kheru2006 (kheru2006) wrote,
kheru2006
kheru2006

Why different sets of questions?

IT is very interesting to hear what the Education Ministry’s views are on the recent PT3 results.

Parents are not supposed to compare the exam with the PMR, give time for the new system to be in place and the list can go on.

What saddens me most is the lack of understanding on the student’s predicament.

They are not given a right to voice their dissatisfaction on the manner the exams were conducted and how they were made to sit for the exams. They are asked their opinion after the results are given. Satisfied or not, you have to accept the damage.

For the last three years, the students were in a limbo. They were not tested and taught how to answer HOT questions.

Teachers did not know how to teach the students. It was not their fault.

They were bogged with unbelievable workload. Teachers were stressed up and students were not tested on an exam format.

Suddenly, three months before the exam, the ministry announced that there would be an exam. Teachers, students and parents scrambled to prepare the students for an unknown format. Books were not available then.

Students were caught off guard. No average student can prepare for the exam mentally in this short duration.

Can PT3 be classified as a national exam? I don’t think so.

There are sets of questions for different schools and states. When the questions are different, how can you have national grades?

Why different sets of questions? Our examination board is centralised but the exam questions are not.

Bad grades for PT3. Does this mean our students are not smart? No, it simply means that the ministry has failed our students.

They are now not only traumatised but also frustrated. Yet, the ministry says their objective is not to stress the students.

We, parents, have many times indicated to the ministry through our letters to the press and also via peaceful gatherings.

It has all gone to the dustbin. We have said time and time again, start from the base which is the teachers training.

These newly trained teachers can help with the new batch of students in primary school. Do not disturb the secondary students or introduce something in the middle. Simple solution but not done.

These suggestions do not require millions of ringgit from taxpayers for any blue print. Just plain common sense.

We want to teach our children to think outside the box, yet we do not do it ourselves.

We do not have the skill to handle the HOT situation in a real life scenario, so how are we going to gauge our children in their education, especially for HOT questions?

Talk is cheap but at the end of the day, it is the students, teachers and parents who are on the receiving end of a bad decision. Sarala Poobalan Kuala Lumpur The STAR Home News Letters 30 December 2014

Tags: assessment, exam, pentaksiran
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