eed3304 task 1

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PROGRAM PENSISWAZAHAN GURU (PPG)BACELOR PENDIDIKAN (PENDIDIKAN SEKOLAH RENDAH) DENGAN

KEPUJIANFAKULTI PENGAJIAN PENDIDIKAN UPM

Course Title: LANGUAGE TESTING FOR PRIMARY SCHOOL

Course Code:

EED3304

Lecturer:Sabariah Hj Md Rashid, PhD

Faculty of Modern Languages and Communication

Task 1: ASSESSMENTS

Students:

Name Matric Num.

WONG HUEY SHYUAN 161011

LIONG YAU NANG @ KENNY LIONG 161017

Submission Date:5 July 2013

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TABLE OF CONTENT

1. Description of assignment

2. Examples of test/ exam as formative and summative assessment

3. Objective(s)/ functions of assessment

4. Best means of assessing Malaysian primary pupils’ (Year Six) English language

ability

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DESCRIPTION OF ASSIGNMENT

ASSIGNMENT 1 (15%) – Pairwork

1. Based on your experience as a primary school teacher,

i. provide TWO examples of tests/exams that you have administered at your

school that can be categorised as either formative or summative assessment

and

ii. State the objective(s)/ function(s) of each given test.

(20 marks)

2. In a paragraph of not more than 200 words, describe what you think is the best means of

assessing Malaysian primary pupils’ (Year Six) English language ability. Provide

justification(s) for your choice.

(10 marks)

Total: 30 marks

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EXAMPLES OF TEST/ EXAM AS FORMATIVE AND SUMMATIVE ASSESSMENT

1. Formative exercise/ test at the end of lesson.

2. Standard Prestasi Pentaksiran Berasaskan Sekolah (PBS) dalam Kurikulum Standard

Sekolah Rendah (KSSR). (Formative/ Summative)

3. Summative exercise/ test at the end of each topic.

4. Quarterly Examinations (Summative Test)

5. Pre-UPSR Examinations (Summative Test)

OBJECTIVE(S) / FUNCTIONS OF ASSESSMENT

1. Formative exercise/ test at the end of lesson

This exercise or test is conducted after each lesson to assess pupils’ ability to master

specific skills in the lesson carried out. It is used to evaluate pupils’ readiness to advance

to the next grade, or to evaluate pupils’ need for remediation. Henceforth, measures can

be taken into consideration to determine the best possible lesson plans in the future.

2. Standard Prestasi (PBS)

This form of test is issued by the Examination Syndicate as a compulsory guide for

teachers to conduct School-based Assessments (PBS). Pupils’ performance will be

labelled from band 1 to band 6 with band 6 as the highest level of achievement.

3. Summative exercise/ test at the end of each topic

This exercise or test is carried out after each topic is covered. It is used to determine

whether pupils are able to master the topic in general.

4. Quarterly examinations

These tests are conducted four times in a year the measure the pupils’ performance in

English Language.

5. Pre-UPSR examinations

Several mock UPSR tests will be carried out before the real UPSR to gauge pupils’

performance as well as to predict the outcomes that the pupils may accomplished in the

UPSR.

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BEST MEANS OF ASSESSING MALAYSIAN PRIMARY PUPILS’ (YEAR 6)

ENGLISH LANGUAGE ABILITY

In keeping with the Malaysian National Education Policy, English is taught as a second

language in all government-assisted schools in the country at both the primary and secondary

levels of schooling. English Language Teaching in primary education, therefore, aims at

equipping pupils with the basic English language skills (listening, speaking, reading and

writing) and knowledge of grammar to enable them to communicate (orally and in writing) in

and out of school for different purposes, and different situations. In order to gauge the pup ils’

performance in English Language, assessments are conducted.

Assessments in primary education consist of two components: formative and

summative. Formative assessment, a school-based initiative, is a continuous effort on the part

of the English teachers and the school to ensure that English Language teaching and learning

(i.e., the learning of the fundamental language skills) takes place. The summative assessment,

in the form of yearly examinations as well as UPSR examination, aims to assess attainment of

an individual at the end of the primary education.

Formative Assessment is part of the instructional process. When incorporated into

classroom practice, it provides the information needed to adjust teaching and learning while

they are happening. In this sense, formative assessment informs both teachers and pupils

about pupils’ understanding at a point when timely adjustments can be made. These

adjustments help to ensure pupils achieve, targeted standards-based learning goals within a

set time frame.

Summative Assessments are given periodically to determine at a particular point in

time what pupils know and do not know. Summative assessment at the classroom level is an

accountability measure that is generally used as part of the grading process. Summative

assessment as a means to gauge, at a particular point in time, pupils’ learning relative to

content standards. Although the information that is interpreted from this type of assessment is

important, it can only help in evaluating certain aspects of the learning process as they are

spread out and occur usually at the end of an academic year or at a predetermined

time after instruction periodically.

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Summative assessments are tools to help evaluate the effectiveness of programs,

school improvement goals, alignment of curriculum, or student placement in specific

programs. Summative assessments happen too far down the learning path to provide

information at the classroom level and to make instructional adjustments and

interventions during the learning process. It takes a formative assessment to accomplish this.

In order to better understand Year Six pupils’ learning, teachers need to consider

information about the products pupils create and tests they take, observational notes, and

reflections on the communication that occurs between teacher and pupils or among pupils.

When a comprehensive assessment program at the classroom level balances formative and

summative, teachers can get a clear picture of where a pupil is relative to learning objectives

and standards. The more teachers know about individual pupil as they engage in the learning

process, the better teachers can adjust instructions to ensure that all pupils continue to achieve

by moving forward in their learning.

In conclusion, a well-designed instruction in a Year Six English Language classroom

must have a balance of formative and summative assessments. A teacher uses formative

assessments when pupils are learning new material, to check on their understanding of the

new concepts. The results of the formative assessments tell both the pupils and the teacher

whether pupils are ready to move on to new material or require remediation. After the teacher

has determined that pupils have the knowledge and skills they will need, can only he/ she

assign a summative assessment to allow them to show their new knowledge and skills.

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REFERENCE

KEMENTERIAN PELAJARAN MALAYSIA (2012) Kurikulum Standard Sekolah Rendah

2012. Bahasa Inggeris. Kuala Lupur: Bahagian Pembangunan Kurikulum.

KEMENTERIAN PENDIDIKAN MALAYSIA (2003) Sukatan Pelajaran Sekolah Rendah

Bahasa Inggeris. Kuala Lumpur: Dewan Bahasa dan Pustaka.

KEMENTERIAN PENDIDIKAN MALAYSIA (2003) Huraian Sukatan Pelajaran KBSR

Bahasa Inggeris SJKC Tahun 6. Kuala Lumpur: Dewan Bahasa Pustaka.

KEMENTERIAN PENDIDIKAN MALAYSIA (1998a) Ujian Pencapaian Sekolah Rendah

1998. Bahasa Inggeris. Kuala Lumpur: Lembaga Peperiksaan.

Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve

Student Practice. San Francisco: Jossey-Bass.

Rivera, C., & Collum, E. (Eds.). (2008). State assessment policy and practice for English

language learners: A national perspective. Mahwah, NJ: Erlbaum.

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