Lei Mee Ing - Academia.edu (original) (raw)
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The validity of teacher-made assessment remains debatable in the educational assessment process. ... more The validity of teacher-made assessment remains debatable in the educational assessment process. This study investigates the content validity of teacher-made assessment in three Chinese Elementary Schools in Johor, Malaysia. It also examines teacher understanding of table of specification in the sampled schools. A questionnaire with 10 items was distributed to 30 teachers in order to collect the data on table of specification. Items 1 to 4 examine teacher understanding of the table of specification while items 5 to 10 test the content validity of teacher-made assessment. The results showed that teachers exhibited a low understanding of the table of specification. The analysis revealed that the majority of them never attended courses concerning table of specification and were unable to build a comprehensive table of specification for the subjects they teach. The findings also demonstrated that teacher-made assessment was valid in terms of content validity. However, most of the teachers did not refer to the table of specification while building instruments for assessment. This indicates that teachers lack basic knowledge in designing a standard table of specification and they lack awareness on the importance of the table of specification. Recommendations of the study for teacher-made assessment improvements were also addressed.
The validity of teacher-made assessment remains debatable in the educational assessment process. ... more The validity of teacher-made assessment remains debatable in the educational assessment process. This study investigates the content validity of teacher-made assessment in three Chinese Elementary Schools in Johor, Malaysia. It also examines teacher understanding of table of specification in the sampled schools. A questionnaire with 10 items was distributed to 30 teachers in order to collect the data on table of specification. Items 1 to 4 examine teacher understanding of the table of specification while items 5 to 10 test the content validity of teacher-made assessment. The results showed that teachers exhibited a low understanding of the table of specification. The analysis revealed that the majority of them never attended courses concerning table of specification and were unable to build a comprehensive table of specification for the subjects they teach. The findings also demonstrated that teacher-made assessment was valid in terms of content validity. However, most of the teachers did not refer to the table of specification while building instruments for assessment. This indicates that teachers lack basic knowledge in designing a standard table of specification and they lack awareness on the importance of the table of specification. Recommendations of the study for teacher-made assessment improvements were also addressed.