What is School-based Assessment (SBA)?

How
SBA is implemented in classroom?
Siti Najihah Jamal, Sharifah Nurarfah S. Abd Rahman, Nor Nabila Sujak,
Saravanan A/L Maniam, Sharifah Nasriag Wan Obeng, Tan Yee Ching
and Vickneswary Bathumalai

1.0. Introduction

To upgrade the status of our country as one of the developed country, various
improvements have been made, particularly in the education system. The product
born from education system was expected to form human capital with first class
mind and soon will contribute to development of country. Eric (2013) mentioned that
more focus is used in school attainment since human capital becomes a driving factor
to economic growth for developing countries. Thus, it is clear that the education
system holds great responsibility in ensuring the country desire to achieve its
aspiration. Generally, before the introduction of the school based assessment (SBA),
the formal education system can be divided into three phases. The first phase is the
primary school where students attend school for six years before taking the national
exam, known as Ujian Penilaian Sekolah Rendah (UPSR). For the second phase,
students need to undergo a period of three years of schooling before having another
national examination namely as Penilaian Menengah Rendah (PMR). The third
phase is the high school for two years of learning before students participate in the
national exam also known as Sijil Pelajaran Malaysia (SPM).

However, assessment in Malaysia that focused on national exam (Ahmad &

Warti, 2014) as an indicator for students performance seem to be bring problems to
students to compete at international level. Every year, the percentage of students who
get perfect score (straight As) in national exam increases. But, in the international
assessment such as PISA and TIMSS, Malaysia has been in one third of the bottom
group. Black et al. (2003) mentioned that the pressure of students in taking national
exam will discourage the development of formative assessment. Due to the concern
of Ministry of Education in overcoming this problem, it brought the transformation
of assessment process by introducing school based assessment (SBA). Thus, this
report will reveal all the information related to school based assessment in Malaysia.
Basically, this report is divided into several parts, as follow:
1. School-based assessment in other countries
2. Definition of school-based assessment (SBA)
3. Purposes of school-based assessment (SBA)
4. Components of school-based assessment (SBA)
5. Academic and non-academic assessment in the context of classroom
6. Scoring system in school-based assessment
7. Differences in implementing SBA between primary and secondary school
8. Perceptions of students, parents and teachers towards school-based
assessment

1.1. School-Based Assessment in other Countries

Several countries such as Finland, Hong Kong, Australia and others have
implemented SBA for many years. Their experiences in implementing SBA should
be learnt since it is a new transformation in the Malaysian education system. As we
know, Finland and Hong Kong are countries possess in the top ranking in
international assessment. Therefore, this part will discuss briefly on school based
assessment carried out by their countries.

Since Finland had emerged as the top country in international PISA ranking,
many researchers are interested in Finnish education system. Based on Kupiainen et
al. (2009), one of the factors that contribute to the Finlands high scores in the PISA
is lack of national examination or testing. This is very contradicting with Malaysia,
which before school based-assessment was introduced, students need to sit for three
national examinations. In Finland, Finnish students only need to take national
examination if and only if they intend to further their education after finishing their
secondary school. In addition, class size in Finland classroom is totally different
from Malaysia. Katie (2011) wrote that the class sizes only allowed maximum 20
students and the best number to have at most 12 students only. However, in
Malaysia, the number of students in one class can reach 30 students or maybe more
than that (Malaysian Educational Statistic, 2003).

Focusing in student assessment in Finland, national standards have

underlined the main objective in conducting assessment among students is to guide
and motivate students to make self-assessment and their own reflection (Linda,
2008). Generally, there are three types of assessment in Finland; in classroom, final
assessment at the basic education, and matriculation examination. In classroom
assessment is then divided into two categories; assessment during the course and
final assessment. For this assessment, there are criteria listed by national
curriculum and conducted by teacher. Based on Finnish National Board of Education
(2004), the main purpose of assessment in a course is to emphasize studying among
students as well as to give students an overview whether he or she have achieved the
objectives of learning.

In addition, Kasanen et al. (2003) declared that teachers in Finland sometimes

use test for formative assessment and the student treat the test as one of the learning
experience but not as an assessment. Formative assessment carried out by teachers
also not using numerical or grading system, they usually mark and give scaled such
as very good to needs practice. Formative assessment, such as school-based,
open-ended tasks and student-centred learning that implanted in curriculum is one of
the reasons to success in international exam (National Board of Education, 2009).
Result obtained from formative assessment also not revealed by teachers to either
students or parents. Usually, teachers used the result for planning and also easier for
teachers to identify which students who need more attention in certain topics.

In Hong Kong, SBAis implemented in secondary school since research had

shown that students views that assessment should be competitive and summative
(Carless, 2011). Therefore, after year 2005, the structure of secondary education
changed from British model which 5 years of junior secondary school and followed
by 2 years of sixth form to the 3+3+4 academic year which students will complete 3
years of junior secondary followed by 3 years of senior secondary and 4 years of
degree in universities. Within transformation of structure of secondary education,
there are 2 national examination had been abolished which are Hong Kong
Certificate of Education Examination (HKCEE) and Hong Kong Advance Level
Examination (HKALE) and then they are replaced by Hong Kong Diploma of
Secondary Education (HKDSE). However, the important part of in reform of
structure of secondary education is the introduction of school-based assessment.

Introduction of SBA brings new environment of learning among students in

Hong Kong. The main reason for introducing school based assessment is to improve
the validity of assessment among students (Peter & Wan, 2006). This is because not
all subject or learning outcome can be assessed using written examination only.
Practical works such as laboratories, workshops, research project and others that
need more time to finish only can only be assessed by school-based assessment.
Other than that, school based assessment also increases the reliability of assessment
where multiple type of assessment can be used rather than depends on only one
examination as well as to provide more reliable evidences or picture of students
abilities. In addition, applying school based assessment in Hong Kong will
emphasize on student-centred learning as well as decrease the examination pressure.

Other than that, SBA has its own weighting that is fixed and advised by
assessment plan in Hong Kong. For example, 25 % based on SBA, Paper 1 (30%),
Paper 2 (20%) and Paper 3 (25%). Moreover, if Malaysia uses scoring like band 1,
band 2, band 3 and others for defining students level of achievement, Hong Kong
reports their students level of performance with a reference to a set of standards
namely as cut scores as shown in Figure1. This cut scores will represent five levels
of performance which 5 is the highest and U (unclassified) is the performance below
the cut score for level 1. In addition, there are descriptions and what students can do
for each level and not focusing on what students cannot do in order to give positive
reinforcement to students.
 Figure 1: Levels of performance using cut score

In conclusion, there are many points of view that Malaysian educational

system can learn from Finnish or Hong Kong education system. The main point is on
how to change students perception towards assessment. Since SBA already
embedded in Malaysia educational curriculum, teachers should play their roles to
make students clear about what SBA is and the purpose of running it.

