Panduan penyediaan skt guru dan contoh penulisancik matahariku
Artikel ini berkongsi panduan penyediaan SKT guru atau Penjawat awam yang disediakan oleh JPA.Artikel ini juga mengandungi contoh penulisan SKT yang baik.
Panduan Penyediaan Sasaran Kerja Tahunan (SKT)Mohd Hadafi
Slaid ini mengandungi panduan ringkas tentang tatacara penyediaan sasaran kerja tahunan bagi penjawat awam. Secara keseluruhan, target pendengar lebih kepada kumpulan sokongan tetapi boleh digunakan untuk lain-lain kumpulan.
Dokumen tersebut berisi ringkasan aktivitas kurikulum dan jadual pertemuan sekolah selama setahun termasuk pengurusan kurikulum, jadual waktu, sukatan pelajaran, maklumat guru, penyeliaan guru, kewangan, mesyuarat, dan program-program khusus seperti Bulan Bahasa, Bulan Sains dan Matematik.
Panduan penyediaan skt guru dan contoh penulisancik matahariku
Artikel ini berkongsi panduan penyediaan SKT guru atau Penjawat awam yang disediakan oleh JPA.Artikel ini juga mengandungi contoh penulisan SKT yang baik.
Panduan Penyediaan Sasaran Kerja Tahunan (SKT)Mohd Hadafi
Slaid ini mengandungi panduan ringkas tentang tatacara penyediaan sasaran kerja tahunan bagi penjawat awam. Secara keseluruhan, target pendengar lebih kepada kumpulan sokongan tetapi boleh digunakan untuk lain-lain kumpulan.
Dokumen tersebut berisi ringkasan aktivitas kurikulum dan jadual pertemuan sekolah selama setahun termasuk pengurusan kurikulum, jadual waktu, sukatan pelajaran, maklumat guru, penyeliaan guru, kewangan, mesyuarat, dan program-program khusus seperti Bulan Bahasa, Bulan Sains dan Matematik.
SMK Kunak merancang pelbagai program dan aktiviti pendidikan untuk tahun 2014, termasuk orientasi pelajar baru, lawatan kerjaya, bengkel kemahiran belajar, program kepimpinan dan motivasi, serta pemantauan prestasi akademik pelajar sepanjang tahun.
Bengkel teknikal akan diadakan secara online untuk melatih pegawai sekolah tentang modul MyPerformance di sistem HRMIS. Bengkel akan membahas tentang komponen MyPerformance, tips penggunaan sistem, dan tugas pentadbir SKU sekolah seperti menetapkan pegawai penilai, menyimpan jadual penilaian, mengatur SKU utama dan agensi, serta memproses permohonan penilaian ulang.
Dokumen tersebut merangkum prosedur pengurusan aset alih kerajaan mengenai penerimaan, pendaftaran, penggunaan, penyimpanan, pemeriksaan, penyelenggaraan, pelupusan dan kehilangan aset. Ia juga menjelaskan peranan dan tanggungjawab pegawai pengawal dan unit pengurusan aset serta proses pelantikan lembaga pemeriksa untuk menilai kelayakan pelupusan aset.
SMK Kunak merancang pelbagai program dan aktiviti pendidikan untuk tahun 2014, termasuk orientasi pelajar baru, lawatan kerjaya, bengkel kemahiran belajar, program kepimpinan dan motivasi, serta pemantauan prestasi akademik pelajar sepanjang tahun.
Bengkel teknikal akan diadakan secara online untuk melatih pegawai sekolah tentang modul MyPerformance di sistem HRMIS. Bengkel akan membahas tentang komponen MyPerformance, tips penggunaan sistem, dan tugas pentadbir SKU sekolah seperti menetapkan pegawai penilai, menyimpan jadual penilaian, mengatur SKU utama dan agensi, serta memproses permohonan penilaian ulang.
Dokumen tersebut merangkum prosedur pengurusan aset alih kerajaan mengenai penerimaan, pendaftaran, penggunaan, penyimpanan, pemeriksaan, penyelenggaraan, pelupusan dan kehilangan aset. Ia juga menjelaskan peranan dan tanggungjawab pegawai pengawal dan unit pengurusan aset serta proses pelantikan lembaga pemeriksa untuk menilai kelayakan pelupusan aset.
