School-Based Assessment in the Context of Secondary School Physical Education Teachers in Malaysia

Abstract

The purpose of this study is to explore the implementation of School-Based

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

“…Lebar et al (2013) noted that PHE teachers lack proficiency in constructing test items and clarity regarding what constitutes effective assessments. Similarly, Veloo and Krishnasamy (2017) reported that teachers did not have a clear understanding of PHE assessment requirements, with this lack of understanding being particularly prevalent among non-option teachers. Abdullah et al (2015) revealed that only 30 percent of the PHE teachers in their study had the competency to develop assessment instruments.…”

“…The validity and reliability of assessment practices are critical, ensuring that evaluations provide meaningful insights into students' abilities and areas for growth (Parsak & Sarac, 2021;Veloo, 2016;Veloo & Ali, 2016). The literature measuring PHE teachers' assessment practices suggests that teachers' adeptness in assessment activities directly influences the quality of instruction Sitovskyi et al (2019); Van Munster et al (2019); Veloo & Krishnasamy (2017); student engagement Arefiev et al (2020); Parsak & Sarac (2021); Rafi & Pourdana (2023); and overall learning outcomes in PHE (Mohamed et al, 2019;Rongchan, 2020;Wee, 2019;Wee et al, 2021). Effective assessment strategies not only inform teachers about students' progress but also guide instructional decisions, allowing for tailored interventions to address individual learning needs (Arefiev et al, 2020;Colquitt et al, 2017).…”

“…This oversight is particularly significant given the backdrop of the Malaysian curriculum with slightly over ten years of its implementation. Studies assessing the effectiveness of this implementation have consistently highlighted low levels of execution (Abdullah et al, 2015;Lebar et al, 2013;Veloo & Krishnasamy, 2017), emphasizing the crucial role of teachers' assessment competency as a determining factor for effective teaching and learning activities (Mohamed et al, 2019;Veloo, 2016). This is especially pertinent considering the curriculum's foundation on a school-based assessment framework (Wee, 2019;Wee et al, 2021).…”

Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms

“…Studies measuring Malaysian PHE teachers' issues and challenges in CBA implementation often involved examining the aspect from instructional perspectives (Zakaria et al, 2024). Sports equipment and facilities (Mohamed et al, 2019;Veloo & Ali, 2016;Veloo & Krishnasamy, 2017;Wee, 2019;Wee et al, 2020); teachers' content knowledge Veloo & Ali (2016); Veloo & Krishnasamy (2017) and pedagogical content knowledge (PCK) Veloo & Ali (2016); Wee et al (2020); student and parent factors Kilue & Mohamad (2017) were salient themes in literature on issues and challenges to effective PE implementation. Administrators' attitudes and perceived lack of support were also strongly acknowledged.…”

“…Administrators' attitudes and perceived lack of support were also strongly acknowledged. School administrators were found to weight and prioritize core subjects, particularly subjects included in the Sijil Pelajaran Malaysia (SPM), over PHE Fonyi & Soon (2021); Wee (2017); less responsive in resolving issues pertaining to PHE teaching and learning improvements Veloo & Krishnasamy (2017); Wee et al (2020); and were more likely to assigned untrained teachers to teach PHE to complete the teachers' weekly loading hours (Wee & Chin, 2020).…”