1.2. Definition of School-based Assessment (SBA)

Assessment is essential in our education system as it is part of our national

strategy to improve the quality of education (Noraini et al., 2008). In order to
produce students who can compete at international level, Malaysian education
system has come up against a transformation of education in curriculum as well as in
assessment. Standard Curriculum for Primary School (KSSR), a new curriculum for
primary school, was launched in year 2011 and at the same time, Lembaga
Peperiksaan Malaysia (LPM) established a new format of assessment which was
School-Based Assessment (SBA) or Pentaksiran Berasaskan Sekolah (PBS)
(Ministry of Education, 2012). This assessment is planned, administered, scored,
recorded and reported systematically according to the procedures fixed by Lembaga
Peperiksaan Malaysia (LPM).

SBA is considered as a new innovation conducted in Malaysian education

system which derived by Ministry of Education (Faizah, 2011). This new assessment
system was introduced in order to replace the present centralized examination and to
promote a combination of SBA and centralized examination. According to Malaysia
Education Blueprint 2013-2025, the PMR examination will be replaced by
school-based and centralised assessment in year 2014. In 2016, students UPSR
results will be derived from both national examination and SBA. For SPM, the
format will remain as most of the subjects assessed through national examination and
some subjects assessed through centralised assessments and national examination.

As mentioned in our National Philosophy of Education, Education in

Malaysia is an ongoing effort towards further developing the potential of individuals
in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally, and physically balanced and
harmonious(Ministry of Education, 2012, p. E-4). School-based assessment
(SBA), in line with National Philosophy of Education and Standard Curriculum, is
launched to assess students holistically through their intellectual, emotion, spiritual
and physical aspects (Ahmad & Warti, 2014). Therefore, SBA can be considered as
making a huge effort in realizing and achieving our countrys aspirations.

1.3. Purposes of School-based Assessment (SBA)

SBA is a transformation in our education system as it scales down the

emphasis on examination orientated teaching and learning (Rohaya et al., 2014). It
requires teachers to monitor students learning progress, evaluating students
performance, recording students progress and providing feedback from time to time.
If compared to national or standardized examination which merely gains students
result in academic, SBA provides more information about students performance and
actual students learning level to a greater degree. This is the improvement in our
assessment system where both concepts of assessment for learning and assessment of
learning are highlighted in SBA (LPM, 2014).

As stated in Malaysia Education Blueprint 2013-2025, there are four

components in school-based assessment. They are school assessment, central
assessment, psychometric assessment as well as physical, sports, and co-curricular
activities assessment (Ministry of Education, 2012). For school assessment and
central assessment, they are under academic category and non-academic category
consist psychometric assessment and physical, sports and co-curricular activities
assessment (LPM, 2014). These four components included different types of tests
which are written test, project work, aptitude tests, assessment in physical and health
education and so on. This new assessment does not only test students based on their
memory skills in examinations, it does assess students in different kinds of skills.
With these four components in the school-based assessment, we can actually assess
our students in a more comprehensive and balance way.

In order to produce students with higher competency, SBA and national

examination will be included more questions that require higher order thinking skills
(Ministry of Education, 2012). These questions will be set based on four higher
levels in Bloom Taxonomy which are applying, analyzing, evaluating and creating.
According to Malaysia Education Blueprint 2013-2025, 80% of questions in UPSR
and Form 3 central assessment (PT3) as well as 75% of questions in SPM core
subjects and for SPM elective subjects, 50% of the questions will be tested on higher
order thinking skills. This transformation of assessment system is to stress on the
application of knowledge as well as to develop students critical and creative
thinking skills.

With this new format of assessment, more information about students

performance or development on a broader range will be gathered continuously and
over a period of time (Ministry of Education, 2012). Through school-based
assessment, students can be assessed based on their skills, abilities, talents, potentials
in both curricular activities and co-curricular activities without comparing to others
(Ahmad & Warti, 2014). By implementing school-based assessment, students are not
judged just based on their result in examinations, they are assessed through all kinds
of activities in schools.

1.4. Components of School-Based Assessment

School-Based Assessment (SBA) is a holistic assessment which capable to

evaluate students cognitive aspects of affective, and psychomotor in line with the
National Philosophy of Education (FPK) and the National Curriculum. This
assessment was conducted in the primary and secondary schools. Since year 2011,
SBA was designed, administered, scored and reported in accordance with the
procedures planned appointed by the Examination Board.

SBA is operated by schools and the assessment conducted by teachers of

subjects continuously in the process of teaching and learning. Teaching and learning
in primary schools using the Kurikulum Standard Sekolah Rendah (KSSR) and
secondary level using the Kurikulum Standard Sekolah Menengah (KSSM).There are
four components in school-based assessment which are School Assessment, Centre
Assessment, Physical Activity, Sports and Co-Curricular Assessment, and
Psychometric Assessment. These components were categorized into two parts which
are academic and non-academic as Figure 2 below.

School Based Assessment

Academic Non-Academic

School Centralized Physical Activity, Psychometri

Assessment Assessment Sports and c Assessment
Co-Curricular
Activities

Figure 2: Components of school-based assessment

According to the Official Portal Ministry of Education, SBA optimized to

assess the academic and non-academic. SBA gives recognition and autonomy for
teachers to implement formative assessment (assessment carried out during the
learning process) and summative (evaluation conducted at the end of the lesson)
which based on school (LPM, 2014).

1.4.1. School Assessment (PS)

School assessment is a major component of the teaching and learning process

as these assessments serve to improve student understanding as well as improve the
effectiveness of teaching and learning. Implementation of school assessment able to
give evidence about what has been achieved throughout the process of teaching and
learning (LPM, 2014). On the other hand, this assessment was fully carried out by
the teacher and the school starting from the planning, construction items and
assessment instruments, administration, checked or scoring, recording and reporting.

School Assessment is important to determine the effectiveness of teachers

and schools in an effort to create a harmonious and balanced individual. Besides that,
school assessment is an ongoing activity that requires commitment and clear
direction from teachers and schools to develop each student's potential to the
maximum. PS serves as assessment for learning (formative assessment) and
assessment of learning (summative assessment) as follow:

i. Formative assessment is carried out in line with the teaching process and
learning (Example: worksheets, observations, quizzes, checklists, reports and
homework assignments); and
ii. Summative assessment is carried out at the end of the lessons (Example: test
monthly, semester exams)

Besides that, school assessment has the following characteristics (LPM,

2014):

i. Holistic able to provide the entire information about the knowledge and
skills achieved by the students.
ii. Persistent assessment activities during the teaching and learning process.
iii. Flexible a variety of assessment methods as appropriate and student's
readiness
iv. Refers to performance standards developed by standard curriculum.

