9/7/2017

 The current education system in Malaysia is too 4 public examinations:

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.
1. Primary School Achievement Test (UPSR) at the
end of six years of primary education
2. Lower Secondary Examination (PMR) at the end
of another three years’ schooling,
3. Malaysian Certificate of Education (SPM) at the
end of 11 years of schooling,
4. Malaysian Higher School Certificate
Examination (STPM) or the Higher Malaysian
Certificate for Religious Education (STAM) at the
end of 13 years’ schooling.
(MOE 2004).

 In public debate, the issue of teaching to the test has often

translated into debates over whether the UPSR, PMR, and SPM
examinations should be abolished.
 Summative national examinations should not in themselves have
any negative impact on students.
 The challenge is that these examinations do not currently test
the full range of skills that the education system aspires to
produce.
 An external review by Pearson Education Group of the English
examination papers at UPSR and SPM level noted that these
assessments would benefit from the inclusion of more questions
testing higher-order thinking skills, such as application, analysis,
synthesis and evaluation.
 For example, their analysis of the 2010 and 2011 English
Language UPSR papers showed that approximately 70% of the
questions tested basic skills of knowledge and comprehension.

1
 9/7/2017

Malaysia Education Blueprint 2013-2025

“ In October 2011, the Ministry of Education launched a comprehensive School-based assessment
review of the education system in Malaysia in order to develop a new
National Education Blueprint. This decision was made in the context of is being introduced as part of
rising international education standards, the Government’s aspiration of
better preparing Malaysia’s children for the needs of the 21st century, the National Transformation Programme
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
to produce world-class human capital.
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-based Assessment is a holistic In 2011, in parallel with the KSSR, the new
assessment which assesses the cognitive, PBS format that is intended to be more:
affective, and psychomotor domains • Holistic
encompassing intellectual, emotional, spiritual
and physical aspects. Thus, it is in tandem with
• Integrated
the Primary School Standard Curriculum as well • Balance
as the National Educational Philosophy. It covers • Robust
both academic and non-academic fields. It is
carried out continuously in schools by teachers
during the teaching and learning process.

4 Components of SBA/ PBS There are four components to the new PBS:
Academic: 1. School assessment
 refers to written tests that assess subject
1. School Assessment (using Performance
Standards) learning.
 The test questions and marking schemes are
2. Centralised Assessment
developed, administered, scored, and
Non-academic: reported by school teachers based on
3. Physical Activities, Sports and Co-curricular guidance from LP
Assessment (Pentaksiran Aktiviti Jasmani,  The emphasis is on collecting first hand
Sukan dan Kokurikulum - PAJSK) information about pupils’ learning based on
4. Psychometric/Psychological Assessment curriculum standards

2

2. 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 using instruments, rubrics,
guidelines, time line and procedures prepared by
LP
 Monitoring and moderation conducted by PBS
Committee at School, District and State Education
Department, and LP
4. 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
 In 2014, the PMR national examinations will be
replaced with school and centralised assessment.
 In 2016, a student’s UPSR grade will no longer be
derived from a national examination alone, but
from a combination of PBS and the national
examination.
 The format of the SPM remains the same, with
most subjects assessed through thenational
examination, and some subjects through a
combination of examinations and centralised
assessments.
9/7/2017
3. 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 new format enables students to be
assessed on a broader range
 The new format enables students to be
assessed on a broader range of output over a
longer period of time.
 It also provides teachers with more regular
information to take the appropriate remedial
actions for their students.
 These changes are hoped to reduce the
overall emphasis on teaching to the test, so
that teachers can focus more time on
delivering meaningful learning as stipulated
in the curriculum.
 The School-based assessment results
conducted by the teachers are reliable
because they:
1. Continuously monitor their pupil’s growth
2. Can provide constructive feedback to help
improve pupil’s learning abilities
3. Have better understanding of the context
and environment that are most conducive to
assess pupils
4. Appraise and provide feedback based on
Performance Standards
3

