Bright Kids - 2 February 2016

7/25/2019 Bright Kids - 2 February 2016

1/4

THE STAR, TUESDAY 2 FEBRUARY2016

special

True value of assessmentEXAMINATION has long beenthe preferred method ofassessment across cultures,but changes in teachingand learning styles havebrought many aspects ofits implementation intoconsideration in recent times.

Today, international schoolsadapt various curricula so thatthey have their own set ofassessment modules no longerlimited to pen-and-paperexaminations.

Content-laden examinationsof the past did not help childrenthink analytically and I believewe were doing our students adisservice, says Bill Ironside,principal of Sunway InternationalSchool (SIS).

SIS Ontario curriculumcombines coursework andexamination, with an emphasis

on the former. This, Ironsideadmits, sometimes throws newparents off.

However, when we speakabout the value of day-to-daystudent participation and themany teaching and learningactivities that we assessthroughout the semester,parents quickly see themerits of this system, hesays.

Evolving attitudes,preferences

It is clear from increasinginternational school enrolmentin Malaysia that parents arebecoming more aware of this

approach in internationalschools, and many see itsbenefits to their childseducation.

Mother-of-two LilyLau prefers thisapproach for her twosons, who attendanother internationalschool in the KlangValley, saying thestress and rigour ofexamination-orientedsystems deterchildren fromenjoying learningand their childhood.

Educationalexcellence shouldnot be based on

examinations alone butencompass variousopportunities for students tothink and learn outside the box,she says.

There are many thingschildren can learn outside atraditional classroom.

Through engaging withothers in play and variousextracurricular activities, theypick up essential life skills and

learn to carry themselves well.The question, then, is how can

performance in school be gaugedeffectively without compromisingthe quality of education?

According to Ironside,educators play a large role inusing professional judgmentand set guidelines toaccurately decide how

well a student is doing.For example, students can begiven opportunities throughout

their courses to demonstratetheir learning.

Depending onthe course they

take, theseopportunities

can

be in the form of laboratorysessions, presentations, debates,reflections, group work, conceptmapping, essays and researchreports, field trips, guest speakersand more, he says.

Change over timeWithout consistent and

reasonable standards inexaminations, the gradesstudents work hard to obtaindo not translate to real-lifeskills or in-depth knowledge.

Instead, students hold onto a long list of grades thatcan be inaccurate markers ofintelligence.

Over time, this can cloudtheir understanding of theirown interests and abilities,which is certainly not conduciveto long-term educationaldevelopment.

Many Malaysians would agree

that this is the sad reality facinga large number of public schooloverachievers, who succumb toimmense pressure to do well inexaminations from their earlyyears only to become confusedor disillusioned, or unable tocope with the circumstances andchallenges of tertiary educationlater on.

The Education Ministryreplaced the Penilaian MenengahRendah (PMR) examinationwith the Pentaksiran TingkatanTiga (PT3) system in 2014 buteducators and students had atough time adapting to newguidelines.

More recently, the EducationMinistry also announced its

intention to introduce a newversion of the Ujian PencapaianSekolah Rendah (UPSR) to makeit 40% school-based and 60%examination-based.

When examinations nolonger serve their purposewell, it is time to evaluatethe true value of assessmentin education.

Although improvingexamination systems arecrucial steps towardseducation reformation,parents and educatorshave said thatimplementors andpolicymakers should bemindful of the time ittakes to adapt to these

changes after decades ofintensive, systemic rotelearning.

It is a big step forwardthat must be carried outin stages and constantlyreviewed to ensureeffective adaptationand the betterment ofindividual learningexperiences for allstudents.

By THERESA BELLE


2/4

bright kidsTHE STAR,

TUESDAY 2 FEBRUARY 2016

Comprehensive

earning experienceOMMON problem mostdents in examination-basedrning systems experienceast-minute cramming whenmination season comes around.unway International Schools

S) students are spared thisuation by the schoolsursework-based assessmentd evaluation approach asctised in the Ontario secondaryool curriculum.eventy per cent of the finalde is attributed to dailyignments, group and individual

jects, presentations andticipation in class, periodiczzes and tests, online exercises

d various other coursework.The remaining 30% is allotted to

end-of-semester evaluation inform of either an independent

dy unit completed throughoutsemester or an internalmination that is specific toh course.n this way, learning is angoing process with formativeessment that is current and

nsistent.This provides students, parentsd teachers with a clear

understanding of how to meeta particular students learningneeds so students can enjoytimely and relevant feedback onhow to improve their learning.

SIS-certified Canadian teachersleverage on the genuine feedbackfrom students coursework to applyOntario Ministry of Education-endorsed methods in assessing astudents capability.

