Planning and Implementation Of School-Based Assessment (SBA) Among Teachers

Abdullah, Norazilawati; Idris, Norisma; Hamzah, Mohd Sahandri Gani; Sembak, Saniah

doi:10.1016/j.sbspro.2015.11.031

Cited by 15 publications

(18 citation statements)

References 6 publications

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“…In 2011, the Ministry of Education has taken an effort to reform the education system from the examination-oriented system to a more holistic approach. Abdullah, Idris, Hamzah, and Sembak (2015) stated that SBA was an assessment of the students' cognitive, affective and psychomotor aspects in a holistic manner and was in line with the National Education Philosophy. In this SBA system, the students are not only assessed through written examinations, but also through varied assessments such as oral, physical and hands-on assessments.…”

Section: Research Backgroundmentioning

confidence: 97%

Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

Shafie¹,

Majid

Ismail

2019

AJUE

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This conceptual paper explores the concept of technological pedagogical content knowledge (TPACK) in relation to the teaching of 21st-century skills with the purpose of establishing a relationship between them. Due to the advancement and development of industrial revolution and technology, the education scenario also changes towards 21st-century education, whereby more focus is given on the use of technology and 21st-century skills. The teachers’ roles change, and they are required to not only teach the core subject matters, but they also have to teach and train the students with 21st-century skills. However, not all teachers are well-trained on how to teach those skills to the students, especially when they also have to integrate technology in their teaching as well. Therefore, it is crucial to investigate whether the teachers understand and know how to teach 21st-century skills while integrating technology at the same time. Based on this needs, this paper will discuss the teachers’ knowledge, understanding and application of the TPACK framework by Koehler et al. (2006) and how will this framework affect their teaching of 21st-century skills in the classroom. The 21st-century skills framework suggested by the Malaysian Ministry of Education called the 4C1V (communication, collaboration, critical thinking, creative thinking and values and ethics) which is based on the P21 framework is included in the conceptual framework of this study, along with the TPACK framework. This study will attempt to establish a relationship between these two frameworks through a quantitative study, and the findings from this study would contribute to the knowledge on what aspects or skills that teachers will need to improve in order to teach the 21st-century skills to the students. KEYWORDS: Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK), 21st Century Education, 21st Century Skills

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Section: Research Backgroundmentioning

confidence: 97%

Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

Shafie¹,

Majid

Ismail

2019

AJUE

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“…Writing is a highly complex skill as learning how to write requires time and good instruction and to assess it (Coker et al, 2016;Vahapassi, 1988). Teachers conducting a classroom assessment is an essential factor in determining the success of educational reform (Norazilawati et al, 2015). With educational innovations based on school-based assessment practices, incompetent teachers accessing student's writing are most likely to affect students' learning performance.…”

Section: Discussionmentioning

confidence: 99%

“…In a short period of eight months, it is insufficient for the Malay language teachers to understand, research, appreciate, grasp its content, and fully master the writing skills used to assess the students. The short duration of the course affects teachers' knowledge related to its implementation, particularly on how the actual assessment is applied (Norazilawati et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teacher Readiness in Assessing Students for Malay Language Writing: An Exploratory Study

Said¹,

Jusoh²,

Sabil³

et al. 2021

JSSH

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This study explores the knowledge, understanding, and mastery of writing skills assessment among Malay language secondary school teachers in Malaysia. A total of 182 respondents from 91 secondary schools from seven different zones in Malaysia were selected using a purposive sampling technique. Survey design with a five-point Likert scale questionnaire instrument used in the study consisted of 117 items related to writing skills assessment. Statistical analysis is explained using standard deviation and mean score. The results of the study indicated that the determinants of the mastery level of writing skills assessment recorded the highest mean (M=3.92, SD=0.494). Then, it is followed by the second construct, which involves the implementation aspects of the evaluation was also rated highly (M=3.91, SD=0.482). The results also showed a significant and positive relationship between all respondents’ knowledge and their understanding of writing assessment implementation and their mastery of writing skills assessment. The findings showed that the role of teachers as school-based appraisers is established and consistent with the guidelines outlined by the Ministry of Education Malaysia. Future research focusing on the implementation of writing skill assessment is suggested to ensure that the evaluation done is systematic and reliable.

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“…Planning combined with both systematic and imaginative thinking in a way that could provide a unique insight into the future that leads to the development of organisational strategy and action [15]. There are elements of the systematic planning process; formulation of the problem, formulation, and evaluation of the alternatives, decision-making selection of an alternative [16].The planning school calls for a rational approach to strategic planning that is structured and controlled [17] Proper planning will help teachers to focus better on teaching, and this will produce meaningful learning [18]. This will allow planning, designing and implementing Smart Learning & Teaching Environments that will be integrated into the curriculum for kindergarten and primary school; creating situations of learning and teaching that will respect the principles of continuity and balanced growth; building spaces of expression and multi-sensorial experience that will encourage digital game situations mediated by multimedia languages; promoting greater participation and relationship among the different actors of the educational process (teachers, parents and students) that will increase the sense of learning community and the educational co-responsibility.…”

Section: B Planningmentioning

confidence: 99%

Strategic Planning for Students in Little Koala Montessori Kindergarten

Andriany¹,

Soefijanto²,

Wahyudi³

2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

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This study figures out the strategic planning forLittle Koala Montessori (LKM) Kindergarten students. The research used a case study method. The results revealed that (1) need analysis was conducted as a screening system to determine the number of students including the capacityof educators per class, to prepare expansion plans, local classes, facilities, and infrastructure, to observe students' abilities, to set basic goals, to guide students and to evaluate it. (2) Students' recruitment conducted for Primary School New Qualifying such as reading, writing, math, and psychological tests. (3) The selectionconductedtothe students' initial abilities. (4) Students' orientation is an activity of introducing the situation and condition of kindergarten to the students. These situations and conditions involved the social and physical environment. (5) In student placement, the LKM Kindergarten wasconductedto find students'' prior knowledge, both from their cognitive abilities, physical, and consultation with parents of students.

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Planning and Implementation Of School-Based Assessment (SBA) Among Teachers

Cited by 15 publications

References 6 publications

Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

Teacher Readiness in Assessing Students for Malay Language Writing: An Exploratory Study

Strategic Planning for Students in Little Koala Montessori Kindergarten

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