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CONTENTS 1.0 2.0 3.0 Introduction Objectives of SPM Biology PEKA The Characteristics of SPM Biology PEKA 3.1 Compatibility with the Curriculum Specification 3.2 Pupil-centered 3.3 Feasible and Systematic 3.4 Open and Transparent 3.5 Variety of Instruments 3.6 Continuous and Formative Assessment 3.7 Valid and Reliable 3.8 Positive Reports 3.9 Continuous Monitoring The Organization of SPM Biology PEKA 4.1 Planning 4.2 Administration 4.3 Scoring 4.4 Reporting 4.5 Moderation Method for Assessment Page 2 2 2
4.0
5.0
6.0
The Framework of SPM Biology PEKA 6.1 Learning Area 6.2 Construct, Score and Criteria
7.0
Grading Procedure 7.1 Individual Score Form (ISF) 7.2 Grading 7.3 Sample of Individual Score Form (ISF) 7.4 Procedures in Managing the ISF
12
8.0
13
Appendix
14
2
1.0 INTRODUCTION The SPM Biology Practical Work Assessment (SPM Biology PEKA) is a school based assessment that is implemented in schools as a part of teaching and learning process. SPM Biology PEKA Assessment Guide contains information about the objectives, characteristics and organization of SPM Biology PEKA. It also outline the assessment procedures to serve as guidelines for teachers to carry out the assessment in a coordinated manner.
2.0
OBJECTIVES OF SPM BIOLOGY PEKA The objectives in conducting SPM Biology PEKA is to enable the pupils to : * Master the Scientific Skills * * Science Process Skills Science Manipulative Skills
Strengthen the knowledge and understanding of scientific theories and concepts. Inculcate the Scientific Attitudes and Noble Values
3.0
THE CHARACTERISTICS OF SPM BIOLOGY PEKA 3.1 Compatibility with the Curriculum Specification The assessment should be compatible with the knowledge, scientific skills, scientific attitudes and noble values to be developed in the teaching and learning process as specified in the SPM Biology Curriculum. 3.2 Pupil-centered All activities should be carried out by the pupils in a conducive environment and guided by the teachers teaching plan. The pupils should be assessed in accordance to their abilities and readiness. 3.3 Feasible and Systematic The format of assessment is designed to be practical and manageable. The assessment procedure should be systematic to enable teachers to administer the assessment efficiently.
3.4
Open and Transparent The pupils should be informed of the following aspects : What are the constructs that will be assessed? How will the construct be assessed? When will the construct be assessed? Where will the construct be assessed?
3.5
Variety of Instruments Pupils may use a variety of instruments such as practical report, folio, project, scrap book, check-lists and models as evidence of their ability and their level of performance.
3.6
Continuous and Formative Assessment The assessment is to be carried out from Form 4 to Form 5. Throughout the assessment period the pupils are encouraged to acquire knowledge and experience and also given opportunities to improve their work and their score.
3.7
Valid and Reliable The validity of the assessment is determined by the scores that portray relevant information on the constructs assessed. It is ascertained by ensuring the constructs assessed are within the curriculum specification. The reliability of the assessment refers to the consistency and accuracy of the scores obtained through the process of moderation and monitoring.
3.8
Positive Reports The scores reported should show that an acquisition of skills that stimulates the pupils to improve on their performance and achievement to a better level of mastering skills, is achieved.
3.9
Continuous Monitoring The assessment process SPM Biology PEKA has to be monitored and supervised systematically from time to time to ensure that it is carried out in accordance to its objectives and procedures.
4.0
THE ORGANIZATION OF SPM BIOLOGY PEKA 4.1 Planning The assessment should be planned accordingly which includes aspects such as: 4.2 the pupils to be assessed the time / duration to conduct the assessment the frequency of the assessment the personnel involved the type of instrument the scoring the grading the reporting
Administration All evidence for assessment are collected and assessed by teachers responsible in the teaching and learning process of the subject. The teachers are required to manage the evidence produced by the pupils.
4.3
Scoring Scores are awarded based on the scoring scheme. The maximum score of each construct is 3. The three best scores for each construct are taken from the assignments assessed. The maximum score for each construct is 9. The grade for each total score is shown below.
