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The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions

The school-based assessment system is a holistic assessment system conducted in school by subject teachers to assess the students’ cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects in line with Malaysia’s National Philosophy of Education and the Standard...

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Main Author: Nor Hasnida Che Md Ghazali,
Format: Article
Language:English
Published: School of Social, Development and Environmental Studies, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia 2016
Online Access:http://journalarticle.ukm.my/10580/1/10x.geografia-jul16-norhasnida-edam.pdf
http://journalarticle.ukm.my/10580/
http://www.ukm.my/geografia/v2/index.php?cont=a&item=2&thn=2016&vol=12&issue=9&ver=loc
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spelling my-ukm.journal.105802017-08-14T06:38:04Z http://journalarticle.ukm.my/10580/ The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions Nor Hasnida Che Md Ghazali, The school-based assessment system is a holistic assessment system conducted in school by subject teachers to assess the students’ cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects in line with Malaysia’s National Philosophy of Education and the Standards-based School Curriculum. This study evaluated the implementation of SBA in Malaysian schools in the course of preparing a summative report on the effectiveness of the system. The model proposed examined the interrelationship between the evaluation dimensions (input, process and product). It was hypothesized that process would be positively associated with product, and input with both process and product. Although SBA is still in its infancy it is becoming increasingly important that it be evaluated considering its impact on students’ achievement in an upper middle-income developing country like Malaysia. The study took nearly two years. A self-administered questionnaire was designed based on the Daniel Stufflebeam CIPP (context-input-process-product) evaluation format. The primary data were derived from a total of 776 primary and secondary school teachers who have been sampled using a stratified random sampling of schools. The results revealed a reasonable fit with the SBA evaluation model with an interrelationship between the three dimensions of evaluation (input, process and product). Theoretical, methodological and practical implications suggested the importance of the findings to different audiences. School of Social, Development and Environmental Studies, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia 2016-07 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10580/1/10x.geografia-jul16-norhasnida-edam.pdf Nor Hasnida Che Md Ghazali, (2016) The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions. Geografia : Malaysian Journal of Society and Space, 12 (9). pp. 104-117. ISSN 2180-2491 http://www.ukm.my/geografia/v2/index.php?cont=a&item=2&thn=2016&vol=12&issue=9&ver=loc
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description The school-based assessment system is a holistic assessment system conducted in school by subject teachers to assess the students’ cognitive (intellect), affective (emotional and spiritual) and psychomotor (physical) aspects in line with Malaysia’s National Philosophy of Education and the Standards-based School Curriculum. This study evaluated the implementation of SBA in Malaysian schools in the course of preparing a summative report on the effectiveness of the system. The model proposed examined the interrelationship between the evaluation dimensions (input, process and product). It was hypothesized that process would be positively associated with product, and input with both process and product. Although SBA is still in its infancy it is becoming increasingly important that it be evaluated considering its impact on students’ achievement in an upper middle-income developing country like Malaysia. The study took nearly two years. A self-administered questionnaire was designed based on the Daniel Stufflebeam CIPP (context-input-process-product) evaluation format. The primary data were derived from a total of 776 primary and secondary school teachers who have been sampled using a stratified random sampling of schools. The results revealed a reasonable fit with the SBA evaluation model with an interrelationship between the three dimensions of evaluation (input, process and product). Theoretical, methodological and practical implications suggested the importance of the findings to different audiences.
format Article
author Nor Hasnida Che Md Ghazali,
spellingShingle Nor Hasnida Che Md Ghazali,
The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
author_facet Nor Hasnida Che Md Ghazali,
author_sort Nor Hasnida Che Md Ghazali,
title The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_short The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_full The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_fullStr The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_full_unstemmed The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_sort implementation of school-based assessment system in malaysia: a study of teacher perceptions
publisher School of Social, Development and Environmental Studies, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia
publishDate 2016
url http://journalarticle.ukm.my/10580/1/10x.geografia-jul16-norhasnida-edam.pdf
http://journalarticle.ukm.my/10580/
http://www.ukm.my/geografia/v2/index.php?cont=a&item=2&thn=2016&vol=12&issue=9&ver=loc
_version_ 1643738176348487680
score 13.211869

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