiency amongst pupils. The initiatives include the allocation of additional time for the teaching and learning of English Language, enhancement of the English Language curriculum with the introduction of the Standard-Based Curriculum, deployment of teachers, recruitment of native speakers for capacity building of lecturers and teachers, providing readers and digital materials in order to support the teaching and learning in the classroom. As such with the implementation of the MBMMBI policy, it is hoped that it will help pupils master the English Language. This will help them further their studies at tertiary level.

(MBM

MBI

)


(KSSR)PRIMARY SCHOOL STANDARD CURRICULUM


1 Why was KSSR introduced? KSSR was introduced as an effort to restructure and improve the current curriculum to

ensure that students have the relevant knowledge, skills and values to face the challenges of the 21st century.

2 What is meant by a Standard Curriculum? KSSR was formulated based on a statement of standards. The statement of standards

comprise of content standards and learning standards which need to be achieved by a student in a specific period and level of schooling. The Content and Learning standards are defined as follows: • Contents Standards are specific statements on what the students must know and can

do, within a specific period of schooling, covering the areas of knowledge, skills and values.

• Learning Standards are set criteria or indicators of education quality and achieve-ments which can be measured for each content standard.

3 What is the difference between KSSR and KBSR?


KBSRCurriculum design is based on 3 areas:√ Communication √ Man and his environment√ Self-development of the individual Curriculum materials√ Study syllabus Design of the Curriculum:√ LinearOrganisation of the Curriculum: Level I (Year 1, 2 & 3) √ Core, compulsory and additional subjects Level II (Year 4, 5 & 6)√ Core , Compulsory and Additional subjects

KSSR Curriculum design is based on 6 areas:√ Communication √ Spiritual, Attitude and Values√ Humanitarian √ Physical and Aesthetical Development √ Science and Technology Curriculum Materials√ Curriculum Standard documentsDesign of the Curriculum:√ ModularOrganisation of the Curriculum: Level I (Year 1, 2 & 3)√ Basic Core Modules, Thematic Core Modules and Elective Modules Level II (Year 4, 5 & 6)

4 Is there a change in subjects for Level 1 KSSR? Yes. In Year 1 KSSR, a new subject is introduced, and all knowledge disciplines are

reorganized within the form of Basic Core Modules, Thematic Core Modules, and Elective Modules, for more effective curriculum management.

5 Why was Thematic Core Modules introduced? The Thematic Core Modules was introduced to reduce the number of subjects taken at

Level One. This module comprises the themes of the World of Art and World of Science and Technology. In the World of Arts, two subjects are introduced, that is the Visual Arts and (Thematic) Music. Design, Science and Technology (DST) contains elements of sci-ence, information and communication technology, and Design and Technology.

6 Why wasn’t Science made a Basic Core Module? Science was not made the core basic module because a core module emphasizes literacy

and numeracy, self-esteem and character and spiritual development. Science is introduced in the Thematic Core Module to provide basic knowledge on the discipline of Science.

7 Why has the time allocated for teaching Islamic Studies at SJK (C) and SJK (T) reduced compared to SK?

At the SJK (C) and SJK (T), the allocated time for the teaching of Chinese and Tamil languages is 360 minutes each. If the allocation of time for Islamic studies is made to be in line with that in National schools, this would mean that the students will finish school late, as total hours will exceed 1380 minutes a week.

8 Can the school allow streaming in KSSR? KSSR does not encourage streaming.

9 Will KSSR be able to produce a community with good character? Yes. The concept of KSSR contains core values for character building and self-image

which will ensure that through the curriculum and co-curriculum, a student is taught and guided to have the skills of leadership, good character and high self-esteem.

10 Who will teach the World of Science and Technology? The most suitable teacher for this will be teachers with Science options.

11 Should Year 1 pupils learn Information and Communication Technology (ICT)? Yes. All Year 1 pupils must learn basic ICT skills to enable them to utilise the skills in

various disciplines.

√ Core and Elective Subjects The elements of creativity and Innovation, entrepreneurial, information technology and communicationFocus:4M (Reading, Writing, Counting and Reasoning)

Elements of Analytical and creative thinking skills Focus:3M (Reading, Writing and Counting)

(KSS

R)


12 Can Cross-curricular elements not be used in Teaching and Learning (T&L)? Cross-curricular elements need not be used for each session of T&L but need to be applied

to the appropriate T&L.

