TEACHERS KNOWLEDGE AND PRACTICES COMPETENCY TOWARDS

SCHOOLS-BASED ASSESSMENT IN MALAYSIA CONTEXT

Rohaya Talib
1
Ha!i!ah Ab" Nai!
#
No$ Sahi%ah Moha!a% Ali
&
a'% Moh%
Ai(a!"%%i' Ma) Ha((a'
*
1, 2
Faculty of Education, Universiti Teknologi Malaysia, MALAYSIA
!E"#ail$ ro%ayatali&'ut##y, %a#i#a%nai#'ut##y(
), *
Faculty of Education, Universiti Teknologi Malaysia, MALAYSIA
!E"#ail$ +s%a,,'g#ailco#, aisa#uddin,-'%ot#ailco#(
ABSTRACT
Sc%ool".ased Assess#ent is a ne/ 0olicy venture in t%e %ig%ly centrali1ed education syste#
of Malaysia T%e traditional syste# of assess#ent no longer satisfies t%e educational and
social needs of t%e t%ird #illenniu# In t%e 0ast fe/ decades, #any countries %ave #ade
0rofound refor#s in t%eir assess#ent syste#s Since t%en, t%ere %ave &een only a fe/
studies t%at looked into t%e i#0le#entation of S.A in Malaysia T%erefore, t%is study is
conducted to investigate t%e kno/ledge and 0ractices of Malaysian sc%ool teac%ers /%o
directly involved in t%e S.A i#0le#entation T%is study is dee#ed ti#ely and crucial as it
could 0rovide a relevant 0icture for sc%olars, 0ractitioners and 0olicy #akers in relation to
testing and assess#ent 2escri0tive researc% design /as e#0loyed to e3a#ine t%e level of
kno/ledge and 0ractices of *44 sc%ool teac%ers in 5o%or .a%ru t%at %as &een selected
rando#ly using t%e Teac%er Assess#ent 6no/ledge and 7ractice Inventory !TA67I( T%e
data /ere validated using 8asc% Measure#ent Model and analy1ed t%roug% descri0tive and
inferential statistics 8esult s%o/ed t%at 9,: fro# t%e total res0ondent scored /as in
#oderate level in S.A kno/ledge /%ile -;;: of t%e teac%ers seldo# a00lied Assess#ent
for Learning !AfL( 0ractices in S.A conte3t In regard to t%e result, teac%ers still %ave
insufficient kno/ledge in i#0le#enting S.A and inconsistent on a00lying AfL 0ractices
T%erefore, i#0lications on t%e teac%ers< co#0etency and furt%er reco##endations for
future researc% /ill &e discussed
KEYWORDS+ School-Based Assessment= Assessment knowledge; Assessment for
Learning;
INTROD,CTION
Education in Malaysia is going t%roug% a transfor#ation 0rocess as in #ost 0arts of
t%e /orld T%is study takes as a starting 0oint of five"year strategic 0lan in t%e Tent%
Malaysian 7lan !2411"241;( and e3a#ines in /%ic% t%e ne/ assess#ent syste#, t%e
>ational Education Assess#ent Syste# !S776( #ig%t #ake a great contri&ution to t%e
future Malaysian society It is e30ected t%at t%e S776, aligned /it% t%e ne/ curriculu#,
t%e 7ri#ary Sc%ool Standards ?urriculu# !6SS8( could %el0 education syste# refor# to
i#0rove students< 0erfor#ance as stated in t%e core strategies of t%e 0lan
Under t%is syste#, educators are given #ore 0ro#inent o&ligation to design +uality
assess#ents t%at ad@ust to t%e learning results as t%ey are t%e #ost suita&le individuals to
assess t%eir students and t%ey %ave a su0erior understanding of t%e connection of t%e &ranc%
of kno/ledge T%is syste# like/ise gives c%ances to educators to constantly screen t%eir
1
students and to give %el0ful criticis# to en%ance studentsA learning ca0acities !.ro/n, 2441=
AA?U, 2411( T%e c%ange in t%e su##ative assess#ent concentrates on tests and e3a#s
for develo0#ental evaluation 0ro0osed &y S.A dre/ various o&@ections fro# teac%ers
T%ere is &y all accounts a feeling of s%akiness a#ong teac%ers to lead a develo0#ental
assess#ent a#id t%e #et%odology of teac%ing and learning T%e a00lication of
for#ativeevaluation is still lo/, as teac%ers are less +ualified, 0articularly in incor0orating
for#ative assess#ent tec%ni+ues at t%e 0resent teac%ing and learning ti#e !.lack B Cilia#,
1DD,= Eall B .urke, 244)= .rook%art, 244-(
