Sistem Pengurusan Pentaksiran Berasaskan Sekolah. - Sekarang sudah Online.

Sistem Pengurusan Pentaksiran Berasaskan Sekolah. atau Sistem Pengurusan PBS ini telahpun berfungsi dan telah diupload oleh pihak Lembaga Peperiksaan. Di Kedah Taklimat oleh pegawai-pegawai Lembaga Peperiksaan telah dilaksanakan di 7 Lokasi: 

1. PKG Hosba, PPD Kubang Pasu
2. PKG Simpang Empat , PPD Kota Setar
3. SM Teknik Sungai Petani 1, PPD Kuala Muda Yan
4. PKG Tokai, PPD Padang Terap dan PPD  Pendang
5. SK Sungai Menghulu,  PPD Langkawi
6. PKG Sungai Ular, PPD Kulim Bandar Baru
7. PKG Kuala Pegang , PPD Baling Sik

melibatkan 30 Setiausaha Peperiksaan sekolah bagi setiap lokasi. Mulai 22 - 26 MEI 2011 inshaAllah semua sekolah lain akan diberikan taklimat pengendalian program tersebut..

Guru guru Tahun 1 diminta memasukan evidens-evidens yang berkaitan bermula dari bulan Januari ke dalam sistem tersebut. cetakan Laporan Formatif dan juga Laporan Sumatif boleh dibuat daripada sistem.

Peguam dan Orang Tua

Taken from A Joke A Day
A New York lawyer went duck hunting in eastern North Carolina. He shot and dropped a bird, but it fell into a farmer's field on the other side of a fence. As the lawyer climbed over the fence, an older man asked him what he was doing. The lawyer responded, "I shot a duck and it fell in this field, I'm going to retrieve it."
The old farmer replied. "This is my property, and you are not coming over here."
The indignant lawyer said, "I am one of the best trial attorneys in the U.S. and, if you don't let me get that duck, I'll sue you and take everything!
The old farmer smiled and said, "Apparently, you don't know how we do things here in North Carolina. We settle small disagreements like this with the NC Three-Kick Rule."
The lawyer asked, "What is the NC three-Kick Rule?"
The Farmer replied. "Well, first I kick you three times and then you kick me three times, and so on, back and forth, until someone gives up."
The New York attorney quickly thought about the proposed contest and decided that he could easily take the old southerner. He agreed to abide by the local custom.
The old farmer slowly climbed down from the tractor and walked up to the city feller. His first kick planted the toe of his heavy work boot into the lawyer's groin and dropped him to his knees. His next too kicks caused the lawyer so much pain that he just about gave up. However, the New York lawyer summoned every bit of his will and managed to get to his feet and said, "Okay, you old redneck southerner, now it's my turn."
The old North Carolina farmer smiled and said, "Naw, I give up. You can have the duck."

Inside the best school in the world Shorter days in class, long holidays, respect for teachers: it's the formula for excellence

Alex Duval Smith in Helsinki
Sunday September 25 2005
The Observer

http://www.guardian.co.uk/world/2005/sep/25/schoolsworldwide.schools

Juxu Herka, 13, kicks her Adidas trainers into a pile of assorted Nikes and Pumas and walks to her English class in her socks - a morning ritual at Arabia School in Helsinki which gives a clue to why Finland has the best state schools in the world.

This land of vodka and Nokia phones has more graduates than any other country and its 15-year-olds are the best at solving maths problems, according to the latest education survey by the Organisation for Economic Co-operation and Development (OECD).

Juxu and her classmates have no league tables or Sats, they enjoy short school days, free hot lunches, lots of music, art and sport, and 10-week summer holidays. In a country where 60 per cent of the people are university-educated, the children have the world's best education.

The US, Britain and all other European countries are far behind Finland in the survey, along with such educational hothouses as China and Japan.

'We believe school should be an egalitarian place and an extension of home, not a cold, forbidding environment,' said English teacher Riitta Severinkangas, an English teacher at Arabia.

'In every Nordic home, children and adults leave their shoes by the door. So we do the same in our school, to make it homely, though teachers are allowed to wear indoor shoes.'

In Juxu's English class, as in many others at this combined primary and secondary school, textbooks are virtually redundant. 'I get them to do a lot of illustrated essays,' said Severinkangas. 'Their homework today is to write about "my favourite pet". It is always better to try to get the pupils to relate to something in their own lives.'

