The school-based assessment (SBA) is a holistic assessment which evaluates the cognitive, affecti... more The school-based assessment (SBA) is a holistic assessment which evaluates the cognitive, affective, and psychomotor aspects in line with the goals of the Malaysian National Philosophy of Education (NPE) in the national curriculum. The extent of achieving the goals of the NPE and national education depends on the teachers as its implementers. Therefore, this study aims to identify the extent of the implementation of SBA within teachers from the aspect of knowledge and skills, teachers’ planning, the implementation of assessment, item construction, as well as teachers’ restraints in implementing SBA. Through the literature analyses related to the implementation of SBA, it was found that many teachers did not know and were not skilled in assessing their students. This could affect the reliability and the validity of the assessment. In the many studies that were observed, a majority of teachers still refuse to accept the implementation of SBA. A detailed response is needed to gain the correct information from the teachers. The use of rubrics in the instruments enables gaining more detailed information and reports which are more profound could be presented. This study discusses the steps in constructing instruments in the form of the double layer rubric to identify the extent of SBA implementation within teachers. The Instrument Determination Table was developed to accommodate related elements until it produces items which are able to measure a construct or sub-construct. After the validation process from five professionals, a pilot study was conducted. The discussion focuses on the issues and the procedures on the methods in which the validity and reliability of the instruments were built on through five professionals and the internal uniformity via the Cronbach’s alpha. Therefore, the item analysis to determine the status of statements can be explained by the scores of each rubric objectively and systematically. Undeniably, the uniqueness of an instrument does not only depend on the issues of validity and reliability, but also on the creativity of researchers as well as the method in which these evidences can be integrated in the context of research design. What is certain here is that the uniqueness of an instrument will be further highlighted if the study is able to produce findings that can bring impact towards the progress of education. It is hoped that this rubric can be used more effectively in measuring what is needed to be measured in the SBA implementation study within teachers.
School-Based Assessment (SBA) had been introduced nationwide to replace the recent public examina... more School-Based Assessment (SBA) had been introduced nationwide to replace the recent public examinations system. However, the quality of its implementation has to be assured so as doubts could be eliminated amongst teachers, parents as well as students. The process of Quality Assurance (QA) which includes mentoring, coordination, monitoring and identification has become the indicator in the implementation of SBA. This paper only focused on two aspects which were coordination and monitoring. This paper will present the findings of 123 teachers who were involved in QA during SBA implementation in Malaysia. Double-layer rubric questionnaires were employed to obtain the extent of QA implementation for coordination and monitoring aspects in SBA. Findings revealed that frequency of QA implementation for coordination and monitoring was 2 to 3 times a year with percentage of 46.3% and 41.5% respectively. Only 45% teachers were involved in coordination while 68% teachers were involved in monitoring process. Level of coordination and monitoring implementation was moderate. There was no significant difference in coordination implementation between urban and rural schools. However, there was a significant difference in monitoring implementation between urban and rural schools. There was no significant difference in coordination and monitoring implementation between primary and secondary schools. Consistency in the frequency of coordination and monitoring will ensure a complete SBA implementation. Schools as well as higher authorities should play their roles so as this transformation of education would propel Malaysia education system globally.
Proceding International Conference On Teachers Education (ICOTE)
Sistem pendidikan negara kita yang berteraskan peperiksaan telah mendorong pelajar-pelajar belaja... more Sistem pendidikan negara kita yang berteraskan peperiksaan telah mendorong pelajar-pelajar belajar dan menghafal untuk lulus peperiksaan. Pengetahuan yang diterima dengan cara ini tidak akan kekal. Ini bermakna kejayaan dalam peperiksaan tidak memberi gambaran sebenar tentang kejayaan penguasaan sesuatu kurikulum. Maka Kementerian Pelajaran Malaysia melaksanakan Pentaksiran Berasakan Sekolah (PBS) sebagai sebahagian daripada Program Transformasi Pendidikan. PBS dirancang, ditadbir, di skor dan dilaporkan secara terancang mengikut prosedur yang ditetapkan oleh Lembaga Peperiksaan Malaysia dan ia merupakan satu bentuk penilaian yang dilakukan oleh guru dan pihak sekolah. Namun sejak kebelakangan ini banyak keluhan dari guru-guru tentang PBS. Maka kertas ini mengetengahkan isu dan cabaran permasalahan guru dalam pentaksiran semasa melaksanakan PBS. Kajian ini membincangkan isu-isu berkaitan ketidakyakinan dan ketidaksungguhan guru dalam menaksir, amalan birokrasi dalam pentaksiran, dan beberapa permasalahan guru sepanjang melaksanakan PBS. Kajian ini telah mengemukakan beberapa cadangan bagi penambahbaikan kualiti dalam pelaksanaan PBS.