13 When will the ICT elements be taught in the World of Science and Technology? It is vital to teach basic ICT skills to Year 1 pupils and it is proposed that the skills are

taught at the beginning of the year. These basic skills can also be taught within the Science elements using ICT. The ICT Elements can be fully mastered and therefore be reinforced through cross-curricullar activities.

14 What are the minimum and maximum number of ICT content standard and learning standard that is required per week?

There is no minimum or maximum number set as each student has different level of abilities. However all content and learning standards must be reached within a specified time as outlined by the ICT document standard.

15 Will the students be bored in class with the additional time allocated for English language?

No. There are various technics and methods that will be introduced by the teachers to keep the students interested. The Language Arts module stresses on for learning and language appreciation. An effective and interesting T&L for languages can be carried out through singing, jazz chants, choral speaking, drama, music and other supporting teaching materials.

16 What should the teacher do if a student fails to meet the specified standards? The teacher is required to carry out continuous follow up activities such as to conduct

revision to ensure that the student eventually achieves the standard.

17 Will text books be provided for all Year 1 subjects? Yes, except for the World of Musical and Visual Arts, where text books will not be given.

However, there are guide books on this subject.

18 Will all students learn computers for Cross-Curricular Element – Information and Communication Technology (CCE-ICT)?

For the CCE involving ICT (CCE-ICT), the student will use the ICT materials that are already available in schools such as computers, cd, internet, and others according to the suitability of topics. For teachers, the 3 approaches recommended to be applied for CCE-ICT are:• Students using laptop in class, computers at the access centres and at the computer

labs for the purpose of finishing work as required. • Teachers using laptops with a LCD projector for the purpose of teaching using spe-

cific course software and digital materials • Teachers using laptops with a LCD projector in class, carrying out interactive activi-

ties with students, or teachers using the computer in computer labs for the purpose of T&L with students.

(KSS

R)


19 How will the CCE-ICT be carried out if more than one teacher need to use the lab at one time?

The infrastructure available in schools, like computer labs, access points, and lap tops, have to be used optimally by teachers in the CCE-ICT T&L. The administrator must also ensure that all facilities are maintained in good order and can be accessed during the schooling period. In the event a teacher wants to use the computer lab, the school must make available the schedules for use and the reservation forms.

20 How will schools without internet access carry out computer based learning? All schools are given internet access through the MOE School Net network, and not all top-

ics in EMK-TMK (or CCE and ICT) will require internet access. If the school faces problems of internet access, the school can contact the person responsible or the State Department of Education. The school has been informed through KP.BTMK 1/044/01 Jld. 11 (11) dated 13 November 2008 that an alternative access can be used.

21 What are the efforts that have been made to prepare teachers for KSSR? The MOE has carried out KSSR awareness courses to all teachers involved in carrying out

KSSR. Teachers are also given support materials and access to information from the MOE website such as http://www.moe.gov.my/bpk or call KSSR hotline at 03-88842283.

22 Can KSSR help stimulate the teachers’ and students’ creativity in T&L? KSSR can help stimulate teachers’ and students’ creativity through the T&L (Teaching

and Learning approach) such as (edutainment), and additional cross-curricular elements. Teachers are given for learning guidebooks to assist them in carrying out the T&L

23 What are the channels made available to teachers facing problems with KSSR? The MOE has provided the website for KSSR (www.moe.gov.my/bpk) with which teach-

ers are able to interact, in the event of problems. In addition, teachers are encouraged to contact the JU, District Education Office Officers, or State Education Department officers for KSSR related advice.

24 In Level 1, how far is sex education taught? Social and Reproductive Health Education is not taught as a subject but as a large compo-

nent (75%) in the subject of Health Education.(K

SSR

)


TRANSFORMATION OF VOCATIONAL EDUCATION


1 How can applications be made. Method: a. Fill up a form online at www.moe.gov.my b. Fill up a form and send the form to the SMV/T applied for.

2 When will the results of the application be known? 10 days after PMR Results are announced (on line)

3 How do we check the results of the application? Online via www.moe.gov.my, or By contacting the school applied for.

4 There are 2 forms on line. Are both or one of them to be filled? To fill in only one form on line. (If there is a link) If online application fail, the actual forms may be used, completed and sent to the school

applied for to be process.

