Implementation of classroom-based assessment in Malaysia
Classroom-based Assessment (CBA) was officially established and introduced to focus on pupils' learning's holistic development and eradicate exam-oriented learning. Albeit the specific circular was issued in 2017, teachers in schools still lacked the skills and confidence in its implementa...
| Main Authors: | , , , |
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| Format: | Article |
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International Journal of Academic Research in Progressive Education and Development
2022
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| Online Access: | http://psasir.upm.edu.my/id/eprint/101811/ |
| _version_ | 1848863637179990016 |
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| author | Tan, Tong Hock Mohd Ayub, Ahmad Fauzi Mohd Shah, Manisah Ahamed, Ajurun Begum |
| author_facet | Tan, Tong Hock Mohd Ayub, Ahmad Fauzi Mohd Shah, Manisah Ahamed, Ajurun Begum |
| author_sort | Tan, Tong Hock |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Classroom-based Assessment (CBA) was officially established and introduced to focus on pupils' learning's holistic development and eradicate exam-oriented learning. Albeit the specific circular was issued in 2017, teachers in schools still lacked the skills and confidence in its implementation. The teachers presumed that the CBA is merely a teaching and assessment task detached from the existing teaching and learning. The apprehension was formed due to insufficient information on the implementation of the CBA. The practical implementation of CBA requires a comprehensive and systematic planning stage, followed by the preparation, implementation, and reporting stage. Henceforth, the Ministry of Education conducted workshops and intensive CBA training for headteachers and school principals to understand CBA implementation procedures. Based on the kind hand-in-hand, school leaders are deemed responsible for disseminating the CBA knowledge and skills acquired to teachers in their respective schools for implementation. However, the extent to which the implementation of CBA would be a triumph is yet to be substantiated. Subsequently, this study suggests a comprehensive CBA framework model to stakeholders by guiding their teachers in understanding the concepts and skills of CBA. This model, too, could assist teachers and boost their confidence during the implementation of CBA in the classroom. |
| first_indexed | 2025-11-15T13:36:05Z |
| format | Article |
| id | upm-101811 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-15T13:36:05Z |
| publishDate | 2022 |
| publisher | International Journal of Academic Research in Progressive Education and Development |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1018112023-06-17T22:45:30Z http://psasir.upm.edu.my/id/eprint/101811/ Implementation of classroom-based assessment in Malaysia Tan, Tong Hock Mohd Ayub, Ahmad Fauzi Mohd Shah, Manisah Ahamed, Ajurun Begum Classroom-based Assessment (CBA) was officially established and introduced to focus on pupils' learning's holistic development and eradicate exam-oriented learning. Albeit the specific circular was issued in 2017, teachers in schools still lacked the skills and confidence in its implementation. The teachers presumed that the CBA is merely a teaching and assessment task detached from the existing teaching and learning. The apprehension was formed due to insufficient information on the implementation of the CBA. The practical implementation of CBA requires a comprehensive and systematic planning stage, followed by the preparation, implementation, and reporting stage. Henceforth, the Ministry of Education conducted workshops and intensive CBA training for headteachers and school principals to understand CBA implementation procedures. Based on the kind hand-in-hand, school leaders are deemed responsible for disseminating the CBA knowledge and skills acquired to teachers in their respective schools for implementation. However, the extent to which the implementation of CBA would be a triumph is yet to be substantiated. Subsequently, this study suggests a comprehensive CBA framework model to stakeholders by guiding their teachers in understanding the concepts and skills of CBA. This model, too, could assist teachers and boost their confidence during the implementation of CBA in the classroom. International Journal of Academic Research in Progressive Education and Development 2022-11-30 Article PeerReviewed Tan, Tong Hock and Mohd Ayub, Ahmad Fauzi and Mohd Shah, Manisah and Ahamed, Ajurun Begum (2022) Implementation of classroom-based assessment in Malaysia. Human Resource Management Academic Research Society, 11 (4). 76 - 87. ISSN 2226-6348 https://hrmars.com/index.php/IJARPED/article/view/14621/Implementation-of-Classroom-Based-Assessment-in-Malaysia 10.6007/IJARPED/v11-i4/14621 |
| spellingShingle | Tan, Tong Hock Mohd Ayub, Ahmad Fauzi Mohd Shah, Manisah Ahamed, Ajurun Begum Implementation of classroom-based assessment in Malaysia |
| title | Implementation of classroom-based assessment in Malaysia |
| title_full | Implementation of classroom-based assessment in Malaysia |
| title_fullStr | Implementation of classroom-based assessment in Malaysia |
| title_full_unstemmed | Implementation of classroom-based assessment in Malaysia |
| title_short | Implementation of classroom-based assessment in Malaysia |
| title_sort | implementation of classroom-based assessment in malaysia |
| url | http://psasir.upm.edu.my/id/eprint/101811/ http://psasir.upm.edu.my/id/eprint/101811/ http://psasir.upm.edu.my/id/eprint/101811/ |