Showing posts with label secondary school. Show all posts
Showing posts with label secondary school. Show all posts

Monday, June 11, 2012

inspiring Video: Race of Life

Dear ETs,

Here's an inspiring video of a runner who fell during her indoor middle distance but managed to get up and against all odds, to pip the first leading runner to eventually win the event.

This video would make a good discussion with our students about life -- when one falls to get up and continue running. A good question to ask is what if the runner did not get first place, what could she do?  What would the students do?

This video is suitable as a warmer or just a clip to inspire students to go on inspite failing the first time.

Enjoy! 


Rodney Tan Chai Whatt
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Saturday, June 9, 2012

News: A Headmaster's View on the Slide of English Proficiency in East Malaysia

Put a halt to slide in English proficiency — Headmaster – BorneoPost Online

by Lim How Pim, reporters@theborneopost.com. Posted on June 8, 2012, Friday
Anthony Layan Kayah
KUCHING: A teacher with many years of experience teaching English yesterday conceded that the standard of English now “is not as good as during our time.”
Anthony Layan Kayah, 56, said something had to be done to enhance the standard of English among the young ones.
Having been appointed as the headmaster of SK St Teresa since 2002, he said some children had the habit of mixing up English with Bahasa Malaysia while the others had grown used to the SMS style of communicating in the language.
“We have to constantly correct them, telling them that it is not for exams. We have to teach them to differentiate between exams and SMS.
“In exams, they have to write in full and proper English, but when they send SMSes, it is up to them. As far as exams are concerned, it must be grammatically correct,” he told reporters after receiving the Hyacinth Gaudart English Language Teacher Award during the 21st Malaysian English Language Teaching Association (Melta) international conference here yesterday.
Anthony, who has been teaching English for 30 years, noted that more and more Sarawakians used English in their daily life compared to a decade or so ago.
He said when serving in Simunjan and Serian prior to 2002, he had noticed that some parents did not realise the importance of English. “Back then, we even had a programme ‘SIR’, which is ‘Say It Right’ to encourage children to speak proper and correct English.
“You have to speak to them in English rather than using the translation method, which is no good,” said Anthony, from Kampung Paon Gahat, Serian.
One of the ways, he said, was for a teacher to demonstrate the act of drinking from a cup when teaching children to say ‘I want to drink’.
Saying young learners might not speak English “as good as the Queen’s English”, he was glad to note that at the very least, they were picking up the language.
Personally, Anthony said he preferred English as the teaching medium for Science and Maths. He reasoned that this would help keep Malaysian students on par with others.
“I do not want to blame it on education policy, but we shall adapt to changes and needs.”
On the standard of English of pupils at SK St Teresa, he said: “Based on the UPSR results in the last five years, many of our students got A for English, and the pass rate is 98 per cent and above.”
The school has 18 classes with 749 pupils.

Friday, June 8, 2012

Inspiring Student: From Homeless Janitor to Harvard

Dear All,

Here is another inspiring true story of a teen who succeeded in obtaining consistent straight As & is going to Harvard after college inspite of her hardship & being abandoned by her family.  She had to work as a janitor at her high school and was almost taken away by the Department of Social Services had it not being for caring teachers and villagers. 

There's a video below and a long writeup on her.

Share this with fellow teachers and especially students!

This would be a good extensive reading for your students as well.

As an extension activity, discuss what are the possible reasons Harvard had accepted her in advance.

What can students do to be accepted for a full scholarship admission into their dream university? This could also be a writing activity as well.

Enjoy and be inspired!

Rodney Tan Chai Whatt
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From scrubbing floors to Ivy League Homeless student to go to dream college

By Vivian Kuo, CNN   June 8, 2012 -- Updated 1314 GMT (2114 HKT

·        Dawn Loggins, 18, was abandoned last year and left homeless

·        Staff at Burns High School in North Carolina chipped in to help

·        Dawn applied to 5 colleges and was accepted to each, including her dream school

·        Dawn worked as school janitor between her studies to make ends meet

Lawndale, North Carolina (CNN) -- It's before sunrise, and the janitor at Burns High School has already been down the length of a hallway, cleaning and sweeping classrooms before the day begins.



This particular janitor is painstakingly methodical, even as she administers a mental quiz on an upcoming test. Her name is Dawn Loggins, a straight-A senior at the very school she cleans.



