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Table of Contents

1 Objectives of PEKA for PMR

2 The Characteristics of PEKA for PMR

3 PMR PEKA Implementation Guidelines

4 Things-to-do Before, During and After Each Assessment

5 The Framework of PMR PEKA

6 Scoring

7 How to Grade

8 Reporting Procedure

1
1 Objectives of PEKA for PMR

PEKA for PMR is designed to ensure that students are able to:
(a) Master scientific skills
(b) Consolidate and reinforce the knowledge and comprehension of scientific
theories and concepts
(c) Develop positive scientific attitudes and noble values when carrying out
scientific investigations

2 The Characteristics of PEKA for PMR

Assessment of students’ work or Students Format of Evidences that are

evidences based on their abilities must be assessment produced must
and readiness. informed on must be reflect students’
The assessment must also ‘how’, ‘when’ practicable performances and
be carried out in a conducive and ‘where’ and ability.
environment and based on the the constructs manageable.
teacher’s teaching plan. will be
assessed.

Open and Feasible and

Knowledge
transparent systematic Assessment must be
Science Process Skills progressively carried
Science Manipulative Skills out throughout Form 1
Scientific Attitudes Student- Variety of to Form 3, giving
Noble values. centred instruments student the opportunity
to improve their work
and score.

Compatible with the Continuous and

PEKA for PMR
curriculum specification formative assessment

Continuous Valid and

monitoring reliable
Positive
reports
The assessment must be
carried out systematically and
The constructs that are
progressively in accordance to
The scores awarded assessed must be within the
its objectives and procedures.
must stimulate curriculum specification to
students to further ensure its validity. The scores
improve their that are awarded must be
performances in accurate and consistent to
acquisition ensure the reliability of the
of skills. assessment.

2
3 PMR PEKA Implementation Guidelines

Planning

Essential aspects that must be considered in the

planning stage include:
• Who are the pupils that will be assessed?
• When will the assessments be carried out?
• Who are the staff involved when the
assessments are being carried out?
• What are the instruments that will be used?
• How are the scoring and grading will be carried out?
• How will the reporting be carried out?

Administration

Evidences produced by students must be properly

managed. The scores that are awarded to students
based on these evidences must be recorded and
compiled by teachers who have carried out the
assessments.

Scoring
Scores are awareded based on the scoring scheme as
outlined in the PEKA PMR Manual for teachers.

Reporting
The reporting process and outcome must able to show
students’ level of mastery of the constructs that are
being assessed.

Moderation

An important mechanism that must be devised to

enable the school-based assessments that have been
carried out are valid and reliable. It involves a set of
procedures that enables the school-based assessments
to be standardised and effectively monitored.

3
4 Things-to-do Before, During and After Each Assessment

The assessment of constructs The assessment Students All information

is flexible. Hence, teachers can of scientific must submit regarding the
either assess one construct attitudes and complete scoring of the
or skill at a time or several noble values evidences evidences must
constructs or skills at a time must be infused that are be made
or several constructs or skills in the properly accessible to
simultaneously. Teachers can assessment. completed the students.
also choose as to assess a as required.
selected group of students
or the whole class.
Scientific attitudes Students’
PMR PEKA must and noble values evidences Opportunity must be
be infused and given to students
implemented as who are not able to
part of the Assessing Assessing master any of the
teaching and constructs evidences constructs that have
learning process. been assessed.

Teaching and Moderation

Things-to-do
learning process mechanism
in PEKA

Constructs to
Frequency
be assessed

The frequency of the assessment for Opportunity

each form should be as follows: All the constructs be
assessed. Hence,
Form 1 2 3
Students must be teachers must plan
Frequency 2 3 1
given adequate enough assignments
opportunities to for assessments of
* Frequency – The minimum number of all constructs.
assessments that need to be carried out master the required
skills before the
The highest score for each construct assessments are
should be taken from either Form 1, carried out.
Form 2 or From 3.

5 The Framework of PMR PEKA

(a) The learning area of Science comprises of three main elements:

Three main elements

in PEKA

Science Process Experimenting and Scientific attitudes

Skills manipulative skills and noble values

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(b) Construct, criteria (performance indicator) and scoring scheme

Element I: Science Process Skills Scoring Scheme

Construct (Skills) Criteria (Performance Indicator) 3 marks 2 marks 1 mark

C1 (a) Identify the general characteristic of a group of All criteria At least four At least two
Observing item and state criteria and criteria and
Note (b) Identify characteristic and quality of certain observations some one
Pupils may use concept correctly observations observation
appropriate tools to (c) Identify unique or different characteristic
assist senses in (d) State the differences and similarities
conducting this activity (e) State the change occurred

