Group7 KAS60104 : ANALISIS KURIKULUM &

FALSAFAH PENDIDIKAN AWAL KANAK-KANAK

Analysis of Learning LECTURER: DR ZAHARAH BINTI OSMAN

Outcomes and ECE Analysis of Children’s Lerning Outcomes

Curriculum Assessment NAME : NURUL NABILA BINTI MAT RASHID

MATRIC NO : M20212002980

Standards-based Curriculum

NAME : SHAN DAYAN

MATRIC NO : M20211002232

NAME : WANG YANGUI

MATRIC NO : M20211002432

ECE Curriculum Evaluation

NAME : TEH SHI HUI

MATRIC NO : M20221000820
 ANALYSIS OF
CHILDREN'S
LEARNING OUTCOMES
 WHAT ARE LEARNING
OUTCOMES?
The learning outcomes provide an overview of what students should
know, be able to do, or be able to value after completing learning activity.
Learning outcomes means how much knowledge or skills a student
should acquire through various activity in class, learning activity or
programs, by the end of a specific time period.
They are observable and measurable by knowledge, skills, abilities,
values, etc
Learning outcomes describe clearly what it is you want your students to
be able to do by the end of a learning activity.
The learning outcomes focus more on student performance(student-
centeric) rather than they do on traditional techniques(teacher-centeric)
WHY LEARNING OUTCOMES
NEED TO BE CREATE?

Assess the child's performance

in terms of what the child
knows and can do at the end of
the learning activity process
Know what needs to change
Improving the quality of
learning
 HOW TO WRITE
LEARNING OUTCOMES?
Learning goals must be articulated in such a way that they cover -
All the educational goals of the students as well as
institutions(kindergarten/preschool)
Learning outcomes must refer to the learning standards have
learned that day
Based on knowledge & skill development & can be attained via
teaching-learning methods
Focuses on students’ growth & enable them to develop a lifelong
learner mindset
Makes students capable of handling problems in real-life
situations
PRACTICES TO AVOID WHILE
BUILDING LEARNING
OUTCOMES

While articulating learning outcomes, the educators must take care of

the following-
Do not focus on “teacher-centric” practices -always make the
learning “student-centric”
Do not confine the learning outcomes to subjects outcomes
Do not include projects or activity that are not aligned with the
students learning outcomes
Do not force students to learn the theoretical concepts for an
academic score, instead encourage them to learn with practical
experiments
Be specific in terms of what to expect- the learning outcomes must be
measurable
 CHARACTERISTICS OF
LEARNING OUTCOMES

Learning outcomes must be clearly stated,

understandable and measurable
Learning outcomes must refer to the learning
standards learned that day
Learning outcomes need to be more helpful to
children
Learning outcome can be write more than 1

Intellectual Skills Knowledge Sharing

Motor Skill
Development

Cognitive Skills Individual’s Personal

Development Growth
 CONCLUSION
Learning outcomes encourage teachers & students
to think about overall development rather than just
learning theoretical concepts in the classroom.
Learning outcomes help in skill development along
with enhancing the knowledge level of students.

 SOURCES
1. https://www.iitms.co.in/blog/learning-outcomes-
types-benefits-examples.html
2. https://www.himama.com/blog/what-are-early-
learning-
outcomes/#:~:text=a%20comment...-,Instagram,b
irth%20to%205%20years%20old.
3. https://www.coursehero.com/file/43678981/2-
Modul-PAKKD2023-Kurikulum-Pendidikan-Awal-
Kanak-kanakpdf/
4. MODUL PENDIDIKAN AWAL KANAK-KANAK
PAKKD2023 KURIKULUM PENDIDIKAN AWAL KANAK-
KANAK
 Stands based curriculum
Wang Yangui M20211002432
What is curriculum standards?

