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BACKGROUND

SBOA for primary schools is proposed to be implemented in June 2003.

This proposal is to encourage and enhance the teaching of speaking skills in the classroom.

Assessment should be carried out continuously from Year I to Year 6.

AIM
To extend pupils language proficiency to use English in certain situations in everyday life, for knowledge acquisition and for future workplace needs.

SBOA
Rationale
1.To asses pupils ability of speaking in various situations. 2.To focus on speaking skills formally or informally. 3.A process which is carried out from primary level to secondary level. 4.A teacher is the best assessor.

SUBJECT OBJECTIVE form and maintain relationships through conversations

and correspondence; take part in social interaction; and


interact to obtain good service. use information from various audio-visual and printed

sources and present in spoken and written form.


listen to, view, read and respond to different texts, and express ideas, opinions and feelings imaginatively and creatively. show an awareness and appreciation of moral values and

love for nation.

Assessment Objective AO1 Ability to listen, understand and respond orally

AO2 Ability to speak fluently and meaningfully with correct pronunciation and intonation.

AO3 Ability to interact in various situations to come to a consensus and to make decision. AO4 Ability to express their creative imagination, think critically and instil moral values through speaking.
AO5 Ability to appreciate the beauty of the language and to instil and practise

moral values, positive attitudes and patriotism through speaking.

CONCEPT

To evaluate continuously during the process of teaching and learning inside or outside the classroom.

IMPLEMENTATION PERIOD February October

Year 1-5

Year 6

February - July

CONSTRUCT FOR ORAL ASSESSMENT

Grammar and vocabulary Pronunciation and intonation Fluency and rhythm Ethics and mannerism

Vocabulary / Grammar
Ability to use vocabulary and grammar accurately and correctly in context

Pronunciation, intonation and rhythm


Ability to respond to enquiries made using the correct pronunciation, intonation, rhythm and grammar. Ability to express ideas in context.

Fluent and Meaningful


Ability to respond orally and express thoughts and feelings meaningfully in various given situations.

Ethics and Mannerism


Ability to give relevant information politely in response to enquiries made.

CRITERIA FOR SBOA


CONSTRUCT GRADE SCORING CRITERIA

Grammar and vocabulary

A-D

Pronunciation and intonation

A-D

A- Excellent use of the language B- Proper use of the language C- Satisfactory use of the language D- Minimal use of the language A- Excellent pronunciation and intonation B- Good pronunciation and intonation C- Satisfactory pronunciation and intonation D- Poor pronunciation and intonation

CRITERIA FOR SBOA


CONSTRUCT Fluency and rhythm GRADE A-D SCORING CRITERIA A- Very fluent and coherent B- Fluent and clear but with occasional pauses C- Fairly fluent with frequent pauses D- Lack of fluency with long pauses

CRITERIA FOR SBOA


CONSTRUCT GRADE
Ethics and mannerism A-D

SCORING CRITERIA
A- Respond with excellent mannerism B- Respond with good and appropriate mannerism C- Respond with satisfactory mannerism D- Respond impolitely and inappropriately

ACTIVITY PACKAGE
1. To communicate.

2. To tell stories.
3. To perform a variety of functions in a social context. 4. To give relevant information. 5. To give opinions and express feelings.

SUGGESTED THEMES
1. World of family and friends
2. World of personal relationships

3. World of knowledge
4. World of stories

ORAL ENGLISH ASSESSMENT MODEL


SBOA (School Based Oral Assessment) YEAR 1 YEAR 6 (SK / SJK)

MODELS
individual - assessor individual - listener

individual - stimulus
group (in pairs) group

Model 1
(Pupil Teacher)

Pupil

Teacher

(Pupil is assessed on the topic given by answering questions asked by the teacher)

MODEL 1
1.
2. 3.

Presenting information from non- linear forms.


Teacher gives pupil a visual stimulus of a family. Pupil answers questions asked by the teacher.

Pupil
Model 2 (Pupil Listeners)

Teacher

Peers (listeners)
(Pupil gives information to the listeners) Role of listeners is just to listen

MODEL 2
1. 2. 3. To tell a story Teacher asks pupil to choose a story. Teacher gives pupil a suitable stimulus of the story that he/she has chosen.

4.

Pupil tells the story.

