The Ministry of Education (MoE) would like to refer to the letter titled “PBS banding system is impractical” by Liong Kam Chong, Seremban in The Star newspaper dated 6 February 2013.
When we speak about assessment, what often comes into our minds is how we could help learners achieve the objectives and intended goals of an education system from the methods of instruction applied in the classroom (Belk & Calais, 1993) and the gathering of information of learners’ progress. However, learners’ progress is often determined by how well they performed in school tests or standardised examinations. Consequently, rote learning is much desired than the acquisition of appropriate skills for life-long learning (Quellmalz, 1991).
Therefore, the Ministry would like to clarify a few details on Pentaksiran Berasaskan Sekolah (PBS) which many may have misunderstood or misinterpreted. Firstly, PBS is not a curriculum that has to be taught in schools. PBS has been introduced as part of the National Education Transformation Programme to produce world-class human capital. PBS is a holistic form of assessment which not only assesses learners’ intellectual ability but also their emotional, spiritual and physical abilities. PBS basically assesses learners in three main domains; cognitive, affective and psychomotor. Furthermore, PBS provides a more comprehensive gathering of information of learners’ profile, achievements, development and involvement in learning activities in and outside the classrooms.
The main focus of PBS is on assessment for learning in developing learners’ potential comprehensively and holistically. The implementation of PBS paves the way to a meaningful assessment. Besides being holistic, integrated, low stake and comprising measures of quality assurance, PBS is characterised by its authenticity and robustness. It is hoped that this form of assessment will produce learners who are critical, creative, innovative, competent, competitive and progressive whom will later be developed to be high quality human capital, as much desired by the nation. PBS allows teachers’ ability to assess learners’ achievements to be acknowledged and recognised as they are empowered to carry out formative and summative assessments in school.
Teachers are encouraged to develop various forms of assessment tasks that are learner-centred, authentic, contextualised and could enhance learners’ higher order thinking skills and the 21st century skills such as creative, innovative, problem solving and decision making apart from to instill moral values. Standard-referenced assessment is the basis of School Assessment to ensure that learners’ performances are comparable to accepted world standards in various areas of knowledge, skills and competence. Pupils are assessed fairly and justifiably based on an individual’s capability, ability, talent, skills and potential without comparing the individual with others. The Examinations Syndicate developed the performance standards based on the standard-based curriculum and can be used as the guiding factor that helps teachers, learners and parents monitor learners’ progress in learning.
Central Assessment is another academic component in PBS which is conducted and administered by teachers in schools using instruments, scoring rubrics, guidelines, time line and procedures prepared by the Examinations Syndicate. Authentic assessment with various instruments and tasks are designed for Central Assessment to gather sufficient and more accurate information about learners’ ability and performance. The process of administering this assessment will be monitored by the Examinations Syndicate and the PBS committee at school, district and state levels to ascertain that the scores awarded by teachers comply with the rules, guidelines and procedures. The Examinations Syndicate will carry out moderation on the scores provided by the teachers.
The ministry suggests that teachers should not key-in the scores in the system at the eleventh hour. The data may be recorded at any time and may be done immediately after the students’ exhibit mastery of the intended skills according to the descriptors in the Performance Standards (DSP) based on the teaching and learning process (PdP) in the classroom.
Teachers’ integrity should not be doubted. Quality assurance and credibility are ensured through mentoring, coordination, monitoring and tracking. Quality assurance is carried out accordingly to the guidelines provided to ensure PBS is of the highest quality.
CORPORATE COMMUNICATIONS UNIT
MINISTRY OF EDUCATION MALAYSIA
Diterbitkan oleh Unit Komunikasi Korporat