Cu rr ic ul um sta n dard s a re a s e t of ru le s or gu i de l i ne s t ha t re f lect the g oa l s of an e d ucat i on al

s y s te m or c omm un i ty. Ty pi ca l l y, c urr ic ul u m sta nd ards a f f ect h ow s ch ools are ru n , a n d h ow
i n s tr uctor s teac h t he ir st ud e nt s . F or e xam p le , e nou gh t ime m u st u s ua l l y be a l l otted f or
f l e x i b i li t y w ith i n c ur r icu l um l e ss ons . Th i s wa y, i n s tr uctor s can m on i tor a n d eval ua te a
c u r r i cu l um to s e e h ow b e n e f i c i al i t i s to s t u d e n t l e a r n i n g .
T h e fi r s t s t e p i n p l a n n in g c u r r i c u l u m s t a n d ar d s o ft e n i n v o lve s t h e d e v e l o pme n t o f a n o v e r a l l
c u r r i c u l u m f r a m e w o r k . T h e s e fr a m e w o r k s c a n b e d e v e l o p e d o n a l o c a l , r e g i o n a l o r n a t i o nal l e v e l ,
w i t h t h e r e g i o n a l l e v e l o ft e n b e i n g t h e m o s t c o m m o n. T h e c u r r i c u l u m u s u a ll y n e e d s t o a d d r e s s m a n y
a u d i e n c e s, p u r p o se s, a n d s i t u at io ns.
I f t h e c u r r i c ul u m s t a n d a rds a re b e i n g f or m e d a t t h e re g i o n a l l e ve l , t h e n t h e y a re g e n e r al l y
b e i n g f or m e d f or re g i on a l or l oc a l s c h ool d i s t r i c ts . S o m e t i mes , a c u r r i cu l um c o m m i t tee i s
f or m e d to a d d re s s t h e ove r a l l c on c ern s t h a t m i g h t a r i s e . T h e c o m m i tte e i s t y p i c a l l y m a d e u p
of s c h o o l b oa rd m e m b e r s , a d m i n i s tr ator s , i n s t r u c tor s , c o m m un i ty m e m b e r s , pa re n t s , a n d
oc c a s i on al l y s t u d e n t s .
• O v e r a l l g o a l s t h a t m i g h t b e s e t d u r i n g m e e t i n gs o ft e n i n c l u d e t h e i m p l e m e n tati on o f w a y s t o
i n c r e a s e s t u de n t a c h i e v e me n t t h r o u g h v a r i o u s fo r m s o f l e a r n i n g .

• F or e x a m p l e , i f c u r r i cu lu m s t a n d a rd s a re b e i n g d i s c u s s e d f or s oc i a l s t u d i e s c ou r s es , a
f r a m e wo r k i s u s u a l l y d e ve l ope d a d d re s s i ng t h e m a ti c s t r a n d s . T h e s e a re top i c s t h a t s oc i a l
s t u d i e s c l a s s e s m os t c om m on l y a d d re s s . C u l t u re, t i m e , c h a n g e , i n d i v i d u a l s, g ro u p s , a n d
i n s t i t u t i on s a re t h i n g s t h a t m i g h t b e i m p l e m e nte d i n a c u r r i cu l um f r a m e wo rk f o r s o c i a l
studies classes.
• O n e of t h e m a i n re s p on s i b i l i ti es of a re g i on a l c u r r i cu lu m c o m m i ttee i s to a n a l y ze l o c a l a n d
n a t i on a l e d u c a t ion s t a n d a rd s . D u r i n g t h i s a n a l y s i s , m e m b e r s t y p i c a l l y l o o k f o r f a c e t s s u c h
a s c on te n t s t a n d a rds a n d t h e u s e of te c h n o l og y i n i n s t r u ct io n al a c t i vi ti e s. T h e g oa l i s
u s u a l l y to i m p l e m en t t h e m os t e f f e c t i ve a s p e c ts i n to t h e d i s t r i c t c u r r i cu l um s t a n d a rd s .

• S e l e c ti o n of s t a n d a rd s g e n e r a ll y h a s a l ot to d o w i t h p u r p os e a n d a u d i e n ce. G u i d e l i n es
m i g h t b e e s t a b l i s he d i n re g a rd to i n s t r u c tor re q u i s i te k n o w l e dg e. T h i s k n o w l e d ge u s u a l l y
i n vol ve s i n s t r u ctor s h a v i n g c e r t ai n d e g re e s or c e r t i f i ca ti on s i n t h e top i c s t h e y te a c h .

