Lampiran 9: Sinopsis Buku
Dr Tan Ai Mooi
Institut Perguruan Ilmu Khas
Jalan Yaakob Latif, Cheras, Kuala Lumpur
School-based Assessment in 6 Malaysian Schools: Management, Issues and Implications for Assessment Innovativeness
In line with the announcement made by the Malaysian Examination Syndicate (MES) to initiate a new implementation of the school assessment system in 2007, a research concerning Malaysian teachers’ readiness in implementing the school-based assessment (SBA) was conducted in 6 elected primary and secondary schools. Half of these 6 subject schools comprised the Cluster, the Smart and the ‘Sekolah Harapan’ which served as benchmark to the ordinary mediocre schools in Malaysia. The research aims (i) to identify both the contributing and hindering factors which govern the success of the SBA implementation in schools. (ii) to provide implications for teachers and policy makers with respect to issues such as enhancement of professionalism and innovativeness in the implementation of SBA. Paralleling to this, problems and constraints confronting teachers in executing their tasks with respect to SBA were identified. Also, teachers’ understanding about education and assessment, including their philosophical conviction in education and assessment had been examined. A theoretical framework contains the notions between ‘assessment of learning versus assessment for learning’ has been presented for data analysis. Findings revealed that only one out of these 6 schools was successful in administering SBA in the form of process which facilitates learning and life-long learning. The biggest constraint confronting teachers in the implementation of SBA included the following: (i) There was no consideration for students’ differences with respect to academic inclination and capabilities. Questions and tasks given, including marking scheme used were uniform both in structure and choice for answers. Assessment policy was negligence of the basic fact that school students comprise a heterogeneous group both in terms of academic capacity and academic capability , (ii) The demand for producing good grades as coerced by the respective enforcing body had been identified as the underlying force giving rise to issues of drilling, copying and manipulation by both students and teachers. This paper aims to present some of the issues, including demonstration of innovative ways to implement SBA both at policy and school levels.
