Exploring assessment reform in Malaysian primary schools
<p>This study aims to explore the implementation of assessment reform initiatives known</p><p>as the National Education Assessment System (NEAS) from the perspectives of</p><p>school adminstrators and teachers and in two primary s...
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LB Theory and practice of education Shanusi Ahmad Exploring assessment reform in Malaysian primary schools |
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<p>This study aims to explore the implementation of assessment reform initiatives known</p><p>as the National Education Assessment System (NEAS) from the perspectives of</p><p>school adminstrators and teachers and in two primary schools. The objectives of the</p><p>study were: (a) to explore the approaches developed by schools in response to NEAS,</p><p>(b) to explore the factors which affect the implementation of NEAS, and (c) to</p><p>identify the factors in schools which impact upon the implementation of NEAS. The</p><p>main model used in this study was Concern-Based Adoption Model (CBAM). This</p><p>model explained about the teachers concern within a context of assessment reform.</p><p>This study used a qualitative case study which involved 8 informants from two</p><p>primary schools. Semi-structure interview protocol and document analysis were the</p><p>insruments used to collect qualitative data. Qualitative data analysis using thematic</p><p>analysis was also utilised in this study. The supportive result shows that the</p><p>relationship among the teachers, management team, students, parents and community</p><p>are crucial to facilitate the implementation of the NEAS. In addition, teachers beliefs,</p><p>leadership quality, and school culture were also critical elements. However, the</p><p>suppressive factors for NEAS implementation such as low teachers morale and</p><p>negative students attitude were the emerging themes from the study. In other words,</p><p>there is a need to improve not only the system but also the delivery of the NEAS. In</p><p>conclusion, the study found that the critical factors such as school leaderships</p><p>support, teachers beliefs and training are pertinent to facilitate the implementation of</p><p>NEAS. In implication, the framework developed by this study can be used by the</p><p>Malaysian Examination Syndicate, school administrators, and teachers to revamp or</p><p>redesign the current NEAS implementation.</p> |
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Shanusi Ahmad |
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Exploring assessment reform in Malaysian primary schools |
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Exploring assessment reform in Malaysian primary schools |
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Exploring assessment reform in Malaysian primary schools |
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Exploring assessment reform in Malaysian primary schools |
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exploring assessment reform in malaysian primary schools |
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oai:ir.upsi.edu.my:95022023-09-14 Exploring assessment reform in Malaysian primary schools 2022 Shanusi Ahmad LB Theory and practice of education <p>This study aims to explore the implementation of assessment reform initiatives known</p><p>as the National Education Assessment System (NEAS) from the perspectives of</p><p>school adminstrators and teachers and in two primary schools. The objectives of the</p><p>study were: (a) to explore the approaches developed by schools in response to NEAS,</p><p>(b) to explore the factors which affect the implementation of NEAS, and (c) to</p><p>identify the factors in schools which impact upon the implementation of NEAS. The</p><p>main model used in this study was Concern-Based Adoption Model (CBAM). This</p><p>model explained about the teachers concern within a context of assessment reform.</p><p>This study used a qualitative case study which involved 8 informants from two</p><p>primary schools. Semi-structure interview protocol and document analysis were the</p><p>insruments used to collect qualitative data. Qualitative data analysis using thematic</p><p>analysis was also utilised in this study. The supportive result shows that the</p><p>relationship among the teachers, management team, students, parents and community</p><p>are crucial to facilitate the implementation of the NEAS. In addition, teachers beliefs,</p><p>leadership quality, and school culture were also critical elements. However, the</p><p>suppressive factors for NEAS implementation such as low teachers morale and</p><p>negative students attitude were the emerging themes from the study. In other words,</p><p>there is a need to improve not only the system but also the delivery of the NEAS. In</p><p>conclusion, the study found that the critical factors such as school leaderships</p><p>support, teachers beliefs and training are pertinent to facilitate the implementation of</p><p>NEAS. In implication, the framework developed by this study can be used by the</p><p>Malaysian Examination Syndicate, school administrators, and teachers to revamp or</p><p>redesign the current NEAS implementation.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9502 https://ir.upsi.edu.my/detailsg.php?det=9502 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abdullah, N., Wahab, N. A., Noh, N. M., Abdullah, E. M., & Ahmad, A. (2016). The evaluation and effectiveness of school based assessment among science teachers in Malaysia using CIPP Model. International Journal of Advanced and Applied Sciences, 3(11), 1-7.</p><p>Adamson, B. (2014). Embedding assessment for learning. In R. Berry & B. Adamson (Eds.), Assessment reform in education: Policy and practice (pp. 197-204). New York, NY: Springer.</p><p>Adlam, R. (2003). This Complex Thing, Leadership, in Police Leadership in the Twenty First Century. 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