TOPIC 10: SCHOOL BASED

ASSESSMENT

- Basic concepts and purposes of SBA

- Main characteristics of SBA
- Types of school-based assessment
- Ways of grading and preparation of rubrics
- Implementation of school-based assessment
- Reporting and recording
BASIC CONCEPTS AND PURPOSES OF
SCHOOL BASED ASSESSMENT
 Dougherty (1994) clarifies that this type of
assessment has been recommended because of
the gains in the validity which can be
expected when students’ performance on
assessed tasks can be judged in a greater
range of contexts and more frequently than is
possible within the constraints of time - limited,
written examinations.
 Assessment is essential in our education system as it is
part of our national strategy to improve the quality of
education.
  In order to produce students who can compete at internati
onal level, Malaysian education system has come up
against a transformation of education in curriculum as well
as in assessment.
 Standard Curriculum for Primary School (KSSR), a new
curriculum for primary school, was launched in a year
2011 and at the same time,
lembaga Peperiksaan Malaysia (LPM) established a new
format of assessment which was School based
Assessment(SBA) or Pentaksiran Berasaskan Sekolah
(PBS)
 This assessment is planned, administered, scored,
recorded and reported systematically according to the
procedures fixed by Lembaga Peperiksaan Malaysia (LPM).
 SBAis considered as a new innovation conducted in Malaysian
education system which derived by Ministry of Education.

 Thisnew assessment system was introduced in order to

replace the present centralized examination and
to promote a combination of SBA and centralized examination. 

 As mentioned in our National Philosophy of Education, 
 “Education in Malaysia is an ongoing
effort towards further developing the potential of individuals
in a holistic and integrated manner, so as to produce individuals wh
o are intellectually, spriritually, emotionally, and physically
balanced and harmonies….”
 School-based assessment(SBA), in line with National
Philosophy of Education and Standard Curriculum, is launched
to assess students holistically through their intellectual,
emotion, spiritual and physical aspects (Ahmad & Warti, 2014).
Therefore, SBA can be considered as making a huge effort in
realizing and achieving our country’s aspirations.
Purposes of SBA
 SBA is a transformation in our education system
as it scales down the emphasis on examination
orientated teaching and learning.
 It requires teachers to monitor students’
learning progress, evaluating students’
performance, recording students’ progress and
providing feedback from timeto time.
 SBA provides more information about students’
performance and actual students’ learning level
to a greater degree.
 This is the improvement in our assessment
system where both concepts of assessment for
learning and assessment of learning are
highlighted in SBA
 Main characteristics of SBA
 Five
rules of the thumb that may be applied in the
planning stage of school-based assessment :
 The assessment should be appropriate to what is
being assessed.
 The assessment should enable the learner to
demonstrate positive achievement and reflect
the learner’s strengths.
 The criteria for successful performance should be
clear to all concerned.
 The assessment should be appropriate to all
persons being assessed.
 The style of assessment should blend with the
learning pattern so it contributes to it.
 Main characteristics of SBA
 Holistic - Being able to provide the entire information
about the knowledge and skills achieved by pupils

 Continuous - assessment activities go hand in hand

with teaching and learning activities.

 Flexible - assessment methods varied according to

suitability and student’s readiness.

 Standards - regards performance standards of

performance that is built on the standard curriculum
 Main characteristics of SBA
 Run by the teacher
 Criterion based assessment
 Formative
 Continuous
 Diagnostic
 Emphasizes on record keeping
 Varied methods
 Observation
 Oral
 Writing
 Diagnose student overall learning process (intellect,
moral, emotion, physical)Encourage self- evaluation
 Emphasize on individual development
 Systematic
 Enables further action
 Components of SBA
 Academic:
 School Assessment (using Performance
Standards)
 Centralised Assessment
 Non-academic:
 Physical Activities, Sports and Co-
curricular Assessment (Pentaksiran
Aktiviti Jasmani, Sukan dan
Kokurikulum - PAJSK)
 Psychometric/Psychological Tests
 SBA

Non-
Akademic Academic

1. Psychometric
1. School Assessment
Assessment 2. PhysicalActivi
2. Centralized ty, Sports and
Assessment Co-Curricular
Activities
Psychometric/Psychological
Tests
Assessment implemented at the
school and / or center level to
measure the students' natural
abilities, thinking skills, problem
solving skills, interests,
tendencies, attitudes and
personality ?
 PENTAKSIRAN PSIKOMETRIK
Mengukur kebolehan semula PENTAKSIRAN Tidak berasaskan
jadi (innate ability) dan PSIKOMETRIK kurikulum dan pengajaran
kebolehan yang diperoleh pembelajaran
(acquired ability)
• Tidak
berjadual, UJIAN
UJIAN APTITUD
APTITUD INVENTORI
• Dicadangkan •• Aptitud INVENTORI
Aptitud Umum
Umum PERSONALITI
PERSONALITI
kepada •• Aptitud
Aptitud Khusus
Khusus
semua murid

