Previous studies in other countries showed that the implementation of School Based Assessment has given positive impact on teachers' teaching and learning processes and also students' growth. Therefore, this study aims to obtain information on English Language Teachers' assessment practices in Malaysian Seconday Schools. An adaptation of twopart questionnaire from the Assessment Practices Inventory (API) was administered to 49 English teachers in Terengganu, Malaysia followed by a semistructured interview conducted on 15 teachers to get deeper understanding of their assessment practices. The finding of this study shows that teachers' SBA practices are at an average level. The significant difference between the assessment practices of the teachers who had attended any courses on SBA and the teachers who had not showed that SBA courses do have impact on the effectiveness of SBA implementation. It is hoped that the findings of this survey will contribute to the teachers' knowledge in creating a culture of practicing a meaningful and effective classroom assessment. If a quality assessment is able to show an accurate data of students' progress and potential development while simultaneously improve teachers' teaching and learning processes, the objective of SBA implementation will be considered as successfully achieved.
The implementation of the mixed-ability classrooms in all secondary schools in Malaysia since 2019 calls for effective teaching strategies. Differentiated instruction is a teaching framework that takes into account the differences amongst students in creating learning opportunities for all. This study aimed to identify the level of teachers' self-efficacy and its significant influence over the differentiated instruction practices. Data was collected using an online questionnaire from 428 teachers teaching in the east coast zone of Malaysia. Two sets of inventories, namely Teachers' Sense of Efficacy Scale (TSES) and the differentiated instruction practice inventories, were adapted and modified to suit the purpose of this study. Findings showed that teachers' self-efficacy level is Excellent. The results of this study also proved the existence of a significant positive relationship between teachers' self-efficacy and teachers' practice of differentiated instruction, which in turn proved that teachers' self-efficacy has a major influence and can predict teachers' practice of differentiated instruction in the classroom. Therefore, it is hoped that the Ministry of Education Malaysia, the State Education Departments, the District Education Offices, as well as the schools can create a conducive climate for learning in schools, apart from providing practical and continuous professional development training to support teachers' self-efficacy towards further developing the practice of differentiated instruction in the classroom.
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