1. BIR 3053 – LANGUAGE TESTING IN PRIMARY SCHOOLS
ASSIGNMENT 1 – SCHOOL BASED ASSESSMENT
DR MAZURA@MASTURA BINTI MUHAMMAD
School Based Assessment is a unit of study the pupils’ products and performance which
are assessed by some criteria that are linked to the content and learning standards
using the checklists, observations, presentations, quizzes and tests and used to
document any one of the standard. Through this process, the teachers are able to build
up a profile of pupils’ language development and assess them personally and
individually. The assessment is a combination of formative and summative assessment
The rationale of School Based Assessments are to achieve the aspiration of National
Philosophy of Education towards developing the learners’ physical, emotional, spiritual
and intellectual abilities, to reduce exam-oriented learning among the learners, to
evaluate learners’ learning process as well as to enhance teachers’ integrity in
assessing, recording and reporting of the learners’ learning.
The features of School Based Assessment are , the assessment for and of learning,
standard-referenced Assessment, Holistic, Integrated, Balanced and Robust. All the
assessment done are basically based on two components of SBA which are Academic
and Non Academic. The Academic assessment covers the performance standards and
centralized assessment and Non Academic assessment covers the physical activities,
Sports, Co Curricular Assessment like PAJSK ( for PJK ) and PEKA ( for Science ).
The teachers are doing both centralized and school assessment in schools using the
instruments, rubrics, guidelines, time line and procedures prepared by Lembaga
Peperiksaan which is monitored and moderated by PBS/SBA Committee at School,
District and State Education Department and LP. The School Based Assessment
emphasizes on collecting the data and information about pupils’ learning based on the
curricular standards. At the same time, the teachers need to plan the assessment,
prepare the instruments and administer the assessment during teaching and learning
process. The most important thing is the teachers mark and record the pupils’
responses and progress.
In recent years, the main focus of the educational system in Malaysia is emphasizing
the flow or process of the School Based Assessment ( SBA ) which is involving the Year
1, 2 and 3 ( for the primary level ) and the Form 1, 2 and 3 students ( for the secondary
level ). The focus is the methods and process of assessing or evaluating the pupils or
students in order to achieve the aspiration of the National Philosophy of Education
towards the pupils’ development and progress by looking at their performance in giving
their response to the instruments given by the teachers at schools. This research is
done in order to identify how School Based Assessment is planned and done at school
and how is the pupils’ performance using particular instruments which are suitable and
applicable to their abilities.
Sekolah Kebangsaan Haji Mat Dahan is located in the district of Pendang in Kedah. The
enrolment is 180 pupils which has 23 teachers including the headmistress and
Penolong Kanan 1, Penolong Kanan Hal Ehwal Murid and Penolong Kanan Ko
Kurikulum. It is a Gred a rural school which takes approximately 15 minutes driving from
the city of Pendang. The pupils are categorized as mixed ability group because few of
them are good in English Language but some of them are average. This research is
done to highlight the methods of getting them to achieve the instruments given using
various of ways and how the instruments are planned and chose by the teachers in their
assessment to their pupils. The main focus is the Year 3 pupils ( one class only ) in SK
Haji Mat Dahan which has 27 pupils. An interview has been done to an English teacher
of the class.The questions were :
4. 1) What is the level of the pupils in her class?
2) How do you identify their level or ability?
3) How do you choose the instruments of SBA ?
4) What are the conclusion after doing the assessment using the instruments that have
Understanding the level of the pupils is very important because it is a benchmark and
guidelines for the teachers to choose the suitable instruments to assess their ability.
And, at the same time, some solutions need to be taken to ensure that the pupils are
able to response accurately using the instruments given by the teacher. The solutions
should be carried out with several actions using the teacher’s creativity or plan.
PROCESS OF DEVELOPING THE INSTRUMENTS AND STANDARDISATION
In order to ensure a good performance of the pupils, it is important for the teachers to
build some good instruments to be conducted and to be used in the classroom as the
assessment tool for the teachers towards the pupils. One of the best way is by
discussing about the instruments with the other teachers. So that, the teachers can
choose the best instruments with their justification or reasons of choosing them. Each of
the instruments should be able to show the pupils’ performance and really meaningful
and applicable in the assessment. After having the discussion, then the teachers should
decide the best instruments to be used in the actual assessment which are done by the
teacher at the end of the months.
5. IMPLEMENTATION OF SBA IN SCHOOL
The SBA is done once in every month from January to November in a year. The teacher
needs to do the assessment at the end of the units / topics and normally it is done on
the fourth week of the month. The teacher also needs to give the instruments to the
pupils pertaining to the pupils’ level as long as the performance indicators are covered
or achieved. If the pupils are not achieved, the teachers needs to do other actions or
methods to ensure the pupils master or achieve the instruments. It depends on the
teacher’s creativity or initiative to achieve the objective.
To obtain some information about SBA in the Year 3 class, I have interviewed a male
teacher of the class who is teaching English and the conclusion is, the pupils from her
class are mixed ability because twelve out of twenty-seven pupils are good in English
Language but the rest of them are average.
