LANGUAGE ASSESSMENT

Prepared by:
AMIROL ASRAF BIN ZAINOL
ARIF BIN OTHMAN
CHEN XIU WEI
SO CHAI FERN
NGO PEI WEN

TUTORIAL TASK
Describe the changing trend in language assessment in the Malaysian context
and discuss the contributing factors.

Implementation of the Razak Report (1956)

Pre-Independence
The Examination Unit (later known as Examination Syndicate) in the Ministry
of Education (MOE) was formed.
Examinations were conducted according to the needs of school or based on
overseas examinations such as the Overseas School Certificate.
Razak Report gave birth to the National Education Policy and the creation of
Examination Syndicate (LP).
LP conducted examinations such as the Cambridge and Malayan Secondary
School Entrance Examination (MSSEE), and Lower Certificate of Education
(LCE) Examination.

Implementation of the Rahman Talib Report (1960)

Rahman Talib Report recommended the following actions:
Sijil Rendah Pelarajaran (SRP) examination was introduced.
Extend schooling age to 15 years old.
Automatic promotion to higher classes.
Multi-stream education (Aneka Jurusan).

Implementation of the Cabinet Report (1979)

The following changes in examination were made:
The entry of elective subjects in LCE and SRP.
Introduction examination of the Standard 5 Evaluation Examination.
The introduction of Malaysia's Vocational Education Examination.

Implementation of the Education Act 1995

The National Philosophy of Education is the basis for the National Principles of

Education
The duration for primary education is 5 7 years
Pre-education education is part of the national education system
Improved technical and polytechnic education
Provisions are made for the monitoring of private education

KBSR
Introduced in 1993
Executed until 2010
Clear emphasis on summative assessment
Very much exam-oriented approach where the students are assessed

formatively according to their academic performance in examinations

KSSR
Introduced in 2011
Multiple choice of evidence
Teachers build a profile of pupils language development and assess them

individually.
A combination of formative and summative assessment methods where the
teacher will assess more on development of skills and it is done more
individually

Implementation of the Malaysia Education Blueprint (2013 - 2025)

The introduction of the Standard 3 Diagnostic
The implementation of Cabinet Report resulted in evolution of the education

system to its present state, especially with KBSR and KBSM. Adjustments
were made in examination to fulfill the new curriculum's needs and to ensure it
is in line with the National Education Philosophy.

Malaysia Education Blueprint

The emphasis is on School-Based Assessment (SBA).
It was first introduced in 2002.
It is a new system of assessment and is one of the new areas where teachers

are directly involved.

The revamp of the national examination and school-based assessments in
stages, whereby by 2016, at least 40% of questions in Ujian Penilaian Sekolah
Rendah (UPSR) and 50% in Sijil Pelajaran Malaysia (SPM) are of high order
thinking skills questions.

Contributing Factors
The use of science and technology

- to train students to face 21st century

Fast paced progressive world
- to ensure that children can perform successfully on a global platform. They
need to be equipped not only with the necessary knowledge and skills but also
with the strength of character and leadership qualities to be successful.
Limited control of learning and space for creativity
- the questions in examination are closed-ended questions

Contributing Factors
The status of weak students

- the progress of weak students are seldom concerned by teachers

Less emphasis on the strength of character and leadership qualities
The teaching styles and activities practised

Contributing Factors
revamp the education system over the next 12 years

- to overhaul the national curriculum and examination system, widely seen as

heavily content-based and un-holistic
poor results at the 2009 Programme for International Student Assessment
(PISA) tests
- not being able to demonstrate higher order thinking skill

Conclusion
The methods of language assessment should change from time to time.
The language assessment should be suitable to the changes of the world.
Teachers could measure the ability of the students more effectively and

accurately.