Grade A B C D
4.4
Reporting The scores and grades are recorded in the Individual Score Form (ISF) and compiled into the Master Score Form (MSF)
4.5
Moderation A mechanism to ensure that pupils of similar skill level of each construct are given similar scores. Moderation is an essential process to standardize and monitor school based assessments in order to maintain the validity and reliability of the assessment conducted by the teacher.
5.0
METHOD FOR ASSESSMENT 5.1 5.2 SPM Biology PEKA is carried out as a part of teaching and learning process. Teachers can assess either one construct/skill or several
constructs/skills of a small group of pupils or of the whole class. 5.3 Scientific Attitudes and Noble Values should be assessed
simultaneously with other skills. 5.4 Teachers assess and score the evidence presented by the pupil. All the information regarding the evidence are accessible to the pupils. 5.5 5.6 Pupils must submit a complete evidence. Pupils who have not mastered any assessed constructs are given the opportunity to repeat it in another assignment. 5.7 Students must complete enough assignments to ensure that all the constructs have been assessed. 5.8 Pupils should be given adequate opportunity to master the required skills before the assessment is made.
5.9
The assessment should be carried at least two times in Form 4 and two times in Form 5. The highest score for each construct could be taken from either year.
6.0
THE FRAMEWORK OF SPM BIOLOGY PEKA 6.1 Learning Area The learning area comprises of five main constructs. Construct 1 Construct 2 Construct 3 Construct 4 Construct 5 : : : : : Planning Investigation or Experiment Conducting Investigation or Experiment Collecting and Recording Data Interpreting Data and Making Conclusion Scientific Attitudes and Noble Values
Constructs 1, 2, 3, 4 and 5 contain a list of the skills used as performance indicators. The list is extracted and translated from the Modul Kemahiran Proses Sains - Pusat Perkembangan Kurikulum, 1995. The Scientific Attitudes and Noble Values are imbedded during the assessment of science manipulative skills and must be observed by the teacher / assessor. The activity code is represented by the following information: Year / Theme / Learning Objective / Learning Outcomes (Refer Curriculum Specification)
6.2
Construct, Score and Criteria (Performance Indicator) 6.2.1 Construct 1 : Planning the investigation or experiment Construct (Skills) Planning the investigation or experiment Criteria (Performance Indicator) P1 : State the problem statement P2 : State the aim P3 : State the hypothesis P4 : State the variables: i) manipulated variable Score 1 Accomplished 1 - 3 P Score 2 Accomplished 4 - 6 P Score 3 Accomplished all P Scoring Scheme
ii) responding variable iii) constant variable P5 : List the materials / substances / specimens and apparatus P6 :Technique P7 : Write the procedure
6.2.2 Construct 2 : Conducting the investigation or experiment Construct (Skills) Conducting investigation or experiment Criteria (Performance Indicator) P1 : Set up apparatus and materials for the experiment / correct and functional P2 : Conduct the investigation or experiment according to procedure and technique correctly P3 : Take measurement / make observation correctly Score 1 Accomplished any one P Score 3 Accomplished all P Score 2 Accomplished any two P Scoring Scheme
6.2.3 Construct 3 : Collecting and Recording Data Construct (Skills) Collecting and Recording Data Criteria (Performance Indicator) P1 : Construct a table with titles using correct variables and units. P2 : Record all values of the manipulated variable with correct decimal place P3 : Record all values of the responding variable (with correct decimal place) P4 : Record secondary data from calculation (with suitable decimal place and correct unit) OR Draw diagram that include the following; P1 : Title P2 : Big and clear P3 : Neat and without broken lines P4 : The diagram has a general acceptable overall appearance as representing the structure (functional diagram) Score 1 Accomplished Any one of P Score 2 Accomplished Any two of P Score 3 Accomplished All P Scoring Scheme