5 What are the differences between Vocational Colleges, Technical Field, Vocational Field and Skills training?

Answer: Vocational College. - A 4 year course. (Vocational College Certificate from Level 1 to Level 4) - Use semester system. - 15 pioneer SMV for the year 2012. (refer to annexure) • Technical Field. - 2 year course. (taking SPM) • Vocasional Field. - 2 year course. (taking SPM) • Skills Training. - 2 year course.


(TPV)

- Taking SPM (6 core subjects) or SPAK(1+3) - Achieving SKM (level 1 to level 2) or multi skill (level 1)

6 In 4 categories of school, what course will be offered at each category of school? Schools designated as VC will only offer VC courses. SMT will offer technical courses only. MV (other than designated VC) will offer vocational course and skills training.

7 How is entry selection made once actual PMR results are announce?• For entry to KV, Vocational and Skills Training, application and offer will use trial PMR

results.• For entry to Technical fields, applications will use the PMR trial results while offers will

be made on the basis of the actual results (Malaysia Examination Board).

8 Are the Vocational Colleges’ Certificate and Diploma recognized by MQA? The Vocational College Training Certificate is recognized by MQA and JPA.

9 Can graduates of Vocational Colleges without SPM further their studies with IPTA/S? Yes. The course taken after graduation must be related to the Certificate or diploma obtained

from that VC. Results obtained must fulfill the entry requirements of the relevant IPTA/S applied to. (An MOU between the Ministry of Education with the IPTA/S involved, is being initiated presently, to accommodate the future graduates of VC).

10 How do I find out more about VC/SMV. Please visit the website www.moe.edu.my or Contact the school directly.

11 What should be done if an online application cannot be continued due to the discrepancy between IC No and Registration Number?

Please call BPTV and provide the following information: Name, IC No, Registration Number, Name and contact number of a guardian.

12 I am a teacher at a non boarding secondary school. What should I do if I want to transfer to Vocational Secondary School?

The application for transfer of teachers in posts and GC must be made via the teacher transfer system at eGTukar. The approval of the applications will depend on the available vacancy at the schools applied to, or on the need for the post.

13 How do I request for transfer for schools if the principal of my present school rejects my application?

The transfer application must first get the support by the present Principal. If the principal rejects this means that the service is still needed at the school

14 I am a newly appointed teacher and as yet to be confirmed in employment. Can my application be approved as I have family problems?

All approvals will be made based on the requirement for the post and service.MINISTRY OF EDUCATION POLICIES

Frequently Asked Questions 11

(TPV

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15 While I was applying online, I found my personal information to be incorrect. Who should I inform about this?

Normally, the Ministry will issue a circular for teachers to update their data, through the eGTukar, which is completed by the Vice Principal or the Data Teacher.

16 Can a transfer be made within 24 hours? The approval of a transfer will be raised at the meetings of the Transfer Committee. Period

of approval will depend on cases selected for approval at the meeting of the committee.

17 Can I change my location, even though at the application I was placed at a different location?

All decisions to transfer are final. Any queries or processes will need to be made in writing and addressed to the Director.

18 I have applied to be transferred to a school in Johor. Can I now change my applied location to Malacca even though my first application has yet to be approved?


19 My application for transfer has been approved, thank you. However I now would like to change my placement to elsewhere . Please advise on the steps to be taken to resolve this?


20 I have been trying to transfer to Kelantan for the past 7 years. What are the factors that contribute towards the rejection of my application. Please advise how I can achieve this?

All approvals are based on vacancies. Evidently the schools in Kelantan have sufficient teachers.

21 I would like to be transferred there too. I am now teaching in Kuala Lumpur. However the school I would like to apply to has no vacancy for the post I am teaching at the moment. What can I do to allow me to transfer to Pahang to be near my husband’s workplace?

You are advised to refer to the PPD for nearby schools which have vacancy in your field of teaching. If available, you may apply for transfer immediately.


(TPV

)

SCHOOL BASED ASSESSMENT


1 What is PBS? PBS is a holistic form of assessment which assesses the cognitive, affective and psychomotor

domains encompassing intellectual, emotional, spiritual and physical aspects. Thus PBS is in tandem with the Primary School Standard Curriculum as well as the National Education Philosophy.

