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PEKA satu

PEKA satu

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Published by: HazwaNi Odeyh Zanuddin on Dec 24, 2011
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SCHOOL BASED EXAMINATION (SBE)  Evaluation system to measure the performance and student’s ability  To improve the evaluation by using the test which have been construct and control the quality locally .

OBJECTIVE  To know the strength and weakness of T&L learning and make the follow up action  To improve the student learning based on the information given  To stimulate the student learning through the continous teacher guidance  Give the student adapt their learning to real situation life .

CRITERIA  Emphasize on non formal evaluation eg observation.      oral questioning Emphasize more on formative evaluation Emphasize more on follow-up action Emphasize on continous evaluation Emphasize on holistic evaluation Emphasize on internal evaluation .

the British science curriculum has focused on testing students’ ability to conduct scientific investigations such as measuring. comparing characteristics and finding a relationship between variables .Evaluation Of Science Practical  The Malaysian science curriculum is very much influenced by the development of the science curriculum in especially Britain and the United States of America  Since 1989.

namely Chemistry.Evaluation Of Science Practical  In the Malaysian science curriculum. the practical assessment were abolished . Physics and Biology. underwent several changes  Practical assessment were conducted in Sijil Peperiksaan Malaysia (SPM) until 1997  In 1998.pure science subjects.

PEKA  The practical assessment were replaced by a new assessment method that combines scientific skills components through “Penilaian Kerja Amali” or PEKA  In the same year. written practical assessment for Chemistry. Physics and Biology subjects were introduced for private candidates .

practice of good moral values and scientific attitudes  These changes were implemented in 1997 by the Examination Syndicate. Malaysian Ministry Of Education (Lembaga Peperiksaan 1997) . Malaysian science evaluation began to involve the science process skills and manipulative skills and thus.PEKA  As a result of this.

manipulative skills and practice of good moral values and scientific attitudes among science students in secondary 4 and 5 based on the evaluation in the PEKA guide book .PEKA  Teachers of Physics. Biology and Chemistry were required to evaluate science process skills.

manipulative skills. stressing the elements of scientific skills.PEKA  PEKA was introduced to enable the use of practical assignments as a method of evaluation.practice of good moral values and scientific attitudes .

PEKA  PEKA is a school-based evaluation that uses Criteria References which focuses on quality  PEKA is a form of evaluation that is able to measure a student’s level of mastery of a certain element  The element here is a scientific skill .

PEKA  Evaluation is conducted continuously through the teaching and learning process which includes laboratory practicals  Students are evaluated individually even though they work in groups  Students are required to conduct practicals and write reports and teachers will evaluate students by observing students conducting practicals .

PEKA  The PEKA will be considered as a basis in awarding grades to students individually  Evaluation of students will only be conducted if the students follow the learning process  Students need to be told what they will be evaluated upon .

PEKA  PEKA is evaluation based on the Reference Criteria Test  This means that a student’s level of mastery is assessed according to certain criteria  A criterion is the statement that states the minimum level that must be mastered by a student .

Aspects and Criteria for Experimental and Manipulative Skills Elements E1: Experimental skills Aspects A1 : Determining the experimental objective and making hypothesis A2 : Controlling variables Criteria K1 : State the experimental objective accurately K2 : Identify independent variables K3: Identify dependent variables K4 : State the hypothesis accurately K1 : Identify the sufficient number of values for the independent variable and its appropriate range K2 : Identify at least one constant variable .Elements.

used drawing of apparatus K2 : Record all the observations and ensure all measurements are correct K3: Record the observations in an appropriate table K4 : Draw a correct graph . Aspects and Criteria for Experimental and Manipulative Skills Elements E1: Experimental skills Aspects A3 : Planning and explaining experimental procedure Criteria K1 : List all the apparatus K2 : List the amount and type of chemicals required K3: List all the experimental procedures in passive sentence A4 : K1 : Draw the complete apparatus Recording observation.Elements.

Aspects and Criteria for Experimental and Manipulative Skills Elements E1: Experimental skills Aspects A5 : Analysing data and making inference and taking part in the discussion Criteria K1: State the relationship between the variables or factors K2 : Show all the steps involved in the calculation by using the collected data K3: Make inference based on observation or measurement K4: Explain your idea and participate actively in discussion .Elements.

a pipette. cell electrolysis. chemical cell or thermometer during an experiment K3:Handling a burette. setting up glass apparatus. circuit. Aspects and Criteria for Experimental and Manipulative Skills Elements Aspects Criteria E2: Manipulative skills A1 : Using apparatus K1:Handling a burette. chemical cell or thermometer after an experiment . chemical cell or thermometer before conducting an experiment K2 : Handling a burette. circuit. circuit.Elements. setting up glass apparatus. setting up glass apparatus. a pipette. cell electrolysis. a pipette. cell electrolysis.

Elements. Aspects and Criteria for Experimental and Manipulative Skills Elements E2: Manipulative skills Aspects A2 : Handling chemicals Criteria K1: Using chemicals in appropriate portions K2 : Handling chemicals during an experiment K3: Handling chemicals after an experiment .

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