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Current Assessment Trends in Malaysia Week 10

The document traces the evolution of language assessment in Malaysia from the 19th century to present day. It discusses key reports and policies that shaped the country's examination system, including the Razak Report in 1956 which established a common examination system, the Rahman Talib Report in 1960 which introduced several new exams, and the Cabinet Report in 1979 which adjusted exams to align with the national education philosophy. More recently, the Malaysia Education Blueprint from 2013-2025 has emphasized school-based assessment introduced in 2002 to provide a more well-rounded evaluation of students.

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Gan Zi Xi
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348 views13 pages

Current Assessment Trends in Malaysia Week 10

The document traces the evolution of language assessment in Malaysia from the 19th century to present day. It discusses key reports and policies that shaped the country's examination system, including the Razak Report in 1956 which established a common examination system, the Rahman Talib Report in 1960 which introduced several new exams, and the Cabinet Report in 1979 which adjusted exams to align with the national education philosophy. More recently, the Malaysia Education Blueprint from 2013-2025 has emphasized school-based assessment introduced in 2002 to provide a more well-rounded evaluation of students.

Uploaded by

Gan Zi Xi
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Current Assessment

trends in Malaysia
Xi
Vero
YanLin
Neym
Changing trends in Language
Assessment-Malaysian context
 Starting from the year 1845, written tests in schools were
introduced for a number of subjects.

 This trend in assessment continued with the intent to


determine the effectiveness of the teaching-learning
process.

 In Malaysia, the development of formal evaluation and


testing in education began after Independence.

 Public examinations have long been the only measurement of


students’ achievement.
 On 3rd May 1956, the Examination Unit (later
known as Examination Syndicate) in the Ministry
of Education (MOE) was formed on the
recommendation of the Razak Report (1956).
 The main objective of the Malaysia Examination
Syndicate (MES) was to fulfil one of the Razak
Report’s recommendations.
 to establish a common examination system for all the
schools in the country.
School Based Assessment
 It was introduced in 2002 as a move away from
traditional teaching
 To keep abreast with changing trends of
assessment
 To gauge the competence of students by taking
into consideration both academic and extra
curricular achievements.
 The new assessment system aims to promote a
combination of centralised and school based
assessment.
 Malaysian Teacher Education Division (TED) is
entrusted by the MOE to formulate policies and
guidelines to prepare teachers for the new
implementation of assessment.
 Students sit for common public examinations at
the end of each level.
Stages/Phases of
Examination System in
Malaysia
Pre-
Independence

Malaysia
Education
Razak Report
Blueprint
(2013-2025)

RahmanTalib
Cabinet Report
Report
Pre-Independence
 Examinations were conducted according to
the needs of school or based on overseas
examinations such as the Overseas School
Certificate.
Razak Report (1956)
 Razak Report gave birth to the National Education
Policy and the creation of Examination Syndicate.
 Examination Syndicate conducted examinations
such as the Cambridge and Malayan Secondary
School Entrance Examination (MSSEE), and Lower
Certificate of Education (LCE) Examination.
Rahman Talib Report (1960)
Rahman Talib Report recommended the following
actions:
1. Extend schooling age to 15 years old.
2. Automatic promotion to higher classes.
3. Multi-streameducation (Aneka Jurusan). The
following changes in examination were made:
- Introduction examination of the Standard 5 Evaluation
Examination.
- The introduction of Malaysia's Vocational Education
Examination.
- The introduction of the Standard 3 Dignostic Test.
Cabinet Report (1979)
 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
(2013-2025)
 It emphasises 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.
Thank You

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