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School-Based Assessment

School-Based Assessment or Abbreviation PBS is a holistic assessment that assesses

cognitive, affective and psychomotor aspects in accordance with the National Philosophy of
Education and the national curriculum of Malaysia. This assessment is something relatively
new in education in Malaysia, in line with the implementation of the Malaysian Education
Development Plan (PPPM). It plays an important role for the purpose of producing balanced
students in various aspects.
Assessment is an important component of education because it provides information about
student development to teachers, parents and students themselves. The assessment results
can help teachers evaluate teaching methods and activities implemented in the teaching and
learning process.
The Ministry is concerned about the allegation that the National education system is over
exams. Accordingly, the Cabinet Meeting dated December 17, 2010 agreed that the School-
Based Assessment (PBS) be implemented as part of the Education Transformation
Program .
PBS is an attempt to develop holistic human capital through its emphasis on mastery of
knowledge, intellectual capital, culture of progressive thinking and the practice of values,
ethics and morals as outlined in the Education Development Master Plan (PIPP) , National
Integrity Plan (PIN) and as intended in the National Mission .
PBS was first implemented in Primary School in 2011 and introduced at the Secondary
School level in 2012. Thus, in 2016 the primary school students will sit in the upgraded
UPSR. In 2014 PMR will be fully implemented in the form of PBS.

Components of Assessment
The PBS component comprises two categories, academic and non-academic. Academic
categories consist of School Assessment (PS) and Central Assessment (PP), while non-
academic categories include Psychometric Assessment (PPsi) and Physical Activity, Sports
and Curriculum Assessment (PAJSK). Both categories give teachers the recognition and
autonomy to implement school-based formative and summative assessments.

School Assessment
Assessments designed, administered, administered, inspected, recorded and reported by the
relevant school teachers.
1. Formative assessment is conducted in line with the teaching and learning
( R&D) process . Examples of instruments that can be used are worksheets ,
observations, quizzes, checklists, task reports, homework assignments and tests.
2. Summative assessments are conducted at the end of each unit of study, term,
month, and year.
PS serves as an assessment for learning and assessment of learning.

Central assessment
Teacher-administered, inspected, school-based assessments based on assessment rules,
assessment instruments, assignments, guidelines, scoring and grading rules were issued by
the LP within the prescribed period by subject.
Physical, Sports and Curriculum Activity Assessment
Assessments administered, recorded and reported at the school level by teachers based on
student participation, engagement and achievement in activism, co-curriculum and
extracurricular activities. The National Physical Fitness Standard ( SEGAK) and Body Mass
Index (BMI) are implemented to assess and report on physical activity of students.

Psychometric Assessment
Assessments conducted at the school and / or center levels to measure innate
ability and thinking skills, problem solving skills, interests, tendencies, attitudes and
personality. These assessments are not based on curriculum and teaching and learning

Band, New Grade Rating

In PBS student achievement was reported based on band and not as raw scores as 81% or
grades A, B, C, D. In Band 1, students know the basics, or can do basic skills or give
feedback on basic things for example Mathematics students in Band 1 can identify 1,2,3 ....
In Band 2, students demonstrate an understanding of changing communication or
interpreting and explaining what they have learned for example students know and
understand numerical values such as 24 that are over 10 and 55 kg heavier than 48 kg.
In Band 3, students can use their knowledge to apply a skill to a situation. Band 3 math
shows that students have mastered the operations of addition, subtraction, multiplication and
Students who have achieved Band 3 are considered to have mastered the basic skills in the
In Band 4, students practice a skill with civilization, such as order or perform something
according to procedure and systematically such as completing a minus operation with a
'home' first.
In Band 5, students practice a skill in civilizing new situations, by being systematic or
systematic, consistent and positive. For math students who reached Band 5 could solve
problems like How many eggs could Ali buy for RM10.00 if one egg cost 20 cents?
And finally, in Band 6, students are able to express creative and innovative ideas, have the
ability to make decisions to adapt to the demands and challenges of everyday life and to
speak to acquire and convey information using appropriate sentences and to be consistent
examples. The Band 6 pupils can decide on issues such as making a choice between a blue
shirt costing RM30.00 but was given a 50% discount and best deals clothes (best buy)
the same quality at a price of RM20.00.
Band 3 can be equated with passing grade. So teachers need to plan recovery activities to
help students achieve minimum Band 3.
PBS gives teachers autonomy to carry out assessments based on student readiness. PBS
helps teachers and students identify the strengths and weaknesses of students as teaching
and learning goes on. Accordingly, teachers can customize enrichment or recovery activities
according to the needs of the students.
It is worth noting that PBS does not compare students with other students. On the contrary,
student success is measured based on the Standard to be achieved at a certain level of
learning. It is hoped that in this way the pressure on the pupils and teachers will be reduced
because the pupils are not compared to the smarter group or will have to wait for another
friend who has not fully mastered the skills to be advanced. Properly implemented PBS will
create a harmonious classroom environment for individual development.
History and Occupation