PBS covers both academic and non-academic fields. PBS is carried out continuously in schools by teachers during the teaching and learning

process. There are 4 components in the PBS:

(i) Central Assessment(ii) School Assessment(iii) Assessment of Sports and Co-curricular activities(iv) Psychometric Assessment

2 Is the PBS concept new? No, the PBS concept is not new. Homework, quizzes, question and answer sessions are

all examples of PBS activities. However, there are two new features in the improved PBS. Firstly the concept of Standard Referenced Assessment in which learner’s achievements are measured against a Performance Standard which determines what learner’s are expected to achieve. Secondly is the introduction of SPPBS or PBS Management System which will make it easier for teachers to record and store data concerning learners’ achievement.

3 Why is PBS being introduced now? PBS is being introduced as part of the National Transformation Program to produce world-

class human capital.

4 When will PBS be implemented? PBS began in Year One 2011 and will result in the refurbished UPSR in 2016. PBS will be

carried out in Form One from 2012 and PMR beginning 2014 will be entirely school-based.

5 What is the difference between PBS and the present assessment? PBS is more holistic and emphasizes all aspects including physical, emotional, spiritual and

intellectual. The present assessment focuses on learners’ achievement through examination results. PBS assesses both the learning outcome as well as the learning process. Therefore both formative and summative assessment which encompass assessment for learning

(PBS)


and assessment of learning are employed. Presently the focus is mainly on assessment of learning at the end of the learning process which is largely summative in nature.

In an effort to make the present assessment better, Standard Referenced Assessment is introduced to track the growth and development of each pupil through his/her performance. In the process it is possible to find out what each pupil know (tahu), understand (faham) and can apply (boleh buat) or have mastered what has been learnt based on the Performance Standards which is mapped from the Standard Curriculum.

Furthermore, Standard Referenced Assessment does not compare a pupil’s achievement with his/her peers instead it reports each pupil’s growth and development by comparing his/her performance against a statement of standards.

PBS gives autonomy and due recognition to teachers to carry out formative and summative school-based assessment at their discretion. In this manner teachers’ integrity and credibility will be enhanced. Teachers are most suitable to assess their pupils because they :- Can continuously monitor their pupils’ growth- Can provide constructive feedback to help improve pupils’ learning abilities- Better understand the context and environment most conducive to assess pupils - Appraise and provide feedback based on the Performance Standards

6 What is Performance Standard? Performance Standard is a set of statements detailing the achievement and mastery of

an individual within a certain discipline, in a specific period of study based on an identified benchmark. The Performance Standard will help inform the appraiser on the best and most suitable way to assess individuals fairly in a focused manner based on the predetermined set of standards.

7 What is the quality assurance of PBS? Quality assurance of the PBS is determined through:

- Mentoring- Standardization- Monitoring- Detection

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

Standardization ensures uniformity of scores with reference to the Performance Standards based on the rubrics of an assignment

Detection is the process that evaluates the strength, weaknesses and effectiveness of assessment tool us ed to carry out PBS

8 How will parents obtain feedback on their child’s performance? A descriptive and formative report can be generated using the SPPBS whenever needed.

The system also acts as a life-time data base and stores all information pertaining to pupils’ progress from Year 1 to Form 5.

(PBS

)


9 What value is the assessment result to pupils? Feedback based on the Performance Standards can help students identify his/her strength

and weaknesses, common errors made and areas that need more attention as well as steps to take in order to improve.

Constructive and meaningful feedback can help pupils focus on their learning progress. Hence pupils will be more motivated to work harder and perform better in the future.

10 What is the impact of PBS on UPSR and PMR? UPSR and PMR are still important modes of assessment, however they will no longer be

deemed as high stake events since PBS is a continuous process and also more holistic.

11 How reliable are assessment results conducted by teachers? Assessment scores produced by teachers are reliable because they:

- Can continuously monitor their pupils’ growth- Can provide constructive feedback to help improve pupils’ learning abilities- Better understand the context and environment most conducive to assess pupils - Appraise and provide feedback based on the Performance Standards

12 Are teachers ready for PBS? All teachers are qualified and trained in teacher education. In addition they are given

refresher courses to help them manage the PBS.

PBS Committee

1 What is the role of the President of School Principals and President of Headmasters Council in the district PBS Committee?

