Cover Image

The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers

The Standards-Based Curriculum for Secondary School (KSSM) was first implemented in Malaysia in 2012 by applying an assessment system integrated with the teaching and learning process (T&L) to replace the previous education system that was more examination-oriented. The Curriculum and Assessment...

Full description

Saved in:
Bibliographic Details
Main Authors: Said, Rozita Radhiah, Jamil, Halimah
Format: Article
Published: Human Resource Management Academic Research Society 2021
Online Access:http://psasir.upm.edu.my/id/eprint/95333/
https://hrmars.com/index.php/IJARPED/article/view/10497/The-Analysis-of-Implementation-and-Scoring-for-KSSM-Oral-Assessment-Among-the-Lower-Secondary-Teachers
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.upm.eprints.95333
record_format eprints
spelling my.upm.eprints.953332023-01-09T01:55:21Z http://psasir.upm.edu.my/id/eprint/95333/ The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers Said, Rozita Radhiah Jamil, Halimah The Standards-Based Curriculum for Secondary School (KSSM) was first implemented in Malaysia in 2012 by applying an assessment system integrated with the teaching and learning process (T&L) to replace the previous education system that was more examination-oriented. The Curriculum and Assessment Standard Document (DSKP) for the Malay Language subject was introduced in April 2016 and implemented by stages from 2017 until now. Thus, after three years, this study attempts to analyse the implementation and scoring procedures of oral assessment integrated with teaching and learning in the classroom among the seven lower secondary school teachers from a district in Negeri Sembilan. Two participants were selected to represent each school in different categories which are Sekolah Menengah Kebangsaan (SMK), Sekolah Agama Bantuan Kerajaan (SABK) and Sekolah Berprestasi Tinggi (SBP). Qualitative research with a case study design has been conducted on seven Malay Language teachers between 26 to 52 years old. They were selected through purposive sampling. The research data were collected by triangulation, through the interview method, observation on the implementation of oral assessment for teaching and learning (T&L) in the classroom, and document analysis. The collected data were analysed using the ATLAS.ti software version 8. The main findings of the study showed that all participants successfully implemented the assessment based on DSKP. However, the oral scoring procedure should still be emphasized and monitored because three out of seven Malay Language teachers did not enforce it using a proper process. In general, this study found that the teachers successfully integrated the theory of the function, the role of classroom assessment, and the steps outlined by the Ministry of Education (MoE), starting from the planning procedure, selecting methods, implementing, recording, follow-up action, and reporting the assessment. Recommendations for future studies related to scoring consistency, rubric appropriateness, reporting, and assessment quality monitoring need to be enforced in every assessment aspect to make sure it is in parallel which results are complementary and high accountability of the assessment. Human Resource Management Academic Research Society 2021-06-22 Article PeerReviewed Said, Rozita Radhiah and Jamil, Halimah (2021) The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers. International Journal of Academic Research in Progressive Education and Development, 10 (2). 964 - 982. ISSN 2226-6348 https://hrmars.com/index.php/IJARPED/article/view/10497/The-Analysis-of-Implementation-and-Scoring-for-KSSM-Oral-Assessment-Among-the-Lower-Secondary-Teachers 10.6007/IJARPED/v10-i2/10497
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/
description The Standards-Based Curriculum for Secondary School (KSSM) was first implemented in Malaysia in 2012 by applying an assessment system integrated with the teaching and learning process (T&L) to replace the previous education system that was more examination-oriented. The Curriculum and Assessment Standard Document (DSKP) for the Malay Language subject was introduced in April 2016 and implemented by stages from 2017 until now. Thus, after three years, this study attempts to analyse the implementation and scoring procedures of oral assessment integrated with teaching and learning in the classroom among the seven lower secondary school teachers from a district in Negeri Sembilan. Two participants were selected to represent each school in different categories which are Sekolah Menengah Kebangsaan (SMK), Sekolah Agama Bantuan Kerajaan (SABK) and Sekolah Berprestasi Tinggi (SBP). Qualitative research with a case study design has been conducted on seven Malay Language teachers between 26 to 52 years old. They were selected through purposive sampling. The research data were collected by triangulation, through the interview method, observation on the implementation of oral assessment for teaching and learning (T&L) in the classroom, and document analysis. The collected data were analysed using the ATLAS.ti software version 8. The main findings of the study showed that all participants successfully implemented the assessment based on DSKP. However, the oral scoring procedure should still be emphasized and monitored because three out of seven Malay Language teachers did not enforce it using a proper process. In general, this study found that the teachers successfully integrated the theory of the function, the role of classroom assessment, and the steps outlined by the Ministry of Education (MoE), starting from the planning procedure, selecting methods, implementing, recording, follow-up action, and reporting the assessment. Recommendations for future studies related to scoring consistency, rubric appropriateness, reporting, and assessment quality monitoring need to be enforced in every assessment aspect to make sure it is in parallel which results are complementary and high accountability of the assessment.
format Article
author Said, Rozita Radhiah
Jamil, Halimah
spellingShingle Said, Rozita Radhiah
Jamil, Halimah
The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers
author_facet Said, Rozita Radhiah
Jamil, Halimah
author_sort Said, Rozita Radhiah
title The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers
title_short The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers
title_full The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers
title_fullStr The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers
title_full_unstemmed The analysis of implementation and scoring for KSSM oral assessment among the lower secondary teachers
title_sort analysis of implementation and scoring for kssm oral assessment among the lower secondary teachers
publisher Human Resource Management Academic Research Society
publishDate 2021
url http://psasir.upm.edu.my/id/eprint/95333/
https://hrmars.com/index.php/IJARPED/article/view/10497/The-Analysis-of-Implementation-and-Scoring-for-KSSM-Oral-Assessment-Among-the-Lower-Secondary-Teachers
_version_ 1754531214035779584
score 13.211869

Similar Items