Implementation of Classroom Assessment in Malaysia
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Abstract
Classroom assessment, initially known as “pentaksiran sekolah”, has been implemented in Malaysia for almost 10 years. Several studies have sought to examine the views and practices of primary and secondary teachers in Malaysia regarding the implementation of classroom assessment. Therefore, it is crucial to conduct a thorough examination of these studies in order to provide essential information to all stakeholders involved in the implementation of classroom assessment over the past decade. This paper aims to examine the four big keys that contribute to the quality of classroom assessment and analyse recent studies that are relevant to these components. The majority of the studies indicated that school teachers encounter difficulties in the initial stage of classroom assessment quality, specifically in comprehending the concept and purpose of classroom assessment and formative assessment. The study demonstrated that the process of implementing classroom assessment is demanding. Additional efforts and enhancements are required to enhance it further. It is expected that all the issues mentioned in this article will be thoroughly examined to improve the implementation of classroom assessment in the future.
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References
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