6.2.4 Construct 4 : Interpreting Data and Making Conclusion Construct (Skills) Interpreting Data and Making Conclusion Criteria (Performance Indicator) Plot graph correctly. The graph should includes the following: P 1: Title of the graph and both axes labeled with correct units P 2: Uniform and even scale and all points plotted correctly P 3: Connected all points with smooth curve and the size of the graph is more than 50% of the graph paper P 4: Based on the graph, state the relationship between the variables P 5: Make a conclusion based on the graph OR Construct a Bar Chart / Histogram The chart includes the following: P1 : Title of the bar chart / histogram and both axes labeled with correct units P2 : All the bars / histogram constructed with correct height P3 : Uniform width of the bars / histogram P4 : Based on the bar chart / histogram, state the relationship between the variables P5 : Make a conclusion based on the bar chart / histogram OR Score 1 Accomplished at least one P completely Score 2 Accomplished At least three P Scoring Scheme Score 3 Accomplished All P
10
Calculations. The calculation includes the following: P1 : Writing out the formula P2 : Substitute values into the formula P3 : Complete calculation and give answer together with units P4 : Based on the calculation state the relationship between the variables P5 : Make a conclusion based on the calculation OR Drawing The drawing should include the following: P1 : Diagram with any two parts labeled P2 : State the magnification of the drawing P3 : Draw straight label lines P4 : Based on the observation state the relationship between the variables / similarities and differences P5 : Make a conclusion based on the observation
11
6.2.5 Construct 5 : Scientific Attitudes and Noble Values Construct (Skills) Scientific Attitudes and Noble Values 2. 1. Criteria (Performance Indicator) P1 : Interested and curious Asks questions to gather information about the task given. W illing to listen to the ideas of others. P2 : Systematic 1. Follows procedure in the correct order. P3 : Responsible 1. 2. 3. 4. Honest in recording data and observations. Completes the task given Submits assignment on time. Ensures personal safety, safety of people around and the surroundings. 5. 6. Returns all apparatus to their proper places. Disposes materials (if any) properly. P4 : Cooperative 1. Willing to help each other. 2. Tolerant towards others. 3. Flexible and open minded to the views of others. Score 1 The student exhibits any one attitude or moral value from each of any two P. Score 2 The student exhibits any one attitude or moral value from each of any three P. Scoring Scheme Score 3 The student exhibits any one attitude or moral value from each of P 1 to P 4.
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7.0
GRADING PROCEDURE 7.1 Individual Score Form (ISF) The scores obtained for each construct (skills / values) assessed are recorded in the Individual Score Form (ISF) (Refer Appendix 1). For each assignment: (i) mark each cell with a or X or - with reference to each performance indicator (P) as follows: P assessed and mastered X P assessed but not mastered - P not assessed.
(ii)
Determine the score for each construct (according to the scoring scheme) and fill in the relevant cells.
(iii)
Determine the total of the three highest scores for each construct and fill in the relevant cells.
7.2
Total Score 8, 9 5, 6, 7 3, 4 1, 2
Grade A B C D
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7.3 Samples of Individual Score Form (ISF) Refer Appendix 1a 7.4 Procedures in Managing the ISF (i) The ISF is used to record the scores of each pupil during the assessment based on the construct assessed.
(ii)
The
ISF
should
be
used
by
teachers
assessors
and
moderators.
(iii)
The ISF must be completed in two copies: (a) (b) the original copy is kept by the teacher / assessor the second copy is kept in the pupils PEKA file
(iv)
If a pupil transfers to another school, an updated copy of the ISF should be enclosed together with the personal file to be submitted to the new school.
8.0
REPORTING PROCEDURE
8.1
Certificate The school must issue each pupil with a certificate signed school by the
construct. 8.2 Master Score Form (MSF) At the end of the assessment period (Form 5), the highest score and grade for every construct must be transferred to the MSF. The completed MSF must be submitted to Lembaga Peperiksaan Malaysia according to the scheduled date. (Refer Appendix 2)
14
APPENDIX
APPENDIX 1 : Individual Score Form (ISF) 15
APPENDIX 1a
16
APPENDIX 2
17
APPENDIX 3
18
APPENDIX 4
20
APPENDIX 5
22
APPENDIX 6
24
APPENDIX 7
26
APPENDIX 8
27
15
APPENDIX 1 BIOLOGY PRACTICAL WORK ASSESSMENT INDIVIDUAL SCORE FORM (ISF)
SCHOOL NAME: . NAME IC NUMBER TEACHERS NAME FORM YEAR YEAR FORM 4 FORM 5
CONSTRUCT 1
C1 PLANNING INVESTIGATION / EXPERIMENT
CONSTRUCT 2
C2 CONDUCTING INVESTIGATION / EXPERIMENT
CONSTRUCT 3
C3 COLLECTING AND RECORDING DATA
CONSTRUCT
C4 INTERPRETING DATA AND MAKING CONCLUSION
CONSTRUCT 5
C5 SCIENTIFIC ATTITUDES & NOBLE VALUES
NO.
