School-Based Assessment : A Study on Teacher's Knowledge and Practices (original) (raw)
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The implementation of School-Based Assessment System in Malaysia: A study of teacher perceptions
The school-based assessment system is a holistic assessment system conducted in school by subject teachers to assess the students' cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects in line with Malaysia's National Philosophy of Education and the Standards-based School Curriculum. This study evaluated the implementation of SBA in Malaysian schools in the course of preparing a summative report on the effectiveness of the system. The model proposed examined the interrelationship between the evaluation dimensions (input, process and product). It was hypothesized that process would be positively associated with product, and input with both process and product. Although SBA is still in its infancy it is becoming increasingly important that it be evaluated considering its impact on students' achievement in an upper middle-income developing country like Malaysia. The study took nearly two years. A self-administered questionnaire was designed based on the Daniel Stufflebeam CIPP (context-input-process-product) evaluation format. The primary data were derived from a total of 776 primary and secondary school teachers who have been sampled using a stratified random sampling of schools. The results revealed a reasonable fit with the SBA evaluation model with an interrelationship between the three dimensions of evaluation (input, process and product). Theoretical, methodological and practical implications suggested the importance of the findings to different audiences.
Asian Social Science, 2014
In tandem with educational best practices the world over, School-based assessments (SBAs) were introduced in Malaysia in 2012 for secondary one students. This study investigated quantitatively and qualitatively matters such as the teachers' knowledge of SBAs and the issues faced when implementing SBAs. Whereas the factors contributing to the problems of SBA implementation was investigated only qualitatively. A sample of 60 English teachers in the district of Dungun, Terengganu, who were involved in SBAs from the beginning was used, out of this, 20 teachers were interviewed to obtain qualitative findings. It was found that teachers had satisfactory knowledge of planning an SBA tailored lesson. They also showed satisfactory knowledge of developing SBAs but appeared to have difficulty in the psychometrics of test analysis. As for issues faced by teachers, they were not indifferent to SBA implementation but team work and collaboration among SBA teachers needs to be improved. Teachers faced problems in SBA implementation but overall had a positive attitude towards SBA. Teachers voiced concerns over the lack of adequate staff numbers, lack of uniformity and a possible element of biasness in grading. Teachers also faced time constraints, lack of effective materials and methodologies and poor ICT facilities in schools. They also feared cheating by students in SBAs. Future researchers should investigate the success of SBA implementation after a few years.
2016
School Based Assessment (SBA) was introduced in Malaysian Primary Schools in 2011 with the intention to integrate assessment into teaching and learning process. Past studies have indicate that teachers often face difficulties in applying new ideas into classroom practices due to unclear understandings about what the new curriculum entails.This qualitative case study examined five teachers’ understanding of SBA and how they integrated SBA into the teaching and learning process.Data were collected via semi-structured interviews and classroom observations.Data analysis revealed differing understanding of SBA, namely SBA as a new way of assessing students learning and SBA as a new teaching methodology. Additionally, it was found that the teachers’ application of SBA in the classroom matched with their professed understanding of SBA.Findings suggest that the teachers are in need of continuous support to apply SBA in the classroom. Ongoing and onsite training may best help them to have a ...
Implementation of school-based assessment: the experienced teachers’ thoughts
2015
Background: In School-Based Assessment (SBA), teachers have the autonomy to carry out formative and summative assessment.In a sense, teachers’ integrity and credibility is recognized and enhanced.Teachers are indeed suitable to continuously monitor their students’ performance in schools. SBA was officially introduced by the Ministry of Education Malaysia, and implemented in stages, in-line with the Standards based Primary School Curriculum, starting in the year 2011 as part of Malaysia’s educational reform.Literature has shown that teachers still have difficulty in accepting the changes made in the school assessment policy, they do not get sufficient information on SBA and as well as relevant trainings.Objective: This paper deals with the implementation of SBA in Malaysia and the issues related to its early years of implementation, which include teachers understanding of SBA and their readiness to implement SBA in their respective schools.This paper sets out to provide a glimpse of ...