On this day, she maneuvers a long-handled push broom between rows of desks. She stops to pick up a hardened, chewed piece of gum. "This annoys me, because there's a trash can right here," she says.

The worst, she says, is snuff cans in urinals. "It's just rude and pointless."



With her long, straight dark blonde hair and black-rimmed glasses, Dawn looks a bit like Avril Lavigne. But her life is a far cry from that of a privileged pop star.



She was homeless at the start of the school year, abandoned by her drug-abusing parents. The teachers and others in town pitched in -- donating clothes and providing medical and dental care. She got the janitorial job through a school workforce assistance program.



She's grateful for the work. But it's where she's going next, beyond the walls of Burns, that excites her most. She applied to four colleges within North Carolina and one dream university. She'll graduate soon before heading off, leaving her dust pan behind.



Dawn Loggins has worked as a janitor her senior year to make ends meet.

For now, there's still work to be done. She stops for a quick bite to eat in the custodial closet amid Pine-Sol and Clorox. She then darts to classes -- three advanced placement courses and an honors class.








Growing up without electricity

Dawn grew up in a ramshackle home with no electricity and no running water. She often went days, even weeks without showering. She and her brother Shane -- who was equally studious in his schoolwork -- would walk 20 minutes to a public park to fetch water.



"We would get water jugs and fill them up at the park, using the spigots in the bathroom. And we would use that to flush the toilet or cook with. Stuff like that," she says.



She confided in a staff member at school. She had trouble doing homework at nighttime because her home had no electricity and she couldn't afford candles. It was difficult to read in the dark.



"OK, we'll get you some candles. We'll take care of that," said Junie Barrett, Dawn's supervisor.



Another time, Barrett says, Dawn and her brother asked if they could use the school's washing machine to clean their clothes. "I said, 'Just leave them with me. We'll get them washed, dried,' " Barrett recalls.



"We let them use our shower facilities in the locker rooms because they had no running water. They had nothing to bathe in."

Burns High was their fourth high school since middle school, as they moved from town to town. Living the life of a rolling stone, the two had missed several months' worth of classwork when they first arrived two years ago, putting them well behind other students' progress.



Shane was outgoing, but Dawn always appeared more reserved.



Guidance counselor Robyn Putnam saw the potential in Dawn and Shane early on and enrolled them in online classes to get them caught up. The work paid off.



Abandoned by parents

Last summer, Dawn was invited to attend a prestigious six-week residential summer program, the Governor's School of North Carolina, at Meredith College in Raleigh, 200 miles east of Lawndale, to study natural science. It was a field Dawn had never studied before.



The program is reserved for the state's top students.



Putnam ferried Dawn to Raleigh to attend the elite program and took her shopping, making sure she had the clothes she needed. Other faculty members contributed funds, too.



Putnam worried Dawn's home situation could worsen while she was away. "We weren't even sure where her parents were at that time. And there was an eviction notice on the house," she says. "We kept telling her to get everything she could; we knew this was a possibility."



Dawn saw her parents for 30 minutes during the middle of the summer program during a short break. They talked about her school and how she was doing. Nothing seemed out of the ordinary. "It was just a regular conversation," she says.



She wouldn't hear from them again for weeks.



As she prepared to leave the summer program, she kept calling her parents' phone, only to learn it had been disconnected. Putnam picked her up and brought her back to Lawndale.



"When I returned, my grandmother had been dropped off at a local homeless shelter, my brother had just left, and my parents had just gone," she says. "I found out later they had moved to Tennessee."



Her voice is steady, matter of fact. "I never expected my parents to just, like, leave."



Dawn was abandoned.


"I'm not mad at my parents. My mom and my stepdad both think that they did what was best for me," she says.



Dawn Loggins maintained an A-average despite her hardships.



In fact, she used her parents' example to drive her. "I just realize that they have their own problems that they need to work through," she says. "They do love me; I know they love me. They just don't show it in a way that most people would see as normal."



Stability in Lawndale

For a while, Dawn lived on the odd couch at friends' homes, while she figured out what to do. Sometimes, she slept on the floor. The only thing that was clear was that she wanted to stay in Lawndale, where she was active in extracurricular activities, had a boyfriend and had a job.



