ELTCQuality Assurance Department
DEPARTMENT OF QUALITY ASSURANCE
Vision
A leader in establishing and ensuring professionalism and quality in English language teaching and learning
Mission
To support ELTC in its efforts to ensure professionalism and quality in English language teaching and learning through developing and monitoring quality assurance systems
Objectives
- To set up quality assurance systems to ensure professionalism and quality in all ELTC activities and programmes
- To develop and set standards in order to ensure effectiveness in English language teaching and learning
- To obtain recognition of the above standards at the national, regional and internationallevel
- To obtain recognition and accreditation of courses/programmes offered by ELTC at the national, regional and international level
- To plan and implement monitoring in collaboration with the inspectorate of schools to ascertain quality in English language teaching and learning at all school levels irrespective of location or type of school
- To design evaluation procedures for courses conducted by ELTC and other agencies
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Affikah Fazlyna Bt. Omar
Head of Unit (DG48)
Profile
I began my teaching career in a secondary school in 1999 and later went to the Penang Matriculation College. My ardent desire to improve the level of English among students has led me to manoeuvre my career path towards becoming a teacher-trainer. Appointed as Guru Cemerlang in 2009, I started giving courses and training to teachers at various levels as required; and later aggrandized my efforts when I became an SISC+ in 2014. Now, I hope to stretch even further towards fulfilling my goal, driven by the vision and mission statements of ELTC.
Qualification
B.Ed (Hons.) TESOL (1999) (University of Southampton, UK, 1999)
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Master of Education (TESL) (2020) (Sultan Idris Education University - UPSI, 2020)
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Specialist Certificate in the Professional Development of Teacher Leaders/Supervisors (Regional Language Centre Singapore (RELC), 2020)
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Advanced Specialist Certificate (I) in Language Assessment (Regional Language Centre Singapore (RELC), 2018)
Harathi Sarah Peters a/p A.C Peters
Lecturer (DG44)
Profile
A quote by Joseph Joubert, “To teach is to learn twice.” In my 11 years as a primary school teacher in Sabah, a trainer for KSSR and subsequently a Master Trainer for CEFR Familiarisation and Formative Assessment, I have learnt a lot from fellow teachers around Malaysia and my beloved students. Being part of the ELTC team has allowed me to share the knowledge I have gained from others and to also learn along the way. My interest is in pedagogy for young learners and would like to inspire teachers to use effective and fun methods in their teaching practices.
Qualification
B. Ed TEYL (Teaching English for Young Learners), (University Utara Malaysia, 2008)
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Masters in TESL (Teaching English as a Second Language) (University Malaysia Sabah, 2015)
NIWAHSINEE A/P ADAIKALAM
Lecturer (DG41)
Profile
Ever since I was a child, I have enjoyed learning immensely. Learning can be fun, and it can open the doors to our mind and spark our curiosity. Ever Garrison stated that “A teacher is a compass that activates the magnets of curiosity, knowledge and wisdom in the pupils.” It was my desire to share my joy and fun in learning with my students that made me become a teacher. Before joining ELTC, I had the good fortune of teaching in a National Type school in Johor and then a National school in Selangor. During my years working as a teacher in Johor, I became the district coach for CEFR Curricu
Qualification
B. ED TESL (HONS) (IPG KAMPUS IPOH, 2014)
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MASTER OF ENGLISH LANGUAGE STUDIES (University Malaya, 2020)
DR RABINDRA DEV PRASAD
Head of Department (DG48)
Profile
I started my journey as an educator in 1992 at my hometown, Kuala Lipis, Pahang. I have close to 9 years of teaching experience in 3 primary schools and 5 years in a secondary school. I joined the Curriculum Development Division, MOE in 2006. My stint there which lasted 15 years taught me valuable life experiences especially in the field of curriculum development and implementation. Currently, I have been entrusted to lead the Quality Assurance Department of ELTC.I strongly believe in DREAM: Dedication, Responsibility, Education, Attitude, Motivation.