1.4.2. Centralized Assessment (PP)

Centralized assessmentaims to evaluate students academic achievement in

terms of knowledge, skills and values. SBA also same as summative assessment.
Pentaksiran Tingkatan 3 (PT3) is a one of the centralized assessment in lower
secondary level.This assessment was carried out in schools by teachers according to
tasks issued by the Examination Board in a particular period according to certain
subjects based on performance standards and guarantee quality through monitoring
and coordination. The implementation method of centralized assessment was
operated by the school and teachers of subjects are responsible to conduct the
assessment.

1.4.3. Physical Activity, Sports and Co-Curricular Activities (PAJSK)

PAJSK is as a guide to assess physical activity, and aims to measure the

students participation, involvement and achievement in various sports activities,
both co-curricular and extracurricular. Next, PAJSK requires students to participate
in non-academic activities either inside or outside the classroom depends on student
abilities. Refers to Lembaga Peperiksaan Malaysia (2014), PAJSK developed in
order to make the education assessment system in Malaysia become more holistic.

1.4.4. Psychometric Assessment (PPsi)

Assessment which is a method used systematically to collect information that

describes the psychological traits. Psychological traits that are measured include
aptitude and personality of students. The findings can be used PPsi to help improve
students learning. Besides that, PPsi is an assessment designed to obtain qualitative
and quantitative information about the person's ability to react in a certain way.
These assessments can measure the innate ability and acquired ability from the
experience and the environment, and not only based on curriculum as well as
teaching and learning process.

1.5. Academic and Non-academic Assessment in the Context of Classroom

In this section, we will discuss in detail how the academic and non-academic
assessment conducted in school. The main focus of assessment is to continuously
monitor students educational growth and give feedback to the students so that they
can learn from mistakes and improve their learning abilities.In academic assessment
we have school assessment and centralized assessment. School assessment is fully
depends on the teachers creativity to assess the students. Teachers are free to use
any method of evaluation as this a formative type of assessment which carried during
the teaching and learning process.

Teacher can evaluate students even by observing their activities in class. A

student who care the cleanliness of classroom, help other students in studies can
score good marks too as this is holistic approach to assess students. Besides
observing, a teacher can has activities such as question and answering, presentation,
project, creating products, practical, worksheet, quizzes, scrap book, portfolio and
peer evaluation. Figure 4 is an example of scrapbook activity for form 3 science
subject. Students need to do scrapbook according to the given theme (Figure 3).

Figure 3: Example of theme for the scrapbook project

 Figure 4: Example of Scrapbook

Another example is for mathematics where the students provided with

worksheets according to the band (Figure 5). Once the students answered all
correctly, the student hasto pass the determined band.
 Figure 5: Student worksheet for band 5

Summative assessment also conducted at the end of each unit of learning and
end of each semester. The transition towards school-based assessment (SBA) is to
avoid chalk and talk in the classroom and encourages students to actively engage
in teaching and learning process. SBA is student centered and gives equal
opportunities to excellent and weak students to show their abilities in learning. For
example, excellent students might score good marks in theoretical part but the weak
students are capable in practical activities such as cooking, stitching and carpentry
work in living skills. This helps the weak students to score band 5 and 6 although
they cant score in band 3 and 4. Another example is in History subject where the
students need to organize a school level independence day celebration to fulfill the
requirement for band 6. The weak students show more interest in these type activities
as they have the talent to sing, acting and dancing. As a conclusion we can say that
the SBA provides equal learning opportunities for the good and weak students as no
child left behind in teaching and learning process.

Centralized assessment is basically a formal assessment conducted by the

teachers in school following the rubric set by Examination Council. Students who
take subjects as Malay Language, English Language, Tamil Language, Chinese
Language, Arab Language, Iban Language, Kadazandusun Language, Science,
Mathematics, Islamic Studies and Living Skills have to undergo written exam in the
form of objective and subjective. The assessment will be scheduled in the time frame
given by Examination Council. Malay Language and English Language have oral
and listening test. While History and Geography have multiple instruments to assess
students such as case study and field study which to evaluate students out of syllabus.
For example, in Geography, the students will be given theme like pollution, jobs or
economic activity in students housing area and school area. Then students need to
carry out field study fulfilling the criteria of planning, initial process and end process.
Students need to prepare questionnaire and collect data from the field work and
represent the data in graphic or table form. Lastly, the students will write report of
study conducted. All the data and evidence gathered need to be attached with the
report. (Appendix A)

For the Centralized Assessment, Examination Council will provide the item,
Test Specification Table, Instrument Format, Grading Table, Guidance for
instrument implementation, item scoring guidance, managing rules, and reporting
format. While the school management has to prepare the instrument, mark the
answer script and print the report. The commonly used instruments for centralized
assessment are test, practical test, project, team work, observation and so on. Test is
structured form of assessment which allows the teachers to collect evidence for a
whole class at a time. Student will be given grade which reflects the outcome of
learning and teacher make judgment on students performance. Presentation is a type
of assessment which is flexible compared to test. It gives an overall view on
students knowledge, skill and attitude such as communication skill during the
presentation.

In self-assessment, students do reflection on what they have learnt following

the guidelines provided by teacher. While peer assessment allow the students to
evaluate their friends using rubrics and checklist. Team work assessment focuses on
the time organization, social skill and students team work. Project will be carried out
by the students in the given time frame. Project usually involved information
gathering and reporting. Project can do in group or individually. This activity allows
the students to integrate their knowledge with interpersonal skills. Practical test is an
assessment which gives the clear picture on students abilities to apply their
knowledge and skills.

PAJSK has 3 main components which are SEGAK and BMI, Co-curriculum
and Extra-curriculum as shown in figure below:

PAJSK

SEGAK & BMI CO-CURRICULUM EXTRACURRICULUM

SPORTS/GAMES CLUB/SOCIETY
UNIFORM BODY

Figure 6: Components of physical activity, Sports and Co-curricular Activities

(PAJSK)

SEGAK is a physical activity that conducted by sports teacher twice a year to

measure students fitness level according to the National Standard of Physical
Fitness. Students need to accomplish four activities in SEGAK which are naik turun
bangku, tekan tubi, ringkuk tubi separa and jangkauan melunjur in a same
day and their scores will be recorded. Students height and weight measured to
calculate the Body Mass Index (BMI). The main purpose of having SEGAK is to
implant awareness among students on obesity and to stay healthy. Students in low
fitness level will be informed to their parents to take necessary actions to keep fit.