Her classmates there didn't make fun of her, though she had been mercilessly mocked in middle school. "It was the worst. That's when I would come home crying because the teasing was so bad," Dawn recalled.









Helping Dawn

For those wanting to help, Dawn appreciates the generosity. She wants to use funds to form a nonprofit organization to help other homeless children. Any contributions can be sent to: Burns High School/Dawn Loggins Fund, 307 East Stagecoach Trail, Lawndale, NC 28090



She had lived with her grandmother until she was 12 and attended junior high at a school about an hour away from Lawndale during that time.



"My grandma loved me, and she taught me a lot. She had lots of crafts around and watched History Channel with us. But ..."



Dawn's voice halts, then begins again a few seconds later. "She never really explained to me and my brother the importance of bathing regularly. And our house was really disgusting. We had cockroaches everywhere. And we had trash piled literally 2 feet high. We'd have to step over it to get anywhere in the house."



Dawn would go without showering two to three months at a time and wear the same dress to school for weeks straight. "When I was little, it seemed normal to me. I didn't realize that other families weren't living the same way that I was. And because of that I got teased, the kids would call me dirty."



In Lawndale, a town of about 600 in the Appalachian foothills of western North Carolina, things were different. Dawn felt comfortable.



With her parents gone, she processed the options with her guidance counselor.



She could move yet again to Tennessee to be with her mother, or she could be turned over to the Department of Social Services. Putnam feared what that might bring. "If Dawn were to go into the system, she could be uprooted again and moved around," she says.



Dawn would turn 18 during the second semester, Putnam knew, making her an adult by law. So Putnam asked Dawn: "What do you want to do? She said, 'I want to graduate from Burns. To be in the same school two years.' "



So the community and Burns staff became her family.



Sheryl Kolton, a custodian and bus driver for Burns Middle School, had met Dawn before and knew her but not well. She wasn't expecting the phone call she received. "The counselor at the high school just called me one day and asked me if Dawn could come live here," Kolton says.



A few days later, she and her husband, Norm, agreed.



Shooting for the stars

With a roof over her head and the contributions of Burns staff to supplement the Koltons' income needed to house and feed a growing teenager, Dawn was seemingly in a stable environment. She admits that having her parents out of the picture helped.



"Honestly it was kind of a relief," she says. "I mean, I have a place to stay, and I have a job, and I'm going to school."



As she began her senior year, Dawn turned her laser-beam focus to her future: college. She knew she wanted a different path than her parents.



"When I was younger, I was able to look at all the bad choices -- at the neglect, and the drug abuse, and everything that was happening -- and make a decision for myself that I was not going to end up like my parents, living from paycheck to paycheck."



A straight-A student, Dawn was president of the photography club. She also had started a community service program collecting thousands of letters for active military troops and was involved in National Honor Society and band club. Before she took her custodian job, she ran cross country.



She wasn't top of her class, and she didn't have a perfect GPA, but she was smart. On paper, she had always fared well.



"I was looking at her transcript, and one of the lowest grades on her transcript is a 94 and that was for a class called Success 101, and the irony of that is just really amazing," Putnam says with a laugh.



Dawn Loggins says the worst thing about cleaning is snuff cans in urinals.



Dawn applied to four colleges within the state: the University of North Carolina at Chapel Hill; North Carolina State University; Davidson College; and Warren Wilson College. In December, she sent one final application off in the mail, to her reach-for-the-stars choice, Harvard.



No one from Burns High had been accepted to the elite Ivy League school.



"I thought about it and just figured, 'Why not?' "



She asked her history teacher, Larry Gardner, for a recommendation letter. "I don't know how many times I started that letter of recommendation," he recalls. "Because how do you articulate her story into two pages? How do you explain this is a young lady who deserves a chance but hasn't had the opportunities?"

But after a prayer for wisdom, the words flowed.



"Once again, words fail me as I attempt to write this letter of recommendation," Gardner began. "I can promise I've never written one like this before and will probably not write one like this again. Because most students who face challenges that are not even remotely as difficult as Dawn's give up. This young lady has, unlike most of us, known hunger. She's known abuse and neglect, she's known homelessness and filth. Yet she's risen above it all to become such an outstanding young lady."



