TSL3123 LANGUAGE

ASSESSMENT EXAM-ORIENTED SYSTEM

Exam-oriented System

The educational administration in Malaysia is highly centralised with four hierarchical levels; that is, federal, state, district and the lowest

level, school. Major decision-and policy-making take place at the federal level represented by the Ministry of Education (MoE), which consists of the Curriculum Development Centre, the school division,

and the Malaysian Examination Syndicate (MES).

The current education system in Malaysia is too examination-oriented and over-emphasizes rote-learning with institutions of higher learning

fast becoming mere diploma mills.Like most Asian countries (e.g., Gang 1996; Lim and Tan 1999; Choi 1999); Malaysia so far has

focused on public examination results as important determinants of students progression to higher levels of education or occupational

opportunities (Chiam 1984). The Malaysian education system requires all students to sit for public examinations at the end of each

level of schooling. There are four public examinations from primary to postsecondary education. These are the Primary School Achievement

Test (UPSR) at the end of six years of primary education, the Lower Secondary Examination (PMR) at the end of another three years

schooling, the Malaysian Certificate of Education (SPM) at the end of 11 years of schooling, and the Malaysian Higher School Certificate

Examination (STPM) or the Higher Malaysian Certificate for Religious Education (STAM) at the end of 13 years schooling (MoE 2004).

Malaysia Education Blueprint 2013-2025

In October 2011, the Ministry of Education launched a comprehensive review of the education system in Malaysia in order to develop a new National Education

Blueprint. This decision was made in the context of rising international education standards, the Governments aspiration of better preparing Malaysia s children

for the needs of the 21st century, and increased public and parental expectations of education policy. Over the course of 11 months, the Ministry drew on many

sources of input, from education experts at UNESCO, World Bank, OECD, and six local universities, to principals, teachers, parents, and students from every state in Malaysia. The result is a preliminary Blueprint that evaluates the performance

of Malaysia s education system against historical starting points and international benchmarks. The Blueprint also offers a vision of the education

system and students that Malaysia both needs and deserves, and suggests 11 strategic and operational shifts that would be required to achieve that vision. The

Ministry hopes that this effort will inform the national discussion on how to fundamentally transform Malaysia s education system, and will seek feedback

from across the community on this preliminary effort before finalising the Blueprint in December 2012.

School assessment refers to written tests that assess subject learning. The test questions and marking schemes are

developed, administered, scored, and reported by school teachers based on guidance from LP;

Central assessment refers to written tests, project work, or oral tests (for languages) that assess subject learning. LP develops the test questions and marking schemes. The tests are, however,

administered and marked by school teachers;

Psychometric assessment refers to aptitude tests and a personality inventory to assess students skills, interests,

aptitude, attitude and personality. Aptitude tests are used to assess students innate and acquired abilities, for example in

thinking and problem solving. The personality inventory is used to identify key traits and characteristics that make up the students personality. LP develops these instruments and

provides guidelines for use. Schools are, however, not required to comply with these guidelines; and

Physical, sports, and co-curricular activities assessment refers to assessments of student performance and participation in

physical and health education, sports, uniformed bodies, clubs, and other non-school sponsored activities. Schools are given the

flexibility to determine how this component will be assessed.

The examined Curriculum