Sports and co-curricular assessment aimed to measure students involvement

in sports and co-curricular activities at school, district, state, national and
international level. Each student compulsory join a sports club, a game, club or
society and a uniform body. Students evaluated based on their participation,
performance and achievement in sports and co-curricular activities. All the activities
will be carried under the supervision of teacher ad visor throughout the year. A report
on students score for each activity will be printed end of year. Extra curriculum
assessment is to evaluate students activities in school and outside the school with
parents permission. Mark will be awarded according to students service to the
school, society, and recognition from organization out of school. Students are not
forced to join as this is done voluntarily by students.

Psychometric assessment (PPsi) aimed to collect information on psychology

traits consist of aptitude and personality of students. Gathered information will help
the teachers to change the teaching and learning strategies according students interest
and cognitive level which will apparently improve students learning. Psychometric
assessment is apart from curriculum and teaching learning process. PPsi specifically
design to measure students innate ability and acquired ability from their experience
and surrounding. The components in PPsi illustrated as below:

Figure 7: Components of PPsi

Aptitude test is an instrument to gather information on students intelligence
and their interest. Information collected will help teacher to design an effective
method of teaching and guide the students in the field they interest for a better future.
Students will be tested in few construct namely verbal linguistic, visual, logic
mathematics, music, naturalist, kine-statics, interpersonal, intrapersonal, and
existential. Marks will be given for each construct and the highest score determine
the field that student interest or capable of. PPsi conducted by school counselor and
the instrument provided by Examination Council. Students need to answer paper 1
and paper 2 questions for the multiple intelligence inventories. There is scheme of
answers for aptitude test while personality test have no right answer as students
answer Yes or No. Personality test is an instrument to gather information on
students unique character. There are two types of inventories which are personality
trait inventory and career interest inventory. Constructs in career interest inventory
are realistic, investigative, artistic, social, enterprising and conventional. Each
construct indicate jobs that suitable for students character and interest. For example,
a student who score high percentage in investigative is suitable for the job as
scientist, pharmacist, astronaut, psychiatry and so on. Example of PPsi questions and
students result have attached in the Appendix D.

1.6. Scoring System in School-Based Assessment

The score for school base assessment in primary and lower secondary school
is different compare to upper secondary school base assessment. Lower secondary
and primary school base assessment is mainly focus on formative and summative
assessment which is continuous throughout the teaching and learning process. School
base assessment for upper secondary is focus on conducting experiment (PEKA),
producing scrap book and project works as complementary criteria to sit for Sijil
Pelajaran Malaysia (SPM). Specific score which contributes to real SPM exam is
not stated. Students need to complete their experiment report (PEKA) for science,
physics, chemistry and biology followed by project work for additional mathematics
and accounts and also scrap book for arts subjects (Norazilawati Abdullah, 2015).
 Table 1: Criteria for score in primary and secondary school
Primary school Lower secondary Upper secondary
school school
UPSR examination
PT3 examination for SPM examination
Central examination for standard 6
form 3 students for form 5 students
students
Central assessment
such as
oral (language
subjects)
Central assessment scrapbook
Central assessment
such as (arts)
such as
oral experiment
oral
scrapbook (PEKA for science,
Central assessment scrapbook
experiment physics, chemistry
experiment
coursework and biology)
coursework
for standard 6 coursework
for form 3students
students (additional
mathematics and
accounts)
for form 5 students.

Score (band system) Score (band system)

given by school given by school
No band system for
teacher to standard 1 teacher to form 1 to
School base form 4 and form 5
to standard 6 form 3 students
assessment students.
students based on based on their
their performance performance

As for this section, more emphasis is given on how school base assessment
scoring given in class room especially in primary and secondary school subjects. The
scoring in school base assessment is given based on band system. Band 1 to band 6 is
awarded to students by the school teachers fully based on their ability and
performance in classroom. The standard for band grading is determined by Lembaga
Peperiksaan Malaysia (LPM). A teacher who plays an important role in the school
base assessment implementation process strictly follows the band grading so that the
band given is fare for all the students. So what are the criteria for the students to
achieve band 1 to band 6? Table below shows the rubric and the description on how
on a whole teachers grade the students from band 1 to band 6 (LPM, 2014).
 Table 2: The rubric for band system

Band Description
1 Knowing
2 Knowing and understand
3 Knowing, understand and able to do
4 Knowing, understand and able to do anything according to procedure
Knowing, understand and able to do anything according to procedure
5
systematically in a new environment
Knowing, understand and able to do anything according to procedure
6 systematically in a new environment with a creative and innovative idea.
Also able to explain any task in proper manner and sentence.

The scoring for band by the students can be explained in detail with an example.
Band 1 to band 6 achievements by the students in form 2 mathematics in the topic of
squares, square root, cube and cube root is as follows:

Table 3: Examples of assessment using band system

Band Assessment Descriptions
Band 1 3 3 = 32 If a student manages to state that the
multiplication of the number by its own will
produce a square number then the student
achieved band 1.
Band 2 (-9)2 = -9 (-9) If a student manages to state the value for square
number then the student achieved band 2.
Band 3 4, 9, 16, 25, If a student manages to list down or state the
perfect square numbers then the student
achieved band 3.
Band 4 162 112 = If a student manages to perform calculation with
more than one square numbers then the student
achieved band 4.
Band 5 0.52 + 43 0.13 (-6)2 = If a student manages to perform mixed operation
on square, cube, square root and cube root then
the student achieved band 5.
Band 6 A length of a side of a If a student manages to solve real life
metal cube is 18cm. The mathematical problems creatively and
metal cube is melted to innovatively then student achieved band 6
produce smaller sphere
balls of 2cm in diameter.
How many small spheres
can be produced?

The minimum band to be achieved by all the students will be determined by

the school administration based on the students level. For an example, if the school
administration determined that all the students need to achieve band 4, then the
particular subject teachers need to plan and implement the teaching process so that
all the students manage to achieve the band. Besides that, teachers need to assess the
students according to their readiness and always give opportunities to them to score
as highest band as possible (LPM, 2014).

Furthermore, the scoring system for school base assessment is divided into
two forms which are formative assessment and summative assessment (Ahmad Ali
Seman, 2014). The band for the students given based on holistic assessment with
various methods. Whenever teachers assess students the assessment is based on
curriculum standard (descriptor) set by LembagaPeperiksaan Malaysia (LPM). What
is the difference between these two assessments? Formative assessment is conducted
during the teaching and learning process such as observation, quiz, presentation and
worksheet whereby students must actively involve so that they able to score high
band. Summative assessment is conducted at the end of each chapter, half yearly or
at the end of the year (LPM, 2014). Both assessment report will be given separately
to the students which is Formative assessment result is in terms if band system and
summative assessment is in terms of examination marks. For example each year
students will get two assessment results which are independent.