Mendapatkan
Mendapatkan
Mengenal
Mengenal pasti
pasti maklumat
 LP sediakan item maklumat tentang
tentang ciri-
ciri-
kecenderungan,
kecenderungan, / LP sediakandan item ciri perilaku unik dan
instrumen ciri perilaku unik dan
kekuatan/kelemahan,
kekuatan/kelemahan, / instrumen
manual yang dan stabil
stabil yang
yang ada
ada pada
pada
minat,
minat, bakat
bakat dan
dan manual yang setiap
komprehensif setiap individu
individu untuk
untuk
kesediaan bagi
kesediaan bagi komprehensif membimbing murid
 Penskoran secara membimbing murid
menyediakan
menyediakan situasi
situasi dikotomus,
Penskoran secara membentuk
membentuk personaliti
personaliti
pengajaran dan
pengajaran dan dikotomus, yang
polikotomus, yang seimbang dan
seimbang dan
pembelajaran
pembelajaran yang
yang polikotomus, membantu guru
kadaran pilihan membantu guru
terbaik dan
terbaik dan  Pelaporanpilihan
kadaran secara menggunakan
menggunakan strategi
strategi
mewujudkan
mewujudkan suasana
suasana deskriptif
Pelaporan secara pengajaran
dan pengajaran dan
dan
pembelajaran
pembelajaran yang
yang deskriptif dan pembelajaran
individu pembelajaran yang
yang
aktif dan berkesan
aktif dan berkesan individu sesuai
14
sesuai
Physical Activities, Sports and Co-
curricular Assessment

Assessment is conducted to obtain

information on the capacity and physical
potential, sport and co-curriculum that is
harmoniously controlled by the
individual's mental capacity and mental
process so that its growth can be
monitored and improved.
KOMPONEN YANG DITAKSIR DALAM PAJSK
Pentaksiran Aktiviti Jasmani, Sukan & Kokurikulum
(PAJSK)

Pendidikan Aktiviti Aktiviti

Sukan Kesihatan
Ekstra Kurikulum
Jasmani Kokurikulum

Penyertaan, • Penjagaan Penyertaan, Penyertaan dan

penglibatan Kecergasan penglibatan dan penglibatan secara
dan • Senaman pencapaian •Penjagaan
sukarela di sekolah
• Standard Kelab, Persatuan, Kesihatan
pencapaian •Diet atau di luar sekolah
Kecergasan Pakaian Beruniform
Sukan dan •Kebersihan
Fizikal di peringkat
Permainan Kebangsaan sekolah, daerah, •Amalan
di peringkat (SEGAK) negeri, negara dan BMI
sekolah, antarabangsa
daerah,
negeri,
negara dan
antarabangsa
Centralised Assessment

The Central Assessment is

implemented in the form of
summative assessments at the
end of the semester or year.
Assessment planned, constructed
and reported by the Examination
Board but administered, checked
and recorded by the school.
 PENTAKSIRAN PUSAT
Format & tugasan (LP)

1
Pelaporan PP &
Pentaksiran Sekolah Tugasan berbeza
pada setiap tahun
digabung ikut semester 8 2
mengikut lokasi

Pemantauan & PRINSIP Dilaksana di

penyelarasan 7 PENTAKSIRAN 3
sekolah
bagi penjaminan PUSAT
kualiti & standard

Skor berdasarkan 6 4 Tempoh 1 jangka masa

bagi mata pelajaran
Standard Prestasi terpilih dari kumpulan
(LP) 5 teras dan elektif
Ditaksir oleh guru mata
18
pelajaran
Types of School-Based Assessment

• Class tests
• Class work
• Homework
• Assignments
• Oral presentation
• Group work
Key consideration in implementing SBA.
• The weighting to be given to school-based
assessment
• The tasks to be included in the different subjects
• The handling of comparability issues across schools
• The monitoring process
• The moderation of the results
• The reporting of the school-based assessment results
• Sufficient professional training for teachers and
moderators.
Ways of grading and preparations
of rubric
Band Standard

6 Know, Understand and can behave in an exemplary

way
5 Know, Understand and can behave in a model way

4 Know, Understand and can behave appropriately

3 Know, Understand and can act

2 Know, Understand

1 Know
Example, SBA for English
Reporting and Recording
 Formative
 Summative
 CABARAN KEPADA KEJAYAAN PBS

A B C
Guru akan
Kesediaan dan Integriti
terasa
Kemahiran guru Guru
terbeban
Melaksanakan diragui
dengan tugas
PBS
‘tambahan’

Penyelesaian Penyelesaian
• Penerangan Penyelesaian
Program
latihan dan • Automasikan • Pemantauan
• Pementoran
penataran Pelaporan • Pengesanan
yang • Tiada ujian bulanan • Penyelarasan
menyeluruh dan ujian selaras