Malaysian science teachers’ conceptions and practices of assessment: school-based assessments within a high-stakes examination system

Science education consistently displays unique traits shaped by evolving educational landscapes, as well as global trends and developments. Despite global enthusiasm for technology in education, there is a notable dearth of studies on Malaysian science teachers' skills in integrating instructional technology. Studies in this region seldom delve deeply into the use of specific Information and Communication Technology (ICT) tools and web platforms in teaching and assessment, indicating a significant gap in the literature on technology integration in Malaysian science classrooms. This paper presents a study carried out involving a survey of 36 science teachers across 16 secondary schools in a district in Kelantan, one of the eastern states in Malaysia. It aimed to achieve the following research objectives: 1) To examine science teachers’ use of digital tools and technology in lesson planning and the development of educational materials; 2) To investigate science teachers’ incorporation of technology into their science instruction; and 3) To determine how technology is integrated into the science assessment and reporting process. The findings reveal a high level of digital resourcefulness among teachers, contrasting with prior studies that indicated minimal technological integration in Malaysian classrooms. Teachers predominantly relied on web resources like YouTube and online textbooks for lesson planning, while Microsoft PowerPoint and Google Slides were frequently used in instruction. Google Classroom and Quizizz were identified as the most common platforms in science assessments. The findings highlight a significant shift in technology usage, advocating for continued professional development, collaborative networks, and policy reforms to further integrate technology into science education. It also suggests that future studies should focus on more specific aspects of technology use, aiming to enhance its impact on teaching methodologies and curriculum alignment, thus making a significant contribution to the discourse on instructional technology in Malaysian science education.

The prominent perceived professional needs of 365 Jordanian and 1,162 Malaysian secondary‐level science teachers were examined using the Science Teacher Inventory of Need. These were compared across subgroups of the respective samples and across the two samples. The Jordanian science teachers' needs were in the areas of delivering science instruction, managing science instruction, administering science instructional facilities and equipment, and improving one's competence as a science teacher. The Malaysian science teachers' needs came from those four areas plus the area specifying objectives for science instruction. Needs from the first four areas were shared across the two samples. These needs were similar to ones observed in U.S. samples. The reason for the similarities is questioned.

The impact of an assessment policy upon teachers’ self-reported assessment beliefs and practices: A quasi-experimental study of Indian teachers in private schools

Teachers’ conceptions of teaching, including assessment practices, are substantial in directing student learning. Our article refers to assessment at tertiary level biological education. We studied life science (more specifically microbiology-related) teachers’ assessment discourse describing how they understood assessment as part of their teaching, how they justified their assessment practices, and how they saw their own as well as the students’ role in the assessment processes. We identified three categories of teachers’ assessment discourse based on the level of reflection and pedagogical awareness, action and partnership. Within each category, we present characteristic features found in three themes: assessment practices, student learning and purpose of assessment. But awareness of the teachers’ different conceptions of assessment is valuable from an educational point of view. We suggest that pedagogical education, peer and institutional support, as well as interaction with the wider higher education community, all play an influential role in the development of assessment practices. Our results indicate that assessment practices at the course level must be carefully considered before changing the focus on assessment for learning instead of assessment of learning.

The way teachers conduct school-based assessments (SBA) has a significant impact on students learning outcomes and provides important information for personalised support and instructional improvement. However, the precise influence of teaching experience on SBA among primary level teachers remains unknown. The study is to investigate the practices of SBA among primary school teachers and to determine if these practices vary considerably due to the teachers' years of experience. The study employed a descriptive research design to collect data on primary school teachers' practices regarding SBA with a sample of 270 primary school teachers who were randomly selected among the population 686. A questionnaire was the data collection instrument for the study. We analysed the collected data using frequencies, percentages, means standard deviations, and one-way ANOVA. The analyses revealed that the primary school teachers' SBA practices are generally effective. Furthermore, there were no statistically significant differences in teachers' practices across the various year groupings based on experience. the findings suggest that there is a need to look beyond years of teaching experience to better understand the factors that drive effective SBA practices in primary education. Furthermore, the Ghana Education Service (GES) should continue with the implementation of the ongoing professional development programmes for teachers with a focus on SBA best practices. Headteachers of primary schools should also create professional learning communities to encourage teacher collaboration.

