Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers

Abstract

Within the landscape of the physical and health education (PHE) curriculum in Malaysia, where instructional and assessment activities are framed by a school-based assessment framework, valid and reliable assessment practice is critical. However, there is a distinct lack of studies exploring Malaysian PHE teachers' assessment competencies and practice, resulting in considerable gaps in understanding how assessments are utilized to bolster the instructional process and the overall efficacy of the PHE curriculum implementation. Addressing these gaps, this study delves into teachers' assessment practices, encompassing traditional and alternative assessment methodologies, evidence-based instructional strategies, and the utilization of scoring tools. Employing a quantitative approach, a survey was administered to 63 PHE secondary school teachers across five urban districts of a state in Malaysia. Findings indicate a discrepancy between curriculum expectations and teachers' actual engagement with assessment practices, highlighting a lack of integration of assessment information to inform instructional strategies. Additionally, a clear preference for rubrics over other scoring methods was observed. Moreover, the study highlights missed opportunities in promoting critical thinking skills and utilizing informal assessment data to enhance ongoing instruction. These findings emphasize the need for comprehensive professional development and robust support systems to bolster effective assessment practices in Malaysian schools.

The Integration of Higher Order Thinking Skills in Science Classrooms: Malaysian Teachers’ Perspectives and Practice

“…The Classroom-based Assessment (or PBD for Pentaksiran Bilik Darjah) assumes a critical role in this educational transformation (Curriculum Development Division, 2016;Ministry of Education Malaysia, 2017;Narinasamy & Nordin, 2018). This initiative exemplifies a robust commitment to the integration of informal assessment practices into the pedagogical and learning processes (Md Jaafar et al, 2024;Juhari & Zakaria, 2024;Zakaria et al, 2024), thereby steering teachers away from the conventional summative assessment-centric model towards a more formative-driven approach (Bahagian Pembangunan Kurikulum, 2016;Juhari & Zakaria, 2024;Md Ali et al, 2015). Central in guiding these assessment endeavours is the overarching reference to Bloom's Taxonomy, which serves as the cornerstone for framing both instructional and assessment activities (Ambotang & Gobalakrishnan, 2017;Md Ali et al, 2015;Ministry of Education Malaysia, 2013, 2017Zakaria & Latif, 2021).…”