Implementation Of School-Based Assessment Research Articles

Opportunities and Challenges of School Based Assessment during COVID 19 Pandemic in Lusaka Urban Secondary Schools.

This study explored the opportunities and challenges faced by learners, teachers and head teachers with respect to School-Based Assessment (SBA) during the COVID 19 pandemic. Worldwide, learning institutions experienced the lock down due to COVID -19. Theoretically, the study was guided by Jean Piaget constructivism learning theory anchored on the idea that knowledge is constructed by the learner’s mental activities. The Argument is that children construct their new understandings and knowledge through experience and social discourse, integrating new information with what they already know. Methodologically, the study employed a case study design because it provided an in-depth exploration of a contemporary, real-life COVID 19 phenomenon in its context. The study comprised 50 pupils, 22 female teachers, 28 male teachers and two head teachers. Data were collected using questionnaires, interviews and focus group discussions. The study established that respondents were aware of the SBA programme. The experiences of the implementation of SBA show that due to the past influences of the traditional objective-based assessment, some teachers found it difficult to change to the outcomes-based assessment. Of concern during the COVID 19 period was that of absenteeism on the part of learners with most of them being apathetic towards SBA. The study alludes to the fact that inadequate teachers and lack of requisite resources to implement the SBA programme compounded the problem further which should have been examined to solve the problem next time it reoccurs in urban schools of Lusaka district. The study recommended that the Ministry of Education (MoE), Curriculum Development Centre (CDC) and Examinations Council of Zambia (ECZ) should provide teachers with more training opportunities to receive professional development in handling SBA in schools and that Head teachers and teachers should ensure that pupils are responsible for their own learning. In addition, teachers should provide adequate feedback to learners, indicating their strengths and weaknesses as a measure of improving learning.

In-service Teachers’ Familiarisation of the CEFR-aligned School-based Assessment in the Malaysian Secondary ESL Classroom

The main purpose of this study is to investigate in-service teachers’ familiarization of the CEFR-aligned school-based assessment (SBA) in the Malaysian secondary ESL classroom. It also intends to explore teachers’ knowledge, understanding, and perceptions of the CEFR-aligned SBA. The study also examined the implementation of the SBA and the challenges that TESL teachers faced embracing the CEFR-aligned SBA in their ESL classroom. An exploratory mixed-method research design was employed. Data were collected by administering a survey to 108 in-service teachers, and 12 in-service teachers participated in the interview. The results show that the in-service teachers have rather a good level of familiarization with CEFR-aligned SBA and a moderate level of awareness and comprehension of the CEFR-aligned SBA. However, the in-service teachers are aware of the importance of CEFR-aligned SBA to assist students to improve their proficiency. In-service teachers exhibit a good understanding of selecting the appropriate assessment tools and methods to assess students’ learning. In-service teachers expressed their struggles and concerns regarding implementing CEFR-aligned SBA effectively, including lack of training, sourcing for good materials to teach, students'' negative attitude towards the teaching and learning process, students’ attendance, time constraint and their workload. In conclusion, the implementation of the CEFR-aligned SBA is crucial as it is a national agenda and teachers’ involvement in executing the assessment is obligatory.

Esl Teacher’s Knowledge and Readiness on the Implementation of School-Based Assessment (SBA) in Malaysian Primary School

In line with the Malaysian education transformation effort to keep up with the current nation needs, a new assessment approach has been implemented on early 2011 namely the school-based assessment or widely known as SBA. Nevertheless, after few years of its implementation, the SBA has caused rippled among educational stakeholders especially the educators. Hence, the purpose of this paper is to identify the English as a Second Language (ESL) teachers’ knowledge and readiness in regard to SBA in Sabah primary schools. A survey was conducted to 100 ESL primary school teachers in one of the states in Malaysia, Sabah. The data were collected using questionnaire and then analysed using descriptive analysis. Based on the findings, majority of the respondents are highly knowledgeable in regards to SBA implementation in English class. Similarly, the findings also indicated that majority of the respondents show positive level of readiness to implement SBA for English class in primary schools. Results of this study are able to give relevant picture to policy makers and Malaysian Ministry of Education on the current states of ESL teachers’ knowledge and readiness in regards to SBA implementation after being introduced in 2011.