In the present day, integrating science, technology, engineering, and mathematics (STEM) education is seen as crucial in preparing students with 21st-century skills. However, in the real situation, the primary school teachers in Malaysia often face challenges, including insufficient resources and a lack of effective teaching strategies, which hinder their ability to foster critical and creative thinking in students. Hence, this study explores the needs of teachers and students from the teachers’ perspective for the development of a design thinking-based STEM module in physical science for Malaysian Year Four students to address these challenges. Using a qualitative research design, data were collected through semi-structured interviews with five science teachers to identify the needs for the module development. Thematic analysis was used to analyse the data and revealed two key themes, namely, Fostering Effective Teaching and Assessment in Design Thinking STEM-based Modules and Developing Critical and Creative Thinking in Students. These themes emerged through categories such as teacher development and support, ICT adaptability, the integration of design thinking in STEM, and the cultivation of critical and creative thinking skills among students. The findings of this study highlight the needs for designing a module to equip students with higher-order thinking skills and prepare them with problem-solving skills. This research contributes to the growing body of literature on innovative science education with better pedagogy and offers potential insights for teachers in making their science lessons more meaningful.

Inquiry-based science teaching and learning (IBSTL) has been recognized as a powerful learning approach to develop students’ problem-solving abilities and higher-order thinking skills. Research has established cultural dimensions in determining successful implementation of IBSTL. Guided by the importance of context in inquiry, this qualitative study explored the cultural dimensions of IBSTL from Malaysian science teachers’ conceptualizations and practices of inquiry. A total of 223 volunteering primary and secondary school science teachers from Malaysian public schools were involved in answering open-ended questions to investigate the cultural dimensions of IBSTL. Data were analysed using thematic analysis approach. Teachers were found to reaffirm the following cultural aspects (maintaining social harmony, educator–learner relationship, balance in learning and failure avoidance) in the success and failure of implementing IBSTL. These cultural dimensions, namely educator–learner relationship and failure avoidance, were enacted both by the students and teachers. Thus, a successful IBSTL environment depends on both students’ and teachers’ roles that are aligned with the inquiry spirit. Therefore, unless and until the cultural influences are addressed, it can be argued that structured and guided IBSTL is the most compatible form of inquiry in the Malaysian education context and other Asian countries that share similar cultural values.

Teachers' thinking about four conceptions of teaching (i.e., apprenticeship‐developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). New Zealand and Queensland have very similar teaching‐related policies and practices but differences around assessment policies and practices are expected to influence teachers' conceptions of teaching. Results from two surveys (New Zealand primary (n = 241) and Queensland primary (n = 784) and secondary (n = 614) teachers) found acceptably fitting models. TPI models were not invariant between primary and secondary teachers in Queensland while the models for primary teachers in Queensland and New Zealand were partially invariant. There were only small differences in mean perspectives scores, except for transmission, which elicited large differences.

The assessment practices in schools have moved from the traditional way of assessing students, which is too exam oriented and relies heavily on standardized exams, towards a more holistic assessment which involves the integration of Central Assessment and School-based Assessment. This paper aims to review the relevant studies on Central Assessment, School-Based Assessment, Formative Assessment (FA) and Assessment for Learning (AfL) in Singapore and Malaysia. It begins with a brief history of assessment in Malaysia and Singapore. Then, it critically reviews the concepts of Formative Assessment and Assessment for Learning as practiced in both countries. From the review, some differences and challenges between the two educational systems particularly with regard to the implementation of classroom assessment are identified. These differences include the medium of instruction, the assessment system and the average class size. Despite the challenges, School-based Assessment, Formative Assessment and Assessment for Learning should be duly implemented regardless of the increased workload and the level of the teachers’ skills in assessment. It is found that these factors do not adversely affect the practices of Formative Assessment and Assessment for Learning by the teachers.

The discussion in Ireland around post-primary teachers (catering for students aged between 12- and 18-years of age) being responsible for assessing their own students’ work continues. The Junior Cycle Reform (covering the first three years of post-primary education) is concerned with making fundamental changes in approaches to learning, teaching, curriculum and assessment, with school-based assessment as an important element of the reform. This presentation maps and discusses the area of mediation of assessment policy in a changing and contested assessment environment in the Republic of Ireland. To do this, the presentation tells the story of assessment in junior cycle. The story evolves as one in which government policy was intent on promoting a teacher-lead, learning-oriented assessment practice which was actively resisted by the Irish post-primary teacher unions through their insistence that a centralized, externally-conducted assessment at the earlier stages of post-primary education was preferable to school-based, teacher-led assessments.