The school-based assessment (SBA) is a holistic assessment which evaluates the cognitive, affecti... more The school-based assessment (SBA) is a holistic assessment which evaluates the cognitive, affective, and psychomotor aspects in line with the goals of the Malaysian National Philosophy of Education (NPE) in the national curriculum. The extent of achieving the goals of the NPE and national education depends on the teachers as its implementers. Therefore, this study aims to identify the extent of the implementation of SBA within teachers from the aspect of knowledge and skills, teachers’ planning, the implementation of assessment, item construction, as well as teachers’ restraints in implementing SBA. Through the literature analyses related to the implementation of SBA, it was found that many teachers did not know and were not skilled in assessing their students. This could affect the reliability and the validity of the assessment. In the many studies that were observed, a majority of teachers still refuse to accept the implementation of SBA. A detailed response is needed to gain the correct information from the teachers. The use of rubrics in the instruments enables gaining more detailed information and reports which are more profound could be presented. This study discusses the steps in constructing instruments in the form of the double layer rubric to identify the extent of SBA implementation within teachers. The Instrument Determination Table was developed to accommodate related elements until it produces items which are able to measure a construct or sub-construct. After the validation process from five professionals, a pilot study was conducted. The discussion focuses on the issues and the procedures on the methods in which the validity and reliability of the instruments were built on through five professionals and the internal uniformity via the Cronbach’s alpha. Therefore, the item analysis to determine the status of statements can be explained by the scores of each rubric objectively and systematically. Undeniably, the uniqueness of an instrument does not only depend on the issues of validity and reliability, but also on the creativity of researchers as well as the method in which these evidences can be integrated in the context of research design. What is certain here is that the uniqueness of an instrument will be further highlighted if the study is able to produce findings that can bring impact towards the progress of education. It is hoped that this rubric can be used more effectively in measuring what is needed to be measured in the SBA implementation study within teachers.
School-Based Assessment (SBA) had been introduced nationwide to replace the recent public examina... more School-Based Assessment (SBA) had been introduced nationwide to replace the recent public examinations system. However, the quality of its implementation has to be assured so as doubts could be eliminated amongst teachers, parents as well as students. The process of Quality Assurance (QA) which includes mentoring, coordination, monitoring and identification has become the indicator in the implementation of SBA. This paper only focused on two aspects which were coordination and monitoring. This paper will present the findings of 123 teachers who were involved in QA during SBA implementation in Malaysia. Double-layer rubric questionnaires were employed to obtain the extent of QA implementation for coordination and monitoring aspects in SBA. Findings revealed that frequency of QA implementation for coordination and monitoring was 2 to 3 times a year with percentage of 46.3% and 41.5% respectively. Only 45% teachers were involved in coordination while 68% teachers were involved in monitoring process. Level of coordination and monitoring implementation was moderate. There was no significant difference in coordination implementation between urban and rural schools. However, there was a significant difference in monitoring implementation between urban and rural schools. There was no significant difference in coordination and monitoring implementation between primary and secondary schools. Consistency in the frequency of coordination and monitoring will ensure a complete SBA implementation. Schools as well as higher authorities should play their roles so as this transformation of education would propel Malaysia education system globally.
