Perceptions, practices and problems of school-based assessment for primary school in Kluang, Johor.

Abstract

Curriculum transformation in Malaysia is nothing new as it has been practiced since independence. The most recent curriculum change in Malaysia is the development and implementation of the Primary School Standard Curriculum (KSSR) in primary schools throughout the country, beginning 2011. This new curriculum gives special attention to school-based assessment (SBA). The aim of the introduction of School Based Assessment (SBA) in schools is to develop students who are balanced physically, emotionally, spiritually and intellectually (Malaysian Examination Board, 2011). School Based Assessment is a holistic assessment that evaluates cognitive (intellectual), affective (emotional and spiritual) and psychomotor (physical) aspects in line with the National Education Philosophy and Curriculum Standard for Primary Schools (KSSR) (Ministry of Education, 2009). The components of SBA are divided into two areas, namely assessing the academic and non-academic which consists of academics School Assessment ( SA ) and Assessment Centre ( PP ), while the non-academic field consists of Psychometric Assessment ( PPsi ) Assessment for Physical Activity , Sport and the Curriculum ( PAJSK ). Both of these areas give recognition and autonomy for teachers to implement formative and summative assessment in schools according to their creativity and individual initiative(Malaysian Examination Board, 2011). The assessment conducted by teachers is based on their own creativity as well as the Standard Document for Primary School Curriculum (KSSR). The instruments the teacher develops and uses will form evidence of the assessments they have conducted throughout the school year. Evidences are documents that need to be dealt systematically and it is a requirement for teachers to report the evidence in the School Based Assessment Management System (SPPBS). The implementation of SBA may raise several challenges to teachers.