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: | |
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| Format: | Article |
| Language: | English |
| Published: |
School of Social, Development and Environmental Studies, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia
2016
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| 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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| Summary: | 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. |
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