A three-headed dog may turn up in the essays. Pupil Victor Sund is a Harry Potter fanatic and is reading the 600 pages of The Half Blood Prince - in English. 'It has not been translated into Finnish yet,' he says, matter of factly. Not to be outdone, classmate Ville Luostarinen shows off his weighty Ultimate Hitchhiker's Guide - also in the original language. These pupils are all 13 and have been studying English for just three years.

Since the OECD's first major education study, in 2000, Finland, with a population of five million, has led the world in literacy.

'We were not astounded by that result,' said Jouni Valijarvi, professor of education research at Jyvaskyla University, 'because we have a tradition of reading and using libraries. It dates back to Christianity's arrival in Finland 400 years ago. Priests used to test couples' literacy. Those who could not read from the Bible were denied marriage licences.'

The 317 pupils at the school - a building without corridors, designed around a spiral staircase and an open-plan cafeteria - are from a cross-section of Finnish inner-city families, with few from ethnic minorities. Those with special needs belong to ordinary classes but also have three teachers of their own.

Nico Kalja, 14, sits in a corner of teacher Jorma Kuittinen's special needs class and says - in English - that it's all 'bullshit' and he would rather be on his PlayStation or listening to Metallica.

Yet Kuittinen has interested at least two of the eight children in a history lesson. Inez Kaukoranta, 14, enjoys films and acting; she is taking notes on Charlie Chaplin's Great Dictator. One of the boys prefers military technology and is making a collage of Second World War bombers.

Headteacher Kaisu rarely uses her office, preferring to be in the staff room with colleagues. 'We are informal and talk a lot, sharing ideas,' she said.

Lately, Karkkainen's time has been taken up showing foreign education experts around. 'They all want to know what our secret is. I say it's our teachers. In Finland, the teaching profession is highly regarded. Education is considered a science and there is such competition that only about 13 per cent of applicants a year are admitted to the teaching faculty. You do five years and qualify with a master's degree. We do not have teacher training colleges.'

Arabia school is twinned with a British comprehensive in County Durham, which Karkkinen has visited. 'The methods are the same, the children are the same, but in Finland we are trusted by the authorities to find the best solutions and do our job.'

But Valijarvi, the education professor, fears Finland's success will tempt politicians to 'tinker', perhaps introducing UK-style league tables. 'The competitive approach tends to lower the overall level,' he warned.

'Our poor students do extremely well, so the gap between them and the high performers is small compared to that in other countries. But we know you have to work extremely hard with those students. If you stress competition, they will be the losers and the gap will widen.'

For now, however, Juxu and her friends can go on leaving their trainers at the school door, knowing that they are knocking the socks off the competition

Cuma pelajar yang terbaik berpeluang menjadi guru di Finland

The Hechinger Report is a nonprofit news organization that is focused on producing in-depth education journalism.

http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/

An interview with Henna Virkkunen, Finland’s Minister of Education

By Justin Snider , 

MARCH 16, 2011

The following interview has been edited and condensed for clarity.

The Hechinger Report:  It’s well-known that Finland’s teachers are an elite bunch, with only top students offered the chance to become teachers. It’s also no secret that they are well-trained. But take us inside that training for a moment – what does it look like, specifically? How does teacher training in Finland differ from teacher training in other countries?

Virkkunen: It’s a difficult question. Our teachers are really good. One of the main reasons they are so good is because the teaching profession is one of the most famous careers in Finland, so young people want to become teachers. In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers. All of the teacher-training is run by universities in Finland, and all students do a five-year master’s degree.  Because they are studying at the university, teacher education is research-based. Students have a lot of supervised teacher-training during their studies. We have something called “training schools”—normally next to universities—where the student teaches and gets feedback from a trained supervisor.

Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils. I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.

Henna Virkkunen, Finland's Minister of Education

The Hechinger Report: How are teachers evaluated in Finland? How are they held accountable for student learning?

Virkkunen: Our educational society is based on trust and cooperation, so when we are doing some testing and evaluations, we don’t use it for controlling [teachers] but for development. We trust the teachers. It’s true that we are all human beings, and of course there are differences in how teachers test pupils, but if we look at the OECD evaluation—PISA, for example—the learning differences among Finnish schools and pupils are the smallest in OECD countries, so it seems that we have a very equal system of good quality.

The Hechinger Report: How does Finland incorporate immigrants and minorities into its educational system?