Months passed. She was accepted to the four schools in North Carolina. Each time, the acceptance letter came as part of a thick package with fat brochures and congratulatory notes.



Days went by. Nothing from Harvard.



But on a sunny day earlier this year, she came inside after tending the garden. There was a letter from Harvard, the type of letter every high school senior dreads from a university -- a regular-sized envelope, the ominous sign of rejection.



Cautiously, she opened it: "Dear Ms. Loggins, I'm delighted to report that the admissions committee has asked me to inform you that you will be admitted to the Harvard College class of 2016. ... We send such an early positive indication only to outstanding applicants ..."



She gasped when she read those words.



Gardner had the same reaction when she handed him the note at school the next day. "I just looked up at her, and kind of teared up because this is a young lady who ... " he stops, his voice breaking.



"When I first met her and had her brother in class, they were living in a home without electricity, without running water, they were showering at a local park in a restroom after most of the people at the park had left. This is a young lady who's been through so much and for her to receive this letter -- pretty awesome."



Not only was Dawn accepted to Harvard, she got a full ride. She was offered tuition, room and board, as well as assistance finding an on-campus job.



The tiny town of Lawndale rallied around Dawn again. They raised money to get her to Boston so she could see the school in person in April.



"We in a sense had a collective responsibility to get her to Harvard," says Aaron Allen, Burns High principal. "Even though Harvard was going to pay for Dawn to go on her own, this is a girl who's had multiple moves, never flown, never ridden a subway, never really been outside small town USA, North Carolina foothills, and you're expecting her to go to Cambridge all by herself?"



Barrett, her custodial supervisor, traveled to Cambridge with her. "When we went up there, it was just like she was at home. She will succeed, and she will excel."



For Dawn, it wasn't a foregone conclusion that she would attend, but her inaugural visit solidified the decision. "I just could not picture myself anywhere else, at any other college."





Helping others

Since Dawn's story has come out, she's attracted attention worldwide from well-wishers sending her everything from simple encouragement to monetary donations.



Dawn doesn't want the money. "When I get to college, I can work for what I need. And I know my future is going to be great."



She hopes to start a nonprofit organization to help other teens who've had obstacles in their educations, using the funds that have been sent to her. There are more than 200 students listed as homeless in Cleveland County, where Lawndale is located.



"There are so many kids whose futures aren't so sure, and they need help more than I do," she says. "I want them to be able to use my story as motivation. And I want the general public to realize that there are so many kids who need help."



The final pages of Dawn's high school chapter are nearing a close. She will walk across the stage today -- June 7 -- to accept her diploma. She has invited her parents but isn't sure they will be able to attend. "If they're not there, it would be for good reason."



But the one person she will look for in the crowd is her brother Shane.



"Throughout the years, no matter where I've been or been through, he's always been there for me," she says, with a rare ghost of a smile.



Shane will attend Berea College in Kentucky on a scholarship.



Dawn has learned the sort of lessons that can't be learned in school. "I love my parents. I disagree with the choices that they've made. But we all have to live with the consequences of our actions," she said.



She takes it all in stride. "If I had not had those experiences, I wouldn't be such a strong-willed or determined person."



She might just find Harvard to be easy.



Thursday, June 7, 2012

Worksheet: My Honeywell Educators@SpaceCamp 2010 Experience

Dear All,

Its a pleasant surprised to know that a friend of mine, Ms. Yong Fui Yin had used a write-up on my experience at the Honeywell Educators@SpaceCamp 2010 experience as a comprehension and summary text for her SPM (1119) exercises for her Skor A+ Kertas Model 2012 Edition published by Pelangi Publications.

I liked the way that the text had been modified and the questions posed for the students to answer.

Below are the text and questions.

Enjoy!


Rodney Tan Chai Whatt
(Spaceman Teacher)

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Saturday, December 31, 2011

MUET 2011 - Views & Reply

There was an interesting letter to the Editor of The STAR concerning what was perceived as changes in the frequency and the raised fees for the MUET exams & the deterioriating standard of marking.

Here's the letter below and the accompanying reply by the MOE of Malaysia for your information.