Model 3 (Pupil Peer)

Pupil

Peer

Teacher
(Pupil communicates with peer only)

MODEL 3
1. Describe scenes. 2. Pupils work in pairs. 3. Peer asks questions prepared by the teacher 4.Teacher observes the interaction between the pupil and the peer.

Model 4 (Pair)

Pupil

Pupil

Teacher

MODEL 4
1. Give and share information

2. Teacher chooses two pupils to be assessed.


3. Teacher prepares the task. 4. Teacher facilitates the pupils. 5. Pupils look at the visual stimulus and describe what they see.

6. Teacher may ask other questions based on the stimulus.

Pupil
Model 5 (Group)

Pupil

Pupil

Teacher
(Pupils communicate among themselves in threes or fours)

MODEL 5
1. Give and share information.

2. Teacher gives the group a visual stimulus.


3. Pupils discuss among themselves the given stimulus. 4. Pupils give relevant information and respond to enquiries made by other pupils in the group. 5. Teacher prompts or guides whenever necessary.

Evaluating and Grading

Teachers are advised to make a decision depending on pupils ability and background knowledge.

Ethics and Mannerism

Evaluation will be based on pupils response.

Do not give a D (no failures)


Unless impoliteness is very obvious.

A pupil should undergo at least two assessment based on 2 models in a year Individual (1st Semester ) Group (2nd Semester )

Models
Based on teachers freedom to choose the types of models in evaluating the pupils abilities Assessment can be carried out in two ways during T & L (formal or informal) Based on school resources and organisation.

At Impact Column: I) 5 pupils were assessed for SBOA. II) Moderation session was conducted between Chief School Assessor and School Assessor.

COORDINATION OF SCORE (Penyelarasan Skor)

1. Between KPS and PS 2. PS conducts the assessment. 3.Both assessors award score for the selected pupils. 4.Use BPS/03 form to moderate the scores. 5.Discuss the score given by both assessors after the assessment process. 6.Come to a conclusion and KPS fills up the final score for the pupils. 7.KPS fills up BPS/03(2) 8.File the forms in Fail Pengurusan

Forms
Pupils Achievement Record 1 (PAR 1) Pupils Achievement Record 2 (PAR 2) Borang Skor Induk (BSI) Borang Laporan Sekolah (LP)

PUPIL ACHIEVEMENT RECORD (PAR 1)

PUPIL ACHIEVEMENT RECORD PAR (2)

SCHOOL REPORT (SR)

BORANG SKOR INDUK (BSI)

PENGURUSAN FAIL PBS


FAIL PBS A. Fail Pengurusan PBS B. Fail Penskoran PBS C. Fail Kes Khas PBS

A. FAIL PENGURUSAN PBS


KANDUNGAN FAIL 1. Surat pekeliling PBS 2. Dokumen Penubuhan JK PBS Peringkat Sekolah

3. Surat pelantikan Ketua Pentaksir Sekolah


4. Surat pelantikan Pentaksir Sekolah

5. Surat penerimaan lantikan sebagai PS.


6. Minit Mesyuarat JK PBS

A. FAIL PENGURUSAN PBS


KANDUNGAN FAIL 7. 8. Jadual Kerja Pentaksiran Borang penyelarasan

9.

Surat makluman kepada ibu bapa

10. Buku Panduan PLBS

11. Sukatan Pelajaran


12. Huraian Sukatan Pelajaran

B.

FAIL PENSKORAN PBS


KANDUNGAN FAIL

1. Pupils Achievement Record (PAR) setiap kelas 2. Borang Skor Induk ( BSI ) Tahun 1-6

3. Borang Laporan - SR (KPS) ( Tahun 1-6 )

C.

FAIL KES KHAS PBS

KANDUNGAN FAIL

1. Calon menumpang
2. Calon pindah 3. Calon sakit berpanjangan 4. Calon istimewa 5. Permohonan pengecualian PBS

Issues 2010

Many teachers conducted assessment without following the guidelines given. No proper filing. No evidence of conducting SBOA The score awarded and the report did not reflect the real achievement of the pupils. Many new teachers were not exposed to the criteria of assessment. The new teachers conducted assessment using their own standard.

A GNAPATHY A/L ARIMUTHU


JURULATIH UTAMA NEGERI PLBS BAHASA INGGERIS gana_gs@yahoo.com

THANK YOU

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