1

PracticaI Work Assessment

(PEKA) for PMR 2008
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
2
Students
must be
informed on
how, when
and where
the constructs
will be
assessed.
1 Objectives of PEKA for PMR
PEKA for PMR is designed to ensure that students are able to:
(a) Master scientic skills
(b) Consolidate and reinforce the knowledge and comprehension of scientic
theories and concepts
(c) Develop positive scientic attitudes and noble values when carrying out
scientic investigations
2 The Characteristics of PEKA for PMR
PEKA for PMR
Open and
transparent
Feasible and
systematic
Variety of
instruments
Student-
centred
Compatible with the
curriculum specication
Continuous and
formative assessment
Valid and
reliable
Continuous
monitoring
Positive
reports
Assessment of students work or
evidences based on their abilities
and readiness.
The assessment must also
be carried out in a conducive
environment and based on the
teachers teaching plan.
Evidences that are
produced must
reect students
performances and
ability.
Assessment must be
progressively carried
out throughout Form 1
to Form 3, giving
student the opportunity
to improve their work
and score.
The constructs that are
assessed must be within the
curriculum specication to
ensure its validity. The scores
that are awarded must be
accurate and consistent to
ensure the reliability of the
assessment.
Knowledge
Science Process Skills
Science Manipulative Skills
Scientic Attitudes
Noble values.
The assessment must be
carried out systematically and
progressively in accordance to
its objectives and procedures.
The scores awarded
must stimulate
students to further
improve their
performances in
acquisition
of skills.
Format of
assessment
must be
practicable
and
manageable.
3
Planning
3 PMR PEKA Implementation Guidelines
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?
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.
Scores are awareded based on the scoring scheme as
outlined in the PEKA PMR Manual for teachers.
The reporting process and outcome must able to show
students level of mastery of the constructs that are
being assessed.
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.
Administration
Scoring
Reporting
Moderation
4
4 Things-to-do Before, During and After Each Assessment
Things-to-do
in PEKA
Assessing
evidences
Assessing
constructs
Teaching and
learning process
Moderation
mechanism
Constructs to
be assessed
Frequency
Opportunity
Opportunity must be
given to students
who are not able to
master any of the
constructs that have
been assessed.
Scientic attitudes
and noble values
Students
evidences
The assessment of constructs
is exible. Hence, teachers can
either assess one construct
or skill at a time or several
constructs or skills at a time
or several constructs or skills
simultaneously. Teachers can
also choose as to assess a
selected group of students
or the whole class.
The assessment
of scientic
attitudes and
noble values
must be infused
in the
assessment.
Students
must submit
complete
evidences
that are
properly
completed
as required.
All information
regarding the
scoring of the
evidences must
be made
accessible to
the students.
The frequency of the assessment for
each form should be as follows:
Form 1 2 3
Frequency 2 3 1
* Frequency The minimum number of
assessments that need to be carried out
The highest score for each construct
should be taken from either Form 1,
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 Scientic attitudes
Skills manipulative skills and noble values
Students must be
given adequate
opportunities to
master the required
skills before the
assessments are
carried out.
All the constructs be
assessed. Hence,
teachers must plan
enough assignments
for assessments of
all constructs.
PMR PEKA must
be infused and
implemented as
part of the
teaching and
learning process.
5
(b) Construct, criteria (performance indicator) and scoring scheme
(a) Identify the general characteristic of a group of
item
(b) Identify characteristic and quality of certain
concept
(c) Identify unique or different characteristic
(d) State the differences and similarities
(e) State the change occurred
(a) Identify the differences and similarities
(b) Classify according to common characteristics
(c) Use other criteria to group objects
(d) Explain method of classication used
(a) Count and compare items quantitatively, in
different groups
(b) Use numbers to record phenomenon
(c) Compare objects using numbers
(d) Use the right apparatus
(e) Record reading
(f) Use standard unit (SI)
(a) Make various possible interpretations from an
observation using past experiences
(b) Use information from an observation to make an
initial conclusion
(c) Use the inference made as a tool to determine the
following observation
(a) Use the previous or present data to predict a
possible occurrence
(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
(a) Identify the general characteristic of a group of
items
(b) Explain ideas (orally/ written)
(c) Record information
(d) Choose the suitable method
(e) Prepare and plan required materials to be used
(a) State changes in parameters (e.g. location,
direction, shape, mass) with time
(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
(a) Gather various data through observation
(b) Detect pattern from the information gathered
(c) State the relationship
(d) Make rational explanations based on the data
gathered
C1
Observing
Note
Pupils may use
appropriate tools to
assist senses in
conducting this activity
C2
Classifying
C3
Measuring and
using numbers
C4
Making
inferences (inferring)
C5
Predicting
C6
Communicating
Note
Pupils may use
reference materials in
conducting this activity
C7
Using space-time
relationship
C8
Interpreting data
All criteria
and state
observations
correctly
All criteria
All criteria
All criteria
All criteria
All criteria
All criteria
All criteria
At least four
criteria and
some
observations
Criteria (a),
(b) and state
briey the
method of
classication
Criteria (a),
(b), (c), (d)
and (e)
Criteria (a)
and (b)
Criteria (a),
(b) and (c)
Present some
of the data
Criteria (a),
(b) and (c)
Criteria (a),
(b) and (c)
At least two
criteria and
one
observation
Show the
idea of classi-
cation using
criteria (a)
and/or (b)
Show the
idea of
measuring
using criteria
(a), (b), (c)
or (d)
At least one
interpreta-
tion from an
observation
Criteria (a)
or (b)
Choose or
arrange data
only
Criteria (a)
and/or (b)
Extract at
least a set
of data and
identify the
pattern
Element I: Science Process Skills
Construct (Skills) Criteria (Performance Indicator)
Scoring Scheme
3 marks 2 marks 1 mark
6
Element I: Science Process Skills
Construct (Skills) Criteria (Performance Indicator)
Scoring Scheme
3 marks 2 marks 1 mark
C9
Dening
operationally
C10
Controlling variables
C11
Making hypothesis
(hypothesising)
(a) Dene concepts by describing what must be done
(b) Dene concepts by describing what should be
observed
(a) Determine the relevant variables in an
investigation
(b) Determine the constant, manipulated and
responding variables
(c) Determine the appropriate action on the
manipulated variable
(a) Identify a manipulated variable and a responding
variable
(b) Determine the relationship between the two
variables based on the inference made
All criteria
All criteria
All criteria
Criteria (a)
and (b)
Criteria (a)
and deter-
mine any
two of the
constant or
manipulated
or responding
variables
Identify
correct
variables and
relate the
variables
partially
correct
Make a basic
statement
based on an
observation
Any one of
the variables
State the idea
on relation-
ship between
variables
Plan all the
criteria
All criteria
All criteria
Plan at least
ve criteria
with
assistance
All criteria
with
assistance
Criteria A (i),
(ii) and (iii),
and criteria
B (i) and (ii)
with
assistance
Plan at least
three criteria
with
assistance
Criteria (b)
or (c) with
assistance
Record one
set of
information
with
assistance
Scoring Scheme
3 marks 2 marks 1 mark
Element 2: Experimenting and Manipulative Skills
Construct (Skills) Criteria (Performance Indicator)
C12
Planning scientic
investigation
C13
Conducting
investigation
C14
Collecting and
recording
(a) State the aim
(b) Make a hypothesis
(c) Identify the constant, manipulated and responding
variables
(d) List the apparatus
(e) List the materials / substances
(f) Determine the procedure
(g) Sketch / Draw the set up of the apparatus
(a) Carry out the criteria in the planning
(b) Use and handle apparatus
(c) Use and handle materials, substances or
specimens
A Quantitative Experiment
(i) Record the measurement
(ii) Write the measurement unit
(iii) Make sufcient observation to reduce error
(iv) Represent and communicate quantitative data
using tables, chart or graphs
B Qualitative Experiment
(i) Record the observation
(ii) Draw/Sketch/Paste the nal product in the report
(iii) Label/State one physical change that occurs in
the drawing/nal product
7