Panduan Pengurusan PBS Kementerian Pelajaran MalaysiaHootoh Tudia
http://www.hootoh.my/2014/04/dokumen-panduan-pengurusan-pbs.html Download Buku Panduan Pengurusan PBS - Pentaksiran Berasaskan Sekolah 2014 yang dikeluarkan (KPM) Kementerian Pelajaran Malaysia untuk rujukan para guru di sekolah rendah atau sekolah menengah di seluruh Malaysia. Semoga Perkongsian link Muat Turun Dokumen Panduan PBS dapat dimanfaatkan oleh warga pendidik sebagai Panduan Pelaksanaan PBS iaitu Sistem Pentaksiran Berasaskan Sekolah.
This document outlines the contents and structure of a research study on speaking test anxiety. It contains an introduction which states the background, problem, objectives, research questions and significance of the study. It then outlines two literature review chapters on oral language development, general anxiety, and the relationship between speaking test anxiety, performance and instructional strategies. The final chapter describes the research methodology including the design, sampling, instruments for data collection and analysis.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
This document summarizes a study that evaluated the impact of oral test anxiety and speaking strategy use on oral English performance among Chinese university students. The study surveyed over 1690 students about their oral test anxiety and speaking strategy use. It found that (1) oral test anxiety existed and negatively impacted test performance, (2) more proficient students were less anxious, (3) students used a variety of speaking strategies during tests, and (4) speaking strategies both helped and hindered performance. The study aimed to better understand how oral test anxiety and strategy use influence oral English test results.
The document discusses strategies for promoting oral language development in French as a Second Language (FSL) classrooms. It emphasizes the importance of using French as the primary language of instruction and interaction to provide students with opportunities to communicate authentically. Some key strategies recommended include establishing a safe and caring classroom environment, explicitly teaching language learning strategies to students, incorporating varied oral activities, and modeling correct French. The goal is to help students gain confidence in communicating through French.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
The document discusses differing perspectives on language acquisition in children. It describes Noam Chomsky's view that children have an innate Language Acquisition Device that allows them to abstract the rules of language from imperfect adult speech. In contrast, other researchers emphasize the importance of interaction and communication in acquiring language appropriately based on social contexts. The document also outlines key stages of language development in children from ages 3 to 5 where they gain complex sentence structures and grammar.
This study examined academic stress and exam anxiety among 400 Indian secondary private school students in grades 10 and 12. The researchers found that 35% reported high academic stress and 37% reported high exam anxiety. All students reported some academic stress. Students with lower grades reported higher stress than higher-achieving students. Students engaged in extracurricular activities were more likely to experience exam anxiety than those not engaged in such activities. The study aimed to identify factors associated with academic stress and exam anxiety in this population.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The document summarizes a study that examined the concerns of 40 Malaysian English teachers regarding the implementation of a new school-based assessment (SBA) system in Malaysian public schools. The study utilized a revised Stages of Concern Questionnaire (SoCQ) to assess teachers' levels of concern across five stages: indifference, informational-personal, management, consequence-collaboration, and refocusing. Results indicated that teachers' concerns were multidimensional and varied depending on their experience with SBA, with those having less experience showing higher levels of concern in the early stages and those with more experience demonstrating higher levels of concern in later stages related to implementation tasks and student impacts. The findings provide insights into teacher training needs to help
This document discusses a study that examined the implementation of School-based Oral English Assessment (SBOEA) by English teachers in rural secondary schools in Sabah, Malaysia. The study had several objectives: 1) To examine differences in implementation based on teacher demographics; 2) To investigate teacher familiarity with SBOEA content, objectives, and guidelines; 3) To understand teacher perceptions of SBOEA; and 4) To identify relationships between implementation and influencing factors. A questionnaire was administered to 56 English teachers across 14 rural secondary schools. The results found no significant differences based on demographics, teachers had positive perceptions of SBOEA, and implementation was positively correlated with influencing factors like content, objectives, and guidelines.
