Tutorial Linus

8/13/2019 Tutorial Linus

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DISCUSS ABOUT THE PLANNING,IMPLEMENTATION AND EFFECTS OF

PROGRAM KELAS INTERVENSI AWAL

(KIA 2M)


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KIA2M

KIA2M is an early remedial programme to

address reading and writing problems in

Bahasa Malaysia among Year 1 pupils.

Established in March 2006 through theimplementation of Pelan Induk

Pembangunan Pendidikan 2006-2010

(TERAS KETIGA : MEMPERKASA SEKOLAHKEBANGSAAN)


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This programmeis conducted for 3or 6 months

All Year 1 pupils

will undergodiagnostic test


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This test is important to

identify pupils who areunable to master readingand writing skills in BahasaMalaysia

Pupils who pass the testwill continue learning in

mainstream classroomswhereas pupils who failthe test will be placed inthis programme


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In year 2010, Malaysia undergone Government

Transformation Programme (GTP) where theEducation National Key Result Area (NKRA)agenda is to improve student outcomes throughbroad access for quality education.

This including the implementation of LINUSprogramme where according to thisprogramme, each student should master thebasic skills after three years of primary

education


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It was found in year 2008 that 13% of Year 1

pupils had not mastered reading andwriting skills (2M)

Thus, emphasis is given for pupils from Year1 to Year 3 to acquire these skills (3M)

through LINUS programme


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LITERACY AND NUMERACY PROGRAMME SCREENING

(LINUS)

Literacy is defined as the ability to read, write

and understand simple words and complex

sentences in Bahasa Malaysia and apply

knowledge of learning and communication

Numeracy is defined as the ability to read,

write, count and up to 1,000, be competent

in mathematical operations such as add,

subtract, multiply and divide and to apply

them in money, time and length.


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OBJECTIVE

To ensure that all students masterbasic literacy and numeracy skills

in BAHASA MALAYSIA at the end

of the first three years of PrimaryEducation


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acquire basic literacy andnumeracy

screening to identify weakstudents

focuses on early intervention

POSITIVEEFFECTS

need of teachers withexpertice

burden for teachers to gofor special trainingNEGATIVEEFFECTS


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enables the students to acquire basicliteracy and numeracy

Enable teachers to conduct screeningto identify pupils who are weak inliteracy and numeracy skills

Those who fall behind will be givenremedial coaching until they catchup


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Unlike previous efforts to address the numeracy

and literacy problems, LINUS focuses on earlyintervention in the early primary years before

the pupils enter Year Four.

Previous programmes either only focused on

literacy skills (KIA2M) or conducted much

later between Year Four to Six (Protim).


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Requirements to meet the need of teachers

with expertise in teaching basic literacy

and numeracy


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The teachers, who are part of the program,

will receive special training that is

tailored to ensure that the best strategies

will be applied to assist the students inmastering the skills needed.


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Standard Based Assessment - terms used

for Malaysias school based assessmentsystem being implemented in Year 1 and

Year 2

School based assessment generally refers

to any evaluation of students conducted in

a classroom.


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SCHOOL- BASED ASSESSMENT

Rationales :

- to achieve the aspiration of NationalPhilosophy of Education towardsdeveloping learners physical,emotional, spiritual and intellectualabilities- to reduce exam-oriented learningamong learners


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- to evaluate learners learning

progress- to enhance teachers integrity in

assessing, recording and

reporting of learners learning


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SBA FEATURES

Assessment for and of learningStandard-referenced Assessment

Holistic

Integrated

Balance

Robust


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COMPONENTS OF SBA

Academic

- School Assessment (using Performance

Standards)

- Centralised Assessment Add

Non-Academic

- Physical Activities, Sports and Co-Curricular

Assessment (Pentaksiran Aktiviti Jasmani,

Sukan dan KokurikulumPAJSK)- Psychometric/ Psychological Tests


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ROLES OF TEACHER?

Teacher will be given empowerment in

assessing their students

Nonetheless, the empowerment also comes

with the requirements of sufficientknowledge and skills in using various

informal methods of testing and

psychometric testing such as diagnostic

general ability, and aptitude test

(Teacher Education Department, Ministry of

Education,2007)


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STANDARD PERFORMANCE

BAND

STANDARD

6 Tahu, Faham dan Boleh Buat dengan BeradabMithali

5 Tahu, Faham dan Boleh Buat dengan BeradabTerpuji4 Tahu, Faham dan Boleh Buat dengan Beradab3

Tahu, Faham dan Boleh Buat

2 Tahu dan Faham1 Tahu


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meaningfulreport on

students'progress

fairevaluation

holistic andbalance

reduce examoriented

learning

POSITIVEEFFECTS

heavy

workload

timeconsuming

assessmentresults are

not reliable

NEGATIVEEFFECTS


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teacher will be able to obtain overall picture aboutstudents individual potential

teacher will be able to write a meaningful report on the

progress of students regarding their learning

students are fairly evaluated based on their ability,

performance and skills


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holistic and balance

Four components:-assessment by school

-central assessment,-sports, physical and co-curriculum

assessment

-psychometric assessment


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reduce exam-oriented learning among learners

reduce over-reliance on data (grades and scores)

obtained through central examinations

fair assessment ( both centralised assessment as

well as school assessment)high stake

examinations created a lot of tensions andanxiety among them


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heavy workload (assessing, recording and reporting ofstudents learning filing system)

time taken to key in data(poor internet connection)

assessment results are not reliable (based on the

teachers perspective)


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REFERENCES

http://nkrapendidikan.moe.gov.my/

http://jpn.moe.gov.my/jpnselangor/

http://cikgupemulihanmt.blogspot.com/2013/08/no

rmal-0-false-false-false-en-us-x-none.html

http://www.teo-education.com/teo/?cat=74
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