In t%e early e3ecution of Integrated ?urriculu# for 7ri#ary Sc%ools !6.S8(,
educators donAt co#0letely co#0re%end t%e idea of assess#ent of S.A, and t%ey need
#astery in assessing t%eir students !Adi .adio1a#an, 2449( Adi .adio1a#an Tua% !2449(
like/ise e30ressed t%at it is a trut% t%at to co#0lete t%e S.A is not a si#0le errand Ee
called attention to t%at t%ere /ere t%ree %el0ing varia&les of unsuccessful a00raisal /%ic%
are, i( t%e sc%ools not a&le to translate and co#0re%end #ore e3tensive evaluation in
o0erational ter#s t%at accu#ulate c%ange t%e learning and teac%ing of t%e sc%ool, ii(
sc%ools /ill forsake transient enlig%tening o&ligations, for e3a#0le, S.A, to 0erfor# t%e
ent%usias# of t%e general 0o0ulation in t%e ac%ieve#ent of great results in 0u&lic
e3a#ination and iii( t%ere is t%e %u#an varia&le /%ere teac%ers are not getting ready or
furnis%ing t%e#selves /it% t%e infor#ation and a&ilities t%at #ake S.A as a &asic 0iece of
t%e Sc%ool".ased ?urriculu# develo0#ent 0rocess
E3a#inations concerning t%e 0ractices of teac%er assess#ent uncovered t%at t%e
teac%ers /ere not generally arranged to take care of t%e de#and for assess#ent in class
&ecause of inade+uate training !Eills, 1DD1 and F<Sullivan B ?%alnick, 1DD1( T%e
#ove#ent fro# centrali1ed fra#e/ork to S.A fra#e/ork %ad raised issues on t%e
s0eciali1ed 0arts of t%e S.A usage Study done &y Fai1a% !2411( found t%at educators /ere
concerned t%at S.A /ould take as #uc% ti#e as re+uired and %ence %ad t%e# to %urry
t%roug% t%e sylla&us A re0ort in T%e Star, 1D Marc% !2412( %ig%lig%ted on t%e 0resentation
of online Sc%ool E3a#ination Analysis Syste# T%erefore, teac%ers need to invest %ours to
enter in student results online 0articularly for t%e sc%ool /it% 0oor internet connection A
study &y Ea#1a% and 7ara#asiva# !244D( uncovered t%at S.A is not e3ecuted as indicated
&y t%e rules gave #ostly &ecause of teac%ers a&sence of kno/ledge and skills in t%e area
>or Easnida et al !2412( like/ise found t%at teac%ers did not reffered to t%e guidelines
delivered &y t%e Malaysian E3a#ination &oard and a fe/ teac%ers /ere not certain of t%e
a00raisal criteria and did not %ave an agreea&le understanding of t%e revie/ing 0rocedure
As far as state ad#inistered tests, teac%ers regularly re0orted included in teac%ing test
ite#s, an incre#ent in test ti#e, giving %ints, and c%ange students ans/ers !Eall B 6leine,
1DD2= >olen, Ealadyna, B Eaas, 1DD2( Teac%ers also %aving difficulty in inter0reting t%e
results of standardi1ed tests !Eills, 1DD1= I#0ara, 2ivine, .ruce, Liver#an B Gay, 1DD1(
and t%e results of tests !7lake, 1DD)( >u#erous teac%ers fused non"acco#0lis%#ent
ele#ents, for e3a#0le, attitude, effort and #otivation grades !Gris/old, 1DD)( and t%ey
regularly do not %ave a00ro0riate /eig%t in t%e ranking to reflect t%e criticalness of t%e
different ga0 !Stiggins et al, 1D,D(
2ue to t%e recent 0ro&le# arrise in t%is ne/ assess#ent syste#, t%e #ain focus in
t%is study is to evaluate teac%ers< kno/ledge &ased on five di#ensions of S.A kno/ledge
constructs and identify t%e level of teac%ers< Assess#ent for Learning !AfL( 0ractices after )
years of i#0le#enting t%e S.A syste# at sc%ool
2
T%is +ualitative survey design study /ere conducted on *44 0ri#ary and secondary
sc%ool teac%ers in 5o%or .a%ru t%at %as &een selected rando#ly using #ulti stage clustered
sa#0ling Teac%er Assess#ent 6no/ledge and 7ractices Inventory !TA67I( +uestionnaire
/as develo0ed to #easure t%e teac%ers S.A kno/ledge and AfL 0ractices and distri&uted
to res0ondents and it %as &een validated using 8asc% Measure#ent Model and analy1ed
t%roug% descri0tive and inferential statistics using S7SS