DATE
INSTRUMENT
1 2 3 4 5 6 7 8 9 10 TOTAL OF 3 HIGHEST SCORE GRADE PUPILS SIGNATURE DATE: TOTAL SCORE GRADE 8,9 A ASSESSORS SIGNATURE DATE: 5,6,7 B 3,4 C 1,2 D ASSESSORS SIGNATURE DATE:
16
APPENDIX 1a BIOLOGY PRACTICAL WORK ASSESSMENT INDIVIDUAL SCORE FORM (ISF)
SCHOOL NAME: . NAME IC NUMBER TEACHERS NAME FORM YEAR YEAR FORM 4 FORM 5
CONSTRUCT 1
C1 PLANNING INVESTIGATION / EXPERIMENT
CONSTRUCT 2
C2 CONDUCTING INVESTIGATION / EXPERIMENT
CONSTRUCT 3
C3 COLLECTING AND RECORDING DATA
CONSTRUCT
C4 INTERPRETING DATA AND MAKING CONCLUSION
CONSTRUCT 5
C5 SCIENTIFIC ATTITUDES & NOBLE VALUES
NO.
DATE
INSTRUMENT
1 2 3 4 5 6 7 8 9 10
Enerqy value - Sample 1 Transpiration - Sample 2 Cell Structure -Sample 3 Nutrition - Sample 4 Cell Structure - Sample 5
X X
3 3 3 2 1
3 3 3 3 3
X X
X X
3 3 3 2 1
X X
X X
3 3 3 2 1
3 3 3 3 3
TOTAL OF 3 HIGHEST SCORE GRADE PUPILS SIGNATURE DATE: TOTAL SCORE GRADE 8,9 A ASSESSORS SIGNATURE
9 A
9 A ASSESSORS SIGNATURE
9 A
9 A
9 A
DATE:
17
APPENDIX 2
MASTER SCORE FORM (MSF) ASSESSMENT OF SCIENCE PRACTICAL WORK BIOLOGY SCHOOL :. CENTRE NUMBER: FORM :. YEAR:
PERFORMANCE INDICATOR
C1 C2 PLANNING CONDUCTING INVESTIGATION INVESTIGATION / EXPERIMENT / EXPERIMENT C3 COLLECTING AND RECORDING DATA
MARK GRADE
C4 C5 INTERPRETING SCIENTIFIC DATA AND ATTITUDES & MAKING NOBLE VALUES CONCLUSION
MARK GRADE MARK GRADE
REMARKS
NO
NAME
IC NO.
INDEX NO.
MARK
GRADE
MARK
GRADE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
ASSESSORS SIGNATURE ( PRINCIPALS SIGNATURE . (
18
APPENDIX 3
Apparatus
Technique Procedure
: :
C1 P6 Measure the rise in temperature of a volume of water heated by the burning nuts to find its energy value 1. A cashew nut is weighed and its weight record. 2. 20ml of distilled water is poured into a boiling tube. 3. The boiling tube is clamped to a retort stand. 4. The temperature of the distilled water in the boiling tube is recorded. 5. The pointed end of a long pin is poked into a cashew nut. The other end of the pin is poked into a piece of plasticine. 6. The cashew nut is ignited by using a match stick C1 P7 and immediately placed under the boiling tube. 7. The flame from the cashew nut is allowed to heat up the water. The water is stirred gently by using a thermometer to distribute the heat evenly. At the same time the rise in temperature is observed. 8. The final temperature of the water is recorded in a table. 9. The energy value of the cashew nut is calculated. C1 = 3 10. Steps 1 to 9 are repeated by using a groundnut.
