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1.0 Background
Based on a research done by the Malaysian Examination Syndicate and the feedback
received from various organisations, it was found that the Oral English Test (OET),
which had been carried out since 1973, needed to be changed in tandem with the current
Therefore, a new format was planned and in 2002 the Ujian Lisan Berasaskan Sekolah
(ULBS) was introduced in schools. This new format has the following advantages :
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INTRODUCTION
This manual contains the framework and guidelines for the implementation of the ULBS
(BI). It is designed to provide the teachers (referred to as assessors) with essential
information in conducting the assessment during the teaching and learning process.
It also outlines the aims and objectives, the constructs, coordination, scoring and criteria
for the assessment.
Four models of oral assessment have been developed and illustrated in this manual. A
brief explanation of each model is also included. The scoring criteria for each band and
construct which serve as guidelines for the assessors on the awarding of marks are also
included.
Some suggested activities for the assessment at particular phases of a lesson together with
a sample lesson plan are also provided in this manual.
It is hoped that this manual will be useful for the assessors in assessing candidates
oral ability in line with the learning objectives as stated in the English Language syllabus
for Malaysian Secondary Schools.
AIM
The ULBS (BI) aims to assess candidates ability to use the English language in
everyday life.
ASSESSMENT OBJECTIVES
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GENERAL INSTRUCTIONS
1. There are four models of oral assessment. Candidates will be assessed using
Models 1 and 2 in Form Four and Model 3 or 4 in Form Five.
2. Schedule for assessment is as follows:
6. The score for each candidate must be entered into the ULBS Individual
Profile.
7. After the assessment, the assessor must inform the scores obtained to the
respective candidates. Candidates may be reassessed if deemed necessary. If the
candidates accept the score, they must acknowledge it by signing in the space
provided on the form.
9. Choose the highest score from the three assessments and transfer the marks
into the Borang Markah Induk (BMI).
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Model 1 : Individual
Overview
Candidate Assessor
Sole presenter
One-way communication
Completes a task within the stated time, preferably 3 5 minutes
Suggested Activities
1. Presenting information from non-linear forms
2. Giving descriptions
3. Narrating
4. Presenting reports
5. Giving opinions
Procedure
1. In consultation with the teacher, the candidate:
(a) chooses an activity from the given list
(For example: Presenting information from non-linear forms)
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Model 2 : TEACHER - CANDIDATE
Assessor
Candidate
Overview
Candidates role presentation
responding to task
active participation
Suggested Activities
Procedure
b) chooses a topic
(Eg: Asking and giving directions )
c) decides on a task
(Eg: Asking and giving directions on how to get to the post office from the
school)
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3. If deemed necessary, the candidate is allowed to be re-assessed.
Assessor
Candidate Candidate
Overview
Interactive
Consisting of 2 candidates
Candidates may choose own partner
Teacher as facilitator
Teacher assesses one or both candidates
Suggested Activities
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Procedure
b) choose an activity
(Eg: Problem-solving)
c) choose a topic
(Eg: Pollution)
d) decide on a task
(Eg: Discussion on the causes & effects of pollution on the environment and
ways to overcome it.)
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Model 4 : GROUP MODEL
ASSESSOR
Candidate
Candidate Candidate
Candidate
Overview
Interactive
Consisting of 2, 3 or 4 candidates
Candidates may choose their group members
Teacher assesses candidate(s)
Suggested Activities
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Procedure
f) choose an activity
(Eg: Problem-solving)
g) choose a topic
(Eg: Pollution)
h) decide on a task
(Eg: Discussion on the causes & effects of pollution on the environment and
ways to overcome it.)
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SCORING
Marks awardedis on a scale of 1-6 for each construct. Thus, the maximum
score obtainable is 30 while the minimum is 5 for each assessment.
The assessors are required to use the following bands and criteria for assessment.
Excellent 6
Good 45
Satisfactory 3
Fairly Weak 2
Weak 1
A detailed description of the criteria for assessment can be found in the following
pages:
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CRITERIA FOR ASSESSMENT ULBS ( BI )
4 Speak the language using a wide range of Excellent use of language in terms of extensive vocabulary.
appropriate vocabulary within context. Interesting expressions used appropriately and effectively.
