ISSN : 2348-6503 (Online)

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International Journal of Research in Management &

Business Studies (IJRMBS 2014)

Vol. 1 Issue 3 July - Sept 2014

Assessment Practices Among Malaysian

Cluster School Teachers

Ravi Kumar Varatharaj, IIAbdul Ghani Kanesan Abdullah, IIIAziah Ismail

Lecturer, II Assoc Prof, III Senior Lecturer

Teacher Training Institute, 31150 Ipoh Perak
II,III
School of Educational Studies, Universiti Sains Malaysia, 11800 Penang
I

Abstract
Assessment plays an important part of the Teaching and Learning (T&L) process. It is the duty of the teachers to carry out assessment
tasks that would suit their intended purpose. However, AFL or Formative Assessment as it is known has been in the decline lately as
the Summative Assessment has been in the leading role. But the importance of AFL in the T&L process and the benefit of it have seen
an increase in the implementation of AFL in the T&L process. A survey was conducted among the Cluster School Teachers in Malaysia
to get their view on the assessment practices and the value they hold about the assessment practices. The research findings suggests
that teachers view on the value they hold about assessment practices and the actual practices does not show a lot of difference. It
can be concluded that teachers view about AFL is at moderately high level. The mean score of feedback for practices and value are
at the high level. Unlike the feedback, questioning records a mean score at the high level but their practices are at the moderately
high level. Other aspects of AFL are in the moderately high level.
Keywords
Assessment For Learning (AFL), Feedback, Questioning
I. Introduction
Malaysia is moving forward to achieve the status of developed
country and realize Vision 2020. Among the threshold in Vision
2020 is to have a world class education and cater for the many needs
of Malaysian. Realizing that a sound education system is vital for
the future of the country and to uphold the developed nation status,
Ministry of Education of Malaysia has brought many changes to
the education system. One of the major changes that took place in
2011 was the implementation of School-Based Assessment with
the introduction of Standards Based Curriculum for the primary
schools starting from Primary 1 in 2011 and followed by the
secondary schools in 2012 for the secondary 1 students. The
change to the new assessment system has brought many new
challenges to the teachers as stakeholders as well as the students
and parents in general.
The focus of School-Based Assessment is on Assessment For
Learning (AFL). AFL has been getting great attention from
academicians and researches worldwide [1-4]. The developed
countries like England, New Zealand, the USA, has implemented
AFL that has brought great changes in the classroom teaching and
achievement of the students. Countries in Asia like Korea, Japan,
Singapore, Hong Kong has also brought changes and implemented
AFL as part of their assessment system in schools. The move from
Assessment of Learning towards AFL in the classroom teaching
practices that is from exam oriented system to a more holistic
system in the Teaching and Learning (T&L) is a great leap to
make learning more meaningful to the students.

summarized that learning occurred for peers, students and teachers

after assessment. Classroom assessment is a platform to understand
the needs of the student in learning drives teacher instruction and
reflect on the strengths and weaknesses of the T&L process.

II. Assessment As Part of Teaching and Learning

Assessment can provide useful information about student learning
and assist the teachers in planning their teaching [5]. Assessment
should and can be used as an integral part of T&L that informs
student achievement and guide teachers instruction. Assessment
could be a means of students productive learning if it is carried
out as it is designed [6]. Gallo et.al. go on further to claim that
assessing student learning could improve teacher performance
because teachers would be able to learn more of their students
strength and weaknesses and of their teaching. They further

The purpose of assessing is to help pupils learning and to report

on what the pupils have learned or summarize their learning
[9],[10]. These two distinct purpose differentiates the nature
of assessment and the reasons for carrying out them while both
are of equal importance to the T&L process in the classroom.
Identifying the pupils ability in mastering the knowledge that has
been taught and to rank them accordingly enables the teachers
to set a precedence of what has been taught and what need to be
taught. But to know the level of achievement that the pupils show
during the learning process will enable the teachers to address

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Assessment is intended to be an integral part of the T&L process

and is blended in the teachers teaching procedure. Although it
is evident that assessment can be used in multitude of ways for
different purposes the assessment is carried out, still the assessment
that helps teachers in planning their T&L process and determining
the students need would be of great importance. Assessment that is
carried out to determine the level of achievement of students which
is summative in nature will be significant in grading of the students
achievement rather than to know the strength and the weakness
of the students in their learning. Assessment that is blended in
the teaching process intended to assess the pupils progress in
the ongoing lesson for a particular topic or skill is formative in
nature and serves the purpose of determining the pupils progress
in acquiring the skills taught. Summative assessment is defined
as an assessment carried out periodically to determine what the
students know and do not know at particular period of time while
formative assessment is defined as an assessment integrated in the
teaching process and deemed as part of the instructional process
[7]. It is important to determine the purpose of the assessment
namely the intended use and the actual use of an assessment as
they are designed quite differently to meet the different purposes
they are intended to [8].

