Oral assessment always becomes a great challenge for teachers to assess students in the classroom. A qualitative study with a case study design was conducted to investigate teachers' understanding on the implementation of Malay language oral assessment in classroom evaluation. The research questions in this study focus on, i) what is the definition of oral assessment based on teacher understanding?; and ii) do teachers understand how to conduct oral assessments of Malay language? Six Malay language teachers were involved in this research, with two teachers representing each of the three schools of different categories which are SMK, SABK, and SBP in one of the districts in Negeri Sembilan selected through purposive sampling. The data were collected through the triangulation method which consists of interview method, classroom observation, and analysis of related documents. The findings showed that none of the six study participants could define oral assessment as a process of interaction, which includes four forms that are parallel to DSKP and PPPBD, unable to explain all the characteristics of listening and speaking skills, and cannot properly explain oral assessment objectives. This study can give theoretical implications, allowing MOE to improve the implementation of oral assessment among teachers to more effectively achieve the goals that have been set in the KSSM assessment system.
The Standards-Based Curriculum for Secondary School (KSSM) was first implemented in Malaysia in 2012 by applying an assessment system integrated with the teaching and learning process (T&L) to replace the previous education system that was more examination-oriented. The Curriculum and Assessment Standard Document (DSKP) for the Malay Language subject was introduced in April 2016 and implemented by stages from 2017 until now. Thus, after three years, this study attempts to analyse the implementation and scoring procedures of oral assessment integrated with teaching and learning in the classroom among the seven lower secondary school teachers from a district in Negeri Sembilan. Two participants were selected to represent each school in different categories which are Sekolah Menengah Kebangsaan (SMK), Sekolah Agama Bantuan Kerajaan (SABK) and Sekolah Berprestasi Tinggi (SBP). Qualitative research with a case study design has been conducted on seven Malay Language teachers between 26 to 52 years old. They were selected through purposive sampling. The research data were collected by triangulation, through the interview method, observation on the implementation of oral assessment for teaching and learning (T&L) in the classroom, and document analysis. The collected data were analysed using the ATLAS.ti software version 8. The main findings of the study showed that all participants successfully implemented the assessment based on DSKP. However, the oral scoring procedure should still be emphasized and monitored because three out of seven Malay Language teachers did not enforce it using a proper process. In general, this study found that the teachers successfully integrated the theory of the function, the role of classroom assessment, and the steps outlined by the Ministry of Education (MoE), starting from the planning procedure, selecting methods, implementing, recording, follow-up action, and reporting the assessment. Recommendations for future studies related to scoring consistency, rubric appropriateness, reporting, and assessment quality monitoring need to be enforced in
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