Evaluation is the process of determining the extent to which objectives are attained.

It is
concerned not with the achievement but also with the improvements. Evaluation is a
continuous and comprehensive process which involves judgement that cover all the aspects of
quality education. There are two ways of evaluations which are summative and formative.
Formative evaluation is information that will be used for improving the instruction, project
and process and ensures that all aspects of a program or project are likely to produce success.
Meanwhile summative evaluation ensures whether necessary processes have been carried out
and objectives are being met.
CIPP model of curriculum evaluation include four elements Context, Input, Process and
Product. Context evaluation helps to assess the needs and opportunities within a defined
context or environment. Input evaluation provide information for determining the resources
such as time resources, human resources, physical resources, infrastructure, curriculum and
content for evaluating the quality of education to meet goals of the program. Process
evaluation focuses on the running the program and teaching learning process. Implementation
is a phase in which the inputs are used in effective manner to achieve the aims, objective and
goals of the product. Product evaluation includes the outcomes of the school. It focuses on
the skills, attitudes, knowledge, learning and abilities they attain which the student is going to
use in their daily life. Malaysian education has been changed from Kurikulum Bersepadu
Sekolah Rendah(KBSR) to Kurikulum Standard Sekolah Rendah( KSSR) since 2017. The
KSSR was introduced to overcome certain shortcomings within the older system, the KBSR.
It is hoped with this new restructured and improved curriculum, our children would have the
necessary knowledge, skills and also the values to face and overcome the challengers of the
current times. In this new curriculum, there are set standards of learning that our pupils have
to achieve at the different levels of their schooling. This means that when our pupils complete
a particular level of schooling, they are expected to have achieved a preset standard of
knowledge, skills and values. At specific times at each level these learning standards will be
measured to ensure that no pupil gets left behind. If a pupil fails to meet the required
standard, the teacher is required to do more revision activities with the pupil until he or she
eventually achieves the required standard. The new curriculum has also been designed to go
beyond acquiring communication skills, self-development and the pupil’s immediate
environment as in the KBSR. It is designed to enhance and embrace the use of science and
technology, develop values, understand humanitarian issues and also focus on the pupil’s
physical and aesthetical development. Although the KBSR focused on holistic learning, the
current curriculum seeks to go beyond this. The KSSR curriculum uses what is known as a
modular-based system. For easy understanding let us look at the teaching and learning of the
English Language.
Although textbooks are being used in the teaching and learning process, learning is now more
accessible with students playing a more important role in their learning. Rote learning is no
longer encouraged and with the introduction of Language Arts component in the curriculum,
there is now space for interactive actives. These include the use of drama, role-play, debates,
language games and songs to make the lessons more meaningful and facilitate the learning of
the language. Lessons are more fun and there is also more movement and activities in the
process of learning. This element of ‘fun learning’ removes the element of stress and pressure
and makes lessons fun while ensuring that language acquisition takes place. Although the
KBSR was student centred, the KSSR seem to be even more focused to make learning fun
and meaningful to the young learners. The classroom atmosphere is more relaxed where
students are given more room for decision-making and encouraged to voice their opinions.
Apart from the 3Ms (reading, writing and counting), the new curriculum has 4Ms, with
‘Reasoning’ added to the original 3Ms. The need for our children to think and reason, of
making connections between their actions and consequences is now stressed. There is a shift
from rote learning where students simply followed instructions and are overly dependent on
teachers. Students are now being taught to be active decision makers and be accountable for
their actions.
The new curriculum also appears to be moving away from an exam-oriented system and the
streaming of students according to their academic ability is discouraged. In the KSSR,
students are encouraged to work together and help each other rather than being focused on
competing to being the best. Although academic achievement is important, it is no longer
everything. Character development and values are also given prominence. The long-term
objective of the KSSR is to produce individuals who have positive self-image and high self-
esteem. With character building emphasized, it is hoped that our children would not only
have the adequate knowledge and skills but would also have strong leadership qualities and
character to face the challengers of the current scenario.