MARKING SCHEME
Mark Range Description of Criteria
A
B Language is accurate - first draft slips may appear.
C Sentence structures varied.
D Vocabulary shows sophistication and used with precision.
E Spelling is accurate.
0 The e-mail is convincing and relevant to the item.
The tone is always appropriate.
Language is largely accurate.
Sentences show some variation in length and type.
Vocabulary is wide enough to convey intended shades of meaning
with some precision.
Spelling is nearly always accurate.
The e-mail is convincing and relevant to the item.
The tone is appropriate.
Language is sufficiently accurate.
Sentences show some variety of length and structure.
Vocabulary is adequate to convey meaning although not developed
to achieve precision.
The e-mail is less convincing to the item.
The tone is not always appropriate.
Meaning is never in doubt but single word errors are sufficiently
frequent and serious enough to hamper precision and speed of
reading.
Limited vocabulary – too simple and not very precise.
Spelling errors occur when challenging words are attempted.
The e-mail is not convincing.
The tone may be inappropriate.
Meaning can be understood occasionally.
Errors may be multiple in nature.
Requires rereading and reorganization before meaning becomes
clear.
Tone is inappropriate.
Not attempted
Not in English
BIDANG BAHASA 43
Questions 4 to 8 are based on the given newspaper report, table and map.
OIL SPILL HITS THAI TOURIST ISLAND
BANGKOK : Thai navy personnel battled
yesterday to clean up a beach on a popular tourist
island after oil from a pipeline leak washed up in a
national park.
Roughly 50,000 litres of crude oil gushed into
the sea on Saturday about 250km off the coast
of the eastern province of Rayong, operator PTT
Global Chemicals said.
The oil reached Ao Phrao beach on the island
of Ko Samet where hundreds of navy personnel,
national park officials, company workers and
villagers raced to remove it.
“It covers about 300m of the beach. That‘s a
lot,” Soomet Saitong, chief of the Khao Laem Ya National Park which includes Samet Island, told
AFP.
Some visitors were cutting short their holidays on the island, which is a popular destination
for weekend breaks for Bangkok residents.
“There are oil stains right in front of the beach. Customers are starting to check out,” a
worker at the Ao Phrao Resort told AFP.
“There’s oil all over on the beach,” said a member of the front desk staff at another nearby
hotel. “It’s chaotic right now. Many people and officials are on the beach dealing with it.”
The pipeline operator – part of state-owned giant PTT – had said in a statement on Sunday
that ten ships were involved in an urgent clean-up and it was confident of containing the spill.
Greenpeace urged Thailand to end oil drilling and exploration in the Gulf of Thailand in light
of what it described as a ‘massive leak’.
“The Gulf of Thailand, the nation’s food basket, has long been under threat from oil spills
along oil transport routes, at points of discharge and loading of oil carriers or from the several
hundred oil drilling operations across the Gulf,” said Greenpeace activist Ply Pirom.
The environmental group said there had been more than 200 oil spills in Thai waters
during the past three decades.
“This is the biggest oil spill in the province,” said Puchong Saritdeechaikul, director of the
government’s Marine and Coastal Resource Conservation Centre in Rayong.
“It’s the first time it happened on Samet Island.”
Conservationists have voiced concerns about the impact of both the oil and the chemicals
used to disperse the spill.
“The main damage will be to corals and the fish food chain,” said Srisuswan Janya,
president of Thai environmental group The Stop Global Warming Association. – AFP
44
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Table : Occurrence of Oil Spills Outside Thailand Since 1960
Key Country or Region Number of Oil Spills
A Gulf of Mexico 267
B Northeastern U.S. 140
C United Kingdom and English Channel 49
D West coast of France and north and west coasts of Spain 33
E Mediterranean Sea 127
F Persian Gulf 108
G Malaysia and Singapore 39
H Korea 32
I Japan 60
Source : Livescience: FAQ – The Science and History of Oil Spills
B C F H
A D I
E G
Question 4 : English Language
Cognitive Level : Understanding (Not HOTS)
Context : Reading Comprehension Based on Various Stimuli
What caused the oil spill in the Gulf of Thailand?
............................................................................................................................................. [1 mark]
BIDANG BAHASA 45
Question 5 : English Language
Cognitive Level : Understanding (Not HOTS)
Context : Reading Comprehension Based on Various Stimuli
According to the table and map, which continent has experienced the biggest number of oil spills
since 1960?
A. Asia
B. Europe
C. North America
D. South America
MARKING SCHEME
Question 4 Pipeline leak 1
Question 5 C. North America 1
Question 6 : English Language
Cognitive Level : Evaluating
Context : Reading Comprehension Based on Various Stimuli
What have you learnt from this incident?
............................................................................................................................................. [1 mark]
Question 7 : English Language
Cognitive level : Analysing
Context : Reading Comprehension Based on Various Stimuli
There have been more than 200 oil spills in Thai waters in the past three decades. Why do you
think the Thai government has not stopped oil drilling and exploration in the Gulf of Thailand?
............................................................................................................................................. [1 mark]
46
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
MARKING SCHEME
Question 6 The Thai Government has not done enough to protect the 1
Question 7 environment. 1
Everyone should work together.
We should cooperate to protect the environment.
Enforce law.
(Accept any other reasonable answer)
It is a good source of income.
It provides job opportunities.
Its economy will be affected.
(Accept any other reasonable answer)
Question 8 : English Language
Cognitive Level : Analysing
Context : Writing and Summary
Imagine you are the editor of a science bulletin in your school.
Using the information you have gathered from both the passage and table, write a summary on
the environmental issues that are highlighted. You may also include the information from the map.
Write about 80 words.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
[10 marks]
BIDANG BAHASA 47
MARKING SCHEME QUESTION 8
Mark Range Description of Criteria
A
B Language is accurate - first draft slips may appear.
C Sentence structures varied.
D Vocabulary shows sophistication and used with precision.
E Spelling is accurate.
0 The summary is convincing and relevant to the task.
The tone is always appropriate.
Language is largely accurate.
Sentences show some variation in length and type.
Vocabulary is wide enough to convey intended shades of meaning
with some precision.
Spelling is nearly always accurate.
The summary is convincing and relevant to the task.
The tone is appropriate.
Language is sufficiently accurate.
Sentences show some variety of length and structure.
Vocabulary is adequate to convey meaning although not developed
to achieve precision.
The summary is less convincing.
The tone is not always appropriate.
Meaning is never in doubt but single word errors are sufficiently
frequent and serious enough to hamper precision and speed of
reading.