Virkkunen: We haven’t had so many immigrants in Finland, but we are going to have more in the future—and we need more because we have an aging population. In some schools, in the areas around Helsinki, more than 30 percent of the pupils are immigrants. It seems that we have been doing good work, also with the immigrants, if we look at PISA results. Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects. We try to raise their level before they come to regular classrooms. We think also that learning one’s mother tongue is very important, and that’s why we try to teach the mother tongue for all immigrants as well. It’s very challenging. I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.

The Hechinger Report: What roles do teacher unions play in Finland? In the U.S. right now, unions are seen as a big problem standing in the way of reform. What’s it like in Finland?

Virkkunen: It’s a totally different situation in Finland. For me, as Minister of Education, our teachers’ union has been one of the main partners because we have the same goal: we all want to ensure that the quality of education is good, and we are working very much together with the union. Nearly every week we are in discussions with them. They are very powerful in Finland. Nearly all of the teachers are members. I think we don’t have big differences in our thinking. They are very good partners for us.

The Hechinger Report: What do you think the U.S. can and should learn from Finland when it comes to public education?

Virkkunen: It’s a very difficult question. An educational system has to serve the local community, and it’s very much tied to a country’s own history and society, so we can’t take one system from another country and put it somewhere else. But I think that teachers are really the key for a better educational system. It’s really important to pay attention to teacher training, in-service training and working conditions. Of course, the teachers always say we also have to pay attention to their salaries. But in Finland, it seems that the salaries are not the main reason it’s an attractive profession. Teachers aren’t very badly paid. They earn the average if you look at other academic professions.

The Hechinger Report: In the U.S., it’s estimated that 50 percent of new teachers quit within five years. I suspect it’s different in Finland. Is teaching seen as a lifelong career in Finland?

Virkkunen: Teaching is a lifelong career in Finland, but right now we are doing an evaluation of why some teachers leave their jobs. The rate isn’t very high. It’s often men who leave, as they find jobs with higher salaries. We have to develop some kind of mentoring system because the new, young teachers need support. Often the feedback I hear from young teachers is that it is not easy to cooperate with parents, for example, so that is one of the areas where young teachers need support from their colleagues.

The Hechinger Report: What’s something important but not widely known or well understood about public education in Finland?

Virkkunen: We teach all pupils in the same classrooms. We don’t have really good, top schools and very poor, bad schools. We are quite good at giving special support to students with learning difficulties. About 25 percent of our pupils receive some kind of special support, but in regular classrooms—often the teacher has an assistant in the classroom. We also think it is very important that there aren’t too many pupils per teacher. We don’t have legislation limiting class size, but the average class size for all grades is 21. In first- and second-grade, it’s 19.

We think we can have equality and good quality at the same time—that they are not opposites.

Our students spend less time in class than students in other OECD countries. We don’t think it helps students learn if they spend seven hours per day at school because they also need time for hobbies, and of course they also have homework.

Pelaksanaan Pentaksiran Berasaskan Sekolah bagi Tahun 2011

Semua sekolah rendah perlu mengambil tindakan yang sesuai sempena dengan pelaksanaan KSSR bagi pelajar Tahun 1. Dalam Pentaksiran Berasaskan Sekolah (PBS) , di bawah adalah beberapa tindakan yang perlu diambil oleh sekolah:

1.     Memastikan semua nota yang diberi semasa kursus PBS kepada Guru Besar, Penolong Kanan dan Guru Guru  diperbanyakan dan diedarkan pada semua guru Tahun1

2.     Mengadakan Bengkel / kursus dalaman untuk semua guru Tahun Satu 

3.    Mengadakan kursus dalam kepada semua guru mengenai Kurikulum Baru Sekolah Rendah (KSSR)

4.    Pelaksanaan KSSR dan PBS bagi tahun 1  perlu dilaksanakan sepenuhnya mengikut arahan dan panduan yang telah ditetapkan.

5.    Penyediaan Fail fail berikut:

• Fail Pengurusan
• Fail Kes Kes Khas
• Portfoliol Guru
• Portfolio Perkembangan Murid.
• Portfolio Pameran (Showcase) Murid

6.    ibubapa/waris  murid  tahun 1 tahun 2011 perlu dimaklumkan tentang pelaksanaan PBS

Only quality teachers can make the transformation

Mar 09, 2011

EFFORTS to improve the standard of education will be futile if teachers are unprepared to be part of the plan and are unresponsive to the calls for change. As had been said many times by many people that the country can have the most sophisticated First World equipment that money can buy but they will be of not much help if those who are supposed to operate them are still steeped in their Third World mentality, unmotivated and lacking in the urge to acquire new skills.