• I n s t r u ctor s a l s o u s u a l l y n e e d to b e a b l e to te a c h i n va r i ou s w a y s to a c c o mmo date va r i o u s

l e a r n i n g s t y l e s . F o r e x a m p l e, a n i n s t r u ctor w h o p r i m a ri l y l e c t u res t y p i c a l l y n e e d s to b e a b l e
to a d j u s t h i s or h e r te a c h i ng s t y l e to a c c om mod ate n o t j u s t a u d i to r y l e a r n er s , b u t a l s o
v i s u a l a n d t a c t i l e l e a r n e r s . St a n d a rd s u s u a l l y n ot o n l y h a ve to a l l o w f o r t h i s k i n d of
f l e x i b i l i t y, b u t a l s o p rov i d e a c on s t an t f r a m e w or k f o r e a c h e d u c at i on al s i t u a t i o n.
Part I Educational content and requirements

The content of kindergarten education is comprehensive and enlightening, and can be divided relatively into
five domains: health, language, social, science and art, or other different divisions. The content of each domain
interpenetrates each other and promotes the development of children's emotions, attitudes, abilities, knowledge
and skills from different perspectives.

I. Health

(i) Objectives

1. to be physically healthy and to be emotionally stable and happy in group life

2. have good habits of living and hygiene, and have the basic ability to take care of themselves.

3. know the necessary general knowledge of safety and health and learn to protect themselves.

4. enjoy participating in physical activities and are coordinated and flexible in their movements.
(II) Content and Requirements

1. to establish good teacher-student and peer relationships, so that children can feel warm and happy in group life
and develop a sense of security and trust.

2. Work with parents to establish a scientific routine according to the needs of the children. Children are taught
good eating, sleeping, washing and excreting habits and the ability to take care of themselves.

3. teach children to love cleanliness and hygiene, and to pay attention to keeping their personal and living places
tidy and hygienic.

4. To provide safety, nutrition and health education in close connection with children's lives and to enhance
children's awareness and ability to protect themselves.

5. to develop a variety of outdoor games and physical activities to develop children's interest and habit of
participating in physical activities, enhance their physical fitness and improve their ability to adapt to the
environment.

6. To develop basic movements in ways that interest the children and to improve coordination and flexibility of
movement.

7. To develop children's will to be strong, brave and not afraid of difficulties, as well as their active, optimistic and
cooperative attitudes in physical activities.
(III) Key points of guidance

1. Kindergartens must put the protection of children's lives and the promotion of their health at the forefront of
their work. A correct concept of health should be established, and the physical health of young children should
be given high priority along with their mental health.

2. The needs of young children to be protected and cared for should be highly valued and met, while their
growing demands for independence should be respected and met. Over-protection and substitution should be
avoided, and attempts at self-care and self-reliance should be encouraged and guided.

3. Activities in the area of health should fully respect the laws of growth and development of young children,
and competitions, performances or training that are detrimental to their health in any name are strictly
forbidden.