Limited vocabulary – too simple and not very precise.
Spelling errors occur when challenging words are attempted.
The summary is not convincing.
The tone may be inappropriate.
Meaning can be understood occasionally.
Errors may be multiple in nature.
Requires rereading and reorganisation before meaning becomes
clear.
Tone is inappropriate.
Not attempted
Not in English
48
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Questions 9 to 10 are based on the given newspaper report and a letter of complaint.
ENFORCEMENT AND MAINTENANCE IN SUBANG AND PUCHONG
RESIDENTS in Subang Jaya and Puchong are seeing red over the lack of enforcement and
maintenance in their areas by the Subang Jaya Municipal Council (MPSJ). They said such basic
services were expected by taxpayers, especially in the urban areas.
Subang Jaya Residents Association chairman A.S Gill said many residents had raised the
various problems many times but nothing had been done so far.
“Subang Jaya is a developing
township but even the roads are not in good
condition. Contractors from utility companies
are allowed to dig up the roads to lay their
cables and the following patch-up work is
shoddy,” he said.
Gill said no one monitored the
contractors when they resurfaced the road,
leading to uneven stretches. He added that
damaged signboards were also marring the
area.
“Most signboards are covered with
bills and stickers and serve no purpose to the
public anymore,” he said.
SS12 Residents Association
secretary, Tony Loh said most places were also covered with overgrowth and ignored by council
workers.
“The drains are not cleaned and maintained, leading to them becoming clogged and smelly.
This is dangerous as Aedes mosquitoes will breed here and may lead to an increase in dengue
cases,” he said.
Loh said some friends in the area had been hospitalised with dengue fever recently and it
was only then MPSJ workers had come to fumigate the area.
Meanwhile SS14 Residents Association acting chairman Joe Mahinder Singh said
enforcement measures were lacking.
“Motorists double-park in most areas, especially during lunch hour. Something must be done
to stop such blatant disregard for rules as the irresponsible drivers are causing inconvenience to
others,” he said.
He said despite alerting MPSJ about this, nothing had been done to overcome the problem.
Joe said there were also many eateries with illegal extensions but no actions were taken against
them either.
“The enforcement department has to buck up and be pro-active,” he said.
Over in Puchong, the problem seems more serious, with every street facing a problem.
Rubbish can be seen strewn about by the roadside while signboards are damaged.
BIDANG BAHASA 49
“Puchong is developing really fast but we have yet to see any improvement in the facilities
and services provided for the people,” said Puchong resident, Ace Tan.
He said, Puchong’s business enclaves were also a disgrace, with badly maintained roads
and rubbish piled up.
S. Jaya from Taman Puchong Utama 1 said garden waste had become an issue in their
residential area as piles of them were left by the roadside in front of houses to rot.
“Why can’t the local council clear them periodically? The waste in front of my house has been
lying there for almost a month now,” she said.
“All we residents are hoping for is a cleaner neighbourhood. We hope MPSJ will improve its
services soon,” Jaya said.
Question 9 : English Language
Cognitive Level : Analysing
Context : Reading Comprehension
What social problem is depicted in the picture above?
............................................................................................................................................. [1 mark]
MARKING SCHEME
Question 9 Lack of civic-consciousness 1
Vandalism
Illegal dumping of rubbish
(Accept any reasonable answer)
Question 10 : English Language
Cognitive Level : Creating
Context : Writing
Imagine you are the Chairman of the Subang Jaya Municipal Council and you have received a
letter of complaint from Mr Joe Mahinder Singh. Below is his letter.
50
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
As the Chairman, write your reply giving him all the information asked for and any other information
you think he might be interested in.
Write about 200 to 300 words.
[15 marks]
BIDANG BAHASA 51
MARKING SCHEME QUESTION 10
Mark Range Description of Criteria
A
Language is accurate – first draft errors may appear.
B Sentence structures varied.
C Vocabulary shows sophistication and used with precision.
D Punctuation is accurate and helpful.
E Spelling is accurate.
0 Paragraphs have unity and are appropriately linked.
The letter of reply is convincing and relevant to the task.
The tone is always appropriate.
The language is largely accurate.
Sentences show some variation of length and type.
Punctuation is almost always accurate.
Vocabulary is wide enough to convey intended shades of meaning
with some precision.
Spelling is nearly always accurate.
The letter of reply is convincing and relevant to the task.
The tone is appropriate.
The language is sufficiently accurate.
Sentences show some variety of length and structure.
Vocabulary is adequate to convey meaning although not developed
to achieve precision.
The letter of reply is less convincing to the task.
The tone is not always appropriate.
Meaning is never in doubt but single word errors are sufficiently
frequent and serious enough to hamper precision and speed of
reading.
Limited vocabulary – too simple and not very precise.
Spellings errors occur when challenging words are attempted.
The letter is not convincing.
Tone may be inappropriate.
Meaning could be understood occasionally.
Errors may be multiple in nature.
Requires re-reading and re-organisation before meaning becomes
clear.
Tone is inappropriate.
No response given.
Language used is not English.
52
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Question 11 : English Language
Cognitive Level : Analysing
Context : Writing
You are the personnel manager of a company and you have shortlisted two applicants for the post
of Sales Representative.
Using the information in the table below, write a report for your general manager in which you :
1. state which applicant you would choose
2. give reasons for your choice by comparing the two applicants
Sarah Nathan Ramlah Bt Mamat
Age 26 years old 24 years old
Marital status
Married Single
Academic qualifications
SPM Certificate in Office
Working experience Credits in Bahasa Malaysia Management
Salary expectation
Personality and English Pass in SPM Mathematics
Willing to travel
Other relevant details Nil 2 years as a salesman
3 years as a store-keeper
RM1900 per month RM2500 per month
Pleasant and independent Serious and alert
Yes Yes - no driving license
Fluent in both Bahasa Fluent in
Malaysia and English Bahasa Malaysia only
When writing the report, you must :
use the appropriate format
compare the two applicants using all the points given
state three reasons why the person you have chosen is better than the other
make suitable recommendations for the applicant to be appointed
[35 marks]
BIDANG BAHASA 53
MARKING SCHEME QUESTION 11
Format Points :
F1 Address to general manager
F2 Suitable title
F3 Writer’s name
Content Points :
C1 Choice of applicant
C2 Comparison of age
C3 Comparison of marital status
C4 Comparison of academic qualification
C5 Comparison of working experience
C6 Comparison of salary expectation
C7 Comparison of personality
C8 Comparison of willingness to travel
C9 Comparison of language proficiency
C10 Reason 1 explaining your choice
C11 Reason 2 explaining your choice
C12 Reason 3 explaining your choice
Examples of reasons :
Mrs Nathan :
1. Her personality shows that she likes to talk to people and make friends with them. She knows
how to please customers.