Rodney Tan

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Sunday December 18, 2011


Don’t make a mockery of MUET


AS A newly-retired English language teacher who has taught MUET ( Malaysia University English Test) classes for more than a decade, I have always subscribed to the view that decisions taken about educational matters should always be guided by the best interests of the students and not sacrificed on the altar of financial gains.

Thus when I recently learnt that the test would be conducted three times next year — March, July and November — and the registration fee raised from RM60 to RM100, I am compelled to offer my views on many of the issues affecting the MUET classes.

To begin with, logic will dictate that many school candidates will now choose to sit for the test in March to secure a good Band score as fast as possible (which is what many Lower Six students are going to do ), failing which they can then choose to sit for the exam in July and November to secure higher scores and in the process, swell the coffers of the Malaysian Examinations Council (MEC).

And that is what administering the MUET three times a year will bring about — making a mockery of the whole purpose of introducing MUET in the first place.

So now, instead of the recommended 80 hours of MUET sessions, many schools will have to make do with less than 35 hours. Leaving aside the question on whether such a move is practical or wise the issue should be: What good will such a plan bring about when students are allowed to sit for their MUET exam so soon? Clearly, a case of the left hand not knowing what the right hand is doing.

Unhappy situation

As matters now stand, the students are being given the option to sit for the MUET in May instead of November creating an unhappy situation whereby after the test, MUET teachers have a hard time getting students to stay engaged in their MUET lessons. In previous years, to keep my English classes going after the MUET in May, I would teach my students Phonetics and Business Communication, among other things. However there were students who upon receiving their MUET results in July, were not keen to follow the MUET lessons, especially if they had secured Bands 5 and 4. This in effect meant that I only had to teach the group of students who registered to resit their MUET exam in November. With Lower Six students now allowed to sit for their MUET exam in March, students would be left to their own devices once the exams are over.

They would most likely use their MUET periods to revise their other STPM subjects.

And such unfortunate circumstances have conspired to make MUET teachers the butt of jokes and resentment in schools for allegedly getting paid for having such a “good” time in school, no thanks to the flexible MUET dates.

Having taught MUET classes for so many years, I must say the standards of marking and grading MUET papers have somewhat become inconsistent over the years.

In the early years of MUET, only two or three students would manage to secure a Band 5. Then, after some years, just like the grade inflation plaguing SPM subjects, almost half the students in the better MUET classes were able to secure Band 5. In fact, even average students were able to obtain a Band 4! And it is surprising to find that students who fared so poorly in their written English have still managed to secure a low Band 5 for the test.

The fact is that when students are able to work out most of the answers for the Reading Comprehension paper which carries 45% of the overall aggregate scores (under the old test specifications) and do moderately well in the speaking and listening components, which together carry 30% of the aggregate scores, it is still possible for them to secure a low Band 5 even if they barely pass the writing component which constitutes 25 % of the aggregate scores.

Thus, when MUET is not perceived as a reliable measure of the candidates’ English language proficiency, it has become largely optional, if considered at all, in applying for admission in local private colleges with “twinning” courses with their overseas counterparts which allocate little importance to it.

When students head to Singapore for their tertiary education, they are made to sit for the English Qualifying Test, even if they have secured a high Band 5 in MUET. This is not surprising as many applicants can’t even write a few sentences without grammatical errors!

It is a sad reflection of how the standard of English has deteriorated in schools these days.

Poor standards

Below is an example of an an opinion written by a student on whether modern advertising is a bad influence on today’s youth.

“… nowadays, when we swift on the televisyens, most of the time is for advertised the advertisement. When they watching the TV programme, the children are also watching together by them. ….Some of the business people are using a women body to advertised their product …”

Let me also point out that fine tuning the writing component by replacing Question 1, which was formerly a summary question with a question on the interpretation of data will not do any good as MUET teachers do no have the luxury of time to put their charges through an intensive course to polish up the latter’s grammar and vocabulary skills. To persist with the current writing paper is akin to putting the cart before the horse.

It would also be wise if the MEC takes note that since Question 1 in the writing component now involves statistics, some calculations and analysis of data, maintaining the 1½ hours for the paper is hardly sufficient.

Candidates will face severe time constraints in tackling the writing paper and only with constant practice can they hope to do well in the paper. Upper Six students will be hard-pressed to do well if they are allowed to take their MUET exams so early in March. The selection of examiners for MUET’s speaking component is another issue that needs to be urgently addressed. It is puzzling why so many competent MUET teachers are sidelined when it comes to appointing examiners for this component while those not at all involved in teaching MUET classes are selected.