They represent all Principals and Headmasters in the district. Their role is to highlight issues and queries concerning PBS on behalf of their colleagues during the PBS District Committee meeting.

2 What authorization does the PBS Committee have in the implementation of the PBS?

The PBS Committee has the authority to decide on the implementation of PBS in their schools as long as their decisions do not contravene set guidelines and directives from the ministry.

3 Who makes up the PBS Committee for Under Enrolled Schools? The appointment of PBS Committee members depends on the needs of each school. For

Under Enrolled Schools it may be necessary for a teacher to hold more than one portfolio in the committee.

(PBS

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Implementation

1 Does LINUS complement PBS? Yes. The skills screened in LINUS are those found in KSSR (Kurikulum Standard Sekolah

Rendah). The Performance Standards referred to in PBS are mapped based on the KSSR.

2 Are monthly and annual exams still relevant? The School PBS Committee has the authority do away or continue having monthly and

year-end examinations. However should they decide to continue with the monthly and year-end exams than the test or tasks must be based on the descriptors in the Performance Standards.

3 Can schools carry out PBS based on available resources using selected approaches?

Yes. The School PBS Committee may improvise using available resources and adopt suitable approaches as long the changes do not contravene set guidelines and directives from the ministry.

4 Should pupils who have recently returned from abroad be assessed PBS cohort for the previous year?

No, PBS evaluation only applies to the current year for all pupils.

5 Can a pupil be exempted from PBS? No. All pupils are appraised based on their ability and readiness. Appraisal can be carried

out when the pupils are ready to be assessed.

6 Does the PBS apply to pupils with special needs? Will they be exempted?

Pupils with special needs will be assed based on a Performance Standard especially customized for them. There will be no exemption.

School Assessors

1 Can a GSTT become an assessor? Yes. The appraisal is carried out during the teaching and learning process by the teacher

teaching the subject and the class.

2 Can a teacher who does not teach a particular subject take on the role of assessor for that subject?

No because appraisal must be carried out during the teaching and learning process by the teacher teaching the subject and the class.

(PBS

)


Reporting

1 Can parents request for a report on their child’s progress? Parents may request for a report on their child’s progress any time provided the particular

topic and relevant skills connected to the topic has been assessed.

2 Who will prepare the performance reports? Subject teachers will prepare performance reports upon request. The reports are generated

by the SPPBS.

3 When do teachers begin to enter standard performance data? The Examinations Syndicate will issue a directive advising schools when to start entering

data.

4 Can pupils’ obtain a record of their performance on request? Yes.

5 Can interested parties such as politicians (wakil rakyat), NGOs, private sector representatives and others besides parents obtain a copy of pupils’ performance reports in order to provide contribution and to motivate pupils?

They may do so with the consent of the School PBS Committee.

6 Can schools rank pupils with the implementation of the PBS? How can this be done?

The school can do so by referring to the evidence of pupils’ work.

7 Can Excellent Award recipients be selected by referring to the performance reports? Yes. The PBS report should be referred to as a criteria for selecting award recipients because

it is corroborated by hard evidence.

8 Can parents access the SPPBS? No. Parents need to obtain the reports from the teachers in the school.

Quality Assurance

1 What does standardization mean? Standardization ensures the uniformity of understanding among all assessors of the rules/

marking schemes/rubrics. The process is necessary to make sure the construct, grade/scoring scale are of the same standard thus ensuring the credibility and reliability of scores awarded.

2 Who is responsible for standardization? Internal standardization is coordinated by the Ketua Panitia, Ketua Bidang, Guru Cemerlang

Mata Pelajaran. External standardization is coordinated by officers appointed by the Examinations Syndicate. (PBS

)


3 What is mentoring? It is the process of assisting, facilitating and guiding teachers to conduct PBS according to

set guidelines and procedures.

4 Who conducts mentoring? Ketua Panitia, Ketua Bidang, Guru Cemerlang Mata Pelajaran Master Trainers and

Headmasters/Principals or any appointed teacher can take on the role of Internal Mentors. External Mentors are officers from the Examinations Syndicate, State Education Department and District Education Departments.

5 What is meant by monitoring? It is the process of ensuring PBS is conducted according to set guidelines and procedures.

6 Who conducts monitoring? Internal monitoring is conducted by a teacher chosen by the School PBS Committee.

External Monitors can be any officer from the Ministry of Education.