2. She can work without supervision.
3. Her asking salary is within our company’s budget.
(Accept any reasonable answers)
54
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Mark Range Language: Description of Criteria
A
Language is accurate - first draft errors may appear.
B Sentence structures varied.
C Vocabulary shows sophistication and used with precision.
D Punctuation is accurate and helpful.
E Spelling is accurate.
0 Paragraphs have unity and appropriately linked.
The report is convincing and relevant to the task.
The tone is always appropriate.
The language is largely accurate.
Sentences show some variation of length and type.
Punctuation is almost always accurate.
Vocabulary is wide enough to convey intended shades of meaning
with some precision.
Spelling is nearly always accurate.
The report is convincing and relevant to the task.
The tone is appropriate.
The language is sufficiently accurate.
Sentences show some variety of length and structure.
Vocabulary is adequate to convey meaning although not developed
to achieve precision.
The report is less convincing to the task.
The tone is not always appropriate.
Meaning is never in doubt but single word errors are sufficiently
frequent and serious enough to hamper precision and speed of
reading.
Limited vocabulary – too simple and not very precise.
Spellings errors occur when challenging words are attempted.
The report is not convincing.
Tone may be inappropriate.
Meaning could be understood occasionally.
Errors may be multiple in nature.
Requires re-reading and re-organisation before meaning becomes
clear.
Tone is inappropriate.
No response given.
Language used is not English.
BIDANG BAHASA 55
Question 12 : English Language
Cognitive Level : Evaluating
: Reading Comprehension (Literature Component)
Context
QWERTYUIOP
She stared at it in horrified bewilderment. What had happened? What had she
done? Not even on her first day at the Belmont Secretarial College had she made
such ridiculous mistakes. Such strange mistakes – QWERTYUIOP, the top line of
letters on a typewriter, repeated over and over again! Thank God there had been
no one to notice. They’d think she had gone mad.
She must be more careful. Keep her mind on the job, not allow it to wander out
of the window into the sunny shopping street below. Putting fresh paper into the
typewriter, she began again.
THE FRUITCAKE SPECIAL
I put it into the mix with all the other things. Before long, I had a little bottle of
perfume made from the things I had mixed together. I put some on the back of my
hand. I thought it smelled nice, but there was nothing special about it, so I put the
bottle into my handbag. I couldn’t give something like that to my boss. After all, I
am a chemist and my job is to make perfumes in a proper way. If I told him how I
made this one he would tell me not to be a silly girl. Later, he would probably make
a joke about it to his friends at the golf club.
1. Based on the excerpts, what common characteristic do Anna and Lucy Beck share?
.................................................................................................................................... [1 mark]
2. Quote a sentence or phrase from each excerpt that shows Lucy’s and Anna’s positive
attitudes at work.
a. QWERTYUIOP : ................................................................................................. [1 mark]
b. The Fruitcake Special : ...................................................................................... [1 mark]
56
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
‘Thank God there had been no one to notice.’ (Lucy Beck)
‘I couldn’t give something like that to my boss.’ (Anna)
3. The above quotations are taken from both excerpts. In your opinion, why are Lucy and Anna
very conscious about making mistakes?
...................................................................................................................................................
.................................................................................................................................. [2 marks]
MARKING SCHEME
Question 12 1. They are committed.
2. a) Keep her mind on the job.
b) After all, I am a chemist and my job is to make perfumes in a
proper way.
3. They are both very careful and want to give their best.
(Accept any other reasonable answers)
BIDANG BAHASA 57
Question 13 : English Language
Cognitive Level : Creating
Context : Writing
You received an email from your friend, Jefri, who is going to college. Read Jefri’s email and the
notes you have made. Then write a reply using all your notes.
Email Jefri
From Cleanliness Week
Subject
Hi. My club is planning to organise a Cleanliness
Week in school. Do you think it is a good idea?
Yes, because
We have some ideas for the campaign but we need
more suggestions. Do you have any?
Give some suggestions Yes, give details
No, because What about your club? Have you carried out any
interesting activities? Do you think it is a good idea
to involve parents for the Cleanliness Week? Our
teacher feels it is a good idea.
Hope to hear from you soon.
Regards,
Jane
You must use grammatically correct sentences with accurate spelling and punctuation in a style
appropriate for the situation.
58
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
MARKING SCHEME QUESTION 13
Mark Range Description of Criteria
A
Language is accurate - first draft errors may appear.
B Sentence structures varied.
C Vocabulary shows sophistication and used with precision.
D Punctuation is accurate and helpful.
E Spelling is accurate.
0 Paragraphs have unity and appropriately linked.
The email is convincing and relevant to the task.
The tone is always appropriate.
The language is largely accurate.
Sentences show some variation of length and type.
Punctuation is almost always accurate.
Vocabulary is wide enough to convey intended shades of meaning
with some precision.
Spelling is nearly always accurate.
The email is convincing and relevant to the task.
The tone is appropriate.
The language is sufficiently accurate.
Sentences show some variety of length and structure.
Vocabulary is adequate to convey meaning although not developed
to achieve precision.
The email is less convincing to the task.
The tone is not always appropriate.
Meaning is never in doubt but single word errors are sufficiently
frequent and serious enough to hamper precision and speed of
reading.
Limited vocabulary – too simple and not very precise.
Spellings errors occur when challenging words are attempted.
The email is not convincing.
Tone may be inappropriate.
Meaning could be understood occasionally.
Errors may be multiple in nature.
Requires re-reading and re-organisation before meaning becomes
clear.
Tone is inappropriate.
No response given.
Language used is not English.
