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pupils to practice and practice becomes the quick fix method which apparently produces
instant outcome. However, as a result, this practice might produce a number of unintended
consequences which raise concern, such as:
(a) Boring and meaningless lessons
Merely drill and practice may get pupils to feel that mathematics lessons as boring and
meaningless. Consequently fewer pupils are interested to study mathematics.
(b) Not promoting mathematical thinking or communication among pupils
With drill and practice approach, pupils are not encouraged to communicate mathematically
their solutions, to justify or explore new ways of solving problems. This kind of rote learning
is clearly not going to promote pupils’ creativity and innovation.
Suggestion for change
As observed by Yeap (2009) that the national test is also high stakes in Singapore and
teachers tended to “teach to the test”. Based on analysis of test items in the recent primary
grade national test, he proposed that the standardized national test can be used as a catalyst to
promote good instructional practice. This is because since the national test emphasizes on
higher order competencies instead of procedural skills, school teachers adjust and refine their
instructional program to meet the demands of the national test. Therefore from the Singapore
experience, one suggestion for change in the Malaysia mathematics assessment could be to
gradually change the emphasis from procedural skills to higher order thinking competencies.
In addition, to support the teachers for this change, teacher professional development
programme such as Lesson Study might be needed to help teachers to collaborate and get
ready for the change.
Conclusion
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 “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 proof may encourage 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.
To ensure future generation of Malaysians are capable of meeting the global challenges, it is
the right time that Malaysian educators, policy makers and teachers make appropriate
changes in the assessment system of both the public and school examinations. It is pointless
and wasteful to have an education system with noble intention, formulate for the good of
everyone, yet not implemented fruitfully to achieve what is intended at the classroom level.
Pupils are the future asset and human capital of the country. Hence, it is the utmost
importance to ensure that the Malaysian assessment system is assessing the right things and