7 Can teachers from neighbouring schools cross monitor PBS activities? Teachers are encouraged to do so for mutual benefit. Cross monitoring will enhance the

reliability and credibility of PBS.

8 What of the trustworthiness of teachers in conducting PBS? Teachers’ integrity should not be doubted. Credibility is ensured through mentoring,

standardization monitoring, and detection.

9 Can a Headmaster/Principal or Senior Assistant be monitored? If the Headmaster/Principal or Senior Assistant teaches any subject in any number of classes

then they should also be monitored.

10 What happens to the PBS report for pupils who have transferred? School authorities must notify the State Education Department about the transfer. The State

Education Department will then transfer the pupil’s data so that it can be accessed by the new school.

Management of Evidence in PBS

1 Can the Showcase File be prepared at the end of the year? No. The Showcase File must be prepared at the beginning of the school-year so that it can

be used to confirm achievement in the Fail Perkembangan Murid.

2 How many files are needed to store evidence of pupils’ achievement? Only one Fail Perkembangan Murid is needed to store all evidence for each pupil irregardless

of the number of subjects.(PBS

)


3 Which evidence should be kept in the Fail Perkembangan Murid : (i) best evidence for each band or (ii) only best evidence in the highest band ? Only the best evidence in the highest descriptor should be kept in the Fail Perkembangan

Murid. Those in the previous (lower) band can be returned to the pupil.

4 How long must the evidence be kept? The evidence can be returned to the owners after the Performance Standard has been

recorded in the SPPS.

5 How is oral achievement verified? Oral achievement recorded in the SPPBS can be verified by referring to the Ketua Panitia or

by asking the pupil in question to perform the oral task again.

(PBS

)


ONE STUDENT ONE SPORT


1 What is the 1Student 1Sport Policy?i. The 1Student 1Sport policy makes it compulsory for each student to participate in at

least one sports activity in schoolii. Each student is required to be actively involved by participating in the school’s sports

activity throughout the year

2 Why was this 1Student 1Sport Policy established? i. The 1Student 1Sport policy was established to enable every student to have access to the

benefits of participating in sports, in particular for students who are less or not active;ii. To develop sports in school towards increasing students’ level of participation in at least

one type of sports in school; and iii. To provide the opportunity to students with talent and potential to be developed further.

3 What is the objective of the 1Student 1Sport Policy?i. Increase physical fitness;ii. Develop character, self esteem discipline and moral values; iii. Foster racial unity;iv. Develop a sports culture amongst students;v. To fulfill school children’s natural affinity for physical activities;vi. To provide balance between academic and physical needs;vii. To provide a platform towards sports excellence.

4 What are the factors to be considered before the 1Student 1Sport Policy can be implemented? Before the 1Student 1Sport Policy is carried out, it has to take into account these principles: i. Every student including special needs students without any health problems, will be

required to take part in at least one type of sports;ii. A student can take part in more than one sport according to his ability and the type of

sports offered by the school, or that is carried out with the agreement of the school;iii. The type of sports offered under the 1Student 1Sport must have elements of physical

movements;iv. Sports activities are held in school throughout the year in accordance with sports

house or sports club activities. School athletic tournaments with cross country runs and sukan tara as leading events are core sports activities in school;

(1Student 1Sport)


v. This 1Student 1Sport Policy is based on the implementation of a high quality physical education as a subject;

vi. The most important aspect is active participation by all students in sports activities;vii. Parents and external agencies/sports allies are encouraged to contribute towards the

growth of school sports; and viii. Each school with existing infrastructure, facilities and equipment for sports must

optimize its use to increase active participation of its students.

5 Who should be involved in the 1Student 1Sport Policy implementation? i. The 1Student 1Sport policy is made compulsory for Standard 4 to Standard 6 children

in Primary Schools and Remove Form, Form 1 to Form 6 in Secondary schools. For preschool children up to Standard 3, they are encouraged to participate in this programme according to the school’s capacity.

ii. The school must hold competitions between levels, classes, sports houses, dorms, and sports clubs of schools. The students’ participation in the District School Sports Council (Majlis Sukan Sekolah-Sekolah Daerah (MSSD)) or State School Sports Council (MSSM) competitions as well as on international level, will be 1Student 1Sport activities.

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dasar-dasar kpm (bi) (ncm)

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