1) The study examined the relationship between general anxiety, test anxiety, and academic achievement among 180 higher secondary students in India.
2) It found a positive correlation between general anxiety and test anxiety, and negative correlations between both anxiety types and academic achievement.
3) Specifically, there was a low negative correlation between general anxiety and achievement, and a low negative correlation between test anxiety and achievement.
This document summarizes a psychodynamic perspective on anxiety and incompetence in large groups. It discusses how Melanie Klein's theories on splitting, projection, and projective identification can help explain dysfunctional behaviors that sometimes emerge when more than a dozen people meet together. An example is provided of a group of over 20 experienced consultants who became paralyzed by feelings of anxiety and incompetence during a large group assessment day. Unconscious processes like splitting and projection are argued to have more influence in larger groups, where relationships are more simplified and individuals feel their contributions may seem inadequate.
This document is a research proposal that investigates secondary school students' speaking test anxiety towards school-based oral English assessments from teachers' perspectives and strategies. The introduction provides background on the implementation of school-based oral English assessments in Malaysian secondary schools and how it can increase students' speaking anxiety levels. The research objectives are to investigate teachers' awareness of students' anxiety, how assessments influence anxiety, and strategies to help overcome anxiety. The significance is that the findings can help teachers, researchers, and authorities better understand anxiety issues and develop support strategies.
Free Trilingual eBook ~ Jataka Tales with Moral Lessons pdf.pdfOH TEIK BIN
A free trilingual eBook comprising 5 PowerPoint presentations of meaningful Buddhist stories that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English, Chinese & Malay.
(For other free eBooks, you can check out:
(对于其他免费电子书,您可以查看:
www.slideshare.net/ohteikbin/presentations
www.slideshare.net/ohteikbin/documents )
FAKTOR KEPELBAGAIAN DALAM PENDAWAIAN ELEKTRIK DOMESTIK
Kronologi pembangunan pbs
1. 1
KRONOLOGI PEMBANGUNAN
PENTAKSIRAN BERASASKAN SEKOLAH (PBS) YANG SEBELUM INI DIKENALI
SEBAGAI
SISTEM PENTAKSIRAN PENDIDIKAN KEBANGSAAN (SPPK)
BIL TAHUN PERKARA
1 2005
Kajian Aspirasi Umum Pentaksiran Kebangsaan telah
dijalankan seluruh negara untuk mendapat pendapat
umum mengenai sistem pentaksiran negara ini
2 2005
APEC International Seminar on Educational
Assessment: East Meet West yang mengumpulkan
pakar pentaksiran dari Malaysia,United Kingdom,
Australia,Chile, Indonesia , Canada dan Brunei untuk
berbincang mengenai hala tuju pentaksiran negara ini
dan menghasilkan Resolusi Pentaksiran Pendidikan
Malaysia.