C2 (a) Identify the differences and similarities All criteria Criteria (a), Show the
Classifying (b) Classify according to common characteristics (b) and state idea of classi-
(c) Use other criteria to group objects briefly the fication using
(d) Explain method of classification used method of criteria (a)
classification and/or (b)

C3 (a) Count and compare items quantitatively, in All criteria Criteria (a), Show the
Measuring and different groups (b), (c), (d) idea of
using numbers (b) Use numbers to record phenomenon and (e) measuring
(c) Compare objects using numbers using criteria
(d) Use the right apparatus (a), (b), (c)
(e) Record reading or (d)
(f) Use standard unit (SI)

C4 (a) Make various possible interpretations from an All criteria Criteria (a) At least one
Making observation using past experiences and (b) interpreta-
inferences (inferring) (b) Use information from an observation to make an tion from an
initial conclusion observation
(c) Use the inference made as a tool to determine the
following observation

C5 (a) Use the previous or present data to predict a All criteria Criteria (a), Criteria (a)
Predicting possible occurrence (b) and (c) or (b)
(b) Use pattern as evidence in making prediction
(c) Determine the possible outcome from any activity
(d) Verify prediction based on a set of data of past
experience

C6 (a) Identify the general characteristic of a group of All criteria Present some Choose or
Communicating items of the data arrange data
Note (b) Explain ideas (orally/ written) only
Pupils may use (c) Record information
reference materials in (d) Choose the suitable method
conducting this activity (e) Prepare and plan required materials to be used

C7 (a) State changes in parameters (e.g. location, All criteria Criteria (a), Criteria (a)
Using space-time direction, shape, mass) with time (b) and (c) and/or (b)
relationship (b) Arrange occurrence of phenomenon
chronologically
(c) Determine magnitudes of changes based on rate
of changes
(d) Explain the relationship between the changes in
parameters and time

C8 (a) Gather various data through observation All criteria Criteria (a), Extract at
Interpreting data (b) Detect pattern from the information gathered (b) and (c) least a set
(c) State the relationship of data and
(d) Make rational explanations based on the data identify the
gathered pattern

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Element I: Science Process Skills Scoring Scheme

Construct (Skills) Criteria (Performance Indicator) 3 marks 2 marks 1 mark

C9 (a) Define concepts by describing what must be done All criteria Criteria (a) Make a basic
Defining (b) Define concepts by describing what should be and (b) statement
operationally observed based on an
observation

C10 (a) Determine the relevant variables in an All criteria Criteria (a) Any one of
Controlling variables investigation and deter- the variables
(b) Determine the constant, manipulated and mine any
responding variables two of the
(c) Determine the appropriate action on the constant or
manipulated variable manipulated
or responding
variables

C11 (a) Identify a manipulated variable and a responding All criteria Identify State the idea
Making hypothesis variable correct on relation-
(hypothesising) (b) Determine the relationship between the two variables and ship between
variables based on the inference made relate the variables
variables
partially
correct

Element 2: Experimenting and Manipulative Skills Scoring Scheme

Construct (Skills) Criteria (Performance Indicator) 3 marks 2 marks 1 mark

C12 (a) State the aim Plan all the Plan at least Plan at least
Planning scientific (b) Make a hypothesis criteria five criteria three criteria
investigation (c) Identify the constant, manipulated and responding with with
variables assistance assistance
(d) List the apparatus
(e) List the materials / substances
(f) Determine the procedure
(g) Sketch / Draw the set up of the apparatus

C13 (a) Carry out the criteria in the planning All criteria All criteria Criteria (b)
Conducting (b) Use and handle apparatus with or (c) with
investigation (c) Use and handle materials, substances or assistance assistance
specimens

C14 A Quantitative Experiment All criteria Criteria A (i), Record one

Collecting and (i) Record the measurement (ii) and (iii), set of
recording (ii) Write the measurement unit and criteria information
(iii) Make sufficient observation to reduce error B (i) and (ii) with
(iv) Represent and communicate quantitative data with assistance
using tables, chart or graphs assistance
B Qualitative Experiment
(i) Record the observation
(ii) Draw/Sketch/Paste the final product in the report
(iii) Label/State one physical change that occurs in
the drawing/final product

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 Element 2: Experimenting and Manipulative Skills Scoring Scheme

Construct (Skills) Criteria (Performance Indicator) 3 marks 2 marks 1 mark

C15 (a) Use scientific knowledge and understanding to – All criteria Explain and
Analysing and explain and interpret observation, measurements interpret data
interpreting data or pattern in the data partially
(b) Explain the consequences if one of the variables correct
is absent

C16 (a) State whether the hypothesis can be accepted or – All criteria Make
Making conclusion rejected with appropriate reason conclusion
(b) Consider whether the evidence collected is partially
sufficient to support any conclusion correct

Element 3: Scientific Attitudes and Noble Values Scoring Scheme

Construct (Skills) Criteria (Performance Indicator) 4 marks 3 marks 2 marks 1 mark

C17 (a) Intrinsic attitude Explain all Exhibit two to Exhibit two to Exhibit only
Scientific attitudes (b) Extrinsic attitude criteria three criteria three criteria one criterion
and noble values (c) Thinking ability continuously continuously
(d) Noble values

6 Scoring

The marks or scores that are awarded for each construct (skills or values) that had been
assessed must be recorded in the Individual Score Form.

