It have a lot of women just like me, who might not be so well off financially, You need a job and you really need it bad, ah man decide to help you must be glad, But if you value yourself as a woman, you will be demanding respect from the vagabond, Stand up to them and let them know the truth, it work you want you are no blinking prostitute, You have a mole on you back they want to see, they want to see if you have marks on you belly, They want to know how much man you had before and if you are strong enough to take any more, I have me pride and I have me ambition, I want to hold up me head up high as a woman.
So, brother they could keep their money, I go keep my honey and die with my dignity!! What I understand about this piece is that the writer explains that these women become specialised in housing chores just like men they also have jobs but they are paid low in income.
The use of language the writer use is to signify what she is trying to say. The poem also explains what women does to what the society repays in return. It shows that the woman is still standing strong after being raped tortured and abused.
This song explains the difficulties woman must go through just to get a job. Men who are bosses tend to set conditions and demands to be approved and get accepted. What I understand about the song is that men with money tries to control the situation to get what they want. Then genre that I chose was a song and the language used was Dialect.
I chose this topic because it gives me a clear understanding of what women in the society go through to be where they are now. Woman in the early s were physically and verbally abused, tortured, used as slaves and or prostitutes.
I as woman acknowledge the pain and suffering that these women endured with little to support themselves and children or difficulties in finding a proper job. It exposed us to the struggles females face in many countries on a regular basis.
The three selected pieces were obtained from various internet sources. The genre of these pieces was prose, poem and a song. Generally, before the introduction of the school based assessment SBA , the formal education system can be divided into three phases. The first phase is the primary school where students attend school for six years before taking the national exam, known as Ujian Penilaian Sekolah Rendah UPSR.
For the second phase, students need to undergo a period of three years of schooling before having another national examination namely as Penilaian Menengah Rendah PMR. The third phase is the high school for two years of learning before students participate in the national exam also known as Sijil Pelajaran Malaysia SPM. Black et al. Thus, this report will reveal all the information related to school based assessment in Malaysia.
Basically, this report is divided into several parts, as follow: 1. School-based assessment in other countries 2. Definition of school-based assessment SBA 3. Purposes of school-based assessment SBA 4. Components of school-based assessment SBA 5.
Academic and non-academic assessment in the context of classroom 6. Scoring system in school-based assessment 7. Differences in implementing SBA between primary and secondary school 8. Perceptions of students, parents and teachers towards school-based assessment 1. Their experiences in implementing SBA should be learnt since it is a new transformation in the Malaysian education system. As we know, Finland and Hong Kong are countries possess in the top ranking in international assessment.
Therefore, this part will discuss briefly on school based assessment carried out by their countries. Since Finland had emerged as the top country in international PISA ranking, many researchers are interested in Finnish education system.
Based on Kupiainen et al. This is very contradicting with Malaysia, which before school based-assessment was introduced, students need to sit for three national examinations. In Finland, Finnish students only need to take national examination if and only if they intend to further their education after finishing their secondary school. In addition, class size in Finland classroom is totally different from Malaysia.
Katie wrote that the class sizes only allowed maximum 20 students and the best number to have at most 12 students only. Focusing in student assessment in Finland, national standards have underlined the main objective in conducting assessment among students is to guide and motivate students to make self-assessment and their own reflection Linda, Generally, there are three types of assessment in Finland; in classroom, final assessment at the basic education, and matriculation examination.
In classroom assessment is then divided into two categories; assessment during the course and final assessment. For this assessment, there are criteria listed by national curriculum and conducted by teacher. Based on Finnish National Board of Education , the main purpose of assessment in a course is to emphasize studying among students as well as to give students an overview whether he or she have achieved the objectives of learning. In addition, Kasanen et al. Formative assessment, such as school-based, open-ended tasks and student-centred learning that implanted in curriculum is one of the reasons to success in international exam National Board of Education, Result obtained from formative assessment also not revealed by teachers to either students or parents.
Usually, teachers used the result for planning and also easier for teachers to identify which students who need more attention in certain topics. In Hong Kong, SBAis implemented in secondary school since research had shown that students views that assessment should be competitive and summative Carless, However, the important part of in reform of structure of secondary education is the introduction of school-based assessment.
This is because not all subject or learning outcome can be assessed using written examination only. Practical works such as laboratories, workshops, research project and others that need more time to finish only can only be assessed by school-based assessment.
In addition, applying school based assessment in Hong Kong will emphasize on student-centred learning as well as decrease the examination pressure.
Other than that, SBA has its own weighting that is fixed and advised by assessment plan in Hong Kong. This cut scores will represent five levels of performance which 5 is the highest and U unclassified is the performance below the cut score for level 1.
In addition, there are descriptions and what students can do for each level and not focusing on what students cannot do in order to give positive reinforcement to students. Figure 1: Levels of performance using cut score In conclusion, there are many points of view that Malaysian educational system can learn from Finnish or Hong Kong education system.
Since SBA already embedded in Malaysia educational curriculum, teachers should play their roles to make students clear about what SBA is and the purpose of running it.
Definition of School-based Assessment SBA Assessment is essential in our education system as it is part of our national strategy to improve the quality of education Noraini et al.