4. Cultivating children's interest in physical activities is an important goal of kindergarten physical education.
Vivid and interesting physical activities in various forms should be organised according to the characteristics
of children to attract their active participation.
II. Language
(i) Objectives
1. to be willing to talk to others and to speak politely.
2. to listen attentively to each other and be able to understand everyday language.
3. to be able to say clearly what they want to say.
4. enjoys listening to stories and reading books.
5. understands and speaks Mandarin.
(II) Content and Requirements
1. to create a free and relaxed environment for language interaction, to support,
encourage and engage children to talk with teachers, peers or others, to experience the
joy of language communication, and to learn to use appropriate and polite language for
interaction.
2. develop habits of attentive listening and language comprehension skills.
3. encourage children to express their thoughts and feelings boldly and clearly, to try to
explain and describe simple things or processes, and to develop their language
expression and thinking skills.
4. To introduce children to excellent children's literature so that they can experience the
richness and beauty of the language, and to help them deepen their experience and
understanding of the works through a variety of activities.
5. To develop children's interest in simple signs and word symbols that are common in
their lives.
6. To use books, drawings and a variety of other ways to stimulate children's interest in
books, reading and writing and to develop pre-reading and pre-writing skills.
7. provide a Mandarin language environment to help children become familiar with,
understand and learn to speak Mandarin. Ethnic minority areas should also help
children to learn their own language.
(iii) Key points for guidance
The key to language development is to create an environment in which children want
to speak, dare to speak, enjoy speaking, have the opportunity to speak and receive
positive responses.
The development of language is closely linked to the development of other areas such
as emotions, experiences, thinking and social skills.
The individual nature of language learning in young children means that individual
communication between teachers and children, as well as free conversation between
children, has a special significance for language development in young children.
4. Children with language difficulties are given special attention and must be actively
helped to improve their language skills in close collaboration with parents and
interested parties.
III. Social
(i) Objectives
1. to be able to participate actively in activities and to have self-confidence
2. be willing to interact with others, learn to help each other, cooperate and share, and
have compassion.
3. understand and observe the basic rules of social behaviour in daily life.
4. can make an effort to do what they can, are not afraid of difficulties and have an
initial sense of responsibility.
5. love parents and elders, teachers and peers, and love the collective, the hometown
and the motherland.
(II) Content and Requirements
1. to guide children to participate in various group activities, to experience the joy of
living together with teachers and peers, etc., to help them understand themselves and
others correctly, to develop an attitude of closeness and cooperation towards others and
society, and to learn initial interpersonal skills.
2. to provide opportunities for each child to express their strengths and achieve success,
and to enhance their self-esteem and self-confidence
3. provide opportunities for free movement and support children to choose and plan
activities independently, encouraging them to solve problems through multifaceted
efforts and not to give up easily on attempts to overcome difficulties.
4. guide children in a variety of ways to recognise, experience and understand basic
rules of social behaviour and to learn self-discipline and respect for others in their
common life and activities.
5. teach children to take care of toys and other objects and to care for public property
and the public environment.
6. In cooperation with families and communities, children are guided to learn about the
work of their relatives and people in all walks of life, and to develop a love for workers
and respect for the fruits of their work.
7. Make full use of social resources to guide children to actually experience the richness
and excellence of their country's culture, the changes and development of their
hometowns, and to inspire them to love their hometowns and their country.
8. Appropriately introduce children to the cultures of various ethnic groups in China
and other countries and ethnic groups in the world, so that they can perceive the
diversity and differences of human cultures and develop an attitude of understanding,
respect and equality.
(III) Guidance Points
1. Education in the social domain is subtle in nature. In particular, the development of
social attitudes and social emotions should permeate a wide range of activities and all
aspects of a child's day, creating an environment in which children feel accepted, cared
for and supported, and avoiding single-minded and stilted verbal instruction.
2. Living, interacting, exploring and playing together with adults and peers are
important ways for children to learn socially. Children should be provided with
opportunities and conditions for interpersonal interaction and joint activities, and be
guided in them.
3. Social learning is a long and cumulative process that requires close cooperation and
coordination among kindergarten, family and society to promote the formation of good
social qualities in young children.