5 Speak using correct grammar. Excellent sentence structure and grammatically correct sentences to
convey intended meaning effectively.
Good 4 1 Speak/converse on a topic effectively Good ability to speak/converse/hold a discussion on a topic.
- (with appropriate responses). Mostly relevant and appropriate responses given (for Models 2, 3, 4).
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2 Speak fluently using correct and Fluent and clear speech.
acceptable pronunciation. Correct and clear pronunciation with good articulation, intonation, word
stress and rhythm.
3 Speak coherently. Smooth flow of well-organised ideas.
4 Speak the language using a wide range of Good use of language in terms of extensive vocabulary.
appropriate vocabulary within context. Interesting expressions used appropriately.
5 Speak using correct grammar. Good sentence structure and grammatically correct sentences to convey
intended meaning.
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CRITERIA FOR ASSESSMENT ULBS ( BI )
2 Speak fluently using correct and Fairly fluent and clear speech.
acceptable pronunciation. Generally satisfactory pronunciation, intonation, word stress and rhythm
with frequent lapses.
3 Speak coherently. Satisfactory flow and organisation of ideas.
5 Speak using correct grammar. Satisfactory sentence structure with some grammatical errors but
meaning is fairly clear.
Weak 2 1 Speak/converse on a topic effectively Limited ability to speak/converse/hold a discussion on a topic.
with appropriate responses. Very few relevant and appropriate responses given (for Models 2, 3, 4).
2 Speak fluently using correct and Fluency is interrupted by consistent halting and long pauses.
acceptable pronunciation. Frequent errors in pronunciation, word stress and intonation.
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5 Speak using correct grammar. Excessive grammatical errors.
NAME OF CANDIDATE
IDENTITY CARD NO
FORM
MODEL
ACTIVITY
DATE OF ASSESSMENT
Assessment Assessment Assessment Assessment Band Mark
Construct 1 2 3 4
1 Converse on a topic effectively/ Give Excellent 6
appropriate responses
Total Score
Name of Assessor:
Signature of assessor:
Signature of candidate:
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BORANG MARKAH INDUK UJIAN LISAN BERASASKAN SEKOLAH
SIJIL PELAJARAN MALAYSIA 201__
BAHASA INGGERIS
Bil Nama L/P Angka No. Kad Skor Tertinggi (Taksiran 1/2/3/4)
Giliran Pengenalan C1 C2 C3 C4 C5 Jumlah
Disemak oleh Ketua Pentaksir Sekolah/ Pentaksir Luar Disahkan oleh Pengetua
Cap Sekolah
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SUGGESTED ACTIVITIES FOR THE MODELS
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Suggested Activities for Assessment
1. THEME: PEOPLE
STEPS: 1. Set Induction 1,2 8
-students speak about themselves/ a
person they admire most etc.
2. Introduction
-Use the students presentation to elicit a
discussion in the classroom and
introduce the theme.
3. Teacher proceeds with the lesson as
planned.
2. THEME: ENVIRONMENT
STEPS: 1. Set Induction
2. Introduction
-dialogue between 2 students on 2,3 1
water pollution
3. Use the students presentation to elicit
a discussion in the classroom and
introduce the theme.
4. Teacher proceeds with the lesson as
planned.
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STEPS: 1. Set Induction
2. Introduction
3. Development 2,3,4 11
-a forum/discussion on child abuse
4. Teacher proceeds with the lesson as
planned.
4. THEME: VALUES
STEPS: 1. Set Induction
2. Introduction
3. Development
4. Practice
-problem solving
-Topic: Criteria For Choosing A
Friend
-Task: From a given list of values, 3,4 11
place them in ranking order when
choosing a friend. Provide reasons for
your choice.
5. Teacher proceeds with the lesson as
planned.
LITERATURE COMPONENT.
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Suggested Activities for Assessment.
1. Poem
The Nature by H.D.Carberry
Steps
1 Introduction/Set Induction.
Students talk on information from the internet or any 1 8
other sources on the author.
Steps
1 Introduction/Set Induction.
2 Development of lesson.
Giving Opinions. 1, 2 11
Students give their opinions on the choice made by the
persona.
