Abstract
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.
Highlights
This paper reports on teachers’ knowledge of School Based Assessment (SBA) for English Language teaching and learning in Terengganu, Malaysia
The paper looks into issues faced by the teachers in the implementation of School Based Assessment, and attempts to identify factors contributing to the problems in SBA implementation
The item infers that the respondents know how students should be tested in class, which include the rules and regulations of testing. This finding was corroborated by the qualitative findings, and as a case in point, Tan stated that: I would rather say that every teacher has some experience and the as such implementing the SBA for administering classroom tests will not be so new or strange after all when it comes to administering the classroom tests
Summary
This paper reports on teachers’ knowledge of School Based Assessment (SBA) for English Language teaching and learning in Terengganu, Malaysia. The paper looks into issues faced by the teachers in the implementation of School Based Assessment, and attempts to identify factors contributing to the problems in SBA implementation. Education is a crucial element in contributing economic growth. Curriculum, assessment, teaching and learning are part and parcel in determining the success of school education system. Butler & McMunn (2006) pointed out that the SBA curriculum empowers the educators and students to follow the teaching and learning process (instruction) based on the outlines given and enables assessment is for learning or assessment of learning. Assessment for learning rather than assessment of learning which according to Stiggins, (2005), focuses on year end assessment or summative assessment that emphasize on comparing students’ achievement with others
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