Bloom's Taxonomy of Cognitive Levels
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
2. Comprehension
 The ability to grasp the meaning of material.
 Translating material from one form to another (words to
numbers), interpreting material (explaining or
summarizing), estimating future trends (predicting
consequences or effects).
 Goes one step beyond the simple remembering of material,
and represent the lowest level of understanding.
 Learning objectives at this level: understand facts and
principles, interpret verbal material, interpret charts and
graphs, translate verbal material to mathematical formulae,
estimate the future consequences implied in data, justify
methods and procedures.
 Question verbs: Explain, predict, interpret, infer,
summarize, convert, translate, give example, account for,
paraphrase x?
4. Analysis
 The ability to break down material into its component parts.
 Identifying parts, analysis of relationships between parts,
recognition of the organizational principles involved.
 Learning outcomes here represent a higher intellectual level than
comprehension and application because they require an
understanding of both the content and the structural form of the
material.
 Learning objectives at this level: recognize unstated assumptions,
recognizes logical fallacies in reasoning, distinguish between
facts and inferences, evaluate the relevancy of data, analyze the
organizational structure of a work (art, music, writing).
 Question verbs: Differentiate, compare / contrast, distinguish x
from y, how does x affect or relate to y? why? how? What piece of
x is missing / needed?
9/7/2017
1. Knowledge
Recalling memorized information.

 May involve remembering a wide range of material
from specific facts to complete theories, but all that
is required is the bringing to mind of the appropriate
information.
 Represents the lowest level of learning outcomes in
the cognitive domain.
 Learning objectives at this level: know common terms,
know specific facts, know methods and procedures,
know basic concepts, know principles.
 Question verbs: Define, list, state, identify, label,
name, who? when? where? what?
3. Application
 The ability to use learned material in new and concrete
situations.
 Applying rules, methods, concepts, principles, laws, and
theories.
 Learning outcomes in this area require a higher level of
understanding than those under comprehension.
 Learning objectives at this level: apply concepts and
principles to new situations, apply laws and theories to
practical situations, solve mathematical problems,
construct graphs and charts, demonstrate the correct
usage of a method or procedure.
 Question verbs: How could x be used to y? How would you
show, make use of, modify, demonstrate, solve, or apply x
to conditions y?
5. Synthesis
 The ability to put parts together to form a new whole.
 This may involve the production of a unique communication
(theme or speech), a plan of operations (research proposal), or a
set of abstract relations (scheme for classifying information).
 Learning outcomes in this area stress creative behaviors, with
major emphasis on the formulation of new patterns or structure.
 Learning objectives at this level: write a well organized paper,
give a well organized speech, write a creative short story (or
poem or music), propose a plan for an experiment, integrate
learning from different areas into a plan for solving a problem,
formulate a new scheme for classifying objects (or events, or
ideas).
 Question verbs: Design, construct, develop, formulate, imagine,
create, change, write a short story and label the following
elements
4
 9/7/2017

6. Evaluation
 The ability to judge the value of material (statement, novel, poem,
research report) for a given purpose.
 The judgments are to be based on definite criteria, which may be
internal (organization) or external (relevance to the purpose).
 The student may determine the criteria or be given them.
 Learning outcomes in this area are highest in the cognitive hierarchy
because they contain elements of all the other categories, plus conscious
value judgments based on clearly defined criteria.
 Learning objectives at this level: judge the logical consistency of written
material, judge the adequacy with which conclusions are supported by
data, judge the value of a work (art, music, writing) by the use of internal
criteria, judge the value of a work (art, music, writing) by use of external
standards of excellence.
 Question verbs: Justify, appraise, evaluate, judge x according to given
criteria. Which option would be better/preferable to party y?