MAIN RES,LTS
A'aly(i( o- SBA K'o.l/%0/
Analysis of t%e teac%ers S.A kno/ledge as s%o/n in Ta&le 1 is &ased on t%e
findings of t%e data collected according to t%e test ite#s /%ic% are true or false +uestion
and #ulti0le c%oice +uestions T%is study revealed t%at teac%ers kno/ledge in S.A is
still in a #oderate level A0art fro# t%is, teac%ers are still inade+uate i#0le#enting t%e
S.A It irrefuta&le t%at t%e assess#ent of students /it%out any contri&ution fro# t%e
classroo# teac%er /%o directs t%e learning activities are inco#0lete !Airasian, 1DD*(
Teac%ers S.A result in t%is study is 0arallel /it% ?%an !2411( study /%o also indicated
t%at teac%ers %ad restricted kno/ledge in various vie/0oints, for e3a#0le, inter0reting
test scores, conducting ite# analysis and for#ing a test &ank T%e findings in t%is study
also reveals t%at t%e teac%ers %ad li#ited kno/ledge in analy1ing t%e score and
conducting ite# analysis T%is can &e see# clearly &y t%e result of su##ari1ing S.A
result and grading construct /%ere t%e 2;: teac%ers score 4 to )D #arks T%e score
reflected t%at t%ey are not fa#iliar in calculating t%e #ean, standard deviation, 1"score
and t"score T%is result /ere su00orted &y ?%an et al. !244D(

Tabl/ 11 Level of Teac%ers< S.A 6no/ledge .ased on S.A 6no/ledge ?onstruct
)
LE2EL O3
KNOWLEDGE
DIMENSIONS O3 SBA KNOWLEDGE SCORES
CONCEPT
ASSESSMENT
PLANNING
ASSESSMENT
METHOD
SELECTION AND
INSTR,MENTATION
DE2ELOPMENT
COND,CTING
SBA
S,MMARI4ING
RES,LTAND
GRADING
TOTAL
SCORE
5 6 5 6 5 6 5 6 5 6 5 6
Lo. D) 2)2;: -4 1-;4: D* 2);4: 9) 2*;4: 144 2;44: ;2 1):
Mo%/$a)/ 2*2 94;4: 2;2 9)44: 2*- 91-;: 2)D ;D-;: 1)4 )2;4: 2-2 9,:
Hi0h 9; 192;: -, 1D;4: ;D 1*-;: D, 1;-;: -4 1-;4: -9 1D:
TOTAL 7N8+ *44 144
A'aly(i( o- AfL P$a9)i9/(
Analysis of ans/er given &y a total of *44 res0ondents t%roug% 1* ite#s related to
t%eir AfL 0ractices in S.A conte3t is s%o/n in Ta&le 2 T%is study revealed t%at teac%ers
level of 0ractice is still in an unsatisfactory level /it% 22-;: T%is finding is relevent /it%
.rook%art<s !2442( /%ic% indicate t%e teac%ers %ave li#ited skills at gat%ering and using
classroo# assess#ent infor#ation for i#0roving student learning T%is study also indicated
findings t%at teac%ers level of a00ly t%e critical influence of assess#ent as #otivation and
self"estee# 0ractices are in satisfactory level Eo/ever, t%e level of 0ractice is
unsatisfactory in teac%ers< feed&ack and student involve#ent AfL 0ractices in t%eir lesson
T%is finding is su00orted &y Eattie and Ti#0erley !244-( researc% t%at found teac%ers tend
to focus on t%e correctional rat%er t%an instructional as0ects of feed&ack Studies of t%e
i#0act of feed&ack on student learning ac%ieve#ent indicate t%at t%e feed&ack %as t%e
0otential to %ave a significant effect on student learning ac%ieve#ent !Eattie and Ti#0erley,
244-( T%ey also noted t%at feed&ack is #ore effective /%en it addresses ac%ieva&le goals
and it does not carry %ig% t%reats to self"estee# At t%is 0oint, once a task %as &een
assessed, 0ro0er feed&ack needs to &e given so t%at &ot% teac%ing and learning can &e
en%anced !.lack et al, 244)( It is al#ost i#0ossi&le t%at teac%ers s0end %ours on
assess#ents if less t%an %alf of t%e res0ondents #anage to give 0ro0er feed&ack /%ile t%e
#a@ority said t%at t%ey only #anage to give feed&ack occasionally Ea## and Ada#s
!2412( reco##ended t%at teac%ers s%ould use grou0 discussion tec%ni+ue to %el0 en%ance
t%e students< co##unication and inter0ersonal and intra0ersonal skills
Tabl/ #1 Level of Teac%ers< AfL 7ractices
L/:/l o- P$a9)i9/5 6
DIMENSION o- AfL PRACTICES
C$i)i9al I'-l"/'9/o- A((/((!/') a(
Mo)i:a)io' a'% S/l--/()//!
