Exploring Teachers’ Awareness Level Concerning Classroom-Based Assessment (PBD) in Rural Primary Schools located in Julau, Sarawak

Abstract

Classroom-Based Assessment (PBD) is a continuous assessment of the Teaching and Facilitating (PdPc) rocess to gather details on the students’ development, progress, competence, and achievement in the goals of the mandated curriculum. The students’ performance are evaluated and measured holistically in the Classroom-Based Assessment (PBD). Thus, the purpose of this study is to explore teachers’ awareness level about implementing Classroom-Based Assessment (PBD) in low enrollment schools in rural areas based in Julau, Sarawak. The respondents of the study are 38 primary school teachers from three rural schools in Julau, Sarawak. A set of digital questionnaires was used as a data collection instrument. The descriptive data were analysed using The Statistical Package for Social Sciences (SPSS 26.0) involving frequency, percentage, and mean score. The study's findings showed that the teachers’ awareness level of implementing Classroom-Based Assessment (PBD) from the rural primary schools in Julau, Sarawak is at a very high level.