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From principle to practice : assessment for learning in Malaysian school-based assessment classroom

School-Based Assessment (SBA) has been implemented in Malaysian schools in 2011 with attempts to (i) achieve the aspiration of National Philosophy of Education towards developing learners’ physical, emotional, spiritual and intellectual abilities, (ii) reduce exam-oriented learning, (iii) evaluate l...

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Main Authors: Talib, Rohaya, Kamsah, Mohd. Zaki, Abu Naim, Hamimah, Abdul Latif, Adibah
Format: Article
Published: Federal College of Education, Islamabad 2014
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/59762/
http://ijsse.com/sites/default/files/issues/2014/v4-i4-2014-1/Paper-11.pdf
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spelling my.utm.597622022-04-06T05:50:10Z http://eprints.utm.my/id/eprint/59762/ From principle to practice : assessment for learning in Malaysian school-based assessment classroom Talib, Rohaya Kamsah, Mohd. Zaki Abu Naim, Hamimah Abdul Latif, Adibah L Education (General) School-Based Assessment (SBA) has been implemented in Malaysian schools in 2011 with attempts to (i) achieve the aspiration of National Philosophy of Education towards developing learners’ physical, emotional, spiritual and intellectual abilities, (ii) reduce exam-oriented learning, (iii) evaluate learners’ learning progress and (iv) enhance teachers’ integrity in assessing, recording and reporting of learners’ learning. Malaysian SBA system laid emphasis on features like Standard-Referenced Assessment, Holistic, Integration, Balance, Robust and Assessment for Learning (AfL). The purpose of this study is (i) to investigate teachers’ AfL competencies across gender, teaching experience and measurement training and (ii) to examine the effect of gender, teaching experience and measurement training on the AfL practices. A set of questionnaire consisted of 30 items on 4 point frequency scale was used to collect data from 408 respondents which have been randomly selected using the cluster sampling procedure from 10 districts. Data were analyzed using descriptive and inferential statistics. Overall results showed that the competency levels of AfL practices were mainly at the basic level. Effect of gender were found statistically significant on the level of practices. The implications of the results that underpin AfL are discussed to enhance teachers’ overall assessment competency. Federal College of Education, Islamabad 2014 Article PeerReviewed Talib, Rohaya and Kamsah, Mohd. Zaki and Abu Naim, Hamimah and Abdul Latif, Adibah (2014) From principle to practice : assessment for learning in Malaysian school-based assessment classroom. International Journal Of Social Science & Education, 4 (4). pp. 850-857. ISSN 2227-393X http://ijsse.com/sites/default/files/issues/2014/v4-i4-2014-1/Paper-11.pdf
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic L Education (General)
spellingShingle L Education (General)
Talib, Rohaya
Kamsah, Mohd. Zaki
Abu Naim, Hamimah
Abdul Latif, Adibah
From principle to practice : assessment for learning in Malaysian school-based assessment classroom
description School-Based Assessment (SBA) has been implemented in Malaysian schools in 2011 with attempts to (i) achieve the aspiration of National Philosophy of Education towards developing learners’ physical, emotional, spiritual and intellectual abilities, (ii) reduce exam-oriented learning, (iii) evaluate learners’ learning progress and (iv) enhance teachers’ integrity in assessing, recording and reporting of learners’ learning. Malaysian SBA system laid emphasis on features like Standard-Referenced Assessment, Holistic, Integration, Balance, Robust and Assessment for Learning (AfL). The purpose of this study is (i) to investigate teachers’ AfL competencies across gender, teaching experience and measurement training and (ii) to examine the effect of gender, teaching experience and measurement training on the AfL practices. A set of questionnaire consisted of 30 items on 4 point frequency scale was used to collect data from 408 respondents which have been randomly selected using the cluster sampling procedure from 10 districts. Data were analyzed using descriptive and inferential statistics. Overall results showed that the competency levels of AfL practices were mainly at the basic level. Effect of gender were found statistically significant on the level of practices. The implications of the results that underpin AfL are discussed to enhance teachers’ overall assessment competency.
format Article
author Talib, Rohaya
Kamsah, Mohd. Zaki
Abu Naim, Hamimah
Abdul Latif, Adibah
author_facet Talib, Rohaya
Kamsah, Mohd. Zaki
Abu Naim, Hamimah
Abdul Latif, Adibah
author_sort Talib, Rohaya
title From principle to practice : assessment for learning in Malaysian school-based assessment classroom
title_short From principle to practice : assessment for learning in Malaysian school-based assessment classroom
title_full From principle to practice : assessment for learning in Malaysian school-based assessment classroom
title_fullStr From principle to practice : assessment for learning in Malaysian school-based assessment classroom
title_full_unstemmed From principle to practice : assessment for learning in Malaysian school-based assessment classroom
title_sort from principle to practice : assessment for learning in malaysian school-based assessment classroom
publisher Federal College of Education, Islamabad
publishDate 2014
url http://eprints.utm.my/id/eprint/59762/
http://ijsse.com/sites/default/files/issues/2014/v4-i4-2014-1/Paper-11.pdf
_version_ 1729703249215225856
score 13.211869

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