TEACHERS SIGNATURE : ..
19 Result : Food sample Weight(g) Initial temperature of water (oC) Final temperature of water (oC) Rise in temperature (oC) Energy value (Jg-1) Cashew Groundnut nut 0.72 0.54 30 30 92 74 62 44 7.23 6.84
C3 P 1 C3 P 2 C3 P 3 C3 P 4
C3 = 3
We assume that all the heat released from the food sample has been transferred to the water. Since the specific heat capacity of water = 4.2 J-1g oC-1. Energy value = 4.2 (Jg-1 oC-1) x mass of water (g) x increase in temperature (oC) _______________________________ Mass of peanut(g) x 1000 Energy value of cashew nut = = = Energy value of groundnut = = = Discussion : 4.2 x 20 x 62 0.72 7233 J g -1 7.233 kJ g -1 4.2 x 20 x 44 0.54 6488 J g -1 6.844 kJ g -1
C4 P 4 C4 P 1 C4 P 2 C4 P 3
The higher the rise in temperature of water, the more the energy value content in the food sample. The rise in temperature for cashew nut is higher than groundnut. Therefore, the energy value for the cashew nut is higher than the groundnut. The energy value of cashew nut is different from the energy value of groundnut. Cashew nut has a higher energy value than groundnut. The hypothesis is accepted.
Conclusion
C4 P 5
C4 = 3
20
APPENDIX 4
Scoring 1) Problems statement: Does air movement affect the rate of transpiration? 2) Aim: To investigate the effect of air movement on the rate of transpiration 3) Hypothesis: The rate of transpiration increases when air movement is faster. 4) Variables: Manipulate: air movement Responding: rate of transpiration Constant: Temperature 5) Apparatus: Potometer/capillary tube, beaker, ruler, stopwatch, stand fan, retort stand. Material A branch with leaves, distilled water. 6) Technique: Measure the time taken for the air bubble to move a distance of 5 cm with a stop watch under different air movement 7) Procedure: 1. Place the branch with leaves and the capillary tube in a container filled with water . 2. Cut the branch slantly in the water. 3. The branch is fixed to the rubber tube of the capillary tube. 4. The leaves are wipe dry. 5. Mark two points, X and Y at the distance of 5 cm on the capillary tube. 6. Lift up the capillary tube above the water surface to trap an air bubble. 7. Placed the photometer on the table under a fan with low speed. 8. Time is recorded with a stop watch when the air bubble moves from X To Y point. 9. Steps 6 to 8 is repeated for three times to get an average reading. 10. Steps 6 to 8 is repeated but by using fan speed medium and high. 11. The result are recorded in the table as shown below. 12. The rate of transpiration are calculated.
C1 P1 C1 P2 C1 P3 C1 P4
C1 P5
C1 P6
C1 P7
C1 = 3
TEACHERS SIGNATURE : ..
RESULT:
C3 P1
Air movement
C3 P2 C3 P3 C3 P4
C3 = 3
21
Graph shows the transpiration rate against fan speed.
C4 P1 C4 P2 C4 P3
. Discussion: 1) The rate of transpiration is highest when the photometer is placed under a fan with high speed while the rate of transpiration is the lowest under a fan with low speed 2) This is due to more water loss because more water vapour are swept by the high fan speed.
C4 P4
Conclusion. The rate of the transpiration increases when the air movement increases.
C4 P5
C4 = 3
22 APPENDIX 5
C1 P5
C1 P6
C1 P7
C1 = 3
TEACHERS SIGNATURE : ..
23
RESULT: The diagram of plant cell and animal cell as shown under light microscope.
C3 P1 C3 P2 C3 P3
C3 P4
Animal cell
C4 P4
i. Both plant cell and animal cell have cytoplasm and nucleus. ii. Plant cell have vacuole, cell wall and plasma membrane. iii. Plant cell has regular shape because it has cell wall whereas animal cell has irregular shape because it has no cell wall. iv. Both cells contain nucleus to control the activity of cell. Conclusion. The plant cell have the fixed shape but animal cells have round shape.