2013
School-based Assessment (SBA) system or better known by its Malay acronym as PBS (Pentaksiran Berasaskan Sekolah), being part of the Malaysia educational reform, was officially introduced by the Ministry of Education in 2011 with the aim to improve the effectiveness of the system in evaluating students’ academic progress and personal development. Under the system, students’ learning outcomes will be evaluated based on their competencies and readiness and teachers are encouraged to use various evaluation methods such as question and answer sessions, quizzes, presentation, short writing, dramas, and role-playing (Dietel, Herman & Knuth, 1991; Davison, 2007). However, the system received many negative feedbacks and claimed to pose great pressures on the part of the teachers, students and their parents as well. This study aspires to investigate the issue of SBA based on evidences revealed by senior teachers from five secondary schools who were involved in the implementation of the syste...
International Education Studies, 2015
School-Based Assessment (SBA) was implemented in Malaysian secondary schools in 2012. Since its implementation, teachers have faced several challenges to meet the aims and objectives of the School-Based Assessment. Based on these challenges this study aims to find the level of teachers’ knowledge and readiness towards the implementation of school-based assessment (SBA). The study was conducted in 15 daily secondary schools in the state of Kedah, which is situated in the northern part of Malaysia, bordering Thailand. 155 teachers were randomly selected from a total of 260 teachers. This study used 2 questionnaires to assess teachers’ knowledge and readiness to implement SBA. The questionnaire was adapted from Alabah (2012) which was designed to assess the teachers’ knowledge (30 items) and readiness (35 items) on Nigerian teachers’ perception of SBA. This questionnaire used a 4-point Likert-type scale with strongly disagree e to strongly agree. The findings provide evidence that the ...
Assessment Practices of High School Teachers in Malaysia
English Language Assessment, 2011
In recent months, the Ministry of Education of Malaysia has floated the idea of reducing the role of standardized tests and replacing it with the school based assessment in which the role of testing is shifted to the school. The reason given for this is that there is an over reliance on tests by teachers and students. The shift to school based assessment has inadvertently raised several issues. Are the teachers equipped with the testing knowledge to construct tests? How do they construct tests in school? According to Hedge (2000), the process of constructing a test requires well defined practices. She defines testing practices as the process of designing, constructing and setting up tests and a host of other activities revolving around testing. This paper discusses the testing practices of a group of teachers in schools in Malaysia. It intends to investigate the procedures and processes used by these teachers in constructing their tests. The study also aims to investigate the extent of assessment knowledge that these teachers have in undertaking the tasks of test construction. This study also attempts to qualitatively investigate the perceived qualities of the tests constructed as compared to the best test development models. A total of ten English language teachers were involved in the study. The results from the investigation show that the language teachers adopted a range of practices that generally reflect the basic principles and procedures of good tests development models such as McNamara (
School-based Assessment (SBA) system or better known by its Malay acronym as PBS (Pentaksiran Berasaskan Sekolah), being part of the Malaysia educational reform, was officially introduced by the Ministry of Education in 2011 with the aim to improve the effectiveness of the system in evaluating students’ academic progress and personal development. Under the system, students’ learning outcomes will be evaluated based on their competencies and readiness and teachers are encouraged to use various evaluation methods such as question and answer sessions, quizzes, presentation, short writing, dramas, and role-playing (Dietel, Herman & Knuth, 1991; Davison, 2007). However, the system received many negative feedbacks and claimed to pose great pressures on the part of the teachers, students and their parents as well. This study aspires to investigate the issue of SBA based on evidences revealed by senior teachers from five secondary schools who were involved in the implementation of the system. The qualitative case study aimed at identifying some perceptions, expectations, challenges and suggestions to improve the implementation of the SBA. Respondents perceived that teachers had been imposed with additional workloads in terms of paper work on top of their teaching responsibilities. Furthermore, large class size and lack of supporting resources (e.g. internet facilities) had further aggravated their negative perceptions on the SBA system. Overall they strongly admitted that both students and teachers did not receive much benefit from the system. The findings indicate that to ensure the effectiveness of the system’s implementation, teachers must be equipped with sufficient and detailed information on the evaluation process for a specified students’ competency meant to be evaluated. In doing so, fears and negative attitudes among teachers on the SBA shall be allied. Besides that, a more effective mechanism needs to be developed to reduce the burden of teachers in preparing and completing documentation as required by the SBA, while issues such as heavy teaching hours and large class size be promptly addressed