Traditional Assessment Alternative Assessment

 Alternative assessments are assessment
procedures that differ from the traditional One-shot tests Continuous, longitudinal assessment

notions and practice of tests with respect to Indirect tests Direct tests

format, performance, or implementation. Inauthentic tests Authentic assessment

Individual projects
 It is likely that alternative assessment found
No feedback to learners
its roots in writing assessment because of the Speeded exams
need to provide continuous assessment Decontextualised test tasks
rather than a single impromptu evaluation Norm-referenced score reporting
(Alderson & Banerjee, 2001). Standardised tests
Summative
Group projects
Feedback provided to learners
Power exams
Contextualised test tasks
Criterion-referenced score reporting
Classroom-based tests
Formative

Source: Adapted from Bailey (1998:207 and Puhl, 1997: 5)

Traditional Assessment Alternative Assessment

Characteristics of Alternative Assessment:
Product of instruction Process of instruction  Ask the students to perform, create, produce, or
do something.
Intrusive Integrated  Tap higher-level thinking and problem-solving
skills.
Judgmental Developmental  Use tasks that represent meaningful
instructional activities.
Teacher proof Teacher mediated  Invoke real-world applications.
 People, not machines, do the scoring, using
human judgment.
 Require new instructional and assessment roles
for teachers.

Source: Adapted from Bailey (1998:207 and Puhl, 1997: 5)

5
 9/7/2017

 Tannenbaum (1996), comments that  Alternative assessment tend to be

alternative assessments focus on
documenting individual strengths and
development which would assist in the
teaching and learning process.
 Alternative assessments are compatible with
the contemporary emphases on the process
as well as product of learning (Croker, 1999)
“descriptive and persuasive, rather than
research-based” (Alderson & Banerjee,
2001:229).
 Alternative assessments are also said to be
limited to the classroom and has not become
part of mainstream assessment.
 Brown and Hudson, in advocating alternative
assessment, seem to have taken a safer
approach by suggesting the term
“alternatives in assessment”.

Test formats that are considered alternative assessment

 Physical demonstration
 Pictorial products
 Reading response logs
 K-W-L (what I know/what I want to know/what I’ve
learned) charts
 Dialogue journals
 Checklists
 Teacher-pupils conferences
 Interviews
 Performace tasks
 Portfolios
 Self assessment
 Peer assessment

4 elements of a portfolio (Bailey,1998, p: 218): Advantages of Using Portfolio Assessment (Brown &
Hudson,1998, p: 664-665):
 enhances student and teacher involvement in assessment
 provides opportunities for teachers to observe students
Personal Section
using meaningful language
Introductory Section • Journals  to accomplish various authentic tasks in a variety of
• Overview • Score reports contexts and situations
• Reflective Essay • Photographs  permit the assessment of the multiple dimensions of
language learning
• Personal items
 provide opportunities for both students and teachers to
work together and reflect on what it means to assess
students’ language growth
Academic Works Section
 increase the variety of information collected on students
• Samples of best work Assessment Section
 make teachers’ ways of assessing student work more
• Samples of work • Evaluation by peers systematic.
demonstrating • Self-evaluation
development

6

 Puhl (1997), describes a case study in which she
believes self-assessment forced the students to
reread and thereby make necessary editing and
corrections to their essays before they handed
them in.
 Nevertheless, in order for self assessment to be
useful and not a futile exercise, the learners need
to be trained and initially guided in performing
their self assessment.
 This training involves providing students with the
rationale for self assessment and how it is
intended to work and how it is capable of helping
them.
 These questions are useful in the formative
stages of assessment as it helps students
identify their own strengths and weaknesses
and respond accordingly.
 Through asking these types of self
assessment questions, the students are
expected to become more sensitive to their
own learning and ultimately perform better in
the final summative evaluation at the end of
the instructional programme.
9/7/2017
 Both these forms of assessment are strongly
advocated by Puhl (1997) as she believes that
they are essential to continuous assessment,
a cornerstone to alternative assessment.
 The benefits of self and peer assessment are
especially found in formative stages of
assessment in which the development of the
students’ abilities are emphasised.
 Self appraisals are also thought to be quite
accurate and are said to increase student
motivation.
 In language teaching and learning, self assessment is
relevant in assessing all the language skills.
 An example of the self assessment of the listening
skill, especially in the comprehension of questions
asked is suggested by Cohen (1994), as follows:
1. I don’t understand questions well at all
2. I have difficulty understanding most questions even
after repetition
3. I have difficulty with some questions, but I generally
get the meaning
4. I can usually understand questions, but I might
occasionally ask for repetition
5. I can always understand the questions with no
difficulties and without having ask for repetition
7
 9/7/2017