The teacher of Year 3 is using some instruments to assess their pupils in the classroom.
The instruments are covered the Band 1, Band 2 and 3 only. The Year 3 pupils were
able to finish up the instruments of the 3 Bands successfully but unfortunately, they are
not be able to achieve to Band 3 due to some problems or weaknesses. In this
research, I chose three out of five descriptors in Band 1.
For example : Instrument of B1,DL1,E1 – This instrument needs them to do any of the
following, recite rhymes, sing songs, tongue twisters and sing in groups. It requires
them to recite the rhyme accurately and correctly. Fortunately, all the twenty-seven
pupils were able to recite the rhyme accurately and correctly and they were categorized
as ‘achieved’ in this assessment. The next instrument is B1,DL2,E1 – It requires the
pupils to do any of the following : jazz chants, action songs or tongue twisters. For
example, they are required to do an action song using the song given. The teacher
found that only twenty of them were able to perform the action song in their own group,
but not the seven of the pupils. They were not be able to perform it due to lack of
understanding of the content of the song. An action has been taken by the teacher to
ensure that all her pupils achieved.
6. The teacher did some body gestures and showing up some picture cards to the seven
of the pupils who were not achieved in the instrument. Luckily, after doing some drilling
or practices, the seven pupils were able to perform the action song successfully. The
next instrument is B1DB1E1 – They are required to group the words accordingly. Ten
words were given to them and they are needed to read and group the words to the
correct categories ( Fruits and Vegetables ). Based on the instrument, she found that
twenty-five of the pupils were able to group the words correctly and accordingly. The
other two pupils were not able to make it because they confused the meaning of
‘mango’ and ‘mangosteen’. The action has been taken was, did another drilling to the
pupils and asked them to memorize the meaning of all the ten words before grouping
them correctly. As a result, after the second time drilling, they were able to group them
correctly ( achieved ).
For Band 2, there are five descriptors need to be covered. But for this research, the
teacher chose two out of the five descriptors. The first one is B2DL1E1 – This
instrument needs them to participate in the following conversation : talk about oneself
and introduce their family members and friends. The teacher has found that all the
pupils were able to talk about themselves because the questions in the instruments are
quite familiar to them since they were in Year 1. So, it is an advantage for the teacher
and the pupils in order to achieve the objective of the instrument and to get succeed in
Second instrument for Band 2 is, B2DL2E1 – which is requires them to ask and answer
correctly using the personal pronouns. Five questions were given to them to answer.
And, the teacher found that twenty of them were achieved but seven of them were not
able to achieve or answer the questions given 5/5 correctly. The main reason is, they
were not able to differentiate between ‘he’ and ‘she’. Then, the teacher did some
drillings to the pupils by showing some picture cards of ‘he’ and ‘she. The teacher took 2
times of drillings and finally, the seven pupils were able to differentiate between ‘he’ and
‘she’ by answering the same questions for the second time.
7. The last Band ( the highest band for the Year 3 pupils of SK Haji Mat Dahan ) is
B3DB1E1 which requires them to recognize, read and match the pictures with phrases
and sentences correctly. The pupils were needed to read the phrases and sentences
and then match them accurately and correctly. Based on this instrument, she found that
all of the twenty-seven pupils were able to read and match correctly because the
phrases and sentences have been used are quite easy to be understood and the
pictures are very helpful to them to get the ideas of the phrases and sentences. The
next instrument is B3DT3E1 which requires them to complete sentences using the
correct verbs: simple present tense. They were needed to look at the table given
carefully and then write the sentences in a paragraph using the table. And, based on the
instrument, the teacher found that all of the twenty-seven pupils were able to write the
sentences correctly. This is because they always make use of substitution tables to
create sentences since March until October 2013. Substitution tables are very good
method in writing skills especially for the primary pupils. And, the words or verbs have
been used are quite easy and familiar to them. In addition, the use of the word ‘car’,
‘Proton Wira’, ‘office’ and ‘good’ are the key words or main points to help them
understand what are the sentences are all about.
INSTRUMENTS ( BAND 1, BAND 2 AND BAND 3 )
Based on the interview that has been done to one of the teacher of Year 3 class, I found
that SBA is done successfully using the selected instruments which are suitable to the
pupils’ and related to the standard and the descriptors of the pupils’ ability in SK Haji
Mat Dahan. This is because, the teachers are always discuss and finalize their
10. instruments before assessing their pupils in the school. The most important things are
the teachers always keep on drilling them frequently and extensively in order to let the
pupils perform very well and achieve the objectives of the SBA at school and record all
the results in their checklists as their reference to observe the pupils’ progress. The
assessment is good to help the teachers to identify and to know their pupils well too.
The main key points of SBA are the instruments, standard, evidence, checklists,
observation and records as well as the performance of the pupils.
MODUL INSTRUMEN STANDARD PRESTASI ENGLISH KSSR, PEP PUBLICATION