Qualification
Certificate in Teaching (PSR PI) (Kota Bharu Teachers’ College, 1992)
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B,Ed. (TESL) Hons (UPSI , 2002)
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M.Ed. (TESL) (UPSI, 2008)
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PhD. (Pedagogy and Curriculum) (UKM, 2016)
Rajalingam Pillai A/L Vaira Perumal
Lecturer (DG48 (KUP))
Profile
Having taught in various schools and environments, I believe in encouraging students to be creative, think critically, and be independent. A passionate teacher, I am also a certified Master of Ceremonies. Having trained students for various English language competitions, I strongly believe in conducting student-centered learning and interactive, entertaining, and effective lessons. Being in ELTC as a teacher trainer is a platform for sharing my experience and expertise and inspiring the teachers. My area of interest is the Teaching of Literature, public speaking, and creative pedagogy.
Qualification
M.A English Language Studies (Literature) (Universiti Kebangsaan Malaysia, 2008)
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B.A (Hons.) English Language Studies (Universiti Kebangsaan Malaysia, 2002)
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Certificate in English Language Studies (Maktab Perguruan Raja Melewar, 1994)
PERBANDINGAN MAKLUMAT BERKAITAN APEL (A) DAN APEL (C)
|
PERKARA |
APEL (A) | APEL (C) |
| Tujuan |
Mengiktiraf pembelajaran pelajar tanpa mengambil kira bagaimana dan di mana ianya diperoleh bagi TUJUAN KEMASUKAN KE PROGRAM.
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Mengiktiraf pembelajaran pelajar tanpa mengambil kira bagaimana dan di mana ianya diperoleh bagi TUJUAN PINDAH KREDIT KURSUS di dalam program akademik yang diikuti. |
|
Pelantikan PPT
|
PPT TIDAK PERLU MEMOHON KELULUSAN MQA untuk menerima pelajar APEL (A). |
PPT PERLU MENDAPAT KELULUSAN MQA untuk melaksanakan APEL(C).
PPT Rintis:
i. OUM
ii. WOU
iii. UiTM
iv. Universiti Antarabangsa INTI
|
|
Kadar fi yang dibayar oleh pelajar
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KADAR FI yang dikenakan kepada pelajar untuk penilaian APEL(A) DITETAPKAN OLEH MQA:
1. Sijil/Diploma: RM155
2. Sarjana Muda: RM250
3. Sarjana: RM370
|
KADAR FI penilaian yang dikenakan kepada pelajar untuk APEL(C) DITETAPKAN OLEH PPT |
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Permohonan untuk penilaian APEL
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Calon pelajar PERLU KEMUKAKAN permohonan penilaian APEL(A) KEPADA MQA ATAU PUSAT PENILAIAN APEL | Pelajar PERLU KEMUKAKAN permohonan penilaian APEL(C) KEPADA PPT |
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Instrumen Penilaian
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INSTRUMEN PENILAIAN APEL(A) ADALAH SAMA untuk satu Malaysia. | INSTRUMEN PENILAIAN APEL(C) ADALAH BERBEZA DAN PELBAGAI ANTARA PPT kerana ia bergantung pada kesesuaian kursus dan pilihan pelajar/PPT. |
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Tempoh pelantikan/ kelulusan
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TIDAK BERTEMPOH | 5 tahun |
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Syarat asas yang perlu dipatuhi calon
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1. HANYA UNTUK WARGANEGARA Malaysia
2. Lulus Ujian Aptitud dan Portfolio
3. ADA HAD UMUR MINIMUM iaitu:
a) Sijil - 19 tahun
b) Diploma - 20 tahun
c) Ijazah Sarjana Muda - 21 tahun
d) Ijazah Sarjana - 30 tahun
e) Ijazah Kedoktoran - 35 tahun
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1. TERBUKA KEPADA SEMUA
2. Lulus penilaian APEL (C)
3. TIADA HAD UMUR MINIMUM ditetapkan
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Rujukan
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1. Garis Panduan Amalan Baik: Pengakreditan Pembelajaran Berasaskan Pengalaman Terdahulu
2. Buku Panduan APEL untuk Pelajar
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Guidelines To Good Practices: APEL For Credit Award |
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Pentadbir Urusan Penilaian
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Bahagian Koordinasi dan Rujukan Jaminan Kualiti | Bahagian Standard |
3.0 PENGENALAN
Pentaksiran adalah sebahagian daripada proses pengajaran dan pembelajaran yang dilaksanakan secara berterusan mengikut kaedah sumatif dan formatif supaya pelajar dapat mengetahui tahap pencapaian kendiri. Di IPGM, pentaksiran Program Diploma Pascasiswazah Pendidikan terbahagi kepada dua bentuk iaitu pentaksiran berterusan (kerja kursus) dan pentaksiran akhir (peperiksaan bertulis).