Apart from school assessment there are also central assessments which provide
score for the students. Central assessments are refers to tests using instrument,
presentation, group work, projects and experiment reports (Ahmad &Warti,2014).
All these assessment in done based on instruments and a purpose for the students to
achieve certain criteria. All these assessment provide knowledge, skill, self-reflection
and more flexible approach to score higher band. There are criteria for the students to
follow in central assessment. Among the criteria are students not allow to copy
anyones work when involve in doing experimental report or course work for
subjects like geography and life skill, the standard of work must achieve band
required and all the work must follow the criteria set according to the curriculum
standard.All the scores obtain by the students will be recorded in a students
performance table for each subject according to band. These are examples of
students performance table for mathematics form 2. (Appendix B)
 After each lesson the students will be assessed by the teachers and if the
particular student able to master the subtopic then the teacher will tick the column in
the table. In order to achieve any band, a student needs to achieve the same band in
all the topics. For example in order to achieve band 5 in mathematics form 1 on a
whole in that year a student need to master all the band 5 criteria such as for topic
decimals, percentage, integers, polygon and solid geometry. If a student unable to
achieve band 5 in any one of the topics then only band 4 is given. That is why
students are given variety of methods to achieve as high band as possible and the
evidence will be kept as reference by the teachers.

Finally, the biggest issues in school base assessment are whether the score
given by the teachers are valid and reliable. There are three steps followed in order to
increase the validity and reliability. Among the steps are course for the teachers so
that the understanding of score giving process are the same throughout the year.
Besides that teachers are also involve in standardization of rubric so that the band
grading process is uniform and able to increase the reliability. The third process
would be proper record system of the students band so that always able to monitor
the students performance and would help the students to always improve their band
as high as possible (LPM, 2014).

1.7. Differences between Primary and Secondary School-Based Assessment

In terms of academic, school assessment is divided into two stages, at

primary andsecondary schools. At the stage ofprimary school, the students study
from Year 1 to Year 6. SBA is to monitor the development ofstudents' learning in
every subject. Among all subjects studied in primary school, they are Bahasa Melayu
SK, English SK, English SJK, Arabic, Chinese SK, Chinese SJK, Tamil language
SK, Tamil language SJK, Bahasa Iban, Kadazan Language, Math, World Science
and Technology, Islamic Education, Moral Education, World Visual Arts, World
Music, Physical Education, Health Education, Science, History, Design and
Technology and Information Technology.
 Whereas, at the secondary school level, the students have to go through Form
1 to Form 3. The objective of the assessment is the same as primary level but the
difference on the subjects to be taken by the students. Among the subjects at the
secondary level are Bahasa Melayu, English, Arabic, Chinese, Tamil, Iban, Kadazan
Language, Mathematics, Science, Islamic Studies, Moral Education, History,
Geography, Visual Art, Music Education, Education Civic and Citizenship, Health
and Physical Education, Life Skills Technical Skills Integrated Living Skills, Home
Economics, Integrated Living Skills Agriculture, Trade Integrated Living Skills and
Entrepreneurship. Assessment Centres (PP) held in SBA through two levels which
are primary and secondary schools level. At the primary level, assessment centre
conducted in Year 2. Whereas, at the secondary school level assessment was done
inForm 2 and Form 3 (LPM, 2014).

In terms of non-academic, assessments for physical activity, sports and

co-curricular (PAJSK) in primary schools implemented in Year 4, Year 5 and Year 6
starting from year 2014 while PAJSK for secondary schools implemented from Firm
1 to Form 5 since year 2012. On the other hand, PPsi for primary schools conducted
from Year 4 to Year 6 starting from year 2014. As the same as PAJSK, psychometric
assessment for secondary schools also implemented from Form 1 to Form 5. In the
context of primary school pupils, the General Aptitude Test will be administered and
scored by the class teacher. The score should be submitted for the interpretation of
the score and the preparation of reports. Teachers will discuss the findings for the
provision of teaching and learning activities that suit the pupils. Whereas, in the
context of secondary school, the inventory of personality traits, career interest
inventory and aptitude test administered by counsellor. Special Aptitude Test scores
can be used by the school for the purpose of determining the streaming of students in
Form 4.

Another difference is in terms of psychometric assessment score PPsi status in

primary and secondary schools. At the elementary level, the General Aptitude Test
scores (GAT) is not difficult and can be discussed with teachers and parents. GAT is
to evaluate higher order thinking skills mastered by students. On the other hand,
Traits Personality Inventory Scores (TPI) for secondary school level is difficult. The
test information is stored by the counsellor. TPI aims to help teachers to identify and
to understand the students' personality and choose appropriate interventions for
teaching and learning. The ultimate goal is to make sure TPI personal characteristics
of the individual in accordance with the line of work. Besides, Special Aptitude Test
scores (SAT) aims to measure potential characteristics for someone to get involved
or to be successful in a job, education, school, work or a particular situation. Career
Interest Inventory score is not difficult. It aims to help students identify career paths
that suit them. PPsi reporting periods for pupils in Year 3 and Year 6 must be kept by
the school until they have completed primary school. This goes the same as PPsi for
students from Form 1 and Form 3.

1.8. Perceptions

There are many perceptions towards implementation of school-based

assessments. Student, teachers and parents were interviewed and the transcript was
prepared. (Appendix C)

1.8.1. Student

The perception of respondent 1 (R1) as a student, he didnt understand what

is SBA in details. R1 stated that SBA consists of 6 bands but he didnt know the
meaning for each band. R1 thought that the marks and grades from the written
assessment in the school were better than the band.

1.8.2. Parents

Respondent 6 is a mother of 6 children. Lack of information about SBA

makes her have to find the information by herself. It was a hard time for her to
understand the SBA. She felt more comfortable with the previous curriculum and
assessment rather than new education curriculum and assessment. R6 claimed that
she knows the children progress easily and can detect the problems and weaknesses
of the children in non-SBA era while the other three children were quite late. Hence,
R6 preferred the old education system rather than the SBA.

