Science teachers' knowledge of school-based assessment / Majorie Awang

In 2011, school-based assessment (SBA, hereafter) was introduced into Malaysian public schools to enhance the assessment system. As key players in the teaching and learning process, teachers are required to equip themselves with good knowledge and understanding of assessment including SBA. Therefore...

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Main Author:	Awang, Majorie
Format:	Thesis
Language:	English
Published:	2014
Subjects:	Malaysia
Online Access:	https://ir.uitm.edu.my/id/eprint/14351/1/TM_MAJORIE%20AWANG%20ED14_5.pdf
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id	my-uitm-ir.14351
record_format	uketd_dc
spelling	my-uitm-ir.143512016-08-17T03:05:37Z Science teachers' knowledge of school-based assessment / Majorie Awang 2014 Awang, Majorie Malaysia Secondary education. High school teaching In 2011, school-based assessment (SBA, hereafter) was introduced into Malaysian public schools to enhance the assessment system. As key players in the teaching and learning process, teachers are required to equip themselves with good knowledge and understanding of assessment including SBA. Therefore, this study investigated the Science teachers' knowledge and understanding of assessment and the implementation of SBA in Malaysian Secondary Science classrooms. It also investigated the benefits of SBA and the challenges faced by teachers. The study involved a total of 66 lower secondary science teachers teaching at 6 secondary schools located in the district of Sri Aman in Sarawak. Data was collected using a questionnaire and semi-structured interviews with 6 teachers. The results obtained indicated that teachers possessed sufficient and a moderate level of knowledge and understanding of SBA in terms of definition and terminology of SBA and the implementation of SBA at the planning administering and scoring stage of assessment. However, teachers possessed limited knowledge with regards to general rules of assessment. Inferential statistics conducted using the independent-samples t-test further showed that Science teachers' overall knowledge and understanding of SBA is not influenced by gender, school locality or experience. Nevertheless, there was a significant difference in the knowledge and understanding of SBA in terms of definition, terminology and general rules of SBA between novice and experienced teachers. The experienced teachers also have a significantly better and higher level of knowledge on scoring and reporting SBA scores. Teachers also highlighted that SBA has actually helped them to improve on the student's learning and the teacher's competencies. Nevertheless the teachers stressed that SBA increased teacher's workload and they felt that time constraint was one of their major concerns. Taking into consideration these findings, and aligning them with the initiatives of the National Educational Blueprint, (NEB), teachers must be provided with sufficient training in general assessment. They must also be provided continuous professional development (CPD) so that they can be better informed and motivated to see the many benefits of SBA. Such a move could see a more effective implementation of SBA. 2014 Thesis https://ir.uitm.edu.my/id/eprint/14351/ https://ir.uitm.edu.my/id/eprint/14351/1/TM_MAJORIE%20AWANG%20ED14_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Malaysia Malaysia
spellingShingle	Malaysia Malaysia Awang, Majorie Science teachers' knowledge of school-based assessment / Majorie Awang
description	In 2011, school-based assessment (SBA, hereafter) was introduced into Malaysian public schools to enhance the assessment system. As key players in the teaching and learning process, teachers are required to equip themselves with good knowledge and understanding of assessment including SBA. Therefore, this study investigated the Science teachers' knowledge and understanding of assessment and the implementation of SBA in Malaysian Secondary Science classrooms. It also investigated the benefits of SBA and the challenges faced by teachers. The study involved a total of 66 lower secondary science teachers teaching at 6 secondary schools located in the district of Sri Aman in Sarawak. Data was collected using a questionnaire and semi-structured interviews with 6 teachers. The results obtained indicated that teachers possessed sufficient and a moderate level of knowledge and understanding of SBA in terms of definition and terminology of SBA and the implementation of SBA at the planning administering and scoring stage of assessment. However, teachers possessed limited knowledge with regards to general rules of assessment. Inferential statistics conducted using the independent-samples t-test further showed that Science teachers' overall knowledge and understanding of SBA is not influenced by gender, school locality or experience. Nevertheless, there was a significant difference in the knowledge and understanding of SBA in terms of definition, terminology and general rules of SBA between novice and experienced teachers. The experienced teachers also have a significantly better and higher level of knowledge on scoring and reporting SBA scores. Teachers also highlighted that SBA has actually helped them to improve on the student's learning and the teacher's competencies. Nevertheless the teachers stressed that SBA increased teacher's workload and they felt that time constraint was one of their major concerns. Taking into consideration these findings, and aligning them with the initiatives of the National Educational Blueprint, (NEB), teachers must be provided with sufficient training in general assessment. They must also be provided continuous professional development (CPD) so that they can be better informed and motivated to see the many benefits of SBA. Such a move could see a more effective implementation of SBA.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Awang, Majorie
author_facet	Awang, Majorie
author_sort	Awang, Majorie
title	Science teachers' knowledge of school-based assessment / Majorie Awang
title_short	Science teachers' knowledge of school-based assessment / Majorie Awang
title_full	Science teachers' knowledge of school-based assessment / Majorie Awang
title_fullStr	Science teachers' knowledge of school-based assessment / Majorie Awang
title_full_unstemmed	Science teachers' knowledge of school-based assessment / Majorie Awang
title_sort	science teachers' knowledge of school-based assessment / majorie awang
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2014
url	https://ir.uitm.edu.my/id/eprint/14351/1/TM_MAJORIE%20AWANG%20ED14_5.pdf
_version_	1783733259051466752

Science teachers' knowledge of school-based assessment / Majorie Awang

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