BIDANG BAHASA 59
BAHASA CINA
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
第1题 : 华文
认知能力 : 应用
: 书写实用文体
内容
试以修齐老人院院长林治平名义，拟一则征求义工的启事。字数不多于120。[30 分]
评阅标准：
评分方式 建议答案与说明 等级
整体评分 • 答案的格式包括下面各项： 特优
a. 发启事的机构或单位：修齐老人院； 优等
b. 发启事机构或单位的地址：用题目指定的地址；
c. 日期：包含年、月、日；可写中式或西式； 可
d. 标题：包含“征求义工”； 尚可
e. 发启事者职衔：修齐老人院院长；
f. 署名：林治平。 弱
• 答案的内容包括下面各项：
a. 老人院缺乏义工；
b. 征求义工；
c. 义工的服务范围；
d. 成为义工的条件；
e. 成为义工的方法。
第一等分数
内容完整；语言流畅；文句简明；罕有病句；格式完整、正
确；标点基本正确，罕有错别字。
第二等分数
内容尚完整；语言通顺；文句简明；病句少；格式尚完整；
标点错漏很少，错别字很少。
第三等分数
内容欠完整；语言基本通顺；病句稍多；格式欠完整；标点
错漏少，错别字少。
第四等分数
内容不完整；语言不够通顺；病句多；格式不完整；标点错
漏多，错别字多。
第五等分数
几乎无内容；表达极差；语法有严重错误。
62 ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS66TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
第2题 : 华文
认知能力 : 分析
: 现代诗理解
内容
仰望星空的人，
总以为星星就是宝石，
晶莹，透亮，没有纤瑕。
飞上星星的人知道，
那儿有灰尘、石渣，
和地球上一样复杂。
(雷抒雁《星星》)
这首诗的主题是什么？ [4 分]
评阅标准：
评分方式 建议答案与说明 分数
3–4
分项评分 满分
1–2
• 对比诗的前三句和后三句的含意，答案须包含下面两项 0
内容：
a. 想象中的事物是完美的；
b. 现实中的事物必然有瑕疵或比较复杂。
i. 理想与现实常常有落差。
ii. 人们的想象往往美化了事物的真相。
部分分数
• 答案基本正确，但是表达不够明确。
i. 人们喜欢把事物想象得完美，直到面对了现实才失望
不已。
零分
• 对文本的理解不精确，或答案与问题无关。
i. 星星并不完美。
ii. 我们应该探索星星的真貌。
67 BIDANG BAHASA 63
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
第3题 : 华文
认知能力 : 分析
: 现代文理解
内容
年轻的贝多芬闯荡维也纳，他在那儿找到了崇拜者，也是朋友兼房
东——李希诺夫斯基亲王一家。亲王全家对他关怀备至，体贴入微。对
此，贝多芬自然心存感激，但这感激是有原则的，有限度的，他决不会
因此变得卑躬屈膝，因而才有日后和亲王一家尖锐的冲突。关于冲突的
细节，民间流传多种版本，叙述不一。有一点是肯定的，那就是亲王企
图通过爵位的尊严，迫使贝多芬改变自己的意志。贝多芬勃然大怒，他
当下搬出亲王的宅邸，并宣布与之绝交。他在致亲王的绝交信里写道：
“您之所以成为一个亲王，是由于偶然的出身；而我之所以成为贝
多芬，却是由于我自己。亲王现在有的是，将来也有的是；而贝多芬永
远只有一个！”
贝多芬失聪而不失志。耳聋，对常人而言是部分世界的死寂，对音
乐家而言则是整个世界的毁灭！整个世界毁灭了而贝多芬依然挺立，他
捕音为凤，谱曲为凰，于烈火余烬中重建欢乐的世界。
我很欣赏贝多芬的自尊、自傲与自豪，这是卑贱者的真理。任何高
贵的出身，都不过纯属偶然，而卑贱者通过自身的奋斗，却能创造出高
不可及的必然。牛顿出身农家，而且是遗腹子，他依靠自己的努力，尔
后不是跃为有史以来最伟大的科学泰斗？达·芬奇是私生子，生母、继
父都是农民，这样的小可怜，日后不也跃为文艺复兴时期的第一巨人？
贝多芬就是艺术世界的牛顿，音乐王国的达·芬奇。他是唯一，自
鸿蒙初辟、混沌初开以来的唯一，不可复制的唯一，无从取代也无法摧
毁的唯一！
最初接触到贝多芬的特立独行，是三十年前，在西洞庭湖农场，一
灯如豆的晚上。茅庐外风急雨斜，蚊帐内长吁短叹。失意而兼失眠，无
奈而又无聊。这时，贝多芬的铿锵话语，顿使我眼前一亮，刹那间背脊
也似乎挺直许多，硬朗许多。
而今，当我在南窗下重温贝多芬的诤言，感兴趣的，已不再是他的
自我奋斗，自我崛起，而是他的成长背景。贝多芬生活的时空，前有康
德，后有尼采，左有莫扎特，右有歌德，周边还有左拉和拿破仑，俾斯
麦和米拉波，以及丹东……那是一个“千山风雨啸青锋”的欧洲大陆，
惟其如是，才有了音符的狂飙从他的五线谱上挟势飞腾；惟其如是，他
才得以借用拿破仑的十指，向世界，向冥冥中的命运，奏响他的《英雄
交响曲》。
（卞毓方《贝多芬只有一个》，有改动）
64 ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS68TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
凤凰涅盘，浴火重生的典故
传说一，凤凰是人世间幸福的使者，每五百年，它就要
背负着积累于人世间的所有痛苦和恩怨情仇，投身于熊熊烈
火中自焚，以生命和美丽的终结换取人世的祥和与幸福。同
样在肉体经受了巨大的痛苦和轮回后它们才能得以重生。
传说二，垂死的凤凰投入火中，在火中浴火新生，其羽
更丰，其音更清，其神更髓，成为美丽辉煌永生的火凤凰。
此典故寓意不畏痛苦、义无反顾、不断追求、提升自我的执
着精神。
传说三，天方国有一对神鸟，雄为凤，雌为凰，满五百
岁后，集香木自焚，复从死灰中更生，从此鲜美异常，不再
死。
理解上面的典故和文章《贝多芬只有一个》，说明贝多芬的人生经历。 [4 分]
评阅标准：
评分方式 建议答案与说明 分数
3–4
整体评分 满分
1–2
答案符合要求，语言通顺，看法合理。 0
• 答案必须包含下面两项内容：
a. 经历毁灭，坚持提升自己，换来永恒的幸福或成就；
b. 贝多芬经历失聪，振作、奋斗，终得到更高的音乐成
就。
i. 贝多芬曾经历失聪的打击，可是他振作起来，继续攀
登音乐创作的高峰。
部分分数
• 答案基本正确，但是表达不够明确具体。
i. 贝多芬曾经历失聪的打击，可是他在烈火余烬中重建
欢乐的世界。
零分
• 对文本的理解不精确，或答案与问题无关。
i. 亲王企图通过爵位的尊严，迫使贝多芬改变自己的意
志。贝多芬勃然大怒，他当下搬出亲王的宅邸，并宣
布与之绝交。
69
BIDANG BAHASA 65
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
第4题 : 华文
认知能力 : 评价
: 古诗理解
内容
绿盆小树枝枝好，花比人家别开早。
陌头担得春风行，美人出帘闻叫声。
移去莫愁花不活，卖与还传种花诀。
馀香满路日暮归，又有蜂蝶相随飞。
买花朱门几回改，不如担上花长在。
（高启《卖花词》）
你认为卖花人的生活幸福吗？简述你的看法。 [5 分]