Sistem pentaksiran perlu memberi penekanan kepada Kemahiran Berfikir Aras Tinggi (KBAT). KPM mendefinisikan KBAT sebagai keupayaan untuk mengaplikasikan pengetahuan, kemahiran dan nilai dalam membuat penaakulan dan refleksi bagi menyelesaikan masalah, membuat keputusan, berinovasi dan berupaya mencipta sesuatu. Berdasarkan definisi KPM ini, KBAT merujuk kepada empat aras tertinggi dalam hierarki proses berfikir Anderson dan Krathwohl (2001) yang diubah suai daripada Bloom (1956).
Selain KBAT, IPGM juga perlu memastikan bahawa sistem pentaksiran pendidikan guru dilaksanakan mengikut kaedah serta prosedur yang betul. Justeru, Jadual Spesifikasi Ujian (JSU) ini adalah bertujuan untuk memberi panduan kepada panel penggubal soalan bagi menghasilkan kertas peperiksaan yang mempunyai kesahan dan kebolehpercayaan yang tinggi dan merupakan mekanisme kawalan mutu penggubalan soalan yang sistematik dan tekal. JSU ini dibina berdasarkan kepada Maklumat Kursus (MK) berkuat kuasa mulai Jun 2020 .
Penggubal juga perlu merujuk kepada Buku Panduan Pentaksiran yang terkini yang dikeluarkan oleh IPGM semasa membina soalan peperiksaan. Panduan ini bertujuan menyelaraskan format kertas peperiksaan yang dihasilkan oleh IPG. Langkah-langkah ini bertujuan untuk memastikan kertas soalan yang digubal mempunyai nilai kesahan dan kebolehpercayaan yang tinggi.
4.0 SENARAI HASIL PEMBELAJARAN
1. Mengaplikasi konsep asas pentaksiran; peranan dan tujuan pentaksiran dalam pendidikan serta ciri-ciri pentaksiran (C3, HP2, KKG1)
2. Membina pelbagai instrumen pentaksiran bilik darjah yang sejajar dengan standard (C6, HP2, HP7, KKG5, KDN6).
3. Melapor prestasi pelajar hasil daripada pentaksiran bilik darjah yang dilaksanakan dengan beretika. (A3, HP10, KEP11)
4. Mentafsir aspek berkaitan jenis pentaksiran, reka bentuk dan pembinaan ujian serta isu-isu dalam konteks pentaksiran di Malaysia (C6, HP2, KKG6)
5.0 RUMUSAN JADUAL SPESIFIKASI UJIAN (JSU)
5.1 Komponen Pentaksiran
- Kerja Kursus - 60%
- Peperiksaan Akhir - 40%
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KOD KERTAS |
BAHAGIAN |
BENTUK SOALAN |
BILANGAN SOALAN |
MARKAH |
JUMLAH MARKAH
|
MASA |
CATATAN |
|
EDUP2122 |
A
|
Struktur |
3 |
30
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50 |
1 jam 30 minit
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Struktur - jawab semua soalan
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|
B
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Esei |
2
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20
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Esei - jawab
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5.2 Jadual Pembahagian Soalan
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BAHAGIAN |
BENTUK / BILANGAN & NO. SOALAN |
MARKAH |
TAJUK* |
MASA (J) |
NO. SOALAN |
|
A |
Struktur 3 soalan No. 1 – 3 (Jawab SEMUA soalan) |
30 Markah |
3. Jenis Pentaksiran |
8 |
1 |
|
4. Reka Bentuk Dan Pembinaan Ujian |
10 |
2 |
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7. Isu Berkaitan Dengan Pentaksiran Sekolah Di Malaysia |
8 |
3 |
|||
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B |
Esei No. 1 – 2 (Jawab SATU soalan)
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20 Markah |
3. Jenis Pentaksiran |
8 |
1 & 2 |
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4. Reka Bentuk Dan Pembinaan Ujian |
10 |
||||
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7. Isu Berkaitan Dengan Pentaksiran Sekolah Di Malaysia |
8 |
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Kertas Cadangan dan Kertas Makluman
-to be updated...
Induction for New Lecturers
-to be updated...