This allows lessons andclassroom strategies to be designedto harness students strengths andpotential while also focusing on

areas where students need furtherdevelopment.

This personalised and student-centred approach results in aflexible and comprehensivelearning experience for studentsto grow according to their interestsand capabilities.

At SIS, this practice isimplemented from the start of theeducation process in the MiddleSchool division, with the objectiveof inculcating early commitmentto their coursework.

Middle School facilitator TobanBrownridge says, Assessment inthe Ontario education programme

is an ongoing process where dailyobservation and evaluation oflearning skills and content occursto give students feedback assessment for learning andprepare them for timelysummative assessments assessment of learning.

Students also reflect on theirlearning to know how and what toimprove, what they must achieveand how to accomplish a goal(assessment as learning).

In addition, students areinformed of four major categories

that teachers are looking for:knowledge and understanding,thinking and inquiry processes,communication, and application.

This ensures that studentsattain a holistic learning ofcontent and skills that they areable to use outside of the schoolsetting, thus preparing them forthe rigours of secondary schooland beyond.

The Ontario curriculumstandards of 70:30 assignmentto examination ratio empowersstudents to be responsible fortheir contribution towards thefinal grade.

Students who are introduced toSIS become genuinely interestedand committed to theircoursework, knowing that theirown opinions, careful research

and arguments will be awardedvalue as opposed to conforming toa pre-determined set of answersby an examination board.

Simultaneously, the studentslearn and retain the conceptsand lessons taught in class moreeffectively through the practicalapplication of actions when theycomplete their experiments andassignments.

The broad goals of assessmentand evaluation should go beyondthe acquisition of the highestscores and ranks in class.

It should prioritise individuallearning needs and help build

a curriculum that can fulfilthis need.

The Ontario programme at SISoperates on the premise thatstudents learn in different ways

and hence need different ways todemonstrate how well they haveunderstood their studies.

By offering an alternativeapproach via coursework-basedassessment and evaluation, SISprovides a more realistic reflectionof a students capabilities andpotential.

It also ensures equalopportunities for all students toachieve excellence and success intheir performance.

nFor more information, visitwww.sis.sunway.edu.myor call03-7491 8070.

Students at SIS benefit from a coursework-focused education, which makeslearning an ongoing process.


3/4

Milk for growth

Great talents abound

Tuanku Raja Puan Muda Perlis (third from left) with Datin Seri Datuk Dr K. H. Wang (secondfrom left) presenting the graduation certificate to one of the Smart Reader students.

SMART Reader Worldwides innovativeprogrammes have been grooming studentstowards academic and co-curricularexcellence through its Smart ReaderCreative Teaching Methodology-basedcurriculum.

Children in the programmes are not onlyinterested in learning but also display theirbest talents during performances andconcerts before large crowds.

Smart Reader Kids Kangar and SmartReader Kids Arau, Perlis, held their annual

concert and mini convocation recently atMahkota Ballroom, Putra Palace Hotel,Kangar.

Gracing the event were Tuanku RajaPerlis and Tuanku Raja Perempuan Perlis,Tuanku Raja Muda Perlis and Tuanku RajaPuan Muda Perlis, and Smart ReaderWorldwides chief executive officer DatukSeri Dr Richard Ong and group executivedirector Datin Seri Datuk Dr K. H. Wang.

Themed Superstar 2015, the annualconcert showcased the talents of studentsfrom both centres.

During the mini convocation, which tookplace after the annual concert, all six-year-old students from both centres receivedtheir graduation certificates.

Smart Reader Worldwide also held thelargest Smart Reader Kids Intensive EnglishProgramme (IEP) graduation ceremonyrecently at Sunway Carnival Mall, PusatBandar Seberang Jaya.

Performances during the IEP graduationceremony included Surf Upby Smart ReaderKids Pusat Bandar Seberang Jaya, recitationof a poem called We are Malaysianby SmartReader Kids Taman Inderawasih andstorytelling by Alya Iman from SmartReader Kids Bandar Perda.

Established in 2014, the IEP programmeis in line with the Governments call toprioritise the upgrading of English languageproficiency among children.

The programme aims to build childrensconfidence by enhancing their verbalexpression, fluency and articulation inthe English language.

Besides enhancing childrens Englishlanguage skills, the IEP programme alsofocuses on developing their creativity andinterest in the learning process, saysDr Wang.

nFor more information, call 03-6279 5555or the SMARTLine at 1300 885 555 or visitwww.smartreader.edu.my.

