Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills
Classroom-Based Assessment (CBA) was first implemented for pupils in 2017. CBA is a set of tests to see and track the extent to which pupils' achievements can be examined, especially in listening and speaking skills for Malay language subject. This study's methodology involved library rese...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Human Resource Management Academic Research Society
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/117629/ http://psasir.upm.edu.my/id/eprint/117629/1/117629.pdf |
| _version_ | 1848867300902436864 |
|---|---|
| author | Shaari, Muhammad Nurfikri Jamil, Halimah |
| author_facet | Shaari, Muhammad Nurfikri Jamil, Halimah |
| author_sort | Shaari, Muhammad Nurfikri |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Classroom-Based Assessment (CBA) was first implemented for pupils in 2017. CBA is a set of tests to see and track the extent to which pupils' achievements can be examined, especially in listening and speaking skills for Malay language subject. This study's methodology involved library research, specifically books, articles, and journals. In the implementation of assessment, various matters should be examined by the teachers to ensure that the weaknesses of the pupils and teachers teaching practice can be improved. For this reason, this concept paper investigates two main issues in the practice of CBA in Malay language speaking skills among teachers, which are lacks proficiency in conducting CBA and difficulty in determining pupils’ assessment scoring. The results have significant ramifications that offer essential insights into teachers' assessment processes and expertise, as well as ways to enhance the use of CBA speaking abilities. In addition, this article suggests that to address the concerns identified, teachers' need an assessment training that should be increased. The authorities need to take drastic action to ensure that teachers receive exposure through regular training or workshops so that they truly understand and are knowledgeable in implementing CBA effectively especially in Malay language speaking skills assessment. |
| first_indexed | 2025-11-15T14:34:19Z |
| format | Article |
| id | upm-117629 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:34:19Z |
| publishDate | 2024 |
| publisher | Human Resource Management Academic Research Society |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1176292025-06-03T03:57:22Z http://psasir.upm.edu.my/id/eprint/117629/ Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills Shaari, Muhammad Nurfikri Jamil, Halimah Classroom-Based Assessment (CBA) was first implemented for pupils in 2017. CBA is a set of tests to see and track the extent to which pupils' achievements can be examined, especially in listening and speaking skills for Malay language subject. This study's methodology involved library research, specifically books, articles, and journals. In the implementation of assessment, various matters should be examined by the teachers to ensure that the weaknesses of the pupils and teachers teaching practice can be improved. For this reason, this concept paper investigates two main issues in the practice of CBA in Malay language speaking skills among teachers, which are lacks proficiency in conducting CBA and difficulty in determining pupils’ assessment scoring. The results have significant ramifications that offer essential insights into teachers' assessment processes and expertise, as well as ways to enhance the use of CBA speaking abilities. In addition, this article suggests that to address the concerns identified, teachers' need an assessment training that should be increased. The authorities need to take drastic action to ensure that teachers receive exposure through regular training or workshops so that they truly understand and are knowledgeable in implementing CBA effectively especially in Malay language speaking skills assessment. Human Resource Management Academic Research Society 2024-12-12 Article PeerReviewed text en cc_by_4 http://psasir.upm.edu.my/id/eprint/117629/1/117629.pdf Shaari, Muhammad Nurfikri and Jamil, Halimah (2024) Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills. International Journal of Academic Research in Business and Social Sciences, 14 (12). pp. 1292-1303. ISSN 2222-6990 https://hrmars.com/index.php/IJARBSS/article/view/24084/Issues-in-the-Practice-of-Classroom-Based-Assessment-CBA-in-Malay-Language-Speaking-Skills 10.6007/ijarbss/v14-i12/24084 |
| spellingShingle | Shaari, Muhammad Nurfikri Jamil, Halimah Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills |
| title | Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills |
| title_full | Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills |
| title_fullStr | Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills |
| title_full_unstemmed | Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills |
| title_short | Issues in the practice of classroom-based assessment (CBA) in Malay language speaking skills |
| title_sort | issues in the practice of classroom-based assessment (cba) in malay language speaking skills |
| url | http://psasir.upm.edu.my/id/eprint/117629/ http://psasir.upm.edu.my/id/eprint/117629/ http://psasir.upm.edu.my/id/eprint/117629/ http://psasir.upm.edu.my/id/eprint/117629/1/117629.pdf |