T/a9h/$( 3//%ba9; a'% S)"%/')
A9)i:/ I':ol:/!/')
Poo$ 9 1;: MEAN )44 2*4
,'(a)i(-a9)o$y)42 -;;:
Sa)i(-a9)o$y D1 22-;: STD2 *4 *D
E<9/ll/') 1 42;:
To)al *44 1444:To)al *44 1444:
A'aly(i( o- T/a9h/$( SBA K'o.l/%0/ a'% AfL P$a9)i9/(
Tabl/ &1 Level of Teac%ers< S.A 6no/ledge and AfL 7ractices .ased on Teac%ing
E30erience and Training
SBA KNOWLEDGE AfL PRACTICES TOTAL
TEACHING
EXPERIENCE
4 " ; YEA8S ;42- 2-2 11D !2D,:(
9 "14 YEA8S ;42; 2-1 1;* !),;:(
11 " 1; YEA8S *,2, 2-; -) !1,2:(
MF8E TEA>
1; YEA8S
=11>1 #1?= ;* !1);:(
TRAINING YES *DD* 2-- 2,1 !-4):(
*
>F =>11* 29D 11D !2D-:(
Ta&le ) s%o/ed t%at t%e teac%er<s teac%ing e30erience /ere categori1ed into four
grou0s of teac%ing e30erience T%e findings fro# t%is study s%o/ed t%at teac%ers /%o %ave
#ore t%an 1; years of teac%ing e30erience scored t%e %ig%est #ean fro# t%e ot%er grou0s of
teac%ing e30erience for S.A kno/ledge and AfL 0ractices T%ese findings are su00orted &y
Eousner and Griffey !1D,;( /%ic% stated t%at e30erienced teac%ers %ave #ore
understanding on %o/ and /%y on t%e student success T%ey are #ore 0roficient in
reorgani1e t%eir 0ro&le# solving in lig%t of ongoing classroo# activities, readily for#ulate a
#ore e3tensive range of likely solutions, and to c%eck and test out t%eir %y0ot%esis or
strategies For S.A training, -4): of teac%ers %ad attended S.A training &ut t%e result
s%o/s t%at ;41*, t%e %ig%est #ean score for S.A kno/ledge /ere scored &y teac%ers
/it%out S.A training T%e #ean score for teac%ers t%at already attended S.A training is
*DD* T%is is #ost 0ro&a&ly &ecause t%e S.A training does not #eet t%e re+uired o&@ective
of training 8eyneke et al !2414( e30lained t%at 0artici0ants e30erienced t%e follo/ing
/%en it co#es to training t%at are not enoug% c%ance to learned, training /ere done in a
c%o0 /ay, insufficient of ti#e for training, ine30ertise facilitator in conducting course and
lack of 0ractical training T%ese lead t%e# to a confusing state /ere t%ey %ad to i#0le#ent
a ne/ syste# t%at t%ey do not fully understand it T%e international literature #ade it clear
t%at it is i#0ossi&le to successfully i#0le#ent c%ange in t%e education syste# if serious
invest#ents are not #ade in t%e 0rofessional develo0#ent of teac%ers !Eargreaves, 244)=
FE?2, 244;(
CONCL,SIONS
T%e findings on t%e study %ave indicated t%at teac%ers still %ave insufficient S.A
kno/ledge and lack of AfL 0ractices Good evaluations are t%ose t%at focus on students and
t%eir learning Mitc%ell !1DD2(, stressed t%at t%e use of t%e S.A can %ave a significant
i#0act on teac%ing 0attern and t%e student Instead of @ust t%e traditional /ritten tests,
teac%ers need a nu#&er of different /ays to evaluate eac% 0roduct and 0rocess student
learning in class Good kno/ledge ac+uired &y t%e teac%ers and &est 0ractices certainly
en%ance teac%ing and learning of t%e s0ecific S.A su&@ects It is evident t%at t%e teac%ers<
kno/ledge and a&ility in i#0le#enting S.A is still inade+uate des0ite t%e guidelines and
o&@ectives 0rovided &y t%e Malaysia Ministry of Education More %ands"on sessions suc% as