3 2006
Kuala Lumpur International Conference on Assessment:
Humanising Assessment (KLICA) yang mengumpulkan
pakar pentaksiran dari Malaysia, Australia, United
Kingdom, Canada, Holland, Indonesia dan Rebuplik
Rakyat Cina bagi membincangkan model pentaksiran
negara
4 2006-2010
Pentaksiran Berasaskan Sekolah (PBS) telah menjadi
teras strategik PIPP (2006 – 2010) ;
- Teras 2 dalam PIPP (Membangunkan Modal
Insan)
- Teras 6 dalam PIPP (Melonjakkan
Kecemerlangan Institusi Pendidikan)
5 31 Ogos 2006
Perkonsepsian SPPK –Hotel Merdeka Melaka, guru dan
pegawai LP telah dilatih oleh pakar pentaksiran
daripada Australia untuk membina standard prestasi
6 September 2006
Majlis Penutup Sambutan 50 tahun LP : Ucapan YB
Menteri Pelajaran meminta supaya Lembaga
Peperiksaan membuat perubahan Pentaksiran dan
PPK perubahan kurikulum
7 2007
Forum Antarabangsa Educational Assessment System:
Looking Ahead
2. 2
BIL TARIKH PERKARA
8 2008
Kertas Cadangan : Penubuhan Unit / Sektor SPPK
Mesyuarat Pengurusan Pentadbiran LP
9 18 Jun 2008 Mesyuarat Khas SPPK Bil. 1/08
10 20 Jun 2008 Mesyuarat Khas SPPK Bil.2/08
11 7-8 Ogos 2008
Kajian mendapatkan maklumat tentang aktiviti
pentaksiran di sekolah
12
28 Julai 2008
KP.LP 003.11.1 (20)
Dikemukakan pada
4/8/2008
Kertas Cadangan Mesyuarat JK Kurikulum Pusat
(JKP), KPM Bil 1/2008
Pentaksiran Berasaskan Sekolah Dalam Transformasi
Pentaksiran Pendidikan Kebangsaan
13 4 Ogos 2008
Mesyuarat JKP meluluskan cadangan PBS dalam
transformasi pentaksiran
14 18 September 2008
Mesyuarat JPP meluluskan pelaksanaan SPPK
dengan melaksanakan projek rintis terlebih dahulu
15 22 September 2008
Kertas Cadangan : Pentaksiran Berasaskan Sekolah
Dalam Transformasi Pentaksiran Pendidikan
Kebangsaan
16
26 April - 13 Mei 2009 Program Rintis 500 sekolah
17
20 April 2009 Persidangan Meja Bulat : Sistem Pentaksiran
Pendidikan Kebangsaan dan Transformasi Kurikulum
18 14 Mei 2009
Pembentangan Kertas: Sistem Pentaksiran Pendidikan
Kebangsaan (SPPK) Dalam Transformasi Pendidikan
Kebangsaan (Mesyuarat Susulan Jemaah Menteri)
Keputusan Telah diterima oleh YAB Menteri Pelajaran
untuk LP meneruskan dan jika ada perubahan
hendaklah dimaklumkan
19 19 Februari 2009
Mesyuarat Pembentangan Transformasi SPPK dan
Transformasi Kurikulum – dipengerusikan oleh KPPM
20 14 Mei 2009
Mesyuarat Susulan Jemaah Menteri Bil. 3/2009 pada
telah memutuskan SPPK boleh dilaksanakan
3. 3
BIL TARIKH PERKARA
21 10 – 20 Mei 2009
Mesyuarat Pentaksir SPPK – Program Rintis
Trg, Perlis, Pulau Pinang, Kelantan : 10-13 Mei 2009
Perak:11-13 Mei 2009
Sabah : 17 -20 Mei 2009
Pahang : 18-20 Mei 2009
22
7-8 Jun 2009
10-11 Jun 2009
22-23 Jun 2009
Taklimat perlantikan guru pentaksir kontrak secara
“Contract For Service” (Bawah Pakej Rangsangan
ekonomi)
23
22-24 Jun 2009
KP.LP.002.01.01.23.6
Laporan Taklimat Rintis SPPK Zon Johor
24 10-11 November 2009
Kolokium Penilaian Berasaskan Sekolah Tahun 2009 di
IAB
25 10 September 2009
Mesyuarat Profesional Bil. 9 /2009 memutuskan SPPK
ditunda pelaksanaannya ke tahun 2011
26 24 Nov 2009
Perancangan Pendidikan (JPP) ke-192 telah
memutuskan pelaksanaan SPPK ditangguhkan
27
10 Mac 2010
KP.LP.003.11.02 Jld 2
Pemberitahuan kepada sekolah dan JPN tentang
penundaan pelaksanaan SPPK
28 20 Jun 2010
Pengumuman YAB Menteri KPM mencadangkan
pemansuhan UPSR dan PMR
29
19 Julai 2010
Perbincangan Meja Bulat Pertama Penambahbaikan
Sistem Pentaksiran Pendidikan Kebangsaan.
Putrajaya International Convention Centre (PICC)
30 27Julai 2010
Perbincangan Meja Bulat Kedua Penambahbaikan
Sistem Pentaksiran Pendidikan Kebangsaan.