Acceptance of PBS System

The Ministry wants to standardize the implementation of PBS through an examination board
that will determine the form of questions that teachers will prepare for the examination and
enable the school to evaluate its student achievement.
This is to enable the PBS results to be used by teachers and parents to determine student
achievement levels, thus rejecting the assumption that the abolition of UPSR and PMR will
abolish the student assessment system and be done only when they are in grade five. The
proposal to abolish the two exams is not new either, but has been reviewed by the ministry
since 2007 by a team that examines the issue of the country's education system, which is
more exam-oriented because there are three public exams, compared to just one exam in
most countries. PBS has been widely practiced in many countries and has proven to be
detrimental to teacher education, teacher education and student learning.
that there is no need for special committees selected to discuss the issue of abolition of the
UPSR and PMR as this is the responsibility of the ministry, not the affairs of
Parliament. However, he is very receptive to various views and suggestions, "he said in
addressing the debate on the Tenth Malaysia Plan (10MP) .
Examinations are important but the abolition of the UPSR and PMR is expected to save on
government spending in terms of operating expenses, human resource utilization and
reducing the burden on teachers to conduct examinations. In addition, teachers focus on
achieving a good grade A and the school business is also moving towards it, resulting in
increased workloads that also burden students.
"Due to the achievement of the examinations, concerned parents have to send their children
to tuition classes even though the school provides a good learning system. As a result, it
costs billions of dollars of tuition each year and benefits certain people," he said.
Reducing exams also gives teachers and students the opportunity to focus on improving soft
skills, innovation and creativity.
Meanwhile, the ministry at the end of the study carried out the formal program of formal
schooling from 6+ years to as early as 5+ years in an effort to ensure that the country's
education system is in line with the National Transformation Plan (GTP) to achieve world-
class human capital.
He said a detailed study found that 95 percent of children had mastered 3M (reading,
counting and writing) skills and had social skills with peers as young as five years old through
preschool education.
"The ministry also wants to produce skilled human capital and entrepreneurship starting at
the school level by refining the Technical, Vocational and Skills education system to become
mainstream education.
"This involves enhancing the existing Voctech education curriculum through strengthening
education from knowledge-based to skills to meet standards to meet current job and market
needs," he said.

UPSR and PMR Elimination Issues

The Education Ministry will propose the Elementary School Achievement Test (UPSR) and
the Elementary Secondary Assessment (PMR) to be abolished to allow students in the
country to sit only one public exam for 11 years of schooling.
Proposing to abolish the examination to the government would change the country's
education system, which is now too exam-oriented, with the goal of producing a well-versed
human capital that fails.
However, he said the two examinations may also be continued, but instead of the current
public examination status, they are instead being assessed as student achievement only at
the school level.
If it is too much for the exam, it will cause the school to seek knowledge, be more creative
and develop more holistic knowledge will not be fully realized.
The proposal to maintain just one examination at the school level is also related to the
ministry's move to reform the education system and change the shape of the curriculum at
the school level.
Currently, the education system that is too inclined towards the exam causes teachers to
focus too much on academic achievement and students are too focused on excellence in the
examination alone.
However, it is not in a hurry to make the decision to abolish the examination as it has to look
into other implications as well as welcome the views of all parties, including educators,
students and the public.
there are other countries that do not have as many exams as in Malaysia, and some
countries have only one examination at the school level. Reducing the examinations at the
school level allows students a lot of time to focus on specific subjects and sports
activities, thus positively impacting the overall way education is taught.