Yang di-Pertuan Agong Tuanku Mizan Zainal Abidin, when addressing the joint opening of the two houses of Parliament on Monday, hit the nail on the head when he said that for the educational transformation to truly be successful the country must have quality teachers. In saying so the King was only acknowledging what many educational experts have been saying all along and what many parents have found out about the quality of teaching in the national schools. As has been said by educators and experts the quality of education is only as good as the quality of the teachers.

Among the reasons for the exodus of Chinese pupils from national schools is the perceived low standard of education, again as a result of poor quality of the teaching standards. Indeed some parents who are averse to sending their children to Chinese schools but have taken them out of national schools have blamed the poor quality of teaching for what they have done. They have opted for home schooling and paying enormous sums for that. They would rather have their children continue in national schools if the quality of education had not dropped to the present standard.

However all is not lost and the slide can be arrested by the Education Ministry. Remedial action must be taken to motivate and improve the quality of teachers while special care must be exercised when recruiting new teachers so that only those who did well in their examinations and have the proper temperament for the job are selected. Their records must also be scrutinised for character blemishes and past indiscretions so that they can enforce discipline without having their authority questioned.

Teachers must be carefully prepared to face their pupils whose daily diet of multi-channel televisions and the Internet are making them more knowledgeable. They must be made to accept the fact that their role is more as a guide and a coach than a provider of knowledge.

The ministry, too, must make an effort to increase the number of non-bumiputras in the teaching profession. While this may help the pupils to acquire different perspectives and views of issues that confront them, it may also attract the non-Malays back to national schools. Only then can national schools be a true crucible of national unity. And only then can the transformation be effective, real and meaningful.

This article was emailed from Sun2Surf.
Article's URL: http://www.thesundaily.com/article.cfm?id=58518

Pelaksanaan SPPK / PBS di Sekolah Rendah Mulai 2011

Semua sekolah rendah perlu mengambil tindakan yang sesuai sempena dengan pelaksanaan KSSR bagi pelajar Tahun 1.Dari aspek Sistem Pentaksiran Pendidikan Kebangsaan (SPPK) ataupun ringkasnya Pentaksiran Berasaskan Sekolah, di bawah adalah beberapa tindakan yang perlu diambil oleh sekolah:

1. Memastikan semua nota yang diberi semasa kursus SPPK/PBS  diperbanyakan dan diedarkan pada semua guru Tahun1
2. Mengadakan Bengkel / kursus dalaman untuk semua guru Tahun satu jika belum dilakukan mengenai SPPK /PBS
3. Mengadakan kursus dalam kepada semua guru mengenai Kurikulum Baru Sekolah Rendah (KSSR)
4. Pelaksanaan SPPK bagi tahun 1  perlu dilaksanakan sepenuhnya
5. Penyediaan Fail Induk dan fail perkembangan murid 
6. Pembinaan 'band' untuk subjek-subjek  tahun 1
7. ibubapa/waris  murid  tahun 1 tahun 2011 perlu dimaklumkan tentang pelaksanaan SPKK?PBS

Sekiranya saudara/i mempunyai pandangan/pendapat dijemput untuk berkongsi dengan kami

Pertukaran nama dan alamat blog

http://sppkkedah.blogspot.com/ adalah blog yang membincangkan hal pentaksiran berasaskan sekolah sebelum ini. SPPK ialah akronim kepada Sistem Pentaksiran Pendidikan Kebangsaan iaitu pemulaan atau pengenalan awal kepada Pentaksiran Berasaskan Sekolah (PBS) sepertimana yang kita telah lihat pada Tahun 1 Sekolah Rendah mulai 2011 yang berbeza dengan Pentaksiran yang dijalankan sebelum ini daripada Tahun 1 sehingga Tingkatan 6.

Mulai tahun ini (2011), dalam Transformasi Kurikulum, Pentaksiran merupakan salah satu komponen dalam Kurikulum Standard Sekolah Rendah. Maka rasanya sesuailah blog SPPKKedah di ganti dengan blog baru yang lebih memfokus kepada PBS dalam KSSR dan KSSM ( Kurikulum Standard Sekolah Rendah / Kurikulum Standard Sekolah Menengah)