Educational assessment in the Singapore context is shaped, to a large extent, by the country's educational policies and programmes, as well as the general principles and practices of assessment. This paper presents a profile of the assessment system in Singapore and how it complements the education system to realise the fullest potential of its precious human resources. National examinations and school-based assessments at each milestone in the education system are described so as to highlight the distinctive features of educational assessment in Singapore.

This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE) examination, to detailed teacher ratings of student competencies, and to student self-ratings. A survey was undertaken in 10 higher secondary schools, involving 26 English teachers and 365 graduates. Though results indicate moderate conformity among measurements within schools, results between schools indicate that schools with high average scores on the BCSE exam tend to score relatively low CA averages and vice versa. Compared to the CA marks for student performance in English listening and speaking skills, the detailed teacher ratings of students on the same skills correlate more strongly with the BCSE exam marks and the student self-ratings.

One hundred eight practicing school psychologists participated in an online survey designed to examine the need for school-based self-regulation and motivation assessments, the frequency with which they engage in these assessment practices, and the nature of this apparent gap in school psychology practice. In general, results showed that even though school psychologists frequently encounter student referrals involving motivation and self-regulation deficits and recognize the importance and value of assessing these processes, they rarely conduct these types of evaluations. Although many factors may contribute to this phenomenon, it appears that school psychologists have insufficient knowledge and familiarity with motivation and self-regulation assessment methods as well as limited training in working with youth exhibiting these types of difficulties. Implications for practice and future research are highlighted and discussed.

Purpose: Teachers’ assessment conceptions and beliefs are influential on the assessment practices teachers apply. In that sense, this study aims to explore the interplay between the assessment conceptions of EFL instructors and their self-reported assessment practices. Design/Methodology/Approach: Data came from 101 EFL instructors working at preparatory schools in Ankara/Türkiye. Quantitative data were collected using the TCoA-IIIA, developed by Brown (2006), while qualitative data were gathered through three semi-structured focus group interview sessions. Descriptive statistics were used to analyse the quantitative data. The qualitative part was analysed through coding by placing the codes under the four pre-determined themes of Brown, which are improvement, school accountability, student accountability, and irrelevance by using MAXQDA. Besides, a self-reflection journal was kept by the researchers to reflect on their opinions and decisions during the data collection and analysis stages. Findings: The findings of the study pointed that improvement and irrelevance conceptions were the most agreed ones and assessment practices of the EFL instructors in Türkiye vary from AfL tools to AoL tools. The study highlighted some significant implications for assessment component at pre-service curricula, assessment needs of language teachers, and teacher education assessment policy. Highlights: Instructors are in favour of using a variety of assessment tools. Formative assessment increases student motivation and achievement, which might be the reasons for their favouring AfL tools. Assessment component fails to bridge the theory and practice in pre-service teacher education. This could be solved by making PSTs gain more real-life experiences.

Strengthening scientific literacy among teachers is a critical lever for improving science education quality and achieving national STEM aspirations. In Malaysia, ongoing curriculum reforms and assessment demands heighten the need to understand not only teachers’ factual scientific knowledge but also their scientific attitudes and how these dimensions vary across career stages. This study examines scientific literacy among primary science teachers by focusing on (a) factual scientific knowledge, (b) scientific attitudes, (c) differences in attitudes by teaching experience, and (d) the association between knowledge and attitudes. A structured questionnaire was administered to 59 teachers in Kuala Lumpur, and data were analysed using SPSS (v27). Overall factual knowledge was high, with item-level correct response rates predominantly exceeding 80%. Scientific attitudes were likewise high (M = 4.63, SD = 0.40). A one-way ANOVA indicated significant differences in attitudes across teaching-experience categories, with teachers in the 6–10-year band reporting the lowest mean score (M = 4.40) relative to other groups (M = 4.64–4.80), F (3,55) = 3.30, p = .03. Pearson’s correlation revealed a modest but statistically significant negative relationship between knowledge and attitudes (r = –.319, p = .014). The findings underscore the importance of career stage–responsive professional development, pedagogical approaches that integrate attitudinal objectives with content mastery, and the systematic incorporation of scientific literacy competencies into in-service training.