评阅标准：
评分方式 建议答案与说明 分数
4–5
整体评分 满分
1–3
答案符合要求，语言通顺。 0
• 答案须包含或暗示下面两项内容：
a. 幸福生活的定义；
b. 卖花人的生活，或衬托出卖花人的生活的内容。
• 看法必须把上述两项内容联系起来，指出或暗示两者是
一致的或是矛盾的。
i. 卖花人对自己种的花充满自信与自豪，他对卖出的花也
很有责任感。我认为这样的生活就是幸福的。[能指出幸
福生活的定义是敬业乐业，又能具体指出卖花人的生活。]
ii. 知足常乐就是幸福。诗人用春风、余香满路、蜂蝶相随
来衬托卖花人在工作的过程中是轻松快乐和知足的，
因此他是幸福的。
部分分数
看法符合要求；表达欠通或不够具体。
• 对“卖花人的生活”或“幸福的定义”的描述不够准确或不
够具体。
i. 卖花人种的花开得好；他卖了花还教导顾客顾花；他回
家的时候，有蜂蝶和花香伴着他。他是幸福的。[幸福的
定义模糊。]
ii. 卖花人敬业乐业，用富贵换取平静的生活；这种生活
比起富贵人家的生活更幸福。
零分
答案不正确或不合理，语言欠通。
• 对文本的理解不正确，答案不合理或意思含糊。
i. 卖花人的工作轻松又赚钱，这种生活当然人人艳羡。
ii. 卖花人特别会种花，生意做得火红，所以能够不看人
脸色过活，真是幸福。
• 答案与题目无关。
i. 我们应该踏实地生活，不要和别人比较。
66 ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS7T0INGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
第5题 : 华文
认知能力 : 评价
: 现代文理解
内容
对少年普及科学，一开始不必太郑重其事，也不必背太多知识，主要是
培养他们的好奇心，对自然和科学的热爱，并为以后发展抽象思维能力打下
基础。要有趣、生动一点，要有书本以外的东西，还要有些人文素质方面的
内容。这些比单纯让孩子记住地球离太阳多远、闪电为什么在打雷前等等，
效果要好得多，也重要得多。
（摘自甘子钊《科学普及的不仅是知识》）
作者认为对少年普及科学，“书本以外的东西”、“人文素质方面的内容”比单
纯的科学知识“重要得多”。你赞成他的看法吗？简述你的看法。 [5 分]
评阅标准：
评分方式 建议答案与说明 分数
4–5
整体评分 满分
1–3
答案符合要求，语言通顺，看法合理。 0
• 答案须包含或暗示下面两项内容：
a. 书本以外的东西、人文素质方面的内容；
b. 对少年普及科学。
• 看法必须把上述两项内容联系起来，指出或暗示两者是
一致的或是矛盾的。
i. 赞成。我认为“书本以外的东西”、“人文素质方面的
内容”比较有趣，也更容易明白，因此更容易吸引少
年去认识。
ii. 要普及科学，必须先让少年对科学产生兴趣；单纯的
科学知识比较枯燥，不易吸引少年阅读，书本以外的
东西、人文素质方面的内容则可以解决这个问题。
部分分数
看法符合要求；表达欠通或看法不够具体。
• 看法针对“科学”，可是重点在谈“书本以外的东
西”、“人文素质方面的内容”或“单纯的科学知识”
的特点或好处。
i. 因为亲自去体验大自然的奥秘比死记书本上的知识好
很多。例如自己动手做实验才会体验到书本上得不到的。
零分
答案不正确或不合理，语言欠通。
• 对文本的理解不正确，答案不合理或意思含糊。
• 答案与题目无关。
i. 因为只让少年对着书本却没有体验，他们不会明白，背
知识倒不如亲自体验。背完知识也不代表少年都明白
了解那些知识。
71 BIDANG BAHASA 67
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
第6题 : 华文
认知能力 : 分析、评价、创意
: 现代文理解
内容
人若没有苦闷和矛盾，就不会进步。有矛盾才会逼你解决矛盾，解决一
次矛盾即往前迈进一步。到晚年矛盾减少，即是生命将要告终的表现。没有
矛盾的一片恬静只是一个崇高的理想，真正实现的话并不是一个好现象。凭
了修养的功夫所能达到的和平恬静只是极短暂的，比如浪潮的尖峰，一刹那
就要过去的。或者理想的平和恬静乃是微波荡漾，有矛盾而不太尖锐，而且
随时能解决的那种精神修养，可绝非一泓死水。一泓死水有什么可羡呢？
我觉得倘若苦闷而不致陷入悲观厌世，有矛盾而能解决，那么苦闷与矛
盾并不可怕。所要避免的乃是因苦闷而导致身心失常，或者玩世不恭，变做
游戏人生的态度。
从另一角度看，最伤人的乃是由个人欲望出发的苦闷与矛盾。例如热衷
名利而得不到名利的人，怀着野心而明明不能实现的人，经常忌妒别人、仇
恨别人的人，那一类苦闷便是于己于人都有大害的。凡是从自卑感自溺狂等
等来的苦闷对社会都是不利的，对自己也有莫大的伤害。
反之，倘是忧时忧国，不是为小我打算而是为了社会福利、人类前途而
感到的苦闷，因为出发点是正义，是理想，是热爱，所以即有矛盾，对己对
人都无害处，倒反能逼自己作出一些小小的贡献来。但此种苦闷也须用智慧
来解决，至少在苦闷的时间不能忘了明哲的教训，才不至于转到悲观绝望，
用灰色眼镜看事物，才能保持健康的心情继续在人生中奋斗。而惟有如此，
自己的小我苦闷才能转化为一种活泼泼的力量而不仅仅成为愤世嫉俗的消极
因素，因为愤世嫉俗并不能解决矛盾，也就不能使自己往前迈进一步。由此
得出一个结论，我们不怕经常苦闷，经常矛盾，但必须不让这苦闷与矛盾妨
碍我们愉快的心情。
（摘自傅雷《漫谈苦闷》，有改动）
我们不怕经常苦闷，经常矛盾，但必须不让这苦闷与矛盾妨碍我们愉快的心情。
（一）根据作者，如何才可以避免苦闷与矛盾妨碍我们愉快的心情？你认为他这
个方法是否有效？解释你的看法。 [7 分]
（二）假设你和班上某位同学不和而被其他同学孤立。你要如何避免“用灰色眼
镜看事物”？ [5 分]
评阅标准：
评分方式 建议答案与说明 分数
2
分项评分 问题：根据作者，如何才可以避免苦闷与矛盾妨碍我们愉快
的心情？
满分
• 答案须指出下面的一项内容：
i. 用智慧来解决苦闷与矛盾。
ii. 苦闷与矛盾的时候，谨记明哲的教训。
68 ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS72TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
评分方式 建议答案与说明 分数
1
评分方式 部分分数
整体评分 • 答案的表达不够明确。 0
i. 用智慧。
ii. 用一种能够把“小我苦闷转化为一种活泼泼的力量”
方法。
iii. 不让苦闷转化为愤世嫉俗的消极因素。
零分
• 对文章的理解不精确，或答案与问题无关。
i. 有矛盾和苦闷才会逼你解决矛盾，解决一次矛盾即往
前迈进一步，因此我们要保持愉快的心情。
ii. 不要热衷名利、忌妒别人、仇恨别人，这一类苦闷于
己于人都有大害的。
建议答案与说明 分数
4–5
问题：你认为他这个方法是否有效？解释你的看法。
满分 1–3
答案符合要求，语言通顺，看法合理。
• 就“方法是否有效”，联系“这个方法”与问题，针对
两者的关系是必然的或是矛盾的，解释或暗示你的看
法。
i. 有效。“用智慧解决苦闷与矛盾”就是通过理性思考