1.8.3. Teachers

Based on respondent 2 (R2), SBA was the holistic assessment involving

academic, non-academic, attitude and social. As a teacher, respondent 2 hoped that
the size of the class can be reduced in controlling the quality of the assessment itself.
R2 claimed that the hardest moment in doing the SBA when the pupils always absent
and the skills for that day need to be repeated so that the absent pupils were not left
behind. Summative examinations were held twice a year which are in the middle and
end of the year. R2 also told that the examinations were done because majority of the
parents still wanted to know the marks, grades and ranking in the class. Hence,
parents prefer marks and grades rather than band in the SBA.

Based on respondent 3 (R3) who was the sport teacher, SBA was a holistic
and transparent assessment. R3 stated that PAJSK was the acronym for Pentaksiran
Aktiviti Jasmani, Sukan dan Korikulum and it was one part of the components in
SBA. SEGAK was the known as Standard Kecerdasan Fizikal Kebangsaan that was
held twice a year. It was used to test the level of pupils in terms of pupils physical
intelligence. 4 set of assessment was done such as turun naik bangku, tekan tubi,
rekok tubi separa and jangkauan melunjur. It also used the Body Mass Index (BMI)
to know whether the pupils were healthy, sick or obesity. PAJSK also helped the
teacher to know the passion, capability and achievement of the pupils in sports.

Respondent 4 (R4) was one of the counselor said that the Aptitude test was
one part of the SBA. It is used to know the potential of the pupils in terms of higher
order thinking skills (HOTS), problem solving skills and decision making, and
enthusiasm in certain field. It helps to balance the academic and non-academic based
on the philosophy of education. The score will be kept in the individual and class
profile. Then, the pupils will be helped in terms of counseling or guidance.

R5 was the person in charge of SBA in the school. Based on R5, the skills in
every topic will be assessed for each pupil in the class through many ways such as
worksheet, exercise book, oral, question and answer and so on. The hardest part in
doing the assessment was the absence of the pupils. Hence, the teacher needs to
repeat the skills and assess the pupils. The examinations were done twice in a year as
requested by the parents in school. The parents are more interested in knowing the
ranking, grades and percentage of their pupils.

1.9. References

Ahmad, A. S., & Warti, K. (2014). Pentaksiran Berasaskan Sekolah: Satu

Transformasi Pendidikandalam Pembangunan Modal Insan di Malaysia. Jurnal
Kajian Pendidikan, 4(2), 147158.
Carless, D. (2010). Classroom Assessment in Policy Context (Hong
Kong). International Encyclopaedia of Education, 438442.
Eric, H., & Dennis D. K. (2000). Schooling, Labour Force Quality, and the Growth
of Nations. American Economic Review, 90 (5), 11841208.
Faizah, A. Majid. (2011). School-based assessment in Malaysian Schools: The
Concerns of the English Teachers. Journal of US-China Education Review,
8(10), 1 15.
Finnish National Board of Education. (2004). National core curriculum for basic
education 2004. Retrieved from http://www.oph.fi/english/
Hendrickson, K. A. (2011). Assessment in Finland: A Scholarly Reflection on One
Countrys Use of Formative, Summative, and Evaluative Practices. Mid-Western
Educational Researcher, 25(1/2), 3343.
Hong Kong Examination and Assessment Authority. Retrieved
from http://www.hkeaa.edu.hk/en/
Kasanen, K., Raty, H., & Snellman, L. (2003). Learning the class test. European
Journal of Psychology of Education, 18(1), 4358.
Kupiainen, S., Hautamaki, J., & Karjalainen, T. (2009). The Finnish education
system and PISA. Finland: Ministry of Education Publications.
Lembaga Peperiksaan Malaysia. (2014). Panduan Pengurusan Pentaksiran
Berasaskan Sekolah. Retrived from www.moe.gov.my/
Ministry of Education. (2012). Malaysia Education Blueprint 2013-2025. Retrieved
from www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf.
Noraini, I., Loh, S. C., Norjoharuddeen, M. N., Rashidah, H., Wan Rohaya, W. Y.,
& Hamidah, S. (2008). Classroom Assessment System for Teaching and
Learning (CASTLe). Conference on Research in Education, 58 64.
Peter, H. W., & Wan T. W. (2006). Assessment Reforms in Hong
Kong. International Association for Educational Assessment 32nd Annual
Conference, (May), 18.
Rohaya, T., MohdZaki, K., Hamimah, A. N., & Adibah A. L. (2014). From Principle
to Practice: Assessment for Learning in Malaysian School-based assessment
Classroom. International Journal of Social Sciences & Education, 4(4), 850
857.
APPENDIX A-1
APPENDIX A-2
APPENDIX B-1
APPENDIX B-2
 APPENDIX C-1

TEMUBUAL

Murid Tahun 3 (Lelaki)

Penemuramah :Apa itu Pentaksiran Berasaskan Sekolah ?
Responden 1:Band- band tu.
Penemuramah :Band- band tu. Band- band tu ada berapa?
Responden 1:Ada 6.
Penemuramah :Band 1,2,3,4,5,6 tu apa?
Responden1 :Saya tak tahu.
Penemuramah :Tak tahu. Kalau tak tahu band, macam mana awak nak tahu
pencapaian awak dalam Matematik?
Responden 1:Tengok markah kertas ujian.
Penemuramah :Kertas ujian?
Responden 1:Saya tak tahu saya dapat A ker, B ker, C. Itu saya faham.
Penemuramah :Yang markah dengan ABC awak faham, yang band tu?
Responden 1:Tak faham.
 APPENDIX C-2

Guru Perpustakaan dan Media

Penemuramah :Ok. Assalamualaikum cikgu ___________.
Responden 2:Waalaikumusalam.
Penemuramah :Di sini saya ingin menemuramah cikgulah. Soalan yang pertama,
apakah itu Petaksiran Berasaskan Sekolah (PBS)?
Responden 2 :Ok, PBS adalah pentaksiran secara berterusan dari segi akademik dan
bukan akademik maksudnya dalam segi sukan, kurikulum, sahsiah dan
juga sosial. Itu yang saya fahamlah.
Penemuramah :O..ok, seterusnya soalan kedua, sejauhmanakah pelaksanaan PBS di
sekolah anda?
Responden 2 :A PBS tetap berjalan seperti biasa secara berterusan di sekolah saya.
Aa.Ia mengikut tahap kemampuan muridlah dan perlupenambaikan
dari segi saiz kelas sebab kami menghadapi kesukaranjika terlalu ramai
bagi menjamin kualiti pentaksiran itu.
Penemuramah :Seterusnya, adakah cikgu mengalami kesukaran dalam mentaksir
setiap murid di kelas?
Responden 2 : Aha semestinya sebab sebilangan murid kerap tidak hadir ke
sekolahjadi kami terpaksa mengulang semula kemahiran supaya
mereka tidaktercicir.
Penemuramah :O..ok.. Soalan terakhir, selain menjalankan PBS, adakah sekolahanda
mengadakan ujian bulanan atau Peperiksaan Akhir Tahun.Kenapa?
Responden 2 : Ok, sekolah saya menjalankan dua kali ujian sumatif iaitu
e..pentaksiran bertulis pertengahan tahun dan akhir tahun. Ini diatas
persetujuan antara pihak sekolah dan PIBG. Kerana ada ibu bapa
yang masihingin mengetahui kedudukan, gred, markah anak mereka
di dalam kelas.
Penemuramah :Ok, terima kasih cikgu.
Responden 2:Sama-sama.
 APPENDIX C-3