IV. Science
(i) Objectives
1. to be interested in the things and phenomena around them and to be curious and
inquisitive.
2. to be able to use all their senses and their hands and minds to investigate problems
3. be able to express and communicate the process and results of exploration in an
appropriate way.
4. can feel the relationship between quantities in life and play and experience the
importance and fun of mathematics.
5. to care for animals and plants, to care for the surrounding environment, to be close
to nature, to treasure natural resources and to have a preliminary awareness of
environmental protection.
(II) Content and Requirements
1. to guide children's interest and desire to investigate the characteristics and patterns
of change of common things and phenomena around them.
2. To create a relaxed environment for children's inquiry activities, allowing each child
the opportunity to participate in experimentation, supporting and encouraging them to
ask bold questions, express different opinions, and learn to respect the views and
experiences of others.
3. provide a wealth of manipulatable materials to provide activities in which each child
can use multiple senses and explore in multiple ways.
4. Develop children's awareness and ability to learn cooperatively by guiding them to
participate actively in group discussions and exploration, and to learn to express,
communicate and share the process and results of exploration in a variety of ways.
5. Children are guided to develop an interest in the phenomena of number, quantity,
shape, time and space in their surroundings, to construct initial concepts of number, and
to learn to use simple mathematical methods to solve some simple problems in life and
play.
6. Children are guided to experience the impact of science and technology on their lives
and to develop an interest in science and respect for scientists, starting with scientific
and technological achievements that are familiar to them in their daily lives or in the
media.
7. Based on children's life experiences, help children understand the relationship
between nature, the environment and human life. Start from the small things around
them and develop initial awareness and behaviour of environmental protection.
(III) Key Points for Guidance
1. Science education for young children is an enlightening education in science,
focusing on stimulating their interest in understanding and desire for inquiry.
2. conditions should be created for children to actually participate in inquiry activities
as far as possible, so that they can feel the process and methods of scientific inquiry and
experience the joy of discovery.
3. Science education should be closely linked to children's real lives, using the things
and phenomena around them as objects of scientific exploration.
V. Art
(I) Objectives
1. to be able to feel and enjoy initially the beauty in the environment, life and the arts.
2. to enjoy participating in artistic activities and to be able to express their own feelings
and experiences in a bold way
3. to be able to use their own favourite ways to engage in artistic expression activities.
(II) Content and Requirements
1. to guide children to get in touch with beautiful people, things and objects in their
surroundings and life, to enrich their perceptual experiences and aesthetic sensibilities,
and to stimulate their interest in expressing and creating beauty.
2. In art activities, the whole group of children should be involved, and their different
characteristics and needs should be addressed, so that each child can be cultivated and
nurtured by beauty. For children with artistic talents, attention should be paid to
developing their artistic potential.
3. provide opportunities for free expression, encourage children to express their
emotions, understanding and imagination boldly in different art forms, respect each
child's ideas and creations, affirm and accept their unique aesthetic feelings and
expressions, and share the joy of their creativity.
4. Support and encourage children to actively participate in a variety of artistic activities
and to be bold in their expression while helping them to improve their skills and abilities
in expression.
5. To guide children in making toys, handicrafts, etc. from objects or waste materials
around them to beautify their lives or carry out other activities.
6. Create conditions for children to display their work and guide them to communicate,
appreciate and improve with each other.
(3) Key points of guidance
1. Art is the main means of implementing aesthetic education, and its emotional
education function should be given full play to promote the formation of a sound
personality in young children. It is important to avoid the tendency to focus only on
performance skills or the results of artistic activities, while neglecting children's
emotional experiences and attitudes in the process of the activities.
2. Young children's creative processes and works are an important way for them to
express their perceptions and emotions. They should be supported in their individual
and creative expression and overcome the bias towards over-emphasis on skills and
techniques and standardised requirements.
The teacher's role should be primarily to stimulate children's interest in feeling and
expressing beauty, to enrich their aesthetic experience and to enable them to experience
the joy of free expression and creativity. On this basis, the teacher should give
appropriate guidance on expression and skills according to the developmental status
and needs of the children.
副标题
DEFINITION ECE CURRICULUM
EDUCATION ACT 1996 (ACT 550)
• Being curriculum guidelines approved by the minister under Section 22
• Is an educational program for childrens from 4 to 6 years old

