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Assessment and Evaluation Department


 

 

INTRODUCTION

Language learning can be both effective and fun.The art of teaching,however also includes assessing and evaluation students' performance in the classroom. The Assessment and Evaluation Department plans,designs and conducts courses on current and alternative ELT assessment and evaluation modes and practices for primary and secondary schools teachers based on sound educational theories,research-driven TESL methodology and effective classroom practice. 

 

VISION

To be a leader in Assessment and Evaluation

 

MISSION

To make ELT practitioners assessment literate.

 

OBJECTIVES

  • To plan and conduct ELT courses on school-based assessment.
  • To plan and conduct courses on current and alternative assessment modes and practices.
  • To evaluate and adapt international ELT assessment systems for use in Malaysian education system.
  • To develop various research-bases ELT assessment and evaluation instrument and system.
  • To offer consultancy services on ELT assessment and evaluation.


  1. Dr T. Vanitha a/p Thanabalan
    Head of Department (DG54 (KUP))



    Profile
    I have seventeen years of teaching experience in both primary and secondary schools in Malaysia. I have presented papers at many international conferences and published several journal articles. Two of my papers were published in the international scorpus. I am interested in literacy, multi literacy, multicultural studies, assessment in language and improving learning among indigenous children.


    Qualification
    PhD TESL (University of Malaya, Malaysia, 2011)
    ---
    M.Ed TESL (University of Malaya, Malaysia, 2003)
    ---
    B.Ed TESL (University of Malaya, Malaysia, 2000)


  2. Munirah binti Hariri
    Lecturer (DG48 (KUP))



    Profile
    I have been in service since 1999 and I find that teaching is interestingly challenging and fulfilling. The work one does to help improve her students’ understanding may take a number of takes, but it will eventually lead to a greater scene. Hence, the contentment and peace. Most of my experience and joy came from secondary schools in Selangor where I taught for most of the years, and also in a school in Melaka for two years. I was appointed as a GKMP before I join ELTC. My research interests are second language acquisition, language assessments and sociology.


    Qualification
    B. ED TESL (Hons) (University of Exeter, United Kingdom, 1999)
    ---
    M.ED TESL (UiTM, Shah Alam, 2017)


  3. Asmah Laili Binti Mohd Yunus
    Lecturer (DG44)



    Profile
    I have twelve years of teaching experience in primary schools in Johor and Selangor. I gained amazing experience with the primary school students helping them grow their confidence and their potential especially in learning the English language. My areas of interest are Second Language Acquisition and Language Assessments.


    Qualification
    B.Ed TEYL (Hons) ((IPG Persekutuan Pulau Pinang/ Universiti Utara Malaysia), 2009)
    ---
    Master in English as a Second Language (MESL) (University of Malaya , 2017)

 

English for Preschool Teachers (EPT)

Programme Description

English for Preschool Teachers (EPT) is an initiative by the Ministry of Education Malaysia to improve the proficiency level of preschool teachers in the country. This programme is carried out in three phases. Phase 1 and Phase 3 are conducted face-to-face for one week per phase, whereas Phase 2 consists of fieldwork tasks for a period of four weeks.

The programme comprises of three courses, EPT1012 English Language Proficiency, EPT1022 Instructional Language and EPT1032 English Language Teaching (ELT) Methodology. The face-to-face modules are designed to complement one another to provide the participants with a holistic proficiency study experience. These modules comprise of a variety of exercises, stimuli, quizzes, discussions and resources to help teachers improve their proficiency level. This will give course participants opportunities to explore a repertoire of language-based activities which provide ample practices.

 

 

Assessment Literacy for Preschool Teachers (ALPS)  

Course Description  

Assessment Literacy for Preschool Teachers (ALPS) is an initiative by the Ministry of Education Malaysia to enhance the assessment skills among preschool teachers. The mode of the course is blended. The course focuses on the enhancement of assessment knowledge and skills in School-Based Assessment (SBA). It also emphasises on strategies to bridge teaching and learning to assessment as well as translating the 'can do' statements from the Common European Framework of Reference for Languages (CEFR) to assessment activities. The target group for this course is preschool teachers from the Ministry of Education.

The course consists of three modules, ALPS 1013 : Concepts and Principles of School-Based Assessment for the Preschool Classroom, ALPS1023 : Understanding CEFR in the Preschool Classroom, ALPS 1033 : Developing Instruments and Reporting Procedures in the Preschool Classroom.

Course Learning Outcomes

  1. Discuss important concepts and principles of assessment in the English language classroom.
  2. Design assessment activities based on assessment strategies in the English language classroom. 
  3. Analyse issues and challenges in School-Based Assessment. 
  4. Discuss the 'can do' statements in relation to the CEFR-aligned curriculum. 
  5. Translate the CEFR 'can do' statements to learning objectives.
  6. Design assessment plan for the language skills.
  7. Design traditional assessment instruments for the language skills in the English language classroom.
  8. Present alternative assessment instruments for the language skills. 
  9. Produce effective feedback for traditional and alternative assessment.

 

Assessment Literacy for English Language Teachers (ALEL)  

Course Description  

Assessment Literacy for English Language Teachers (ALEL) is an initiative by the Ministry of Education Malaysia to enhance the assessment skills among English language teachers. The mode of the course is blended. The course focuses on the enhancement of assessment knowledge and skills in School-Based Assessment (SBA). It also emphasises on strategies to bridge teaching and learning to assessment as well as translating the 'can do' statements from the Common European Framework of Reference for Languages (CEFR) to assessment activities. The target group for this course is English language teachers from the Ministry of Education both from the primary and secondary schools.

The course consists of three modules, ALEL 1013 : Concepts and Principles of School-Based Assessment for the Primary / Secondary Classroom, ALEL 1023 : Understanding CEFR in the Primary / Secondary Classroom, ALEL 1033 : Developing Instruments and Reporting Procedures in the Primary / Secondary Classroom.

Course Learning Outcomes

  1. Discuss important concepts and principles of assessment in the English language classroom.
  2. Design assessment activities based on assessment strategies in the English language classroom. 
  3. Analyse issues and challenges in School-Based Assessment. 
  4. Discuss the 'can do' statements in relation to the CEFR-aligned curriculum. 
  5. Translate the CEFR 'can do' statements to learning objectives.
  6. Design assessment plan for the language skills.
  7. Design traditional assessment instruments for the language skills in the English language classroom.
  8. Present alternative assessment instruments for the language skills. 
  9. Produce effective feedback for traditional and alternative assessment.

 

English For Preschool Teachers : Resources (EPTR) 

Course Description

English For Preschool Teachers : Resources (EPTR) course aims to provide support for preschool teachers to enhance their English language proficiency. The course focuses on the 4 language skills, communicative skills and classroom methodology. This course comprises of 8 micro courses. Each micro course consists of 2 modules which requires 3 weeks for completion. Participants are eligible to earn 10 hours of self- learning in SPLKPM for each module. Participants will also receive an e-cert upon completion of each module with the passing rate of 60%.

Course Learning Outcomes

At the end of the course, participants will be able to:   

1. demonstrate understanding of the audio text by answering questions and discussion threads.   

2. give opinions on teaching and learning situations via recording of discussions.   

3. demonstrate understanding of reading texts by answering comprehension questions.   

4. demonstrate understanding of the content of the modules by writing reflections or reviews.