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Evaluation of School Based Assessment teacher training programme

This study employed the Kirkpatrick Evaluation Model to assess the reaction of in-service teacher training program on School Based Assessment (SBA) and its contribution towards teacher’s learn- ing (knowledge, skills and attitudes). Kirkpatrick evaluation model has four stages, namely the assessment...

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Main Authors: Mat Yusoff, Mohd Azmi, Ahmad, Jamil, Mansor, Azlin Norhaini, Johari, Rahayu, Othman, Kamisah, Che Hassan, Norlizah
Format: Article
Language:English
Published: Scientific Research Publishing 2016
Online Access:http://psasir.upm.edu.my/id/eprint/54442/1/Evaluation%20of%20School%20Based%20Assessment%20teacher%20training%20programme.pdf
http://psasir.upm.edu.my/id/eprint/54442/
https://www.scirp.org/journal/paperabs.aspx?paperid=65651
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spelling my.upm.eprints.544422020-02-18T07:51:31Z http://psasir.upm.edu.my/id/eprint/54442/ Evaluation of School Based Assessment teacher training programme Mat Yusoff, Mohd Azmi Ahmad, Jamil Mansor, Azlin Norhaini Johari, Rahayu Othman, Kamisah Che Hassan, Norlizah This study employed the Kirkpatrick Evaluation Model to assess the reaction of in-service teacher training program on School Based Assessment (SBA) and its contribution towards teacher’s learn- ing (knowledge, skills and attitudes). Kirkpatrick evaluation model has four stages, namely the assessments of reaction, learning (knowledge, skills and attitudes), behavioural and outcomes. This study will discuss the first two stages of assessments that is reaction and learning (knowledge, skills and attitudes). This quantitative survey study used self-developed questionnaires, involving 1200 primary school teachers who had attended the in-service training programme. The respondents were selected randomly from the state of Selangor, Malaysia. The findings of the assessment on reaction which included five sub variables, was on average at a high level. Based on regression analysis: 1) three independent variables (reaction) contributed 21.7 percent to the variances of dependent variables (knowledge); 2) three independent variables (reaction) contributed 19.4 percent to the variances of dependent variable (skills); and 3) three independent variables (reaction) contributed 17.20 percent to the variance of dependent variable (attitudes). These findings suggest that the SBA teacher training program should be continued with strategic improvements to alleviate teachers’ knowledge, skills and attitudes to better improved the implementation of SBA program. Scientific Research Publishing 2016-04 Article NonPeerReviewed text en http://psasir.upm.edu.my/id/eprint/54442/1/Evaluation%20of%20School%20Based%20Assessment%20teacher%20training%20programme.pdf Mat Yusoff, Mohd Azmi and Ahmad, Jamil and Mansor, Azlin Norhaini and Johari, Rahayu and Othman, Kamisah and Che Hassan, Norlizah (2016) Evaluation of School Based Assessment teacher training programme. Creative Education, 7 (4). pp. 627-638. ISSN 2151-4755; ESSN: 2151-4771 https://www.scirp.org/journal/paperabs.aspx?paperid=65651 10.4236/ce.2016.74065
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description This study employed the Kirkpatrick Evaluation Model to assess the reaction of in-service teacher training program on School Based Assessment (SBA) and its contribution towards teacher’s learn- ing (knowledge, skills and attitudes). Kirkpatrick evaluation model has four stages, namely the assessments of reaction, learning (knowledge, skills and attitudes), behavioural and outcomes. This study will discuss the first two stages of assessments that is reaction and learning (knowledge, skills and attitudes). This quantitative survey study used self-developed questionnaires, involving 1200 primary school teachers who had attended the in-service training programme. The respondents were selected randomly from the state of Selangor, Malaysia. The findings of the assessment on reaction which included five sub variables, was on average at a high level. Based on regression analysis: 1) three independent variables (reaction) contributed 21.7 percent to the variances of dependent variables (knowledge); 2) three independent variables (reaction) contributed 19.4 percent to the variances of dependent variable (skills); and 3) three independent variables (reaction) contributed 17.20 percent to the variance of dependent variable (attitudes). These findings suggest that the SBA teacher training program should be continued with strategic improvements to alleviate teachers’ knowledge, skills and attitudes to better improved the implementation of SBA program.
format Article
author Mat Yusoff, Mohd Azmi
Ahmad, Jamil
Mansor, Azlin Norhaini
Johari, Rahayu
Othman, Kamisah
Che Hassan, Norlizah
spellingShingle Mat Yusoff, Mohd Azmi
Ahmad, Jamil
Mansor, Azlin Norhaini
Johari, Rahayu
Othman, Kamisah
Che Hassan, Norlizah
Evaluation of School Based Assessment teacher training programme
author_facet Mat Yusoff, Mohd Azmi
Ahmad, Jamil
Mansor, Azlin Norhaini
Johari, Rahayu
Othman, Kamisah
Che Hassan, Norlizah
author_sort Mat Yusoff, Mohd Azmi
title Evaluation of School Based Assessment teacher training programme
title_short Evaluation of School Based Assessment teacher training programme
title_full Evaluation of School Based Assessment teacher training programme
title_fullStr Evaluation of School Based Assessment teacher training programme
title_full_unstemmed Evaluation of School Based Assessment teacher training programme
title_sort evaluation of school based assessment teacher training programme
publisher Scientific Research Publishing
publishDate 2016
url http://psasir.upm.edu.my/id/eprint/54442/1/Evaluation%20of%20School%20Based%20Assessment%20teacher%20training%20programme.pdf
http://psasir.upm.edu.my/id/eprint/54442/
https://www.scirp.org/journal/paperabs.aspx?paperid=65651
_version_ 1662756449596473344
score 13.211869

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