Proceding International Conference On Teachers Education (ICOTE)
Sistem pendidikan negara kita yang berteraskan peperiksaan telah mendorong pelajar-pelajar belaja... more Sistem pendidikan negara kita yang berteraskan peperiksaan telah mendorong pelajar-pelajar belajar dan menghafal untuk lulus peperiksaan. Pengetahuan yang diterima dengan cara ini tidak akan kekal. Ini bermakna kejayaan dalam peperiksaan tidak memberi gambaran sebenar tentang kejayaan penguasaan sesuatu kurikulum. Maka Kementerian Pelajaran Malaysia melaksanakan Pentaksiran Berasakan Sekolah (PBS) sebagai sebahagian daripada Program Transformasi Pendidikan. PBS dirancang, ditadbir, di skor dan dilaporkan secara terancang mengikut prosedur yang ditetapkan oleh Lembaga Peperiksaan Malaysia dan ia merupakan satu bentuk penilaian yang dilakukan oleh guru dan pihak sekolah. Namun sejak kebelakangan ini banyak keluhan dari guru-guru tentang PBS. Maka kertas ini mengetengahkan isu dan cabaran permasalahan guru dalam pentaksiran semasa melaksanakan PBS. Kajian ini membincangkan isu-isu berkaitan ketidakyakinan dan ketidaksungguhan guru dalam menaksir, amalan birokrasi dalam pentaksiran, dan beberapa permasalahan guru sepanjang melaksanakan PBS. Kajian ini telah mengemukakan beberapa cadangan bagi penambahbaikan kualiti dalam pelaksanaan PBS.
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Papers by Elly Idris
psychomotor aspects in line with the goals of the Malaysian National Philosophy of Education (NPE) in the
national curriculum. The extent of achieving the goals of the NPE and national education depends on the teachers
as its implementers. Therefore, this study aims to identify the extent of the implementation of SBA within teachers
from the aspect of knowledge and skills, teachers’ planning, the implementation of assessment, item construction,
as well as teachers’ restraints in implementing SBA. Through the literature analyses related to the implementation
of SBA, it was found that many teachers did not know and were not skilled in assessing their students. This could
affect the reliability and the validity of the assessment. In the many studies that were observed, a majority of
teachers still refuse to accept the implementation of SBA. A detailed response is needed to gain the correct
information from the teachers. The use of rubrics in the instruments enables gaining more detailed information and
reports which are more profound could be presented. This study discusses the steps in constructing instruments in
the form of the double layer rubric to identify the extent of SBA implementation within teachers. The Instrument
Determination Table was developed to accommodate related elements until it produces items which are able to
measure a construct or sub-construct. After the validation process from five professionals, a pilot study was
conducted. The discussion focuses on the issues and the procedures on the methods in which the validity and
reliability of the instruments were built on through five professionals and the internal uniformity via the Cronbach’s
alpha. Therefore, the item analysis to determine the status of statements can be explained by the scores of each
rubric objectively and systematically. Undeniably, the uniqueness of an instrument does not only depend on the issues of validity and reliability, but also on the creativity of researchers as well as the method in which these
evidences can be integrated in the context of research design. What is certain here is that the uniqueness of an
instrument will be further highlighted if the study is able to produce findings that can bring impact towards the
progress of education. It is hoped that this rubric can be used more effectively in measuring what is needed to be
measured in the SBA implementation study within teachers.
psychomotor aspects in line with the goals of the Malaysian National Philosophy of Education (NPE) in the
national curriculum. The extent of achieving the goals of the NPE and national education depends on the teachers
as its implementers. Therefore, this study aims to identify the extent of the implementation of SBA within teachers
from the aspect of knowledge and skills, teachers’ planning, the implementation of assessment, item construction,
as well as teachers’ restraints in implementing SBA. Through the literature analyses related to the implementation
of SBA, it was found that many teachers did not know and were not skilled in assessing their students. This could
affect the reliability and the validity of the assessment. In the many studies that were observed, a majority of
teachers still refuse to accept the implementation of SBA. A detailed response is needed to gain the correct
information from the teachers. The use of rubrics in the instruments enables gaining more detailed information and
reports which are more profound could be presented. This study discusses the steps in constructing instruments in
the form of the double layer rubric to identify the extent of SBA implementation within teachers. The Instrument
Determination Table was developed to accommodate related elements until it produces items which are able to
measure a construct or sub-construct. After the validation process from five professionals, a pilot study was
conducted. The discussion focuses on the issues and the procedures on the methods in which the validity and
reliability of the instruments were built on through five professionals and the internal uniformity via the Cronbach’s
alpha. Therefore, the item analysis to determine the status of statements can be explained by the scores of each
rubric objectively and systematically. Undeniably, the uniqueness of an instrument does not only depend on the issues of validity and reliability, but also on the creativity of researchers as well as the method in which these
evidences can be integrated in the context of research design. What is certain here is that the uniqueness of an
instrument will be further highlighted if the study is able to produce findings that can bring impact towards the
progress of education. It is hoped that this rubric can be used more effectively in measuring what is needed to be
measured in the SBA implementation study within teachers.