The Reforms of National Assessments in Malaysian Education System

Chin, Huan; Thien, Lei Mee; Chiew, Cheng Meng

doi:10.24200/jonus.vol4iss1pp93-111

Cited by 14 publications

(16 citation statements)

References 10 publications

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“…The findings of this study are consistent with previous studies about the pertinent role of teachers as assessors in assessmentbased evaluation (Sabbir, 2019;Chin et al, 2019). The relationship among the aspects of teachers' knowledge, understanding, and mastery of the writing skills assessment exists.…”

Section: Discussionsupporting

confidence: 90%

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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Section: Discussionsupporting

confidence: 90%

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

Said¹,

Jusoh²,

Sabil³

et al. 2021

JSSH

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show abstract

“…These findings coincide to the discovery made by Sidhu et al (2018) which attributed time constraints, classroom enrolment and heavy workload as main challenges that can hamper the effectiveness of school-based assessment. Chin et al (2019) and Mohamed et al (2018) also concurred with the findings mentioned above. In order to solve these issues, MOE or administrators are urged to provide more time, lessen the number of pupils in each class and reduce teachers' workload.…”

Section: Discussionsupporting

confidence: 90%

“…There are several challenges that could hamper the successful implementation of school-based assessment. They are teachers' readiness due to limited understanding behind the implementation of school-based assessment, the additional burden to the teachers' workload, time constraints due to clerical work and large class size as well as the lack of supporting materials in implementing school-based assessment (Chin et al 2019, Sidhu et al 2018, Mohamed et al 2018 It is imperative that more attention should be given on the teachers as this new assessment system will require greater demand on teachers' role in assessing their students. This is aligned with Ong (2010) who argued that the success of the assessment system depends on the professional development of as well as the support provided to the teachers.…”

Section: School-based Assessmentmentioning

confidence: 99%

Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum

Yasin¹,

Yamat

2021

IJELS

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English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.

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“…Apart from that, students have been trained and drilled to answer questions that are already set with a familiar pattern in an examination-oriented education system, which encourages memorization (Ro, 2018). For instance, this method may help students pass and score in the examination but does not add up to STEM skills, such as real-world problem-solving, critical thinking, and science process skills (Chin et al, 2019;Porcaro, 2011). Thus, promoting and nurturing an integrated STEM education culture should be emphasized to provide students with opportunities to develop their potential.…”

Section: Issues Pertaining To Integrated Stem Education Implementationmentioning

confidence: 99%

Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia

Markus

Sungkim

Ishak

2021

MJSSH

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The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.

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The Reforms of National Assessments in Malaysian Education System

Cited by 14 publications

References 10 publications

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

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

Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum

Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia

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