SECTION 22. The national preschool curriculum should be used by all kindergarten
• The minister should establish a curriculum known as the National Preschool Curriculum which
should be used by all kindergarten in the National Education System

• The National Preschool Curriculum set under Subsection (1) should state the knowledge, skills
and values expected to be obtained by the childrens at the end of the period of each preschool
education
 Aim OF ECE CURRICULUM

Preschool education aims to develop the potential of children between

the ages of 4 to 6 in a comprehensive and integrated manner with
respect to their physical, emotional, spiritual, intellectual and social
development in a safe and enriching learning environment through fun,
creative and meaningful activities. This is to improve skills, cultivate
confidence and develop a positive self-concept in pupils to prepare
them to face challenges and participate in further learning.
CONTENT ORGANISATION
Content Standards
• Specific statements which specify the essential knowledge, and value pupils need to
acquire and can perform by the end of a schooling term

Learning Standards
• A set of criteria or quality indicator of learning and achievement which can be measured.

Performance Standards
• A set of general criteria which shows performance levels which pupils need to show
when they have acquired a particular skill, knowledge or value
Pros and Cons of Standards and National Curriculums

This part includes:

flawed assumptions, a list of pros and cons for standards or a standard national
curriculum.

Also includes:
• characteristics of a quality curriculum to use to evaluate standards and standard
documents
• to see how they may or may not help achieve the established goals of local
educational systems, curriculums, teachers, and learners.
 Standards Assume Three Big Flawed Assumptions:

• There is a set of skills and knowledge that everyone must have in

order to live a successful life in the world. Which also implies that life
would not be successful without knowing all of that information.

• All children are capable of and interested in acquiring the skills and
knowledge. Most often at a similar pace.

• Every child can, at least be average. Impossible with norm

referenced standardized assessment, where there is one below
average child, for every above average.
A s a re s u l t a s y s te m i s c re a ted t h a t f oc u s e s on r u l e s , h om e w or k , g r a d e s , a n d pa s s i n g te s t s . At
t h e c os t of e a c h c h i l d ’s i n d i v i d u al t a l e n t s, pa s s i on s , o r u n i q u e w a y s of l e a r n i n g .

• T h e re f o re, p u b l i c 's re a s on i n g a b ou t s t a n d a rds i s l a rg e l y m i s u n d e r s to od b e c a u s e of a

re a s on i n g f a l l a c y of g e n e r al i zi ng t h a t i f s om e t h in g i s g oo d f o r a n i n d i v i d u a l , i t i s g o o d f o r
e ve r yo n e .

• M os t pa re n t s w ou l d p roba b l y l i ke t h e i r c h i l d re n to h a ve h i g h s c o re s . H owe ve r, l ook i n g a t

ou r n a t i on a s a w h ol e we s h ou l d c om e to a d i f f e re n t c o n c l u s i on . I n t h a t s i t u a t i on we w o u l d
w a n t a c o m b i n at io n of p e op l e t h a t a re a b l e to b e l e a d e r s , f ol l owe r s , h e roe s , c re a tor s ,
p rod u c e r s , s o t h a t t h e s oc i e t y c ou l d f u n c t i on f or t h e b e n e f i t of e ve r yon e , ba s e d on a
d i ve r s i t y of b r i l l i a n t p e op l e .
Characteristics for a quality curriculum

Use these quality characteristics to consider the quality of different sets of standards. And how they may or
may not help achieve the established goals of local educational systems, curriculums, teachers, and learners.

•Standards are big ideas that allow a curriculum to be personalized for each learner to develop their
individual brilliances.
•Standards are connected to community needs and learners needs
•Empower teachers
•Based on principled procedures
•Flexible and able to change
•Includes flexible time lines for learning, development, and growth
•Describes a whole curriculum
•Hidden curriculum is considered
•Identifies big ideas, concepts, and outcomes
•Includes assessment: formative, summative, diagnosis, and generative
•Learners have a large say in evaluation
•Includes ways to satisfy accountability
Pros for standards & national curriculums

•Need to know what needs to be taught – guidelines

•Practical – provides a framework from which teachers can work
•Agreement on broad common principles
•Provides for equality of educational opportunity assess to knowledge for all
students
•Goal is to ensure vocational and economic success for individual and nation
•Easier to transfer between schools
•Less expensive
•Fill political agendas
•Less teacher education with the teacher as a facilitator
•Curriculum focus on basic skills
•Teach to the test
•Focuses on observable behaviors, artifacts, and objective results
•Easy to assess
•Claims to be the whole curriculum – research based
Cons for standards & national curriculums

•Not every school is the same

•Student achievement based solely on external tests
•Focus on product instead of process (lack of critical thinking, problem solving)
•Focus on societal needs as compared to individual
•Focus on goal or objective without critical conversation as to a relevant authentic purpose
•Less professional freedom and judgment, teacher autonomy, teacher as a technocrat
•More competitive on an individual basis – no collaborative effort
•Values are excluded subject orientation
•Doesn’t realize the complexity of curriculum development
•Lose teachable moments
•Lack of democratic value without a democratic process
•Standards are written and enforced by non-educators
REFERENCES