Let me cite an example of a team leader who was not a MUET teacher overruling his junior co-examiner who was a MUET teacher, by assessing a candidate who spoke excellent English and performed impressively for both the individual presentation and group discussion task a Band 4, when it was obvious that the candidate was clearly of Band 5 or Band 6 calibre. The rationale? The team leader, dogmatically claimed that they should avoid giving candidates a high band score for speaking as far as possible, as instructed by their superiors!

This undesirable state of affairs is played out in some STPM subjects as well. It brings to mind what a Maths teacher involved in marking STPM exam scripts said about one of his co-markers who was a Chemistry graduate, and not a bona fide Maths teacher.

The latter had refused to accept a candidate’s Maths answer because the candidate had used another approach. The examiner, who was apparently more at home with Chemistry, chose to blindly follow what was in the marking scheme and penalised the poor student for securing the answer using a formula that differed from the one in the marking scheme!

Such instances are reasons why it is crucial to ensure that only competent and experienced examiners who are teaching the respective subjects be given the task of marking public exam papers which determine the academic future and career prospects of the candidates.

Anything short of that will not only affect the credibility of the marked papers, but also victimise some candidates through no fault of their own.

The rationale given for the introduction of MUET in 1999 was that undergraduates in local universities were wasting their time learning basic grammar, and therefore MUET was introduced to address the low English proficiency of students before pursuing higher education.

If that is the case, the present MUET general test specifications and MUET format do not address the poor grammar and vocabulary skills of many of the candidates. And things won’t get better with the early registration for the test when candidates simply do not have sufficient and sustained MUET lessons to improve their low language proficiency in English.

Grammar skills

There is a dire need to test grammar to ensure candidates take pains to improve their grammar and vocabulary skills and be aware of the common failings displayed in their written English. Grammar is an integral part of effective academic writing.

Thus, developing a better understanding of how individual words and groups of words work to form coherent sentences and paragraphs to construct academic texts will be useful. With knowledge born out of hard classroom experience, it is my contention that instead of the MUET general test specifications and exam, Form Six students are better off if they are given a well-crafted English course conducted by committed teachers to prepare them for entry to tertiary education. They can then be made to sit for a rigorous common English entrance examination for admission into public universities.

It is about time the MEC carried out a survey to find out if the present coursework and MUET serves to achieve the original aims. The council should not be too concerned with raising fees to swell its coffers. The MUET exam must surely be a means towards an end and, not an end by itself.

HENRY SOON

Via e-mail


RESPONSE TO NEWSPAPER REPORT

Ministry of Education (MOE) would like to refer to an article by Henry Soon published in Sunday Star dated 18 December 2011 on the issue of – Don’t make a mockery of MUET.

The Malaysian University English Test (MUET) is an English language proficiency test designed to measure the English language ability of students wishing to pursue first degree studies in local institutions of public learning. With MUET, English is taught at Sixth Form or pre-university level to equip students with the appropriate level of proficiency in English to enable them to perform effectively in their academic pursuits at tertiary level.

The Malaysian Examinations Council (MEC) fully agrees with Mr Henry Soon’s opinion that decisions on educational matters should be in the best interests of students. MUET will be conducted three times a year beginning 2012, in March, July and November. This policy is made after receiving numerous requests from students who intend to take MUET and after an in-depth study of its implications.

At present, candidates who take the Mid-Year MUET face problems in their appeals for intake into institutions of higher learning. The closing date for such appeals is end of June whilst the results for Mid-Year MUET are released in July. With MUET being offered three times a year, candidates who take the March MUET are able to obtain their MUET results prior to the closing date for appeals.

At present too, MUET dates clash with the examination schedules, new student intake and semester holidays of various institutions of higher learning. Hence, providing an additional test will offer better alternatives to students from these institutions to select the MUET session that best suit their needs.

Offering three exams a year too, allow more opportunities for candidates to improve their MUET score. They do not need to wait 6 months before taking the next MUET. This benefits school candidates, private candidates, and also university students who require a stipulated minimum MUET band to qualify for entrance or graduate from university. Private candidates who work in the private or public sector too have a better choice of MUET sessions as some take the MUET for promotional purposes.

