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:	Nor Hasnida Che Md Ghazali
Format:	Article
Language:	English
Published:	School of Social, Development and Environmental Studies, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia 2016
Online Access:	http://journalarticle.ukm.my/10580/ http://journalarticle.ukm.my/10580/ http://journalarticle.ukm.my/10580/1/10x.geografia-jul16-norhasnida-edam.pdf

id	ukm-10580
recordtype	eprints
spelling	ukm-105802017-08-14T06:38:04Z http://journalarticle.ukm.my/10580/ The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions Nor Hasnida Che Md Ghazali, 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. School of Social, Development and Environmental Studies, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia 2016-07 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10580/1/10x.geografia-jul16-norhasnida-edam.pdf Nor Hasnida Che Md Ghazali, (2016) The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions. Geografia : Malaysian Journal of Society and Space, 12 (9). pp. 104-117. ISSN 2180-2491 http://www.ukm.my/geografia/v2/index.php?cont=a&item=2&thn=2016&vol=12&issue=9&ver=loc
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	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.
format	Article
author	Nor Hasnida Che Md Ghazali,
spellingShingle	Nor Hasnida Che Md Ghazali, The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
author_facet	Nor Hasnida Che Md Ghazali,
author_sort	Nor Hasnida Che Md Ghazali,
title	The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_short	The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_full	The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_fullStr	The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_full_unstemmed	The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions
title_sort	implementation of school-based assessment system in malaysia: a study of teacher perceptions
publisher	School of Social, Development and Environmental Studies, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia
publishDate	2016
url	http://journalarticle.ukm.my/10580/ http://journalarticle.ukm.my/10580/ http://journalarticle.ukm.my/10580/1/10x.geografia-jul16-norhasnida-edam.pdf
first_indexed	2023-09-18T19:57:52Z
last_indexed	2023-09-18T19:57:52Z
_version_	1777406650849689600

The implementation of School-Based Assessment System in Malaysia: a study of teacher perceptions

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