Abstract
School-Based Assessment (SBA) was implemented in Malaysia in stages, starting with form one secondary school students in 2012. After a few years of implementation, the SBA has raised many concerns among educational practitioners nationwide. Previous studies highlighted several implications due to perception and readiness of the stakeholders, leaving much room for improvement of SBA implementation in several countries. Hence, this study was conducted to investigate students’ perception and readiness concerning the SBA implementation. The survey study was conducted among 336 lower secondary school students located in different geographical areas. The data were collected using questionnaire and were analysed using descriptive and inferential statistics. The result indicates that the students have moderate perception and readiness for SBA, and there is no difference between urban and suburban school students. It has been found that students were not serious when faced with SBA assessment components and not well prepared for continuous assessment. The implication is that students in form one in secondary school should be well informed of the SBA system implementation, so that they understand the impact of SBA on their final grade. Generally, the implementation of SBA throughout of the schooling system will benefit the students and the country development, but must through a careful planning. DOI: 10.5901/mjss.2016.v7n6p189
Highlights
Education is associated with the development of a national economy, through the production of quality human capital that is resulting from a well-planned education
The overall mean score of students’ perception of School-Based Assessment (SBA) is at a moderate level, indicating that students have a moderate perception of SBA implementation
When the previous national standardised assessment system is compared with the SBA system in terms of ease of use, respondents gave lower ratings to this item, which resulted in the lowest mean score of 2.87 (SD = 1.45)
Summary
Education is associated with the development of a national economy, through the production of quality human capital that is resulting from a well-planned education. One of the important aspects in education that needs a careful planning is the process of assessment, since the assessment process will determine the quality of outcome. Assessment plays an important role in any tasks that someone has to complete. It refers to the process of obtaining dimensions in a particular area or things according to predetermined objectives. Assessment is broadly defined in education context, which involves the process of getting to know students’ development in a holistic manner. These processes require teachers to collect, translate, record and make use of information about students' response to the task of education (Lambert and Lines, 2011). Assessment in classroom context refers to activities that involve the processes of designing, building, managing, examining and reporting by teachers in schools, which involve pupils, parents and external organisations
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
