This study aims to determine whether there are significant differences in the acquisition of basic science process skills by gender, school location and by grade levels among upper primary school students. Using an established 36-item Basic Science Process Skills test that assesses the skills of observing, communicating, classifying, measuring, predicting and inferring with appropriate reliability and validity, the instrument was administered to 220 respondents-80, 80 and 60 in Years 4, 5 and 6 respectively, drawn from two urban and two rural national primary schools in Perak. The data were analysed by gender and by location using an independent samples t-test, and by grade level using one-way ANOVA. The findings indicated that while there was no gender difference, significant differences in the basic science process skills were found between rural and urban students, favouring the latter, in terms of observing, communicating, classifying and inferring. The significant grade level differences were only observed between Year 4 and Year 6 students, favouring the latter, in terms of measuring, predicting and inferring. Possible reasons for the differences observed are discussed.

Learning strategies using Socio-Scientific Issues (SSI) are approaches that will meet the characteristics of 21 st Century Skills (K-21) and upgrade the Higher Order Thinking Skills (HOTS). One of the reasons of the unfavorable TIMMS and PISA results in Malaysia because students' incompetent to answer science reasoning question based on scientific issues that occur in their daily lives. SSI is a dimension that is used in the assessment of the Trends in International Mathematics and Science Study (TIMMS) and Program for International Student Assessment (PISA) which consists of the issue of the environment, medicine, health and genetic engineering. The purpose of this study is to assess the scientific reasoning level of Form Four science students in the biology subject based on SSI. Quantitative approaches surveys have been used in this study. The SSI instruments used were adapted. Total of 450 Form Four science students are samples used in this study. Findings revealed the needs of students should be discovered to levels of SSI reasoning approach because the results have shown that students' accomplishment are still low or medium level. In addition, students are incompetent to relate the concepts of science and socio-scientific issues. In conclusion, the potential of SSI approach introduced in the research and development process to enable students to master the concept of science, achieve the objectives of learning in the biology and upgrade the Higher Order Thinking. One of the implication of this research is to facilitate policy makers in implementing Biological Education Excellence in Malaysia through the development of model of Scientific Reasoning Skills.

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This study aims to discuss the need for instrument development to measure teachers' efficacy in implementing classroom assessment. This study found three conditions for developing teachers' efficacy instrument: to determine teachers' efficacy in implementing classroom assessment, plan teachers' professional development training, and no specific instrument to measure teachers' efficacy in implementing classroom assessment. Therefore, to measure teachers' efficacy in implementing classroom assessment, a comprehensive and up-to-date instrument with higher validity and reliability needs to be developed using the Rasch Measurement Model.

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This study was conducted to test the validity and reliability of Strategical Instrument on Memorizing al-Quran (ISMEQ) using Rasch Measurement Model that was aided with the Winstep 3.72 software. This instrument contains 54 items that consist of four construct and 10 sub-construct. The first construct was the objective strategy with two sub-construct which were the ability to memorize with a given timeline and the ability to memorize by per page a day. Meanwhile, the second construct was planning strategy with a sub-construct that consist of prior, during and after memorizing planning. The third construct was memorizing enforcement activity with two sub-construct which were preservation of hafazan and practice. Then, the fourth construct was effective strategy with four sub-construct which consist of internal and external motivational, interest and behavior. This study was conducted on 31 SMA Imtiyaz Besut students and 55 students from SMKA Kota Kinabalu. The result from this study show that the reliability of the respondents was .89 and the reliability for item .96 was in likert scale. The result also had shown that there were two misfit items. These items can be either be dismissed or improved in order to make the instrument fair and more reliable towards the respondent.

One of the assessment processes used by teachers to help students improve is classroom assessment. Teachers will determine the extent to which students comprehend the topic of learning through classroom assessment. However, issuing implementation instructions in a short period might lead to a range of problems. As a result, the challenges, methodology, and conclusions of prior research on classroom assessment practise in Malaysian primary schools are examined in this paper. This study uses a meta-analysis design and a secondary study form to identify, explore, and interpret all relevant studies related to a topic domain. The review will only include studies conducted between 2020 and 2021 due to a recent change in assessment practices in Malaysian primary schools. A single database, Google Scholar, was used to find relevant literature and keywords were used to find the article. The three criteria used to select articles for analysis were researched on classroom assessment, data collection, and research completed within the last two years. Finally, 12 articles were chosen for metaanalysis based on a review of the literature. There are five qualitative studies and seven quantitative studies included. The findings revealed inconsistencies in Malaysian primary school teachers' reports about their readiness to understand classroom assessment. Previous research on Malaysian classroom assessment practices, on the other hand, used credible methodologies because each study examined a different aspect of the subject. In the future, researchers should concentrate their efforts on developing an instrument that meets validity and reliability criteria, resulting in more reliable data.