blog baru: http://pentaksiranberasaskansekolah.blogspot.com//

Pentaksiran Sekolah

1. Pentaksiran Sekolah adalah proses cari maklumat untuk membaiki pembelajaran atau menilai penguasaan murid.
2. Proses Pentaksiran Sekolah melibatkan::
• Pengumpulan maklumat prestasi murid bedasarkan penyataan kriteria yang jelas. (Standard Prestasi)
• Pengurusan prestasi semasa dan dihujung proses P&P.
• Pelaporan (verbal dan bertulis) prestasi,potensi dan keperluan murid.
3. Bagi Pentaksiran Formatif dan Sumatif di atas, Guru dan murid merujuk set penyataan Standard Prestasi yang jelas.
4. Pentaksiran dilakukan diperingkat sekolah seperti praktikal,tugasan bertulis,ujian kajian dan lain-lain.
5. Evidens Pentaksiran Sekolah bentuk sumatif dikumpul dalam portfolio.
6. Maklumat Pentaksiran Sekolah ini diguna untuk membaiki pembelajaran atau menilai penguasaan murid.
7. Murid perlu tahu tentang apa yang dikehendaki dan apa yang penting dalam peringkat tertentu.
8. Pentaksiran yang berkesan hasilkan murid yang berfikir.

Sedikit Nota Tentang Pentaksiran Sekolah yang Dipetik Daripada Nota LPM 2010

Fungsi Pentaksiran Sekolah

1.Mendapatkan maklumat tentang pembelajaran murid untuk
2.Mengetahui apa yang murid tahu dan boleh buat
3.Mengetahui sejauh mana mereka telah menguasai apa yang dipelajari
4.Membantu memperbaiki dan meningkatkan pembelajaran murid

Peranan Pentaksiran Sekolah

1.Meningkatkan pencapaian
2.Memperbaiki kelemahan/masalah murid dlm pembelajaran
3.Menjadi motivasi kpd murid untuk belajar
4.Mengubahsuai strategi pengajaran

2 Bentuk Pentaksiran Sekolah

1.Pentaksiran Formatif (Peringkat Pembentukan)
2.Pentaksiran Sumatif (Peringkat Merumuskan)

Dua jenis pelaporan:

1.Formatif
2.Sumatif

Pelaporan Formatif

1.Tidak wajib, apabila diperlukan sahaja.
2.Verbal/bertulis berdasarkan rekod hasil kerja murid yg dikumpul dlm portfolio dan/atau database.
3.Tidak dilaporkan ke pusat secara berkala.
4.Tidak semestinya mengikut pernyataan standard prestasi.

Pelaporan Formatif

1.Wajib disediakan .
2.Menunjukkan perkembangan pencapaian atau menguasaan mengikut standard prestasi .
3.Merumus pencapaian atau penguasaan secara kualitatif dan kuantitatif .
4.Data kuantitatif dihantar ke pusat untuk digabung dengan Pentaksiran Pusat mulai Tahap 2.
5.Tidak semestinya berdasarkan ujian tunggal di hujung unit pembelajaran .

Penolong Kanan Pentadbiran sebagai Ketua Pentaksir Sekolah

29 Januari 2011

Mulai Jan 2011. JPN Kedah akan melaksanakan satu kaedah untuk melancarkan lagi pengurusan Pentaksiran Berasaskan Sekolah di semua sekolah.Melalui kaedah ini semua Penolong Kanan 1 akan dilantik sebagai Ketua Pentaksir Sekolah.

Tanggung jawab Ketua Pentaksir Sekolah (KPS) ialah untuk memastikan semua arahan dan peraturan berkaitan dengan Pentaksiran Berasaskan Sekolah (PBS) dipatuhi. Sebenarnya tugas ini tidak lari dari apa yang telah disebut semasa taklimat oleh JPN kepada PK1 tentang tanggung jawab pihak pengurusan sekolah dalam pengurusan PBS ini. Cuma sekarang ini tugas dan tanggungjawab PK1 lebih jelas.

Arahan ini selari dengan arahan Lembaga Peperiksaan Malaysia dan pada 16 - 19 JANUARI 2011 semasa mesyuarat Pegawai kanan LPM bil 1/2011 di Ipoh, pegawai-pegawai dari JPN seluruh Malaysia telah melihat bagaimana arahan ini telah dilaksanakan di Perak.

InshaAllah, mulai pertengahan Februari 2011 ini pegawai-pegawai dari JPN Kedah dan semua PPD akan mula memberi taklimat pelaksanaan tugas ini dan juga tentang pelaksanaan Sistem Pentaksiran Pendidikan Kebangsaan pada pelajar pelajar tahun 1.


Shahrir Abu Bakar
Ketua Penolong Pengarah
Unit Pentaksiran Sekolah
Sektor Penilaian dan Peperiksaan