• h t t p s : / / ww w. h tu .e d u. cn/ ye y / 178 6/ l i st . ps p

• h t t p s : / / m. j y 13 5. com /ed u /2 59 883 . ht ml

• h t t p s : / / ww w. p ra cti cal ad ul t in s i gh ts . com/w ha t-a re -cu rr icu l um -

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ECE CURRICULUM
EVALUATION
PREPARED BY: TEH SHI HUI
MATRIC NUMBER : M20221000820
LECTURER : DR ZAHARAH BINTI OSMAN
 CONTENT ORGANISATION
ECE CURRICULUM
Performance Standards
Content Standards (CS) Learning Standards (LS)
(PS)

● Specific statements which ● A set of criteria or quality ● A set of general criteria

specify the essential
knowledge, skills and value
pupils need to acquire and
can perform by the end of a
schooling term
indicator of learning and
achievement which can be
measured.
which shows performance
levels which pupils need to
show when they have
acquired a particular skill ,
knowledge or value
 MASTERY
LEVEL
Achievement criteria based on stipulated content
standards and learning standards
General Descriptors Of Performance Levels
Performance Level Descriptors
1 Pupils know basic things or can perform basic skills or
respond to basic things.
2 Pupils can use their knowledge and skills to complete
tasks.
3 Pupils can use their knowledge and skills to complete tasks
in new situations or creatively in the correct manner.
 Meaning of Evaluation

• Decision making about the value for some purpose of solution, method,
material and so on(Bloom, 1956)
• A process that draws, obtains and provides a useful 'panaroma' to judge
results(Mehrens dan Lehmann, 1978)
• Is the process of determining, obtaining and providing useful
information to make judgments about further Actions(Phi Delta
Kappan,1971)
 Meaning of Evaluation

• A systematic effort made through the collection of data or information

that is valid and reliable, and then the data or information is processed
as a consideration for making educational program policies (Sani, 2016).
• A series of activities carried out by the teacher as part of the teaching
system that is planned and implemented in the classroom, which is at
the end of the learning activity carried out by determining the result or
the learning achievement of the student's achievement(Sari & Setiawan,
2020).
 Aims of Evaluation
1. Monitor the growth and development of pupils according to their age
2. Identify pupils’ level of intelligence and potential to strengthen and enhance their holistic
development
3. Identify pupil’s strengths and weaknesses from time to time
4. Provide feedback to pupils, parents / guardians and school management on pupil’s growth and
development in learning based on aspects stipulated in the National Preschool Standards-Based
Curriculum
5. Identify the effectiveness of teaching as well as learning opportunities and the environment
provided
6. Assist teachers to plan effective follow-up action to:
• Develop and maximise pupils’ potential
• Assist in pupils’ learning
• Improve teaching methods
 Evaluation Implementation Principles

1. Encompasses cognitive, affective and psychomotor aspects in tandem

with the National Preschool Standard-Based Curriculum
2. Conducted in line with the stipulated aim
3. Carried out continuously
4. Evaluation methods should be valid and reliable; in accordance to pupils’
development and based on scientific methods
• Criterion-based assessment and not a comparison between pupils
• Assessment method is through continuous observation and assesement of
pupils’ work, Test or formal exams should not be conducted
• Data collected should be analysis so that reporting is done in a valid and reliable manner

• Implementation of systematic documentation. Examples

Anecdotal Record
Checklist
Continuous Record
Portfolio
Daily Log Book / Class Log Book
Time Sampling Record
Event Sampling Record
Rating Scale
Running Record
E
X
A
M
P
L
E
CONCLUSION
The evaluation process can provide
information about the achievement of
lesson objectives, a teacher's teaching
methods and the effectiveness of a
curriculum.
 • DSKP KSPK ENGLISH TRANSLATION 2017
• https://www.scribd.com/presentation/362658559/Overview-of-
KSPK
SOURCE• https://arazaharah.weebly.com/uploads/1/0/3/0/103027916/01_ta
klimat_umum_kspk.pdf
• http://duniakupakk.blogspot.com/2014/06/berikut-saya-kongsikan-
tugasan.html
• https://www.scribd.com/doc/40671364/Penaksiran-dan-Penilaian-
Perkembangan-Kanak-kanak