Contrary to Mr Soon’s claim, the decision to include an additional MUET session in our yearly schedule was never made for “financial gains”. The additional session in fact will put more demands on MEC’s operational, administrative and financial resources, but having the best interests of our clients in mind, we believe that the benefits to our clients and nation far outweigh the additional costs incurred. In an era where institutions of higher learning are opening up opportunities for flexible entry and exit points for tertiary education, the additional MUET session will provide flexibility and enhance student mobility in line with national and international development.

On the issue of school candidates sitting for MUET in March, students not being keen to stay engaged in MUET lessons after taking the MUET early and MUET teachers being the butt of jokes and resentment due to the flexible MUET dates, this is a school administrative matter. It is stipulated clearly in a circular to schools and also in the MUET Test Specifications (page 9) that “the MUET programme should involve 240 hours of teaching time spanning three school terms. Instruction should be carried out for 8 periods a week at 40 minutes per period.” If schools do not comply with this and students feel they are prepared to take the test earlier, it is beyond the jurisdiction of the MEC. We are, however, confident that school administrators and MUET teachers will have the necessary expertise and creativity to manage the teaching-learning process in their schools. Instead of viewing the additional MUET session as a burden, we believe schools will make full use of the flexibility offered for the benefit of their students.

With regards to the issue of students scoring Band 5, well, like Mr Henry Soon stated, they are students from “the better MUET classes.” With stringent marking and a standardized set of scoring criteria, only the proficient can attain Band 5. So far, and again contrary to Mr Soon’s claim of a “grade inflation”, national records show that only 1% out of 85000 candidates have managed to obtain Band 5.

Students who apply to universities in the United Kingdom, United States or Singapore are required to sit for the IELTS, TOEFL or qualifying tests because that is the entrance requirement of such institutions.

Question 1 of the MUET writing paper has been changed from summary writing to report writing as this skill is more reflective of academic writing in universities, that is writing reports that incorporate the skills of analyzing and synthesizing ideas based on data given. Candidates are not required to carry out any calculations. The example of a piece of writing given on “modern advertising” is not based on any previous MUET question or script.

On the issue of teachers not having enough time to teach grammar and vocabulary and the MUET Test Specifications not addressing the students’ poor grasp of grammar and vocabulary, please refer again to the recommended number of hours of teaching time as stated in the Test Specifications.

MUET teachers are selected to be MUET examiners based on their qualifications in English or TESL. Some MUET teachers do not choose to be examiners, hence to get a larger pool of examiners, MEC has to appoint teachers who teach Forms Four or Five. MUET teachers have done well and are very committed in preparing their students for the MUET and the examiners too have responsibly marked the MUET scripts. Examiners for Speaking and Writing have to sit for a proficiency test and are given training on marking besides attending marking coordination meetings. It should be pointed out that MUET is a criterion-referenced test, i.e. there is a set of established criteria or standard of performance for each band. If a candidate has met the criteria set for a high band, there are no reservations in awarding the candidate the mark or band he or she deserves. As pointed out earlier, the issue of “grade inflation” (or ‘deflation’ in this case) does not arise in MUET – candidates get what they deserve according to a set of established criteria.

MUET fees have to be raised from RM60.00 to RM100.00 due to the rising costs of administering the test. MEC, in fact has been bearing the extra costs incurred which are not covered by the previous fee of RM60.00. MEC carried out a comprehensive study taking into consideration the views of students, teachers, lecturers, examiners, institutions of higher learning and State Education Departments before reviewing and implementing the MUET Test Specifications, administrative procedures and costing.

Finally, we would like to assure Mr Henry Soon and members of the public that as an examination body, MEC has always strived for continual improvement. We adhere to internationally established practices of assessment in ensuring the validity and reliability of MUET which includes among others, training of examiners, close analysis of test performance, benchmarking with and correlational studies against international tests, and constant communications with our stakeholders, including feedback from students, teachers, examiners, universities and experts in the field. Our close monitoring of MUET shows that it is a reliable measure of candidates’ proficiency in English in relation to their readiness for tertiary education.

CORPORATE COMMUNICATION UNIT

MINISTRY OF EDUCATION MALAYSIA