 Peer assessment differs from self assessment in that
it involves the social and emotional dimensions to a
much greater extent.
 Peer-assessment can be defined as a response in
some form to other learners’ work (Puhl, 1997).
 It can be given by a group or an individual and it can
take “any of a variety of coding systems: the spoken
word, the written word, checklists, questionnaires,
nonverbal symbols, numbers along a scale, colours,
etc.” (p.8)
 Peer assessment requires that a student take up the
role of “a critical friend” to another student in order
to “support, challenge, and extend each other’s
learning” (Brooks, 2002: 73).
Among the reported benefits of peer
assessment are as follows:
 remind learners they are not working in
isolation
 help create a community of learners
 improve the product (“Two heads are better
than one”)
 improve the process; motivates, even inspires
 help learners be reflective
 stimulate meta-cognition.

• 164 sekolah 35 pelajar untuk setiap sekolah

• Sekolah swasta, sekolah agama, sekolah
antarabangsa, sekolah berasrama penuh.
• Remaja berumur 15 tahun
• Keupayaan membaca, sains dan matematik
• Ujian berlangsung 2 jam
• Jenis soalan gabungan soalan terbuka (open-
ended) dan juga soalan pelbagai pilihan jawapan
(multiple-choice).

2009
MATA PUTARA OECD PISA 2009 PISA 2012
Matematik - 57 (mata 404) PELAJARAN
Sains - 53 (mata 422) MATEMATIK 496 404 421
Membaca - 55 (mata 414) SAINS 501 422 420
BACAAN 493 414 398

2012
Matematik - 52 (mata 421) Kedudukan Malaysia di tangga dunia PISA:
Sains - 53 (mata 420) v2009 (55 daripada 74 negara)
Membaca - 59 (mata 398) v2012 (52 daripada 65 buah negara)

8
 9/7/2017

Tindaka
n
susulan
• Keutamaan guru dalam menghabiskan sukatan
pelajaran.
PPPM Memper
• Pendekatan, Teknik pengajaran guru yang 11 baiki
tidak holistik. Anjakan
2013 sistem
utama - pendidik
• Tidak kreatif dalam pendekatan an di
pedadogikal. 2025 Malaysia

Meningk
• Guru bukan opsyen mengajar at-kan
matematik. pencapa
ian
Malaysia
dalam
PISA

ü M e m a ha m i p r es ta si d a n c a b a r a n
semasa.

ü Mewujudkan visi dan aspirasi yang

jelas.

ü Menggariskan program transformasi

ya ng m e nye l u r u h un t uk s i s t e m
p end id i kan, ter mas uk p e r ub ahan
utama dalam Kementerian Pelajaran
Malaysia

Gelombang 1 Peluasan segera

(2013 – 2015) prasekolah dan
meningkatkan
• Memastikan fasa dan tempoh pendidikan setara
dengan amalan sistem pendidikan berprestasi tinggi. enrolmen pada
semua peringkat
• Memperluas akses dan meningkatkan enrolmen pada
pendidikan.
peringkat prasekolah.
• Menggunakan pendekatan yang lebih berfokus.
Gelombang 2 Pengukuhan kejayaan.
• Memberi bantuan kewangan berasaskan keperluan.
(2016 – 2020)
• Menyedia bentuk bantuan lain bagi menangani isu
murid tidak berdaftar dan murid berisiko tercicir
Gelombang 3 Pemastian akses
daripada sistem pendidikan.
(2021-2025) sejagat.

9
 9/7/2017

Gelombang 1 (2013 hingga Meningkatkan standard

2015) pemilihan dan sistem
sokongan.

v Memurni dan memperjelaskan kriteria pemilihan Gelombang 2 (2016 hingga Memartabatkan

2020) profesion keguruan dan
v Membina kelompok pemimpin sekolah masa depan yang berpotensi menganjak ke arah
kepimpinan distributif.
v Menambah baik persediaan dan pembangunan profesionalisme
berterusan

v Memperkenalkan pendekatan pengurusan prestasi berdasarkan Gelombang 3 (2021 hingga Mewujudkan budaya
kompetensi. 2025) kecemerlangan
profesionalisme
berasaskan rakan
setugas pada tahun
2021.