Guru Pendidikan Jasmani (PJ)

Penemuramah :Selamat pagi cikgu _______.
Responden 3:Selamat pagi.
Penemuramah :Saya hendak bertanya, soalan pertama. Apa itu Petaksiran berasaskan
sekolah (PBS)?
Responden 3 :PBS ini adalah erm.. apa.. kata ringkas bagi pentaksiran
berasaskansekolah. So ianya dilaksanakan berdasarkan penilaian
seorang guru yang telus dan holistic lah.
Penemuramah :Ok, soalan kedua, Apakah PAJSK? Sebab saya tahu cikgu adalah
seorang guru PJ. So boleh terangkan tak apa PAJSK?
Responden 3 :PAJSK ini adalah singkatan bagi pentaksiran aktiviti jasmani,
sukandan korikulum. So, ianya adalah merangkumi penggunaan kalau
dalam aspek kurikulum ianya dalam penggunaan Frog VLE iaitu
murid didedahkan dalam computer sesi pengajaran dan
pembelajarandan manakala dalam PAJSK juga a.. terdapat juga
pelaksanaan SEGAK. SEGAK ini bermaksud standard kecerdasan
fizikal kebangsaan so sasaran a SEGAK ini adalah murid tahap 2
iaitu tahun 4,5 dan 6. Selain itu, SEGAK ini adalah mengetahui tahap
kecergasan seseorang murid. So ianya dijalankan di peringkat sekolah
rendah dan sekolah menengah. A..biasanya ia dijalankan 2 tahun sekali
iaitu Mac dan juga Ogos ehh. Dengan itu, ianya juga menilai seseorang
murid dalam tahap BMI dia. BMI ini bermaksud a..Bass.. Body Mass
indeks . ianya merangkumi ukuran dan tinggi seseorang murid itu. So
ukuran BMI ini akan diambil sebelum 4 set ujian yang akan dijalankan
yang merangkumi a.. set ujian ini adalah antaranya turun naik bangku,
tekan tubi, rekok tubi separa dan juga jangkauan melunjur. Maka
dengan itu, dengan kata lainnya kita mengetahui seseorang itu sihat
atau tak sihat atau mengalami obesity.
Penemuramah :Ok, seterusnya soalan ketiga. Kenapa PAJSK ini penting untuk
murid-murid di sekolah?
Responden 3 : Ya, ianya memang sangat penting kerana terdapatnya penilaian sukan
dan kokurikulum di peringkat sekolah, sekolah rendah. Contohnya a..
terdapatnya a..sistem online PAJSK dimana melalui pemerhatian guru
sukan dan guru-guru dan akan memasukkan data tersebutlah dan
membuat a.. rekod bagi seseorang murid. Ianya juga melihat kepada
penyertaanlah, penglibatan dan juga pencapaian seseorang murid itu
sendiri. Dengan itu, ianya akan direkodkan oleh guru berkenaan dalam
rekod offline PAJSK sekaligus ia memudahkan pencarian guru bagi
murid yang berbakat.
 APPENDIX C-4

Guru Bimbingan dan Kaunseling.

Penemuramah :Ok. Assalamualaikum puan ___________.
Responden 4:Waalaikumusalam.
Penemuramah :Di sini saya ingin menemuramah cikgulah. Soalan yang pertama,
apakah itu Petaksiran Berasaskan Sekolah (PBS)?
Responden 4 :Saya ____________. Guru Bimbingan dan Kaunseling _______ .
Menurut pemahaman saya, PBS ialah pentaksiran yang dilaksanakan
secara holistik yang menilai segala aspek
Penemuramah :Apakah peranan Guru Bimbingan dan Kaunseling dalam menjayakan
PBS?
Responden 4 :Ok. Antara peranan GBK dalam menjayakan PBS ialah menjalankan
pentaksiran psikometrik iaitu menerusi ujian amptitud am, Seterusnya
selepas kita pelaksanaan ujian aptitude am itu kita kumpulkan skor,
sediakan profail kelas dan profail individu. Baik. Berdasarkan
skor-skor ujian ini nanti kita akan ambil tindakan seterusnya sama ada
kita ada sesi kaunseling ker. Sesi bimbingan ker.lebih kurang macam tu
lah.
Penemuramah :Ok. Soalan ketiga. Apakah kaitan antara Pentaksiran Psikometrik dan
PBS?
Responden 4 :Ok. Perkaitannya sebenarnya PBS ini ada empat elemen. Empat
komponen. Yang pertama, pentaksiran pusat, yang kedua pentaksiran
sekolah, yang ketiga ialah pentaksiran psikometrik dan keempat ialah
pentaksiran sukan jasmani dan kurikulum. Jadinya psikometrik adalah
elemen PBS itu sendiri.
Penemuramah :Ok. Soalan terakhir. Bagaimanakah ujian Aptitud Am ini boleh
membantu murid-murid di sekolah rendah?
Responden 4 :Ok. Kalau kita tengok sekarang.apenilaian pencapaian akademik
kita ambil daripada UPSR walaubagaimanapun kalau kita berbalik
kepada Falsafah Pendidikan tu satu usaha berterusan potensi individu
menyeluruh dan bersepadu a kita nampak ketidakseimbangan kat
situ. Sebab lebih..sekarang ni lebih kepada akademik. Oleh itu, bila kita
nak.. nak seimbangkan nak ubah semula keadaan, jadinya kita adakan
 ujian apsikometrik inilah. Ia diambik. Menerusi ujian ini, potensi
apotensi murid yang mempunyai kemahiran berfikir aras tinggi,
yang kedua kemahiran menyelesaikan masalah dan membuat
keputusan dan yang ketiga mempunyai minat dan kecenderungan
dalam bidang-bidang tertentu.
Penemuramah :Ok, terima kasih.
 APPENDIX C-5