The Individual Score Form (ISF)

(a) Record the scores in the relevant columns for the constructs that are being assessed
(b) Record only the highest score for each construct in the cell
(c) Sum up the highest score for each construct based on the elements and write down the
total score in the cell provided
(d) Determine the code for each grade of each element using the grading table in the ISF.

Procedures in managing the Individual Score Form

(a) The ISF is used to record the scores of each pupil during the assessment based on the
construct assessed.
(b) The ISF should be used by teachers, assessors and moderators
(c) Two copies of ISF must be completed:
(i) The first copy is kept in the students’ portfolios
(ii) The second copy is kept by teachers or assessors
(d) The completed ISFs must be certified by the school principal at the end of the
assessment period
(e) In any event where a student transfers to another school, an updated copy of the ISF
must be enclosed together with the personal file that will be submitted to a new school.

7
7 How to Grade
The grades that are awarded to students will indicate the students’ mastery level in
the elements that are being assessed. This must be done at the end of the assessment
that is carried out at Form 3. The grade is determined based on the Grading Table
tabulated in the ISF.

Grade Description

Code Description
1 Excellent (cemerlang)
2 Credit (kepujian)
3 Satisfactory (memuaskan)
4 Achieves minimum mastery level (mencapai tahap penguasaan minima)
5 Did not carry out practical work assessment (tidak melaksanakan penilaian kerja amali)
6 Exempted (dikecualikan)

8 Reporting Procedures

(a) School report

The school final report should be in the form of a certificate issued by their school
and authorised by the school principal. The certificate shows the grade awarded for
each element.
(b) Master Score Form (MSF)
At the end of the assessment period (Form 3), the total score for every element must
be transferred to the MSF. Teachers must sum up the total score for every element to
obtain the total score for PEKA. The completed MSF must be submitted to Lembaga
Peperiksaan Malaysia according to the date stated in the schedule.

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 Appendix 1

INDIVIDUAL SCORE FORM (ISF)

Science Practical Assessment (PEKA) – PMR

School: ..........................................................................................................................................

Name: ............................................................................................................................................ I.C. No.: .......................................................................................

Form: ............................................................................................................................................. Index No.:....................................................................................

Element 2 Element 3
Element 1
Activity/ Experiment & Scientific Attitudes
No. Date Science Process Skills
Experiment Manipulatative Skills and Noble Values
C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17

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Highest Score
Total Score [Maximum: 33] [Maximum: 13] [Maximum: 4]
Grade Code

ELEMENT 1 ELEMENT 2 ELEMENT 3

Grade Code Score Range Grade Code Score Range Grade Code Score
1 25 – 33 1 10 – 13 1 4
2 17 – 24 2 07 – 09 2 3
3 09 – 16 3 04 – 06 3 2
4 01 – 08 4 01 – 03 4 1

Signature of Assessor: .............................................................................. Signature of Principal: .............................................................................

( ) ( )
 Appendix 2

MASTER SCORE FORM (MSF)

Science Practical Work Assessment (PEKA) – PMR

School: Year:

Total Score Total Score for

No. Name I.C. No. Index No.
Element 1 Element 2 Element 3 PEKA

10
Signature of Assessor Signature of Principal

…………………………………………………… ……………………………………………………
( ) ( )
 Appendix 3

e
pl
am
S

Practical Work Assessment (PEKA) Certificate

Penilaian Menengah Rendah Year:

Name of Subject: SCIENCE
Subject Code: 55

Name:

I.C. Number:

The Practical Work Assessment (PEKA) certificate is awarded for the following achievements:

1 Skills in carrying out activities :

2 Skills in experimenting :

3 Scientific attitude and noble values :

Signature of Principal

Principal’s Stamp

Date:

11
 Appendix 4
How to file evidences of students
All of the evidences (product of practical and assessment activities) of students must be kept in the individual’s PEKA
portfolio. Information about the portfolio are as follows:

School’s logo

Name of school

PORTFOLIO
PEKA for PMR SCIENCE
2006 / 2007 / 2008

NAME :

FORM :

I.C. NUMBER :

INDEX NUMBER :

ADDRESS :

PHONE NUMBER :

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 Appendix 5
How to fill evidences of students
This form is attached on the front page of the individual’s portfolio.

Reference Date Evidence Remarks

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