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Teacher proceeds with the lesson as planned.
Steps.
1 Introduction/Set Induction.
2 Development.
3 Consolidation.
Students describe their own experiences in the process of 1, 2 8
decision making.
2. Short Story
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The Fruitcake Special . by Frank Brennan
Steps.
1 Introduction/Set Induction.
Students give their opinions on the title of the short story. 1, 2 1
2 Development.
3 Consolidation.
Steps.
1 Introduction/Set Induction.
2 Development.
Students describe a character that they like or dislike. 1 9
Steps.
1 Introduction/Set Induction.
2 Development.
3 Consolidation.
Students give their opinions on how they would change the 1, 2 11
ending of the story.
3. Novel
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Suggested Activities for Assessment..
Steps.
1 Introduction/Set Induction.
Talking and sharing information. 3, 4 1
Students talk about the title or the illustration on the
cover of the novel.
3 Consolidation.
Steps.
1 Introduction/Set Induction.
2 Development.
Dramatization. 4 8
In groups students dramatize a significant event.
Steps.
1 Introduction/Set Induction.
2 Development.
3 Consolidation.
Role-playing. 4 13
Students role-play the main event in the novel.
SECTION D
Sample Lesson Plan
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Form: 4
Theme: People
Time: 80 minutes
Number of students: 40
Learning outcomes:
1.1 Students will be able to :
a) take part in conversations and discussions
b) introduce oneself
c) talk about self, family and friends, interests, and understand when others talk
about themselves
Objective:
By the end of the lesson, students will be able to write an essay entitled: Is it true that young
people have a better life today ?
Educational emphases
Thinking skills: making comparisons, evaluating and giving causal explanations.
Resources:
i) newspaper cuttings: Youthquake section of the New Straits Times
ii) page 1 of the Form Four English textbook
iii) newspaper cuttings of young singers, actors and actresses
Activities
1. Set Induction-10 minutes
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-Selected students talk about themselves, people whom they admire most and their
friends.
(teacher assesses the students using the OET individual profile form)
2. Introduction-10 minutes
-Teacher uses the students presentations to elicit a discussion in the classroom and
introduces the theme/topic.
3. Development-20 minutes
-Teacher divides the class into five groups, consisting of eight students in a group, and
appoints a group leader.
-Teacher poses a question: Is it true that young people have a better life today ?
-Students discuss.
-While students are discussing the topic in their respective groups,teacher goes round to
facilitate and help out groups that face any difficulties.
5. Consolidation-20 minutes
-teacher and students comment on the oral reports presented
(10 minutes).
-students write an essay entitled : Is it true that young people have a better life today ?
Reflection:
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ULBS BAHASA INGGERIS
COORDINATION
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Concept
ULBS coordination is a process which is carried out to ensure all the assessors understand the
scoring criteria, know the correct use of the scoring criteria and award the correct score to the
candidates.
Rationale
Method
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Pre Assessment Coordination is an effort / activity / process to ensure that all the assessors
possess the uniformity of knowledge, comprehension, skills and attitude pertaining to ULBS.
This will allow the assessors to have the confidence to carry out the ULBS.
All the activities carried out must be geared towards producing the uniformity of knowledge,
comprehension, skills and attitude of the assessors. The flow chart below shows how Pre
Assessment Coordination is carried out.
KPK
KPN
KPKw
KPS
PS
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Matter Activities Contents
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While Assessment Coordination is an effort which is conducted by the KPN / KPKw / KPS
together with the assessor while he / she is carrying out the assessment. Thus the scoring is
coordinated and in this way the assessors gain knowledge of how the score is allocated.
Therefore, the candidates would obtain the mark that they deserve.
This coordination should be carried with all assessors at all examination centres.
There are three categories of evidence for the While Assessment Coordination.
Process
Product
Process - product
1. The KPN / KPKw / KPS conducts coordination when the ULBS is being carried out.
2.1. The sample of students who are to be coordinated should be from the low (L), average
(A) and high (H) achievers with the ratio of L : A : H = 5 : 3 : 2. The candidates are
selected by the school assessor.