Putrajaya International Convention Centre (PICC)
31 18 Ogos 2010
Laporan Dan Cadangan Penambahbaikan Sistem
Pentaksiran Pendidikan Kebangsaan: UPSR DAN PMR.
Kertas ini telah dibentangkan dalam Mesyuarat
58Susulan Jemaah Menteri kali ke 10, pada 18 Ogos
2010.
Keputusan Mesyuarat - Mencadangkan agar satu
perbincangan khas yang melibatkan pelbagai pihak
yang berkepentingan bagi menghalusi lagi cadangan
tersebut.
4. 4
BIL TARIKH PERKARA
32 24 September 2010
Mesyuarat Penambahbaikan Sistem Pentaksiran
Pendidikan Kebangsaan – bersama golongan pakar di
Putrajaya Convention Centre (PICC)
33 2 Disember 2010
Mesyuarat Profesional KPM bil. 13/2010
Pembentangan Kertas Makluman Penambahbaikan
Sistem Pentaksiran Kebangsaan : Ujian Pencapaian
Sekolah Rendah (UPSR) dan Penilaian Menengah
Rendah (PMR)
34 17 Disember 2010
Mesyuarat Jemaah Menteri: Nota Jemaah Menteri
Penambahbaikan Sistem Pentaksiran Kebangsaan :
Ujian Pencapaian Sekolah Rendah (UPSR) dan
Penilaian Menengah Rendah (PMR)
(Keputusan pelaksanaan)
35
Oktober 2010 –
Januari 2011
Penghasilan Dokumen Standard Prestasi Tahun 1
36 Januari – April 2011
Pembangunan Sistem Pengurusan Pentaksiran
Berasaskan Sekolah (SPPBS) untuk Tahun 1 secara
web-based
37 Disember 2010 –
Mac 2011
Pembangunan Aplikasi Pentaksiran Aktiviti Jasmani,
Sukan dan Kokurikulum (PAJSK) untuk sekolah rendah
secara standalone
38 Januari 2011 PBS diperkenalkan di Tahun 1
39 26 Februari 2011
Perbincangan Pentaksiran Berasaskan Sekolah (PBS)
Bersama Majlis Guru Besar
40 14 Februari 2011
Surat Pekeliling Lembaga Peperiksaan Bil1/2011:
Penambahbaikan Sistem Pentaksiran Kebangsaan
bagi Penilaian Menengah Rendah (PMR) mulai 2012
41 22 Februari 2011
Surat Pekeliling Lembaga Peperiksaan Bil1/2011:
Penambahbaikan Sistem Pentaksiran Kebangsaan
bagi Ujian Pencapaian Sekolah Rendah (UPSR) mulai
2012
42 Februari – Mac 2011
Roadshow PBS oleh Pengarah ke seluruh negara
- Guru Besar dan JPN
43 1 Mac 2011
Mesyuarat Taskforce Pentaksiran Berasaskan Sekolah
(PBS) – Peringkat KPM Bil. 1/2011
5. 5
BIL TARIKH PERKARA
44 7 - 31 Mac 2011
Penataran dan latihan menggunakan standard prestasi
bagi guru Tahun 1
45 22 April 2011
Mesyuarat Penetapan Wajaran 60:40 dalam Format
Penambahbaikan UPSR
46 April – Jun 2011
Penghasilan Buku Pengurusan dan Pengendalian
Pentaksiran Berasaskan Sekolah (PBS) Sekolah
47 27 Mei 2011
Mesyuarat Taskforce PBS – Peringkat KPM Bil. 2/2011
5 Jawatankuasa Kecil PBS ditubuhkan:
48 Mei - Jun 2011
Latihan Penggunaan Sistem Pengurusan Pentaksiran
Berasaskan Sekolah (SPPBS)
- 4,320 orang Setiausaha Peperiksaan
- 35 orang Jurulatih Utama
- 144 Daerah
49 11 Julai 2011
Intellectual Discourse – School-based Assessment
Professor Barry O’Sullivan dari British Council
50 Januari 2012 PBS diperkenalkan di Tingkatan 1