INTRODUCTION
School-based assessment is unlike traditional assessment. The differences
between the traditional assessment and the school-based assessment must be
addressed first of all while exploring the challenges teachers face in implementing
the SBA. According to Palomba and Banta (1999), assessment is the systematic
collection, review and use of information about educational programmes undertaken
for the purpose of improving learning and development. evaluate students
performance. The students performances are then typically reported as the
percentages of scores or letter grades (Brown, 2011). Malaysia was one of the
countries which followed this traditional assessment in evaluating students
performance at primary and secondary school level.
Meanwhile, the SBA is an assessment which is rooted in the teaching and
learning process. Itinvolves the teacher from the beginning to the end: from planning
the assessment programme,to identifying and/or developing appropriate assessment
tasks right through to making the assessment judgments. It is carried out in ordinary
classrooms and conducted by the students' own teacher. It also allows the teacher
to give immediate and constructive feedback to students. This assessment has been
practised in numerous educational systems internationally.
The positive significance of SBA in many countries has influenced Malaysia
too. Thus, the Malaysian Government introduced SBA or its Malay acronym PBS
(Pentaksiran Berasaskan Sekolah) as part of the National Transformation
Programme to produce world-class human capital. Through this more holistic,
integrated and balanced assessment, the ministry aims to achieve the aspiration of
2. LITERATURE REVIEW
School-based assessment is unlike traditional assessment. The differences
between the traditional assessment and the school-based assessment must be
addressed first of all while exploring the challenges teachers face in implementing
the SBA. According to Palomba and Banta (1999), assessment is the systematic
collection, review and use of information about educational programmes undertaken
for the purpose of improving learning and development. Hence, school examinations
and tests are the main assessment carried out traditionally to evaluate students
performance. The students performances are then typically reported as the
percentages of scores or letter grades.Malaysia was one of the countries which
followed this traditional assessment in evaluating students performance at primary
and secondary school level.
According to Chan Yuen Fook in his article, the SBA is an assessment which
is rooted in the teaching and learning process. It involves the teacher from the
beginning to the end: from planning the assessment programme, to identifying
and/or developing appropriate assessment tasks right through to making the
assessment judgments. It is carried out in ordinary classrooms and conducted by the
students' own teacher. It also allows the teacher to give immediate and constructive
feedback to students. This assessment has been practised in numerous educational
systems internationally. Developed countries such as United Kingdom, Finland, New
Zealand, Canada, England and many other countries have implemented the SBA
successfully for a long time. In the USA, the SBA has also been developed and
implemented although surpassed by national testing programs. Moreover, SBA has
been largely adopted as national educational policy in Asia and in some developing
countries like Ghana and Zambia (HKDSE, 2012).
The positive significance of SBA in many countries has influenced Malaysia
too. Thus, the Malaysian Government introduced SBA or its Malay acronym PBS
(Pentaksiran Berasaskan Sekolah) as part of the National Transformation
Programme to produce world-class human capital. Through this more holistic,
School
Assessment
(UPSR),
the
Lower
Secondary
Assessment
implementation of the SBA is classroom management due to the large class size.
Generally, large class size causes many obstacles that hinder optimal teaching and
learning (Word, 1990). When a teacher has too many students in a class, it becomes
difficult for the teacher to get to know each students strengths and weaknesses.
Teachers may also have no time to dedicate adequate knowledge by noticing each
students learning disabilities and special needs in the large class. Similar worries
were shared by the respondents of this study. They claimed that assessing each
student in a large class size is really challenging. Moreover, they stressed that they
have to utilize a lot of time for the preparation and evaluation.
Moreover, the respondents in the current study also insisted that it is hard to
handle students in the large classes. It is common to find classes of forty and above
in the secondary schools in Malaysia. The situation of the classroom might be too
noisy and poses practical difficulties in handling all the students in the classroom.
Thus, the respondents found that noisy and inconvenient environment as a barrier
for them to implement the SBA successfully. Another frequent complaint of the
respondents is students lack of involvement in the SBA and studies. They indicated
that students involvement in studies is becoming poor after the implementation of
the SBA.
Previously, the students compete against one other and they performed well
in order to get many As in the examination. Now, there is no room for the
competition. According to a respondent, competition among students will result in
great achievements. A number of studies also show that competition in studies is
good for students. For instance, The respondents also claimed that students lack of
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and
victimization
of
pupils
during
instructional
measurement,
assessments and evaluations must be avoided. Finally, there is a need for reliability
at all times.
5. IMPLICATIONS
Overall, the findings found out that although the motives of SBA are positively
perceived by the teachers, the implementation of the SBA in schools is still
unfavourable because of the numerous challenges in implementing the SBA. First of
all, teachers should possess ample knowledge on the SBA. They must receive
sufficient training and courses to run the assessment successfully. The education
ministry and schools must ensure that all teachers obtain adequate knowledge to
carry out SBA. Teachers must exhibit high level of professionalism in accomplishing
their duties.
Besides that, teachers negative perceptions towards the SBA implementation
should be diminished. Moreover, teachers should get sufficient and suitable
materials to carry out the SBA smoothly. The education ministry should create a
greater awareness among teachers about the positive impacts of the SBA.
Teachers, students, parents and public should know the current updates such as the
SBA for Lower Secondary (PBSMR) replacing the Lower Secondary Assessment
(PMR). Thus, the students motivation towards studies will not be lowered.
Furthermore, there is a need for standardization of assessment among
teachers and schools. Teacher must have uniformity in terms of methods and
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and
victimization
of
pupils
during
instructional
measurement,
assessments and evaluations must be avoided. Finally, there is a need for reliability
at all times.
Eventually, in order to perform the SBA successfully, on-going trainings for
teachers, standardization of the SBA materials and methods of assessment,
distribution of workload, adequate maintenance of the SBA management system,
awareness of currents updates and modification of the SBA implementation,
students active involvement and teachers positive attitudes towards the SBA are
essential. Although, examination plays a role in determining students future, the
School-Based Assessment is implemented to prevent students from becoming
examination machines. As each implementation receives positive and negative
feedbacks, the SBA has also been receiving numerous applauses and criticisms.
The Governments aim is to produce human capitals who acquire holistic
knowledge. The writers mentioned in their article that the education system is
transformed in order to achieve this aim. Teachers play a vital role in ensuring the
success of implementing this new assessment. With adequate knowledge, and
positive perceptions and attitudes they will be able to face the challenges to carry
out SBA successfully.
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6. CONCLUSION
This study explored the voices of teachers towards the implementation of the
SBA. This study is obviously a small scale study carried out in Negeri Sembilan and
Melaka. This study also is limited in its scope as it to only have respondents from
secondary schools. There is indeed room for further research by including a larger
participant size from schools in various states in the country.
Although, examination plays a role in determining students future, the
School-Based Assessment is implemented to prevent students from becoming
examination machines. As each implementation receives positive and negative
feedbacks, the SBA has also been receiving numerous applauses and criticisms.
The Governments aim is to produce human capitals who acquire holistic knowledge.
Therefore, the education system is transformed in order to achieve this aim.
Teachers play a vital role in ensuring the success of implementing this new
assessment. With adequate knowledge, and positive perceptions and attitudes they
will be able to face the challenges to carry out SBA successfully.
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