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.

The City in the progressive era Essay Example | Topics and Well Written Essays - 250 words

The City in the progressive era - Essay Example This research will begin with the statement that the progressive era was a time of flourishing during the late 1800’s and early 1900’s. During this era, there was much reform taking place. Women, government, education, and healthcare were made new to make for a better America. The progressive era was also a huge time for modernization. The leaders and families in the progressive era focused on modernizing everything. This meant increasing city life and many swarmed to the city. The present research has identified that during the progressive era the city had so much to offer. The city offered housing complexes, theatre, jobs, shopping, and schools were nearby. Many began to develop around cities. Immigration also began to grow. Asian decent immigrants came dramatically into the cities. The modernized way of thinking and city life encouraged increased immigration. During the progressive era, there was a huge focus on clean water and healthy family life. Many different act s such as the Pure Food and Drug Act, helped to put regulation on food and drinking water. This was important since the cities rapid growth contributed to illness as a result of improper sanitation. The paper tells that many living in the city during the progressive era shared the same toilets and overcrowding became an issue. The progressive era was definitely a time where many saw hope and dreamed of a promising future.

Coyne and Messina Articles, Part 2 Statistical Assessment Term Paper

Coyne and Messina Articles, Part 2 Statistical Assessment - Term Paper Example This variable is not expressed with numbers that have a true zero. Instead, a Likert-type, five-point scale for measuring patient satisfaction is used (1 stands for very poor, 2, poor, 3 fair, 4, good and 5, very good). The data obtained is subsequently converted to a scale that ranges from 0 to 100. The 1-5scores are averaged, with 0 being equated to the low end (very poor) and 100, the high end (very good). The independent variables are inpatient admissions in nonteaching and teaching hospitals. The statistic chosen is multivariate. The statistical significance is set as r= -.28, p= .0.08, when discussing the relationship between patient satisfaction and patient admission in a combined sample. This intimates a direct correlation between patient satisfaction and lower volumes of inpatient admissions. When it comes to admission in teaching hospitals, patient satisfaction is stated as standing at 25.76, and the z-statistic is used. In the use of the z-statistic, z=-4.1, p This statistical significance also takes care of the degree of error. The degree of error may emanate from the fact that the 14 hospitals that had been designated as the research sample may have been hailing from distraught socioeconomic environments, and therefore, a good fraction of the patients might have been too grumpy to lighten up because of the physicians’ prowess, personal touch and dexterity. In this case, it is therefore safe to say with Messina, Scott, Ganey, Zipp and Mathis (2009) that there is a direct relationship between inpatient admissions and patient satisfaction in both teaching and nonteaching hospitals. Thus, because the statistical significance is very strong, the hypothesis of the study has been verified and found to be true. In statistical