All criteria
All criteria
Explain and
interpret data
partially
correct
Make
conclusion
partially
correct
Scoring Scheme
3 marks 2 marks 1 mark
Element 2: Experimenting and Manipulative Skills
Construct (Skills) Criteria (Performance Indicator)
C15
Analysing and
interpreting data
C16
Making conclusion
(a) Use scientic knowledge and understanding to
explain and interpret observation, measurements
or pattern in the data
(b) Explain the consequences if one of the variables
is absent
(a) State whether the hypothesis can be accepted or
rejected with appropriate reason
(b) Consider whether the evidence collected is
sufcient to support any conclusion
Exhibit only
one criterion
Scoring Scheme
4 marks 3 marks 2 marks 1 mark
Element 3: Scientic Attitudes and Noble Values
Construct (Skills) Criteria (Performance Indicator)
C17
Scientic attitudes
and noble values
(a) Intrinsic attitude
(b) Extrinsic attitude
(c) Thinking ability
(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 rst copy is kept in the students portfolios
(ii) The second copy is kept by teachers or assessors
(d) The completed ISFs must be certied 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 le that will be submitted to a new school.
Explain all
criteria
continuously
Exhibit two to
three criteria
continuously
Exhibit two to
three criteria
8
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 nal report should be in the form of a certicate issued by their school
and authorised by the school principal. The certicate 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.
9
A
p
p
e
n
d
i
x

1
I
N
D
I
V
I
D
U
A
L

S
C
O
R
E

F
O
R
M

(
I
S
F
)
S
c
i
e
n
c
e

P
r
a
c
t
i
c
a
l

A
s
s
e
s
s
m
e
n
t

(
P
E
K
A
)

P
M
R
S
c
h
o
o
l
:

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
N
a
m
e
:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

I
.
C
.