INVESTIGATING THE RELATIONSHIP BETWEEN TEACHER ATTITUDE, READINESS, INTEGRITY, AND SCHOOL-BASED ASSESSMENT

The assessment of education in Malaysia aims to obtain information on student performance to fully develop the potential of individuals as harmonious and balanced human capital in line with the National Philosophy of Education. The purpose of this study is to identify the relationship between teacher attitude, readiness, integrity, and the implementation of School-Based Assessment (SBA) based on the Primary School Curriculum (PSC). A total of 297 primary school teachers in the Ranau district were selected as respondents in this study to answer the questionnaire. Data were processed and analyzed using Statistic Package for Social Science (SPSS) Version 26.0. The findings show that the level of teacher attitude is intermediate but that teachers' readiness and integrity towards the implementation of school-based assessments are high. There is a positive and high relationship between teacher attitude, readiness, integrity, and School-Based Assessment. In addition to teachers needing to be positive, ready, and honest, teachers will find that SBA has many benefits and can reduce the burden of teacher work if handled and implemented wisely.

School-Based Assessment: A Case Study of a Lower Secondary Schools Music Education in Malaysia

This study took on a qualitative approach and examined the implementation of School- based Assessment (SBA) in a selected Malaysian lower secondary school focussing on music as subject. SBA or more commonly known in Malay as PBS (Pentaksiran Berasaskan Sekolah) was introduced as an alternative to the exam-oriented learning that has been generally practised in public schools for years. In-depth interviews were conducted to various stakeholders such as teachers, school administrators, officers of Examination Syndicate, officers of Education Department in the state and district, parents and students. The data were obtained from participant observation and general observation, before they were analysed using the ATLAS.ti software. This study aims to draw insight into the implementation of SBA and issues related to the implementation of SBA over the previously exam-centric education system. Findings from this research may serve as a reference to various stakeholders as a mean of suggestion for improvement.

CEFR-aligned school-based assessment in the Malaysian primary ESL classroom

The Malaysian ESL (English as a Second Language) curriculum has undergone several reforms since the implementation of the Malaysian Education Blueprint 2013-2025. In 2016, the Kurikulum Standard Sekolah Rendah (KSSR) or the Standard Curriculum for Primary Schools (SBCPS), first introduced in 2011, was revised to align with the Common European Framework of References (CEFR) for languages. This more action-oriented approach resulted in fundamental changes to teaching, learning, and assessment including the integration of an innovative school-based assessment (SBA). It witnessed a shift from the traditional stance of assessment of learning to assessment for learning that emphasizes both peer and self-assessment as necessary components for the development of autonomous language learners. Therefore, the main aim of this study was to investigate the implementation of the CEFR-aligned SBA in the primary ESL classroom. Data were collected via a three-pronged procedure involving surveys, interviews, and document analysis from TESL (Teaching English as a Second Language) teachers in five randomly-selected schools located in Damansara, Malaysia. The findings revealed that the implementation of SBA left much to be desired and was far from formative assessment. Though teachers expressed rather positive opinions on SBA, they lacked a full understanding of the method and admitted possessing a limited knowledge of the revised CEFR-aligned ESL curriculum altogether. Teachers provided little or no constructive feedback on assignments, and learners were not encouraged to reflect on assignments. There was little evidence of peer and self-assessment required for developing autonomous learners. Teachers cited time constraints, classroom enrolment, heavy workload, and lack of training as their main challenges against the effective implementation of the CEFR-aligned SBA.

Readiness of Implementation of School-Based Assessment Among the Malay Language Teachers in National Schools

This study aimed to identify the slcills readiness of Malay language teachers in National Schools in implementation of School Based Assessment (SBA) and identify whether there was any relationship between experiences of teaching among the Malay language teachers in National Schools with their skills in implementation of SBA. A questionnaire was used as an instrument in the study. The respondents consisted of 110 Malay language teachers in 35 National Schools located in the Klang Valley, Kuala Lumpur. Data analysis was carried out with the aid of the SPSS program. The results showed that the readiness of teachers in terms of skills affect the implementation of the SBA, while Pearson'r correlation analysis showed that there was significant correlation between the teaching experiences of the Malay language teachers in National Schools with their skills in the implementation ofSBA. The researchers also proposed some recommendations to make the SBA a success.