In order to produce students who can compete at international level, Malaysian education system has come up against a transformation of education in curriculum as well as in assessment.
This assessment is planned, administered, scored, recorded and reported systematically according to the procedures fixed by Lembaga Peperiksaan Malaysia LPM. SBA is considered as a new innovation conducted in Malaysian education system which derived by Ministry of Education Faizah, This new assessment system was introduced in order to replace the present centralized examination and to promote a combination of SBA and centralized examination.
According to Malaysia Education Blueprint , the PMR examination will be replaced by school-based and centralised assessment in year Purposes of School-based Assessment SBA SBA is a transformation in our education system as it scales down the emphasis on examination orientated teaching and learning Rohaya et al.
This is the improvement in our assessment system where both concepts of assessment for learning and assessment of learning are highlighted in SBA LPM, As stated in Malaysia Education Blueprint , there are four components in school-based assessment.
They are school assessment, central assessment, psychometric assessment as well as physical, sports, and co-curricular activities assessment Ministry of Education, For school assessment and central assessment, they are under academic category and non-academic category consist psychometric assessment and physical, sports and co-curricular activities assessment LPM, This new assessment does not only test students based on their memory skills in examinations, it does assess students in different kinds of skills.
With these four components in the school-based assessment, we can actually assess our students in a more comprehensive and balance way. In order to produce students with higher competency, SBA and national examination will be included more questions that require higher order thinking skills Ministry of Education, These questions will be set based on four higher levels in Bloom Taxonomy which are applying, analyzing, evaluating and creating.
By implementing school-based assessment, students are not judged just based on their result in examinations, they are assessed through all kinds of activities in schools. This assessment was conducted in the primary and secondary schools. SBA is operated by schools and the assessment conducted by teachers of subjects continuously in the process of teaching and learning. These components were categorized into two parts which are academic and non-academic as Figure 2 below.
SBA gives recognition and autonomy for teachers to implement formative assessment assessment carried out during the learning process and summative evaluation conducted at the end of the lesson which based on school LPM, Implementation of school assessment able to give evidence about what has been achieved throughout the process of teaching and learning LPM, On the other hand, this assessment was fully carried out by the teacher and the school starting from the planning, construction items and assessment instruments, administration, checked or scoring, recording and reporting.
School Assessment is important to determine the effectiveness of teachers and schools in an effort to create a harmonious and balanced individual. Besides that, school assessment is an ongoing activity that requires commitment and clear direction from teachers and schools to develop each student's potential to the maximum. PS serves as assessment for learning formative assessment and assessment of learning summative assessment as follow: i.
Formative assessment is carried out in line with the teaching process and learning Example: worksheets, observations, quizzes, checklists, reports and homework assignments ; and ii. Summative assessment is carried out at the end of the lessons Example: test monthly, semester exams Besides that, school assessment has the following characteristics LPM, : i.
Flexible — a variety of assessment methods as appropriate and student's readiness iv. Refers to performance standards developed by standard curriculum. SBA also same as summative assessment.
Pentaksiran Tingkatan 3 PT3 is a one of the centralized assessment in lower secondary level. This assessment was carried out in schools by teachers according to tasks issued by the Examination Board in a particular period according to certain subjects based on performance standards and guarantee quality through monitoring and coordination.
The implementation method of centralized assessment was operated by the school and teachers of subjects are responsible to conduct the assessment. Next, PAJSK requires students to participate in non-academic activities either inside or outside the classroom depends on student abilities. Psychometric Assessment PPsi Assessment which is a method used systematically to collect information that describes the psychological traits. Psychological traits that are measured include aptitude and personality of students.
Besides that, PPsi is an assessment designed to obtain qualitative and quantitative information about the person's ability to react in a certain way. These assessments can measure the innate ability and acquired ability from the experience and the environment, and not only based on curriculum as well as teaching and learning process.
Academic and Non-academic Assessment in the Context of Classroom In this section, we will discuss in detail how the academic and non-academic assessment conducted in school.
In academic assessment we have school assessment and centralized assessment. Teachers are free to use any method of evaluation as this a formative type of assessment which carried during the teaching and learning process. Teacher can evaluate students even by observing their activities in class. A student who care the cleanliness of classroom, help other students in studies can score good marks too as this is holistic approach to assess students.
Besides observing, a teacher can has activities such as question and answering, presentation, project, creating products, practical, worksheet, quizzes, scrap book, portfolio and peer evaluation.
Figure 4 is an example of scrapbook activity for form 3 science subject. Students need to do scrapbook according to the given theme Figure 3. Once the students answered all correctly, the student hasto pass the determined band. Figure 5: Student worksheet for band 5 Summative assessment also conducted at the end of each unit of learning and end of each semester.
SBA is student centered and gives equal opportunities to excellent and weak students to show their abilities in learning. For example, excellent students might score good marks in theoretical part but the weak students are capable in practical activities such as cooking, stitching and carpentry work in living skills. Another example is in History subject where the students need to organize a school level independence day celebration to fulfill the requirement for band 6.
The weak students show more interest in these type activities as they have the talent to sing, acting and dancing. Furthermore, please bear in mind that we do not own copyrights to these books.
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