#manifestorakyat2021
The Standardisation of Assessments in Competencies
By:
Dr Tan Ai Mei
Affiliations:
CSO Education Cluster
Policy Code:
3f Education
Problem Statement:
The current public examination system in Malaysia does not assess the students’
achievement nor the teachers’ competencies including the schools’ effectiveness in
delivering quality education.
It is the lack of teacher competency, professional leadership at the Ministry level and the
lack of integrity in the district education officers that has caused distortion in the focus of
education. The misconception held by leadership in MOE right down to schoolteachers and
parents, including students, needs a thorough reframe of mindset about the genuine roles
served by education.
Value(s) and Belief(s):
The assessments are needed to chart educational progress of student competencies at
various achievement levels. It has many functional objectives for students, teachers,
parents, and the Government.
Proposal of Solution:
The purpose of the assessment is to provide students feedback on their attainment of literacy and numeracy including mastery of knowledge that is used in living and daily life. The assessment could be held from Year 5 to 6 at primary school level conducted by a professional examination board. Students can be given the autonomy to decide the time when they feel they are most ready for the test. There is no limit to the number of times to sit for the assessments
The abolishment of UPSR exam in the present year 2021 could be regarded as a turning point for teachers and schools to focus on true delivery of education. That is education is a process of connectedness in particular to restore the autonomy and ownership in learning to students and teaching to teachers. The teacher’s bigger role is to develop the love for reading and the love for learning in students.
Of paramount importance, is developing the curiosity and the eagerness to learn. To ensure teachers and schools have such attitude and commitment to deliver the goal, it is recommended instead of preparing students at primary school level to sit for public exam, the school needs to subject to a two-years-once overview assessment by a professional body. Schools that fail to deliver will be given assistance with a recovery plan. If school leadership and teachers continue to fail to deliver, the school management team and teachers may be disengaged.
Additional Information:
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