Study of Evaluation Program of Practical Skill Assessment (PEKA): Assessment in Primary School

This study is to evaluate the curriculum implementation of practical skill assessment (PEKA) in Primary School based on the Context, Input, Process And Product (CIPP) Evaluation Model. Design of study is a combination of qualitative and quantitative techniques, which are correlated to process of triangulation method. Sample selection is based on the stratified random sampling technique that involves 20 science teachers from 10 primary schools in Hulu Langat area. One set of questionnaires have been used for collecting the evaluation data, input and contexts from teacher, meanwhile a set test has been used to pupils for getting the evaluation data. Interviews and structured observation have also been applied to obtain the qualitative data for process evaluation in order to explain the quantitative data. Findings show the elements of contexts evaluation such as PEKA curriculum relevance, teacher’s perception towards PEKA, profiles of skills of teachers and pupils are moderate. The elements of input evaluation i.e. teaching duration and textbook contents are also moderately leveled; however, the BBM supply element is at the negative score. Process evaluation findings illustrate a positive for only the teaching elements and moderate for teaching activity, technique, type, method and strategy, whereas, BBM usages, the evaluation method of PEKA skill and product evaluation are leveled at negative. Khi square test was used to determine relatedness between gender, age and academic qualification with implementation of PEKA. Gender and age have significantly affects, meanwhile academic qualification significantly unrelated with implementation of PEKA. As conclusion, implementation of PEKA has many weaknesses, which need to improve, give more attentions and action must be taken with proper planning in improving the identified problem.