The perceptions of trainee teachers on the integration of dramatic techniques to assess oral proficiency in school - based assessment / Muhammad Syafiruddin Mustafa
This study is carried out as to observe the integration of dramatic techniques to assess oral English proficiency in school - based assessment. As the traditional examination is being replaced by school - based assessment and innovation of policies being spread out in the Malaysian education fiel...
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| Format: | Student Project |
| Language: | English |
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Faculty of Education
2014
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| Online Access: | http://ir.uitm.edu.my/id/eprint/14971/ http://ir.uitm.edu.my/id/eprint/14971/1/PPb_MUHAMMAD%20SYAFIRUDDIN%20MUSTAFA%20ED%2014_5.PDF |
| Summary: | This study is carried out as to observe the integration of dramatic techniques to
assess oral English proficiency in school - based assessment. As the traditional
examination is being replaced by school - based assessment and innovation of policies
being spread out in the Malaysian education field, it is crucial that teachers and students
generally are to be allowed to develop physically, emotionally and mentally during their
schooling years. Teachers specifically in direct relations to school - based assessment
must be allowed autonomy over assessing their students through drama and dramatic
techniques. Amidst the fast paced and ever - changing landscape of assessments in
Malaysia, the teachers should have alternative methods other than the traditional ones of
teaching and assessing oral English proficiency in an ESL classroom. This study
investigated the perceptions of a group of trainee teachers, semester 8 graduate students,
who had just finished their practicum sessions in schools within the Klang Valley,
regarding the integration of dramatic techniques in assessing oral English proficiency in
school - based assessment. It was found that the majority of the trainee teachers
responded positively towards the integration of dramatic technique to assess oral English
proficiency in school - based assessment. Hence, this study reveals the trainee teachers’
challenges and their students’ during the implementation of dramatic techniques to assess
oral English proficiency in school - based assessment. |
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