寻求一个对自己的身心最有利的解决方法，这样必然
可以让我们愉快的心情不受妨碍。
ii. 明哲的教训是前人在过去的社会里总结出来的生活经
验和理论，它在今天复杂的社会实践起来，会有同样
的效果吗？很难说。[暗示明哲的教训用在今天无
效。]
• 针对“这个方法”，利用事例解释或暗示它能或不能有
效避免苦闷与矛盾妨碍我们愉快的心情。
i. 有效。如果我们有智慧，就会明白苦闷和矛盾是人生
必须有的，在面对它的时候会以平常心对待，不会因
为它而痛苦难过。
ii. 当我面对苦闷和矛盾的时候，常常以名句“顺境不足
喜，逆境不足忧”宽慰自己，有时想起苏东坡写的
“回首向来萧瑟处，也无风雨也无晴”，也就不把苦
闷和矛盾看得太严重，能够保持愉快的心情了。[暗示
明哲的教训是有效的。]
部分分数
看法符合要求；表达欠通或不够具体。
• 针对“有效”的看法正确，但是不够具体；语言通顺。
i. 比起逃避问题、推卸责任，以智慧解决问题是最积极
的方法，它能有效的避免苦闷与矛盾妨碍我们愉快的
心情。
73 BIDANG BAHASA 69
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
评分方式 建议答案与说明 分数
评分方式 • 答案符合要求，但是语言欠通顺，导致表达有模糊的地方。
整体评分
• 指出“这个方法”的好处，但是没有将之与题目联系起来。
i. 明哲的教训是无数前人在面对苦闷和矛盾的时候，被
验证能有效解决问题的方法，所以我们应该向前人学习。
• 指出和“这个方法”相反的方法是无效的。
i. 我们应该用智慧解决矛盾和苦闷，而不是以消极的态度
逃避它，那样不但无法解决问题，还会让我们陷入痛苦
和绝望的深渊。
零分 0
答案不正确或不合理，语言欠通。
• 答案不充分或意思含糊。
i. 有效，因为智慧就是一切。
• 答案与题目无关。
i. 有效。老师辛苦教导我们学习明哲的教训，我们怎么
能够辜负他们的苦心，不谨记明哲的教训呢？
• 答案不合理。
i. 只要不去想苦闷和矛盾的事情，它就会消失，我们的心情
就会愉快。
建议答案与说明 分数
4–5
问题：假设你和班上某位同学不和而被其他同学孤立。你要
如何避免“用灰色眼镜看事物”？ 1–3
0
满分
答案符合要求，语言通顺，建议合理。
• 就“避免用灰色眼镜看事物”，针对“被同学孤立”，
提出或暗示合理的建议。
• 答案须包含或暗示下面两项内容：
a. 积极乐观的态度；
b. 被同学孤立。
i. 我要更加真诚地对待朋友，让他们真正了解我的为
人，使他们改变态度，不再孤立我。
部分分数
看法符合要求，但是没有就“避免用灰色眼镜看事物”提出
建议；表达欠通或不够具体。
• 答案有模糊之处。
i. 事出必有因，所以解决问题比迷失在痛苦里对我们的
身心都更有益。被同学孤立是学生时代常有的事情，
缘来我珍惜，缘尽我放手。
零分
答案不正确或不合理。
• 对文本的理解不精确，或答案与问题无关。
i. 人类是平等的，何必以灰色的眼睛看人？自视过高的
人，最后必定众叛亲离的。
70
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS74TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
第 7 题 : 华文
认知能力 : 应用、分析、评价、创意
内容 : 写作
任选一个题目，写一篇文章，字数不少于 400。 [70 分]
1. 回家
2. 如何保障学生在学校里的安全
评阅标准：
评分方式 建议答案与说明 等级
整体评分 第一等分数 特优
内容：切题；中心突出；内容具体、充实；思想健康，感情真
挚；有创意。
语言：语言流畅，罕有病句；词语生动，遣词用字准确、
简练；句式灵活，善于运用修辞手法。
结构：符合文体要求；结构严谨，层次分明，详略得当。
书写：标点基本正确，罕有错别字。
第二等分数 优等
内容：切题；中心思想明确；内容具体；思想健康，感情真实。
语言：语言通顺，病句少；遣词用字准确；句式尚灵活，
正确运用修辞手法。
结构：符合文体要求；结构完整，层次分明，有详有略。
书写：标点错漏少，错别字少。
第三等分数 可
内容：基本切题；有中心思想；内容简单；思想基本健
康，感情基本真实。
语言：语言尚通顺，病句稍多；遣词用字尚准确。
结构：基本符合文体要求；结构尚完整，层次尚清楚。
书写：标点错漏少，错别字少。
第四等分数 尚可
内容：不甚切题；中心思想不够明确，内容空乏；思想不
够健康，感情不够真实。
语言：语言欠通，病句多；遣词用字欠准确。
结构：不符合文体要求；结构松散，能够分段，详略不当。
书写：标点错漏多，错别字多。
第五等分数 弱
内容：不切题；中心不明，内容太空乏；思想不够健康，感情虚假。
语言：文理不通，病句很多；遣词用字不当。
结构：结构混乱，不成篇。
书写：标点错漏很多，错别字多；字迹潦草，不易辨认。
第六等分数 极弱
内容：严重不切题，无中心。
语言：表达极差；语法有严重错误。
结构：不成篇。
书写：标点错漏很多，错别字多；字迹潦草难辨认。
75 BIDANG BAHASA 71
BAHASA TAMIL
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
1 :
(Menganalisis & Menilai)
:
:
[ 4 ]
74
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
Item2 Contoh (Exe:mplar) PentaksiranKemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
2
::: ((MMeenniillaaii))
:
:
[ 4 ]
[ 4 ]
75
BIDANG BAHASA
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
3 :
(Menilai)
:
:
[ 4 ]
76
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
4 :
(Menganalisis)
:
:
,
,
,
[ 4 ]
77
BIDANG BAHASA
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
5 :
(Menilai)
:
:
•
•
• ‘ ’
•
•
•
•
•
•
[ 4 ]
78
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
1 5
•
4
•
•
3
•
•
2
•
•
1
•
0 •
79
BIDANG BAHASA
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
6 :
: (Menganalisis)
:
‘‘ ‘‘
’’
’’
[ 2 ]
2
1
0
80
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
7 :
(Menilai)
:
:
,
!