CHILDREN and motherhood magazineBabyTalk Malaysiaruns a survey for theBabyTalk Readers Choice Award to seek outfavourite brands of pregnancy, baby andmotherhood products.

Last year, Morinaga Chil-kid was awardedthe Readers Choice Awards 2015 for BestNutrition Milk by theBabyTalkandMamaPapamagazines.

In the same year, Morinaga Chil-kid wasvoted as Readers Choice Awards 2015winner by theNatural HealthandA HealthyLifestylemagazines.

The product has been providing high-quality milk formula to supply essentialnutrients in a well-balanced ratio thatchildren need, based on internationalstandard of growth formula and latestscientific knowledge.

Morinaga Chil-kid, a growth formula forchildren aged a year and above, is enrichedwith arachidonic acid (AA), docosahexaenoicacid (DHA), galacto-oligosaccharide (GOS)(prebiotic) and five nucleotides to provideoptimum nutrition to children.

AA and DHA help enhance thedevelopment of the brain and centralnervous system as well as visual and retinalfunction while GOS helps establish aBifidobacterium-dominant flora and suppressthe growth of intestinal harmful bacteria.

GOS is important in alleviatingconstipation while nucleotides promotehealthy guts.

Morinagas extensive research anddevelopment has resulted in its discovery of

THE STAR,TUESDAY 2 FEBRUARY 2016

bright kids 3

a well-known probiotic BifidobacteriumlongumBB536, one of the most widelyrecognised probiotics in the world.

Its research also led to finding the benefitsof lactoferin, which is widely used inchildren formula to improve immunity.

Morinaga Chil-kid is produced andimported from a state-of-the-art plant inthe Netherlands using Japanese technologyand stringent double-safety standard. It ishalal-certified.

Morinaga is distributed by Oz-marketingSdn Bhd.

nFor more information, contact MorinagaMilk Malaysia.

The growth formula Morinaga Chil-kid forchildren aged one year and above providesoptimum nutrition.


4/4

bright kidsTHE STAR,

TUESDAY 2 FEBRUARY 2016

Educating educatorsE rapid development of early yearsucation programmes has seen thevision of good-quality early childhood

ucators become a pressing commitment ofGovernment.

The Government has made it compulsoryanyone in the early childhood industry,ticularly educators, to have a minimum

alification of a diploma in the field. Thisve is important as there are currentlyny underqualified preschool teachers.

Many early childhood educators possessrs of experience. However, it is alsocial for every educator to be equippedh theoretical knowledge that forms theis of their practice.

A proper qualification also substantiatesir understanding, which will determine

w they respond to children of all ages andall circumstances.

Many teachers enrolledin early childhoodeducation programmeshave admitted to havingan aha moment during

the course of their studies

The early childhood education programme at OUM can kick-start your career in teaching.

as they can now put a name, theory orframeworks to something they have known

or been practising for a while.

Learn at OUM

Malaysias first open and distance learninginstitution Open University Malaysia (OUM)

started offering the Diploma in EarlyChildhood Education in September 2006.

Since then, more than 2,000 learners haveregistered for the course.

The programme seeks to offer appropriateeducation and training to practitioners wholack academic qualifications.

Moreover, the programme equips earlychildhood educators with the five core areasof knowledge required by professionals,educators and frontliners in the fields childdevelopment, curriculum and learningenvironment, administration andmanagement, families and the community,and professional development.

Graduates from OUM are effectiveadvocates for the rights of children, able tofacilitate the recognition of childrens rightsto actively participate in their world, and

recognise childrens needs, developmentaltasks, diversity and differences.

Learners undergo six weeks of industrialtraining and most of them do it in their ownpreschools.

This is the reason most early childhoodeducators enrol in OUM on top of beingMalaysias leading part-time study provider,the university specifically caters to workingadults. Its overall system and approachcentre on the needs of working adults,says Dr Azhar Md Adnan, programmecoordinator at OUM and early childhoodeducation expert.

If the need arises, OUM arranges preschoolplacements for its learners to perform theirindustrial training in. The university is alsocollaborating with a few agencies andschools in February to place their learners.

Work experience

The added advantage of enrolling in OUMis that an individual with substantial yearsof work experience in the field of earlychildhood education can directly enrol in theBachelor of Early Childhood Educationprogramme.

This comes under the Accreditation ofPrior Experiential Learning by MalaysianQualifications Agency spearheaded by OUM.

On top of a diploma and a bachelorsdegree, OUM provides the Master in EarlyChildhood Education as well.

nFor more information, visitwww.oum.edu.my.

Dr Azhar Md Adnan,programmecoordinator at OUMand early childhoodeducation expert.

Documents

Bright Kids - 2 February 2016