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the pupils need immediately while the pupils are still fresh in the
learning process. Assessment during the T&L process involves
collection and use of learning evidence in relation to the specific
activities and goals of a lesson will enable both the teachers and
the pupils to move on at the desired pace and keeping both of them
within reach. The detailed evidence collected during the process
is interpreted by the teacher and the pupil to decide where they
are and what is needed for the pupils to achieve the desired goal
and to move on [10].

AFL is a set evidence based assessment that has the potential
to increase student learning and achievement [11]. And the
explicit purpose of AFL is to promote learning [8]. Assessment
Reform Group (ARG) outlined ten principles of AFL arguing
the importance of integrating assessment in the T&L process as
stated below:

highly reliable. Some 470 teachers took the survey. Descriptive

statistics were conducted to analyse the data. For the purpose of
analysis, the mean score of 1.00 to 1.75 is at the low level, mean
score of 1.75 and 2.50 is at the moderately low level, mean score
between 2.50 and 3.25 is at the moderately high level and mean
score between 3.25 and 4.00 is at the high level.
V. Findings
The findings of this research show that the mean score of 3.05
for the assessment practices variable and a mean score of 3.07
for the value of assessment variable. The standard error are .29
and .30 respectively. The mean scores for the variables indicate
that the respondents perception of assessment practices and the
value they hold of the practices are in the moderately high level.
However there are six items that fall in the high category with
mean value greater than 3.25. Other than that, rest of the items
fall in the moderately high level with mean value between 2.50
and 3.25 except for one item that falls in the moderately low
category with mean value of 2.26. Table 1 shows the items and
their mean value for the practices and the value they hold as well
as their differences.

be part of effective planning,

focus on how pupils learn
be central to classroom practice
be a key professional skill
be sensitive and constructive
foster motivation
promote understanding of goals and criteria
help learners know how to improve
develop the capacity for self-assessment
recognize all educational achievement
Crooks summarizes AFL into five points that goes in line with
the ten principles identified by ARG. Assessment that promotes
learning involves learning goals understood and shared by both
teachers and students; helps students to understand and recognize
the desired standards; involves students in self-assessment;
provides feedback which helps students to recognize next steps
and how to take them; and builds confidence that students can
improve their work [12]. The study of the five point summary
of AFL provides some insight about the practices in the T&L
process that would promote student learning. As [13] outlined
four points as an integral part of AFL. The four points are sharing
of learning outcomes, questioning, feedback and peer and self
assessment [13]

The six items that fall in the high category are mostly related to
the practices of giving feedback on the student work that improves
their learning. The teachers also show similarity in the value they
hold about giving feedback on the students work. The mean value
for the value the teachers hold about assessment practices is 3.31
which falls in the high category. This shows that the teachers
view highly of giving feedback to the students work. Feedback in
terms learning relates to how successfully or effectively a task has
been done or is being carried out that would inform the students
to improve on [14]. It is also an opportunity for the students to
close the gap of intended learning and the actual learning [15]. The
teachers help the students to identify their strength and weakness
thus advising them on improving their learning. This would help
the students to recognize their strength and improve on it. Teachers
help their students to find solutions for the problems they face in
learning. Teachers believe that their feedback is the key factor to
the students decision making on what they are best at [16]. The
findings indicate that the teachers in school generally have good
practice and values on assessing their students and giving feedback
to their work. It is also shown that the teachers help their students
in identifying their strength and weakness and improve on it.

III. Purpose of The Study

The purpose of this study is to identify the Malaysian teachers
perception on assessment practices in their T&L. It is also intended
to see the teachers practice of assessment and the value they hold
about the assessment practices in their T&L. Through this study
the researcher intend to find out the Malaysian teachers:
Perception about their assessment practices in their T&L
and the value the participants hold about the assessment
practices.
Identify the relationship between the practice and the value
the participants hold about the assessment practices.