, ‘’
[ 2 ]
•
2 •
•
1
0
81
BIDANG BAHASA
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
8 :
: (Menganalisis & Menislianit)esis)
:
1 2
•
•
•
•
•
82
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
Item Contoh (Exemplar) Pentaksiran Kemahiran Berfikir Aras Tinggi Sekolah Menengah Bidang Bahasa
1
[ 2 ]
2
[ 4 ]
3
[ 4 ]
4 [ 4 ]
4
•
•
•
3
•
•
2
•
•
1
•
0 •
83
BIDANG BAHASA
BAHASA IBAN
Soalan 1 : Bahasa Iban
Kemahiran Kognitif : Ngaga analisis
Konteks : Teks Prosa
A. C.
BAKUL PVC
SIBU: Asil pengelandik jari baka bakul ke
dianyam ari tali PVC majak dikerinduka
mensia mayuh. Kelimpah ari ke nyelai, iya
mega tan lama taja pan dibasu enggau
ai. Nya alai, enda alit ati enti kitai beratika
bala temuai rindu agi ngena bakul tu.
Giring Jala, ari Selangau nya antara
sekeda orang ke ngaga sereta nyual
bakul tu. Iya mega madahka bakul nya
B. berega RM5 nyentuk ke RM40 sigi nitihka
pemesai.
Giring madahka diri berengkah
nganyam bakul ari biak suba laban ke
ngembuan pengerindu ke chukup dalam
ba pengawa beranyam.
“Aku belajar kediri empu chara
beranyam nyengkaum nganyam bakul
enggau asil pengelandik jari ke bukai.
Taja pia, aku ngemeratka agi pengawa
beranyam bakul laban iya muntang
dianyam,” ku iya madah maya ditanya
pengarang berita ba Pasar Sentral Sibu
apin lama ke udah.
Giring madah, kelimpah ari orang
menua tu empu iya mega bisi nerima
pinta ari luar menua Sarawak. Iya mega
kala nyual bakul ke digaga iya empu di
Kuala Lumpur.
“Ngelama tu, aku bejualka bakul aku
tu di Kuching ketegal uchu aku nampung
pelajar iya din. Sehari tu, hari keterubah
aku bejual ba Pasar Sentral Sibu ketegal
ansak bala kami sebilik,” ku iya.
86
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
1. Nama ke ulih dikereja perintah menua tu dikena ngemansangka industri asil pengelandik
jari ?
[2 mark]
2. Baka ni Giring Jala tau bulih penguntung ke mayuh ari pengawa bejualka asil pengelandik
jari?
[2 mark]
3. Padahka chara Teknologi Pemadah enggau Komunikasyen ulih nulung nuan ngemajuka
industri asil pengelandik jari.
[2 mark]
4. Nama chara nuan ulih nikika kualiti asil pengelandik jari?
[2 mark]
RUBRIK PENSKORAN SOALAN 1
No Penerang Mark
Saut betul sereta ditulis ngena ayat ti gramatis. 2
1 Saut agi betul tang ayat enda penuh/ gramatis. 1
0
Saut ti salah / Nadai respons
Saut betul sereta dikerembai lalu ditulis ngena ayat ti 2
gramatis. 1
2 Saut agi betul tang enda dikerembai sereta ayat enda penuh. 0
Saut ti salah / Nadai respons
Saut penuh (enda kurang ari 2 chara) sereta ditulis ngena ayat 2
penuh ti gramatis.
3 Saut penuh, ayat enda gramatis / Saut sebagi, ayat penuh 1
0
Saut ti salah / Nadai respons
Saut penuh (enda kurang ari 2 chara) sereta ditulis ngena ayat 2
penuh ti gramatis.
4 Saut penuh, ayat enda gramatis / Saut sebagi, ayat penuh 1
0
Saut ti salah / Nadai respons
BIDANG BAHASA 87
Soalan 2 : Bahasa Iban
Kemahiran Kognitif : Ngaga analisis enggau Nengkebang
Konteks : Mindahka Penerang
A
Peratus Rayat Ti Bekereja Nitihka Tikas Pelajar, Pendiau Enggau Penempa Taun 2009
Tikas Penyam Nengeri Menua Pesisir Penempa
Pelajar LI
pau L I P LI P
Nadai
Pelajar 2.4 2.2 2.7 7.1 5.7 10.2 3.9 3.4 4.9
Formal
Primari 13.4 14.1 12.3 26.7 28.5 22.9 17.6 18.9 15.3
Sekondari 56.7 59.8 51.5 51.9 54.3 46.8 55.1 57.9 50.2
Universiti 27.6 23.9 33.5 14.3 11.6 20.1 23.3 19.7 29.6
Penyam
pau % 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
(‘000)
7,411.4 4,599.8 2,811.5 3,485.9 2,355.9 1,130.0 10,897.3 6,955.7 3,941.6
Jawapan Soalan 2A L
I
Kunchi Jaku : P
Lelaki
Indu
Penyampau
B
88
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
1. Nama simpul penemu nuan senentang statistik di atas?
[4 mark]
2. Padahka kebuah penyampau raban orang ba menua pesisir kurang agi pengulih ba tikas
pelajar tinggi.