Gelombang 1 Menetapkan semula

(2013-2015) peranan dan
mengukuhkan JPN dan
PPD
Gelombang 2 Melaksanakan
• Menjajar semula peranan dan tanggungjawab (2016-2020) penstrukturan semula
setiap peringkat Kementerian. Kementerian secara
meluas
• Memberi lebih kuasa dan
Gelombang 3 Memperkukuh
kebertanggungjawaban kepada pihak JPN dan (2012-2025) kekuatan organisasi
PPD.
• Mengukuhkan fungsi teras di peringkat
Kementerian.

 Memberi latihan kepada semua

guru untuk menerapkan ICT dalam
pengajaran dan pembelajaran.
 Menyediakan murid dengan kemahiran dan
pengetahuan untuk belajar dengan berkesan.  Meningkatkan nisbah peralatan ICT
berbanding murid kepada 10:1.
 Melengkapkan kesemua 10, 000 sekolah
seluruh negara dengan capaian internet 4G  Merintis cara penyampaian
dan platform pembelajaran maya. pembelajaran dengan
menggunakan inovasi ICT.

10
 9/7/2017

Gelombang 1 Mempertingkatkan
(2013-2015) asas ICT
Gelombang 2 Memperkenal inovasi dalam
(2016-2020) ICT • Meningkatkan kesedaran dalam kalangan ibu
Gelombang 3 Mengekalkan penggunaan bapa dan masyarakat tentang peranan mereka
(2020-2025) meluas sistem ICT yang dalam pendidikan anak-anak.
inovatif
• Menyediakan bimbingan kepada sekolah untuk
melaksanakan proses penglibatan dengan ibu
bapa dan masyarakat.

• Meningkatkan bantuan kewangan untuk murid Menyokong penglibatan ibu

Gelombang 1
miskin.
(2013 to 2015) bapa dan inisiatif sektor swasta.

• Mengupayakan PIBG untuk memainkan peranan

Gelombang 2 Memantapkan penglibatan
yang lebih besar dalam menyokong penglibatan
ibu bapa dan masyarakat. (2016-2020)

Gelombang 3 Menggalakkan lebih banyak

• Meningkatkan jumlah Sekolah Amanah dan
bidang lain untuk penglibatan sektor swasta. (2021-2025) inovasi daripada sektor swasta

• Menurut Bloom dalam Noor Erma(2014)

sikap meliputi 3 komponen yang utama:
• afektif
Pengaruh Format • perilaku
• kognisi
sikap soalan • Ramai murid menjawab ujian PISA ini secara
murid PISA tidak bersungguh-sungguh

11
 9/7/2017

 Kajian dilaksanakan oleh Azizi Hj

Ya ha y a , Ja m a l u dd i n R a m l i d a n
Yusof Boon (2007) terdapat
hubungan yang lemah antara sikap
pelajar terhadap subjek Matematik
dan pencapaiannya
 Murid yang bersikap tinggi terhadap
Matematik lazimnya akan
menyiapkan kerja dalam masa yang
ditetapkan
• Soalan-soalan dalam bentuk teks yang panjang
Memerlukan murid membuat interpretasi, refleksi dan
•
penilaian berdasarkan kehidupan sebenar
• Format soalan peperiksaan awam di Malaysia adalah
ringkas dan lebih tertumpu kepada rajah dan jadual
• Murid tidak perlu mempunyai kemahiran berfikir aras
tinggi untuk memberi jawapan kepada soalan yang
dikemukakan
• Murid-murid Malaysia tidak mampu menjawab dengan
baik soalan-soalan yang memerlukan mereka berfikir
aras tinggi

Ciri-ciri pelajar yang berjaya memperolehi

markah purata 31 ke atas dalam soalan
matematik :
1. Dapat mengeluarkan maklumat berdasarkan ONLINE ASSESSMENT
soalan
2. Pantas memahami dan mencari penyelesaian
3. Mampu menghubung kait fakta
4. Suka selesaikan masalah yang sukar