C4 P5
C4 = 3
24 APPENDIX 6
Apparatus
Procedure
11. A cashew nut is weighed and its weight record. 12. 20ml of distilled water is poured into a boiling tube. 13. The boiling tube is clamped to a retort stand. 14. The temperature of the distilled water in the boiling tube is recorded. 15. The pointed end of a long pin is poked into a cashew nut. The other end of the pin is poked into a piece of plasticine. 16. The cashew nut is ignited by using a match stick C1 P7 and immediately placed under the boiling tube. 17. The flame from the cashew nut is allowed to heat up the water. The water is stirred gently by using a thermometer to distribute the heat evenly. At the same time the rise in temperature is observed. 18. The final temperature of the water is recorded in a table. C1 = 2 19. The energy value of the cashew nut is calculated. 20. Steps 1 to 9 are repeated by using a groundnut. TEACHERS SIGNATURE : ..
25 Result Food sample Weight Initial temperature of water Final temperature of water Rise in temperature Cashew Groundnut nut 0.72 0.54 30 30 92 74 62 44
XC3 P1 C3 P2 C3 P3 X C3 P4
We assume that all the heat released from the food sample has been transferred to the water. Since the specific heat capacity of water = 4.2 J-1g oC-1. Energy value = 4.2 (Jg-1 oC-1) x mass of water (g) x increase in temperature (oC) _______________________________ Mass of peanut(g) x 1000 Energy value of cashew nut = = = Energy value of groundnut = = = Discussion : 4.2 x 20 x 62 0.72 7233 7.233 4.2 x 20 x 44 0.54 6488 6.844
C3 = 2
C4 P 1 C4 P 2 X C4 P 3
The higher the rise in temperature of water, the more the energy value content in the food sample. The hypothesis is accepted.
X C4 P 4
Conclusion
XC4 P5
C4 = 2
26 APPENDIX 7
C1 P7
TEACHERS SIGNATURE : ..
RESULT:
X X X
C1 = 1
C3 P1 C3 P2 C3 P3 C3 P4
C3 = 1
Plant cell
Animal cell
Conclusion. The plant cells have the regular shape but animal cells have irregular shape.
X C4P4 C4P5
C4 = 1
27
SCORING CHECK LIST
Construct 1: Planning of the investigation or experiment
P1 : State the problem statement P2 : State the aim P3 : State the hypothesis P4 : State the variables: i) manipulated variable ii) responding variable iii) constant variable P5 : List the materials / substances / specimens and apparatus P6 :Technique P7 : Write the procedure Score 3 Accomplished all P
and
Score 3 Accomplished all P Score 2 Accomplished any two P Score 1 Accomplished any one P
Score 2 Accomplished 4 - 6 P
Score 1 Accomplished 1 3 P
Plot graph correctly. The graph should includes the following: P 1: Title of the graph and both axes labeled with correct units P 2: Uniform and even scale and all points plotted correctly P 3: Connected all points with smooth curve and the size of the graph is more than 50% of the graph paper P 4: Based on the graph, state the relationship between the variables P 5: Make a conclusion based on the graph OR Construct a Bar Chart / Histogram The chart includes the following: P1 : Title of the bar chart / histogram and both axes labeled with correct units P2 : All the bars/histogram constructed with correct height P3 : Uniform width of the bars / histogram P4 : Based on the bar chart/histogram, state the relationship between the variables P5 : Make a conclusion based on the bar chart / histogram OR Calculations. The calculation includes the following: P1 : Writing out the formula P2 : Substitute values into the formula P3 : Complete calculation and give answer together with units P4 : Based on the calculation state the relationship between the variables P5 : Make a conclusion based on the calculation OR Drawing The drawing should include the following: P1 : Diagram with any two parts labeled P2 : State the magnification of the drawing P3 : Draw straight label lines P4 : Based on the observation state the relationship between the variables / similarities and differences P5 : Make a conclusion based on the observation Score 3 Accomplished All Ps Score 2 Accomplished At least three Ps Score 1 Accomplished at least one P completely
S c or e 2 The student exhibits an y one attitude or moral value from each of any three P s.
S c or e 1 The student exhibits an y one attitude or moral value from each of any two P s.
SCORE
SCORE
SCORE
SCORE
SCORE