N
o
.
:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
F
o
r
m
:

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

I
n
d
e
x

N
o
.
:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

N
o
.

D
a
t
e
A
c
t
i
v
i
t
y
/
E
x
p
e
r
i
m
e
n
t
E
l
e
m
e
n
t

1
S
c
i
e
n
c
e

P
r
o
c
e
s
s

S
k
i
l
l
s
E
l
e
m
e
n
t

2
E
x
p
e
r
i
m
e
n
t

&
M
a
n
i
p
u
l
a
t
a
t
i
v
e

S
k
i
l
l
s
E
l
e
m
e
n
t

3

S
c
i
e
n
t
i

c

A
t
t
i
t
u
d
e
s

a
n
d

N
o
b
l
e

V
a
l
u
e
s
H
i
g
h
e
s
t

S
c
o
r
e
T
o
t
a
l

S
c
o
r
e
G
r
a
d
e

C
o
d
e

[
M
a
x
i
m
u
m
:

3
3
]

[
M
a
x
i
m
u
m
:

1
3
]

[
M
a
x
i
m
u
m
:

4
]


E
L
E
M
E
N
T

1

G
r
a
d
e

C
o
d
e


S
c
o
r
e

R
a
n
g
e

1


2
5

3
3

2


1
7

2
4

3


0
9

1
6

4


0
1

0
8


E
L
E
M
E
N
T

2

G
r
a
d
e

C
o
d
e


S
c
o
r
e

R
a
n
g
e

1


1
0

1
3

2


0
7

0
9

3


0
4

0
6

4


0
1

0
3


E
L
E
M
E
N
T

3

G
r
a
d
e

C
o
d
e


S
c
o
r
e

1


4

2


3

3


2

4


1
S
i
g
n
a
t
u
r
e

o
f

A
s
s
e
s
s
o
r
:

.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

S
i
g
n
a
t
u
r
e

o
f

P
r
i
n
c
i
p
a
l
:


.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

(

)


(

)

C
1

C
2

C
3

C
4

C
5

C
6

C
7

C
8

C
9

C
1
0

C
1
1

C
1
2

C
1
3

C
1
4

C
1
5

C
1
6

C
1
7
10
A
p
p
e
n
d
i
x

2
M
A
S
T
E
R

S
C
O
R
E

F
O
R
M

(
M
S
F
)
S
c
i
e
n
c
e

P
r
a
c
t
i
c
a
l

W
o
r
k

A
s
s
e
s
s
m
e
n
t

(
P
E
K
A
)

P
M
R
S
c
h
o
o
l
:

Y
e
a
r
:

N
o
.

N
a
m
e

I
.
C
.

N
o
.

I
n
d
e
x

N
o
.
T
o
t
a
l

S
c
o
r
e

E
l
e
m
e
n
t

1

E
l
e
m
e
n
t

2

E
l
e
m
e
n
t

3
T
o
t
a
l

S
c
o
r
e

f
o
r
P
E
K
A

S
i
g
n
a
t
u
r
e

o
f

A
s
s
e
s
s
o
r



S
i
g
n
a
t
u
r
e

o
f

P
r
i
n
c
i
p
a
l

(


)

(


)
11
Appendix 3
S
a
m
p
l
e
Penilaian Menengah Rendah Year:
Name of Subject: SCIENCE
Subject Code: 55
Name:
I.C. Number:
The Practical Work Assessment (PEKA) certicate is awarded for the following achievements:
1 Skills in carrying out activities :
2 Skills in experimenting :
3 Scientic attitude and noble values :
Signature of Principal
Principals Stamp
Date:
Practical Work Assessment (PEKA) Certicate
12
Appendix 4
Schools logo
Name of school
PORTFOLIO
PEKA for PMR SCIENCE
2006 / 2007 / 2008
NAME :
FORM :
I.C. NUMBER :
INDEX NUMBER :
ADDRESS :

PHONE NUMBER :
How to le evidences of students
All of the evidences (product of practical and assessment activities) of students must be kept in the individuals PEKA
portfolio. Information about the portfolio are as follows:
13
Appendix 5
Reference Date Evidence Remarks
How to ll evidences of students
This form is attached on the front page of the individuals portfolio.