Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu

Formative assessment is an assessment adopted in the School-Based Assessment (SBA) to assess student learning in the classroom. However, since SBA was first introduced in 2011, the issue of teachers' practices in the formative assessments often received attention from various quarters whether t...

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Main Author:	Hussin, Ahmad Zaidi
Format:	Thesis
Language:	eng eng
Published:	2019
Subjects:	LB2801-3095 School administration and organization
Online Access:	https://etd.uum.edu.my/8109/1/s95242_01.pdf https://etd.uum.edu.my/8109/2/s95242_02.pdf
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id	my-uum-etd.8109
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Awang, Mohd. Isha
topic	LB2801-3095 School administration and organization
spellingShingle	LB2801-3095 School administration and organization Hussin, Ahmad Zaidi Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu
description	Formative assessment is an assessment adopted in the School-Based Assessment (SBA) to assess student learning in the classroom. However, since SBA was first introduced in 2011, the issue of teachers' practices in the formative assessments often received attention from various quarters whether teachers or researchers. This is because previous studies show that teachers still fail to meet the standards set by policymakers. Therefore, this research is focused on formative assessment in SBA to test the model of assessment practices among Integrated Living Skill (ILS) teachers in Peninsular Malaysia. This study employed a quantitative study design by surveying through a questionnaire distributed to 300 secondary schools in 12 states from Peninsular Malaysia. A total of 537 ILS teachers were involved in this study, while the data collected were analyzed using descriptive and inferential analysis. The findings showed that the level of practice, knowledge, and skill were at a high level, while attitude, subjective norm, perceived behavioral control, and intention were positively indicating of teachers' readiness to implement formative assessment. The proposed model of the study meets Partial Least Square-Structural Equation Modeling (PLS-SEM) requirements and accepts seven out of eight alternative hypotheses constructed. Teachers also claimed that time constraints are a major challenge in implementing formative assessment practices and they suggested that intensive courses should be held from time to time. The implication of this study is to enable assists the Ministry of Education (MOE) in identifying factors that influence the practice of formative assessment among teachers and the design of the system of the existing will be upgraded.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Hussin, Ahmad Zaidi
author_facet	Hussin, Ahmad Zaidi
author_sort	Hussin, Ahmad Zaidi
title	Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu
title_short	Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu
title_full	Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu
title_fullStr	Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu
title_full_unstemmed	Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu
title_sort	model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2019
url	https://etd.uum.edu.my/8109/1/s95242_01.pdf https://etd.uum.edu.my/8109/2/s95242_02.pdf
_version_	1747828327396147200
spelling	my-uum-etd.81092022-05-09T04:28:11Z Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu 2019 Hussin, Ahmad Zaidi Awang, Mohd. Isha Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB2801-3095 School administration and organization Formative assessment is an assessment adopted in the School-Based Assessment (SBA) to assess student learning in the classroom. However, since SBA was first introduced in 2011, the issue of teachers' practices in the formative assessments often received attention from various quarters whether teachers or researchers. This is because previous studies show that teachers still fail to meet the standards set by policymakers. Therefore, this research is focused on formative assessment in SBA to test the model of assessment practices among Integrated Living Skill (ILS) teachers in Peninsular Malaysia. This study employed a quantitative study design by surveying through a questionnaire distributed to 300 secondary schools in 12 states from Peninsular Malaysia. A total of 537 ILS teachers were involved in this study, while the data collected were analyzed using descriptive and inferential analysis. The findings showed that the level of practice, knowledge, and skill were at a high level, while attitude, subjective norm, perceived behavioral control, and intention were positively indicating of teachers' readiness to implement formative assessment. The proposed model of the study meets Partial Least Square-Structural Equation Modeling (PLS-SEM) requirements and accepts seven out of eight alternative hypotheses constructed. Teachers also claimed that time constraints are a major challenge in implementing formative assessment practices and they suggested that intensive courses should be held from time to time. The implication of this study is to enable assists the Ministry of Education (MOE) in identifying factors that influence the practice of formative assessment among teachers and the design of the system of the existing will be upgraded. 2019 Thesis https://etd.uum.edu.my/8109/ https://etd.uum.edu.my/8109/1/s95242_01.pdf text eng public https://etd.uum.edu.my/8109/2/s95242_02.pdf text eng public phd doctoral Universiti Utara Malaysia Abdul Rahim Hamdan, & Saliza Ahmad. (2016). Tahap penguasaan guru dalam melaksanakan Pentaksiran Kerja Amali (PEKA) Sains menengah rendah. Seminar Kebangsaan Pendidikan Sains dan Matematik (pp. 1–9). Johor Bahru: Universiti Teknologi Malaysia. Retrieved from http://eprints.utm.my/id/eprint/7674/ Abdul Zubir Abdul Ghani. (2007). Pelaksanaan Pentaksiran Berasaskan Sekolah di kalangan guru tingkatan tiga (Tesis PhD tidak diterbitkan ). Universiti Malaya, Kuala Lumpur. Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. 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