Assessment And Examination System Education Essay

Assessment And Examination System Education Essay Abstract This paper aims to compare and contrast the public examination system and the school assessment system in both countries. It also explores the different emphasis and the possible factors of higher mathematics performance of Chinese students as compared to Malaysian students. These possible factors might include: a) cultural and political factor; b) emphasis of the ‘Two Basics’ principle of mathematics education in China; c) the quality of mathematics teachers; d) higher level of teaching content; and e) societal and parental expectations. Keywords: Comparative study, assessment, examination, China, Malaysia Introduction Assessment and examinations are viewed as highly important in most Asian countries such as China and Malaysia. Often, public examination results are taken as important national measures of school accountability. Schools are ranked and classified according to their students’ performance in major public examinations. However, assessment is supposed to reflect the intended curriculum (Wong, 2002) and to show what is valued. Very often, assessment ‘defines in detail what is regarded as acceptable and what methods for solving problems are preferred’ (Kaye Stacey, 2002, p.11). Yet, too much emphasis on assessment and examination may constraint or distort the implemented curriculum. For instance, assessment that focuses on skills will encourage â€Å"the teachers to use the ‘explain and practice’ strategy and the students will resort to ‘practice and memorization'† (Wong, 2002, p.3). On the other hand, assessment that emphasizes on problem solving and proofing may push teachers to use teaching strategies that stress conceptual understanding. Therefore, the kind of assessment may determine the kind of mathematics teaching strategy and thus result in the kind of mathematics learning outcome of students. Why Do a Comparative Study Between Malaysia and China? Malaysia and China are both A sian countries. To some extent, both share a similar cultural background that emphasizes on mathematics education and examination. However, in international assessments, for example, The Third International Mathematics and Science Study-Repeat (1997-2001), Chinese students (from Hong Kong [ranked 3rd] and Taiwan [ranked 4th]) performed much better than Malaysian students [ranked 16th]. What are the possible factors? Are Chinese students more prepared for international assessment? Or are Chinese students more equipped with basic mathematical knowledge and skills? Are Chinese parents and society look more highly upon examination than their Malaysian counterparts? We hope that a comparative study on the two countries assessment and examination systems might provide us with some insight as well as act as a mirror to reflect on our own systems. In brief, this paper aims to discuss and compare the various levels of public examination system and the school assessment conducted in both coun tries. In addition, this paper also explores the possible factors of higher mathematics performance of Chinese students as compared to Malaysian students, such as a) cultural and political factor; b) emphasis of the â€Å"Two Basics† principle of mathematics education in China; c) the quality of mathematics teachers; d) higher level of teaching content; and e) societal and parental expectation. A Comparison of Public Examination System in Malaysia and China In Malaysia, the school system is divided into primary level (6 years), lower secondary level (3-4 years), upper secondary level (2 years) and Form Six or matriculation (2 years). There are four major public examinations conducted at each level. At primary level, there is the Primary School Assessment Test (UPSR); at lower secondary level, the Lower Secondary Assessment (PMR); at upper secondary, the Malaysian Certificate of Education Examination (SPM) and at Form Six, the Malaysian Higher Education Certificate Examination (STPM). Nevertheless, the most decisive examination is the SPM. Based on the SPM results, a student may choose to enter Form Six or matriculation; polytechnic or teacher training colleges, private colleges or universities, or to further his/her study in an overseas institution. However, lately the trend has changed to using the STPM results as an entrance yardstick to both local and overseas university. Anyhow, all the examination results are taken seriously by both schools and parents as a measure of school accountability and individual pride. It is a common phenomenon for the mass media to publicize widely the examination results league table with the names of schools and individual student’s outstanding performance.