Washback of Malaysia School-Based Assessment (SBA) on Form 4 students’ English language learning
Washback refers to the impact of a test on its stakeholders. The test scores from the School-Based Assessment (SBA) have washback on how learners learn. School-Based Assessment is perceived as a holistic assessment to measure students’ cognitive, affective and psychomotor levels in a specific fie...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2022
|
| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/111820/1/FBMK%202022%2051%20IR.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Washback refers to the impact of a test on its stakeholders. The test scores from
the School-Based Assessment (SBA) have washback on how learners learn.
School-Based Assessment is perceived as a holistic assessment to measure
students’ cognitive, affective and psychomotor levels in a specific field of
knowledge. The washback of School-Based Assessment has been studied
among lower secondary students in Malaysia. However, previous studies have
failed to examine the upper secondary school students in Malaysia. This study
looks into the perception and attitudes of the upper secondary school students
on the Malaysia School-Based Assessment (SBA) and aimed to investigate the
washback of Malaysian Upper Secondary School-Based Assessment at a school
in Selangor, Malaysia. This research could be considered a case study and
focused primarily on the aspect of participants (students’ attitudes and
perception towards the assessment) and products (the knowledge that had been
learned that could contribute to the quality of learning). A group of Form 4
Malaysian English language learners (n = 142) were selected purposively.
Generally, this study adapted mixed method, particularly sequential explanatory
study design, where the qualitative data findings would be a mechanism to justify
the statistical results. The data were collected via questionnaire, class
observations and interviews. The questionnaire which is a five-point Likert scale,
was adapted from Ying (2010). The questionnaire was then further analysed
using descriptive statistics via Statistical Package for the Social Science (SPSS)
26, where further analysis of the Mean, Mode, Median and Standard Deviation
of the items was made. The mean of the data was then classified and interpreted
using Pimentel’s (2019) framework. The class observations and narrative
recordings were then analysed using NVivo 11, where deductive thematic
categorization was used for extracting the emerging themes. Ten students
(n=10) were selected for the purpose of the interview session. The findings were
then triangulated using Pan’s (2008) Holistic Model of Washback. They indicated
that students reflected positive attitudes and perceptions towards SBA.
However, some of the activities provided for the implementation of SBA were not
supported with sufficient resources. Therefore, ‘resources’ are the main obstacle
that the students are facing in order to undergo SBA in their English language
learning. Also, peer feedback and constructive feedback from teachers
constantly help learners in developing their skills in the English Language. The
activities that SBA cater in class develops the students’ interest and motivation
to learn the language. |
|---|