2.2. The candidates level of achievement is determined based on their previous assessments.
2.3. The assessor will inform the coordinator ( KPN / KPKw ) of the subject matter to be
assessed which should include all constructs.
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5. If the score difference exceeds the allowed 5 mark range, the assessor will have to
coordinate all the scores by scaling the scores up or down to obtain a more realistic
coordinated score.
6. All coordinated scores have to be verified by the respective school administrators
and coordinator (KPKw) before they are sent to the state education department
(JPN).
Audio video
Students materials
ULBS file
Teachers Record Book
Other relevant materials
[To be kept 6 months after the SPM results are released.]
1. The KPN / KPKw / KPS conducts coordination after the ULBS has been carried out.
2.1 The sample of students who are to be coordinated should be from the low (L),
average (A) and high (H) achievers with the ratio of L : A : H = 5 : 3 : 2. The
candidates are selected by the coordinator ( KPN / KPKw / KPS ).
2.2 The candidates level of achievement is determined based on the assessment for that
duration.
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4. Then both assessor and coordinator will compare, discuss and come to a consensus or a
coordinated mark.
5. If the score difference exceeds the allowed 5 mark range, the assessor will have to
coordinate all the scores by scaling the scores up or down to obtain a more realistic
coordinated score.
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Duration of Coordination
Post assessment coordination can be conducted at any time after the assessment period at the
school level.
1. Before Coordination
1.1. KPN / KPKw should contact the school administrator and / or KPS to inform them of the
visit.
1.2. KPN / KPKw should remind the KPS to:
1.2.1. Complete the ULBS Individual Profiles.
1.2.2. Prepare relevant evidence ( if necessary ).
1.2.3. Inform the students that they may be reassessed.
2. During Coordination
2.1. KPN / KPKw meets with the school administrator to inform him / her of the purpose of
the visit.
2.2. KPN / KPKw meets and discusses with KPS regarding the coordination process.
2.3. KPN / KPKw checks the students score based on the ULBS Individual Profiles.
2.4. KPN / KPKw will assess the students and give the score. The selection of students is
done randomly based on types of activities and models in assessment I, 2 or 3. Students
who achieved low scores must be given the focus in the sample on the ratio 5 : 3 : 2.
2.5. KPN / KPKw must fill in the ULBS Coordination Form.
2.6. KPN / KPKw compares the score given by the school assessor with his / her score.
2.7. The tolerance level for ULBS is 5 of the actual total score.
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3. After coordination
3.1. KPN / KPKw discusses with KPS the results of coordination and give comments and
suggestions as stated in the coordination form.
3.2. KPN / KPKw gives approval to the school whether the score will be accepted wholly or
accepted with amendments as being suggested or certain groups of students need to be
reassessed.
3.3. KPKw gives a copy of ULBS Coordination Form to the KPN.
Method
Monitoring is conducted by using the applied methods based on sample
Implementation period
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SIJIL PELAJARAN MALAYSIA
ULBS COORDINATION FORM
School : _______________________________
Activity : Date :
3 Speak coherently
Total
CONCLUSION
A Scoring accepted
B Scoring accepted with amendments
REMARKS
Signature : ..
Name :
Post :
Department :
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GUIDELINES TO FILL IN THE ULBS COORDINATION FORM
1. The coordinator has to fill in all the candidates particulars and the information pertaining
to the assessment that is being coordinated.
2. The coordinator will assess the candidate based on the appropriate model and fill in the
score for each construct in the coordinated score column and its total.
3. The coordinator will obtain the candidates original score of each construct from the PS
and fill it in the original score column together with its total.
4. The coordinator will fill in the mark difference for each construct for that particular
candidate.
Difference = coordinated score original score
Example: Coordinated score = 5
Original score = 4
Difference = +1 (5 - 4)
5. The coordinator will fill in the difference in the candidates total score.
[If this happens, the whole score of that particular PS must be coordinated.]
Example: Total coordinated score = 19
Total original score = 26
Difference = -7 (shows that the PS overmarked his / her
candidates)
6. The coordinator must draw a conclusion and mark X at the relevant box.
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7. If necessary the coordinator may write relevant comments in the remarks column.
8. Finally, the coordinator has to sign and fill in the relevant personal information.
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