12
9/7/2017

13
 9/7/2017

KBAT

Kemahiran Berfikir Kritis dan Kreatif Kemahiran Berfikir Aras TInggi

ETIKA DAN KEROHANIAN
KEMAHIRAN DWIBAHASA
KEMAHIRAN BERFIKIR • KBKK memberi fokus kepada • Inisiatif KBAT adalah
Hello! kemahiran berfikir aras rendah kesinambungan kepada inisiatif
Selamat
Selamat hingga aras tinggi, dan membuat KBKK
pagi!
Pagi! refeksi • memberi fokus kepada kemahiran
Good
• Fokus adalah pada Kurikulum dan berfikir aras tinggi iaitu
mornin mengaplikasi, menganalisis,
Pedagogi
g! menilai dan mencipta
• Elemen KBKK ditulis secara melibatkan aplikasi pengetahuan,

6
•
tersirat dan merentas kemahiran dan nilai yang
kurikulum memerlukan murid membuat
IDENTITI NASIONAL • Guru diberi latihan keputusan dan menyelesaikan
CIRI masalah, berinovasi dan berupaya
mencipta sesuatu
KEMAHIRAN MEMIMPIN UTAMA • merupakan satu proses kitaran
aras rendah ke aras tinggi
PENGETAHUAN
• memberi penekanan dalam
kurikulum, pedagogi, pentaksiran,
kokurikulum, sokongan komuniti
dan swasta, bina upaya serta
sumber
• Soalan KBAT sebanyak 40% UPSR
dan 50% SPM pada tahun 2016

* *

Elemen utama

Kokurikulum
4
Aktiviti § Setiap murid terlibat di dalam
1 berasaskan projek 1 Murid 1 Projek (1M1P)
§ Elemen KBAT dalam projek dalam
Kurikulum untuk meningkatkan KBAT
kurikulum kelab dan

Keupayaan untuk persatuan § Menyediakan panduan untuk

Penyelesaian Masalah dan

mengaplikasikan Pembuatan Keputusan

pengetahuan, kemahiran dan 5 Sokongan

§ Mewujudkan mekanisme
nilai dalam membuat § Pedagogi KBAT yang
Komuniti &
Swasta
galakkan penyertaan komuniti
dan sektor swasta untuk
penaakulan dan refleksi bagi 2
Pedagogi
efektif dalam bilik
darjah berdasarkan
menyokong KBAT dalam aktiviti

menyelesaikan masalah, penggunaan alat

di sekolah

membuat keputusan, berfikir seperti

program i-THINK dan
6
§ Menyediakan latihan KBAT
berinovasi dan berupaya teknik penyoalan aras
tinggi
Bina Upaya kepada guru (fokus guru
Matematik, Sains dan Sejarah
mencipta sesuatu 3
tahun 2013)

§ Tingkatkan % dan § SISC+ membimbing guru dalam

Pentaksiran kualiti soalan KBAT
pentaksiran
§ Menyediakan manual 7
§ Mempertingkatkan dan
pembina item KBAT Sumber mempelbagaikan KBAT

* *

14
 9/7/2017

Murid dapat membuat

Perubahan dalam Disokong keputusan, menyelesai
Kurikulum
Ditulis secara masalah, menginovasi dan
eksplisit dalam mencipta
dokumen Kokurikulum
kurikulum Keberhasilan
Penilaian Murid

• Peringkat
sekolah: PBS 1. Pengetahuan
Pendekatan Sokongan
Penggunaan alat Komuniti &
2. Kemahiran
• Peringkat
berfikir dan Swasta berfikir
Kebangsaan:
penyoalan aras UPSR, SPM 3. Kemahiran
tinggi
dwibahasa
• Penilaian
peringkat 4. Kemahiran
Bina Upaya antarabangsa: memimpin
TIMSS & PISA 5. Etika &
kerohanian
Pentaksiran
Soalan berbentuk 6. Identiti
aras tinggi dalam nasional
peperiksaan pusat Sumber
(40% UPSR dan
50% SPM tahun
2016)

15