[2 mark]
3. Enti sema penyampau raban orang indu ke ngembuan pelajar tinggi majak mayuh ari lelaki,
nama empas iya ngagai menua kitai jemah ila?
[3 mark]
RUBRIK PENSKORAN SOALAN 2B
No Kriteria Mark
Nembiak ulih ngaga analisis, nyerenih (evaluate), ngaga 4
peragam ti engkeman nitihka respon ti dipinta belalauka
stimulus ti diberi 2–3
Nembiak mesti ulih meri / ngaga lebih ari empat simpul 1
penemu ari stimulus ti diberi
2
Nembiak ulih ngaga analisis, nyerenih (evaluate), ngaga 1
peragam ti agi engkeman nitihka respon ti dipinta belalauka 0
3
1 stimulus ti diberi 2
Nembiak semina ulih meri / ngaga 2-3 simpul penemu ari 1
stimulus ti diberi 0
Nembiak enda ulih nunjukka diri ngaga analisis, nyerenih
(evaluate), ngaga peragam ti engkeman nitihka respon ti
dipinta belalauka stimulus ti diberi
Nembiak semina meri simpul penemu ti kurang / enda
engkeman enggau respon ti dipinta
Kebuah betul sereta ditulis ngena ayat ti gramatis.
2 Kebuah agi betul tang ayat enda penuh/gramatis.
Saut ti salah / Nadai respons
Empas ti diberi betul sereta dikerembai lalu ditulis ngena ayat
ti gramatis.
3 Empas ti diberi betul tang enda dikerembai. Ayat gramatis.
Empas ti diberi betul tang enda dikerembai lalu ditulis ngena
ayat ti enda tentu gramatis.
Saut ti salah / Nadai respons
BIDANG BAHASA 89
Soalan 3 : Bahasa Iban
Kemahiran Kognitif : Ngaga analisis enggau Nengkebang
Konteks : Mindahka Penerang
Peratika gambar di baruh lalu saut tanya ti ke nangkan nya. C
AB
Indeks Pengamah Angin Status
0 – 50 Beresi
51 - 100 Jelan Pemeresi
Enda Beresi
101 - 200 Pemadu Enda Beresi
201 - 300 Tau Nganu
Penanggul Teknikal
> 301
#
1. Nama kaul gambar di atas enggau pengidup kitai besehari-sehari.
[2 mark]
2. Beri simpul penemu nuan gambar di atas?
[3 mark]
3. Nitihka grafik C, nama lalau ngagi bala mayuh enti IPA ngelui ari 301?
[2 mark]
4. Baka ni asai ati nuan enti menua kitai dituntung penusah angin besebum?
[2 mark]
5. Nama empas pekara ti nyadi ba gambar A enggau B ngagai pengidup mensia mayuh?
[4 mark]
6. Tuliska langgur penemu ke tau dikena ngurangka penanggul angin besebun ba menua kitai.
[3 mark]
7. Tengkebang siti dindang empat baris betemaka rampa menua.
[2 mark]
90
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
RUBRIK PENSKORAN SOALAN 3 Mark
No
1 Penerang 2
2 1
Saut betul sereta ditulis ngena ayat ti gramatis. 0
3 Saut agi betul tang ayat enda penuh/ gramatis.
4 Saut ti salah / Nadai respons 3
2
5 Ulih meri simpul penemu ti engkeman nitihka respon ti dipinta. 1
Ayat gramatis 0
6
Agi ulih meri simpul penemu nitihka respons ti dipinta. Ayat 2
7 gramatis 1
0
Enda ulih ngaga respons ti engkeman nitihka ti dipinta. Ayat
enda tentu gramatis. 2
1
Nadai respons 0
Saut penuh (enda kurang ari 2 chara) sereta ditulis ngena ayat 4
penuh ti gramatis. 3
2
Saut penuh, ayat enda gramatis / Saut sebagi, ayat penuh 1
Saut ti salah / Nadai respons 0
Saut engkeman sereta ditulis ngena ayat penuh ti gramatis. 2
Saut agi engkeman. Ayat enda gramatis / Saut sebagi, ayat 1
0
penuh
Saut ti salah / Nadai respons 4
3
Saut engkeman (enda kurang ari 4 empas) sereta ditulis ngena 2
ayat penuh ti gramatis. 1
0
Saut engkeman (3 empas), ayat enda gramatis. / Saut
engkeman (3 empas), ayat gramatis.
Saut agi engkeman (2 empas), ayat enda gramatis. / Saut agi
engkeman (2 empas), ayat gramatis.
Saut enda tentu engkeman, ayat enda gramatis. / Saut enda
tentu engkeman, ayat gramatis.
Saut ti salah / Nadai respons
Saut penuh (enda kurang ari 2 chara) sereta ditulis ngena ayat
penuh ti gramatis.
Saut penuh, ayat enda gramatis / Saut sebagi, ayat penuh
Saut ti salah / Nadai respons
Dindang ditulis enggau kreatif, nitihka tema sereta ngena ayat
ti gramatis.
Dindang agi kreatif, nitihka tema sereta ngena ayat ti gramatis.
Dindang biasa aja, agi nitihka tema tang ayat enda tentu
gramatis.
Dindang enda kreatif, enda nitihka tema tang ayat enda
gramatis.
Saut ti salah / Nadai respons
BIDANG BAHASA 91
Soalan 4 : Bahasa Iban
Kemahiran Kognitif : Ngaga analisis enggau Nyerenih
Konteks : Karang
Graf di baruh tu nunjukka pemayuh temuai ari menua bukai ti bisi nemuai ngagai menua
Malaysia. Penatai temuai ari menua bukai tu udah meri mayuh empas ti chukup manah ngagai
menua.
Ba penemu nuan, nama kebuah penyampau penatai temuai tu makin taun majak kurang lalu
terangka chara ti engkeman dikenan meransangka industri dagang temuai.
USA CHINA EROPAH
92
ITEM CONTOH PENTAKSIRAN KEMAHIRAN BERFIKIR ARAS TINGGI SEKOLAH MENENGAH
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
KBATSM_Bahasa
Discover the best professional documents and content resources in AnyFlip Document Base.
Search