/orks%o0s and o0en discussions on t%e c%allenges and issues in i#0le#enting t%e
assess#ent need to &e carried out Ft%er t%an t%at, t%e large class si1e are crucial
c%allenges of effective i#0le#entation of S.A !S%eu et al, 2412( Cit% t%is state#ent, it is
i#0ortant to revie/ed &ack t%e suita&le class si1e to i#0le#ent S.A
Ft%er t%an t%at, one %as to understand t%e fact t%at any c%ange in t%e 0olicy /ould
re+uire intensive training availa&le to all interested 0arties For an effective i#0le#entation
of t%e S.A, training s%ould &e continued in t%e for# of &riefings, sessions or /orks%o0s
8es0ondents in t%is study /%o %ad gone for training in S.A la#ented on t%e fact t%at t%e
course and e30osure offered at sc%ool level /as insufficient as t%e Ministry used t%e
?ascade Model for training /%ic% trained t%e trainer to ensure t%at kno/ledge is transferred
fro# e30erts and s0ecialists to t%e teac%ers !2ic%a&a and Mok%ele, 2412( ?ascade
a00roac% failed to 0re0are eit%er officials or sc%ool"&ased teac%ers for t%e co#0le3ity
involved in i#0le#enting t%e ne/ national curriculu# Fno and Ferreira !2414(
docu#ented %o/ teac%ers fre+uently co#0lained t%at even t%e district trainers t%e#selves
did not al/ays understand t%e curriculu# T%e result /as t%e #isinter0retation of crucial
infor#ation !Fiske and Ladd, 244*( T%ose /%o /ent for training at t%e national level /ere
;
e30osed to a /eek long training stint /%ereas at state level training /as %eld for t%ree days
and at sc%ool level, training ranged fro# 1"day to 1 %our It is reco##ended t%at t%e
training %eld in a00ro0riate ga0 of ti#e to delivered t%e infor#ation and do 0ractical on
conducting S.A Eere, it is a crucial need of ?ontinuous 7rofessional 2evelo0#ent !?72(
for Malaysian teac%ers as it can i#0rove t%e educational vitality of t%e institutions t%roug%
attention to t%e co#0etencies needed &y individual teac%ers and to t%e institutional 0olicies
re+uired to 0ro#ote acade#ic e3cellence !Cilkenson, 1DD,(
T%e feed&ack gat%ered fro# t%e teac%ers as /ell as t%e students s%ould &e a&le to
0rovide relevant infor#ation to t%e Ministry in t%eir atte#0t to decide on t%e necessary
c%anges and #odifications to t%e e3isting assess#ent 0olicies and guidelines Fro# no/ on,
t%ere is a need for t%e Ministry of Education to ensure ade+uate e30osure and 0rovide an
in"de0t% courses for all t%e teac%ers ?ascade current training #odels do not /ork /ell and
t%e teac%ers need to &e %ands"on e30erienced in testing and evaluation in order to ensure
t%e s%aring of &est 0ractices and i#0le#entation of S.A As for furt%er researc%, it is
suggested to use a +ualitative a00roac% for de0t% &y intervie/ing t%e teac%ers and
o&serving t%e S.A i#0le#entation at sc%ool level Future study can also &e &roadened in
t%e as0ects of t%e study to ac+uire a &roader 0ers0ective a&out t%e s#oot%ness of S.A
i#0le#entation for t%e i#0rove#ent of overall Secondary and 7ri#ary Sc%ool Standard
?urriculu# i#0le#entation &y looking at conce0tions, &eliefs and assess#ent an3iety t%at
can &e considered as a ne/ varia&le
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