Students’ Perception and Readiness on School-Based Assessment

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

Tests of Writing in the School Examination in Upper Secondary Schools

Although the results of the final examination in Indonesia were the dominant factor in determining high school graduation, the public still did not know how the examination was administered nor how results were used to determine student graduation. Despite its importance, no comprehensive studies about its implementation have been conducted. The present study investigates the implementation of school-based assessment (SBA) in upper secondary schools focusing on the development and administration of the English writing test. This particular test was not covered in the English national examination. Twenty-one schools were surveyed, selected through stratified random sampling. In-depth case studies were conducted in three selected schools representing fully implementing school (FIS), moderately implementing school (MIS), and partially implementing school (PIS). The majority were categorized as PIS. This study suggests that the way in which examinations were implemented needs serious consideration, especially in light of the new regulation that student graduations are based on the result of the school examinations and no longer on the result of the national examination.

Confirmatory Factor Analysis of the School-Based Assessment Evaluation among Teachers

The school-based assessment (SBA) system is a holistic assessment system that is conducted in schools by subject teachers in assessing the students cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects. In order to evaluate the implementation of SBA, a measurement scale was validated. The aim of this paper was to explore different factor structures of the SBA evaluation scale by using the second-order Confirmatory Factor Analysis. Questionnaire was used as an instrument for data collection. 776 primary and secondary school teachers were selected as respondents using stratified random sampling. Results indicated that the SBA evaluation model was a valid and reliable scale. The input measurement model was validated with two factors (‘personnel qualifications’ and ‘physical infrastructure’), process measurement model was validated with six factors (‘attitude’, ‘understanding’, ‘skills’, ‘challenges’, ‘moderation’ and ‘monitoring’) and product measurement model was validated with two factors (‘students’ attitude’ and ‘students’ motivation’). This study provides support for using a valid instrument in evaluating the implementation of SBA in schools. Furthermore, CFA procedures used supported the conceptual framework set out earlier. Thus, it presents clearly the importance of evaluation of any system to follow all the dimensions outlined in the evaluation model by Stufflebeam. DOI: 10.5901/mjss.2016.v7n5p114

Planning and Implementation Of School-Based Assessment (SBA) Among Teachers

This study was to identify the level of planning and implementation of SBA among teachers. Double layer rubric questionnaire was used as an instrument and had been tested with Alpha Cronbach 0.917. Respondents comprised 589 teachers who implemented SBA nationwide and a total of 4 teachers were randomly selected to be interviewed. Data analysis interview was used to support the findings, while the descriptive data analysis were made using SPSS version 19. The findings indicate that the level of Planning is high while there is moderate-level implementation of the SBA. Overall, rigorous planning was necessary to ensure the implementation of SBA ran perfectly.

Teachers’ Knowledge and Readiness towards Implementation of School Based Assessment in Secondary Schools

<p class="apa">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 knowledge of the teachers in terms of 5 dimensions, that is, conducting SBA, bands in SBA, knowledge of evaluating SBA, SBA procedural knowledge and knowledge of implementation of SBA. The overall mean (3.27) for the level of teachers’ knowledge towards SBA shows that all the teachers agree that they have the knowledge about SBA. In terms of readiness, the mean (3.09) shows that all the teachers agree that they are ready to implement SBA. The comparison of the two means suggest that teachers have relatively more knowledge but are less ready to implement the SBA. The implication here is that teachers feel that their level of knowledge is not complete and more initiatives need to be taken by the educational authorities so that teachers are more confident of their level of readiness.</p>

Development of the Double Layer Rubric for the Study on the Implementation of School-based Assessment Among Teachers

Development of the Double Layer Rubric for the Study on the Implementation of School-based Assessment Among Teachers

Teachers’ Knowledge and Issues in the Implementation of School-Based Assessment: A Case of Schools in Terengganu

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.