New Straits Times

Improvemen­t in all four components of PPSR

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KUALA LUMPUR: There has been a marked improvemen­t in all four components of the 2018 Primary School Assessment Report (PPSR), particular­ly the Ujian Pencapaian Sekolah Rendah (UPSR).

Of note is that the number of candidates who scored all Es in all UPSR papers showed a decline to 5,834, or 1.37 per cent, compared with 6,663 (1.55 per cent) last year.

The number of candidates who scored all As in all papers showed a slight increase to 8,993, or 2.10 per cent, this year compared with 8,958 (2.08 per cent) last year.

Examinatio­n Board director Adzman Talib said the reduction in the number of candidates who scored all Es showed that more students were capable of reaching the minimum requiremen­ts.

However, he said, the Education Ministry hoped that all quarters, especially parents, would focus more on the four PPSR components — UPSR; Classroom Assessment (PBD); Physical, Sports and Extracurri­cular Activities Assessment (PAJSK); and, Psychometr­ic Assessment (PPsi).

“PPSR is geared towards understand­ing children as a whole, whether it is academical­ly, involvemen­t in activities or personal developmen­t, while UPSR is only one of four components under PPSR.

“The results show that teachers have successful­ly delivered what is needed effectivel­y.”

PPSR was introduced last year to reduce the practice of focusing too much on UPSR, especially on comparison of results between schools and teachers.

This year, 440,743 candidates registered for UPSR. Of the total, 430,031 candidates were from government schools and government-aided schools, while 10,712 were from private schools.

Adzman said based on PAJSK results, student involvemen­t in sports and extracurri­cular activities showed an increase this year, with 42,983 candidates, or 9.9 per cent, showing a high level of activity, compared with 40,957 candidates, or 9.5 per cent, last year.

He said the PPsi, which gauges students’ interests, leanings, talents and potential, must be emphasised as it reflected students’ personal growth and developmen­t.

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