Guru Penyelaras PBS

Penemuramah :Ok. Assalamualaikum cikgu ___________.
Responden 5:Waalaikumusalam.
Penemuramah :Di sini saya ingin menemuramah cikgulah. Soalan yang pertama,
apakah itu Petaksiran Berasaskan Sekolah (PBS)?
Responden 5 :PBS ialah pentaksiran berasakan sekolah yang ditafsir mengikut
kemahiran dalam sesuatu subjek.
Penemuramah :O..ok, Soalan kedua, sejauhmanakah pelaksanaan PBS di sekolah
anda?
Responden 5 :Perlaksanaan PBS berjalan seperti yang telah ditetapkan oleh
kementerian. EGuru-guru melaksanakan PBS mengikut kemahiran..
amelalui secara lisan, bertulis, melalui buku-buku latihan, soal jawab
dan sebagainya lah.. banyak kaedah untuk mentafsir pentaksiran
berasaskan sekolah
Penemuramah :Soalan ketiga, adakah guru-guru mengalami kesukaran dalam
mentaksir setiap murid di kelas?
Responden 5 :Kesukaran yang utamalah. Kalau mentaksir ni tak banyak sangatlahlah.
A..Kesukarannya sebab dia ada panduannya. Tapi kesukaran dari segi
teknikal lah. Pada murid tak hadir , sebab pentaksiran dijalankan
selepas berlakunya PnP. Selepas berlakunya PnP pentaksiran itu
dijalankan. Apabila murid itu tidak dapat hadir pada hari tersebut,
maka pentaksiran itu terpaksa ditunda kerana dua tiga orang murid ini.
A.. Pentaksiran itu sukar untuk dijalankan a.. untuk semua murid
adalah dua atau 3 orang terpaksa ditangguhkan. Tapi akhirnya dibuat
jugalah kepada murid-murid.
Penemuramah :O..ok.. Soalan terakhir, selain menjalankan PBS, adakah sekolahanda
mengadakan ujian bulanan atau Peperiksaan Akhir Tahun.Kenapa?
Responden 5 :Peperiksaan akhir tahun. Ok. Sekolah ini menjalankan dua
peperiksaan tapi disebut sebagai Pentaksiran bertulis pertengahan tahun
dan pentaksiran bertulis akhir. tahun. A.. Apa..a..peperiksaan ini
sebenarnya a dilakukan..bukan ditetapkan wajib mengikut sekolah.
Kalau sekolah itu. Kementerian memberi kelonggaran untuk membuat
 peperiksaan ini mengikut dua setahun dua kali. Kalau kita tengok
sekarang ya kita buat pentaksiran..sebelum ni lah..sebelum
apa..a..pentaksiran ini..adi..a..penambahbaikan a..peperiksaan tidak
ada. Disebabkan ibu bapa ini bila datang sekolah dia bertanya dia mesti
nak nombor, nombor berapa, gred, peratus anak nya. Anak
masing-masinglah. Jadi guru buatlah itu sebagai a..menjawab persoalan
daripada ibu bapalah. Kenapa peperiksaan itu dijalankan di sekolah.
Penemuramah :Ok, terima kasih cikgu.
Responden 5:Sama-sama.
 APPENDIX C-6

Ibu bapa
Penemuramah : Assalamualaikum puan.
Responden 6: Waalaikumusalam.
Penemuramah : Ok, saya ingin menemuramah puan. Soalan yang pertama, apakah
yang puan faham tentang Pentaksiran Berasaskan Sekolah (PBS)?
Responden 6 : Er Ini ikut kefahaman saya sebagai seorang ibu lah. PBS ini adalah
peperiksaanpeperiksaan yang berdasarkan berasaskan sekolah.
Penemuramah : Ook
Responden 6: Itu yang saya fahamlah.
Penemuramah : Ok. Yang kedua. Pernahkah sekolah anak puan memberi sebarang
penerangan tentang pelaksanaan PBS?
Responden 6 : Sesetakat ni ada diterangkan tapi tak secaratak secara detail. Jadi
anak-anak saya ni belajar dia faham sendiri saja. Dan saya pun begitu
jugak. Saya pon paham melalui bacaan, saya tengok melalui internet,
jadi yang sebenarnya tak berapa nak faham jugaklah.
Penemuramah : O..ok. Yang ketiga, apakah perbezaan yang puan lihat bagi anak-anak
yang melalui PBS dan tiada PBS?
Responden 6 : Ok, sya ni ada enam anak. Tiga anak saya yang atas..aKBSR. 3
anak saya yang bawah PBS. Bila saya tengok perbandingan antara PBS
apa..sebelum tiga yang atas dan bawah ni saya dapati PBS ni kurang
pada sayalah kurang menyeluruh . Jadi, dia apabila keputusan periksa
keluar agak-agak..agak kurang kita faham berbanding dengan tiga yang
atas tu. Kita tahu dia punya kelemahan kita dapat kesan dari awal.
Macam ini kita terpaksa apa ni kita terpaksa dudukdengan cikgu dia.
Kita masa..kena ambil tahu tapi benda yang tak berapa nak fahamlah
berbanding dengan yang sebelum ni. Saya tengok anak saya yang tiga
atas ni bila periksa dia tahu apa dia nak buat, buku apa dia nak baca.
Lepas tu dia boleh..dia boleh study lah.
Penemuramah : Ok, Yang tiga bawah tu pulak?
Responden 6 : Yang tiga bawah tu dia sebab sebelum ni benda ni tak ada
peperiksaan jadi saya, dia pon tak tahu sama ada dia lemah di bahagian
mana dan saya pon tak boleh nak kesan kelemahan dia bagi
 matapelajaran apa. Jadi bila dah sebab dia dah punya jadi menyeluruh
macam ni, jadi nak ambil tindakan untuk membetulkan keadaan ini
kalua dia gagal mengambil masa yang lama.
Penemuramah : O..ok. Soalan yang terakhir, apakah harapan puan terhadap PBS di
masa akan datang?
Responden 6 :Kalau tanya saya sebagai seorang emaklah, kekalkan yang lama sebab
bagi saya PBS ni lebih banyak kerjanya, lebih banyak.. apa bukan
cikgulah.. ibu bapanya ini nak kena..kenaapa orang
cakap..kena..kena..kena fikir banyak tentangtentang apa kelemahan
anak makan masa yang lama. Jadi kalau tu agak terlambatlah. Kalau
kita dah tahu benda tu macam mana. Gagal dia apa semua. Agak
terlambatlah.
Penemuramah : Terima kasih puan.
Responden 6: Sama-sama.
APPENDIX D-1
APPENDIX D-2
APPENDIX D-3
APPENDIX D-4
APPENDIX D
APPENDIX D-5
APPENDIX D-6
APPENDIX D-7
APPENDIX D-8