Other than feedback, items related to identifying students strengths

also fall in the high category. In carrying out the assessment of
student work, teachers themselves must have or acquire quality
appropriate to the task given and should be able to judge their
work in relation to that concept [14]. In short teachers must have
the quality appropriate to the knowledge they teach so that their
judgement of the students work will be reliable. Teachers at this
stage play the role of a facilitator. They help their students to
identify their strengths and weakness and encourage them to view
them as a learning opportunity to improve their understanding.
The items both in the practice and value category register mean
value of more
than 3.25. Teachers also take a lot of consideration in preparing
their instrument to assess their students learning.
Teachers view on this aspect is also in the high category. They
put in a lot of effort to prepare their instrument to make sure that
the instrument assess the students understanding and knowledge

IV. Research Methodology

This quantitative study is conducted among the cluster school
teachers in Peninsular Malaysia. For the purpose of this study,
the researcher adapts and adapts the questionnaire on assessment
practices that was used on the Improving School Effectiveness
project [11]. The reliability of the instrument was tested using
the Cronbach Alpha. An alpha value of .90 and .91 respectively
for the practices and the values items show that the instrument is
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International Journal of Research in Management &

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Vol. 1 Issue 3 July - Sept 2014

of what the teacher had taught and also the students are able to
complete the task. Teachers take into consideration of the students

readiness in preparing the instrument.

Table 1: Comparison of mean score of the items

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Item
Feedback helps the students improve.
Identifying students strengths.
Main emphasis of assessment.
Solving learning problem.
Students readiness for assessment.
Mistakes as learning opportunity.
Understanding purpose of learning
Evidence of student understanding
Questioning to elicit factual knowledge
Students effort on learning
Questioning for explanation
Teachers assessment is important
Improving learning
Reveal student thinking
Determining learning objectives
Assessment criteria
Assessment helps independent learning
Planning learning process
Discussing learning objectives
Self and peer assessment guideline
Performance improvement
Self assessment guideline
Self assessment
Determining next lesson
Best learning method
Students performance in relation to others.
Peer assessment.
Assessment consists of marks and grades.
Curriculum driven lesson planning
Students determine learning objectives.

Practices
3.33
3.29
3.27
3.27
3.26
3.25
3.24
3.24
3.24
3.23
3.22
3.22
3.18
3.18
3.16
3.15
3.04
3.01
2.99
2.97
2.97
2.94
2.93
2.92
2.79
2.77
2.76
2.72
2.72
2.26

Questioning is one aspect of AFL that helps the students stay

focused on their learning process. Reflecting on the items as stated
in Table 1, teachers value questioning as an important factor in
the T&L process. Their practices however fall short of their value
that could be due to the interaction during T&L that does not
support questioning. In many instances, teachers play the role of
a presenter of knowledge rather than a facilitator. The students
in these instances become passive learners or passive receivers
of knowledge which does not enhance students learning. While
teachers view highly of questioning, students effort and thinking
skills in the T&L process, their practice in the classroom doesnt
reflect their value. The mean score of the teachers value about
questioning, students effort and thinking skills in the T&L process
falls in the high category while their practices fall in the moderate
level. Teachers are aware of the fact that rich questioning during
the T&L process enhance their thinking skill and also can be used
as a tool to promote higher order thinking. It is the role of the
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Value
3.31
3.29
3.23
3.26
3.27
3.27
3.23
3.20
3.25
3.27
3.27
3.22
3.23
3.21
3.11
3.07
3.06
2.97
3.03
3.03
2.98
2.96
2.96
2.82
2.79
2.79
2.77
2.79
2.76
2.34

Difference (+/)
.02
.00
.04
.01
-.01
-.02
.01
.04
-.01
-.04
-.05
.00
-.05
-.03
.05
.08
-.02
.04
-.04
-.06
.01
.02
-.03
.10
.00
-.02
-.01
-.07
-.04
-.08

teacher to design their questioning technique to promote higher

order thinking skill among their students. Asking rich questions
enables the students to engage in deeper thinking and also provides
the teachers with useful information about student understanding
[17]. But the teachers could not integrate rich questioning and
their practices do not blend well with their intended value during
T&L. Another aspect of AFL that does not favor well with the
teachers is the determining of learning outcome by the pupils. It
has never been a practice in the Malaysian education that gives
the privilege of determining the learning outcomes to the students.
Planning and setting the learning outcome has always been the
duty of the teacher with reference to the curriculum and the need
of the students. Teachers play the maiden role of determining their
students need and plan their lesson accordingly.
Although most of the items fall in the moderate level, there are
significantly five items that bottom the list. The look at this items
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shows that teachers are in favour of AFL as this five items are all
about assessment that is summative in nature. Comparing students
performance in relation to others in the classroom suggests that
teachers are not keen in having their students work compared
with others but rather an individualistic affair to highlight the
improvement that can be done on the students learning. Planning
of the lesson plan also fall in the moderate level. It suggests that
teachers view students performance as an important factor in
planning their lesson plan. Teachers take into consideration their
students achievement in the previous lesson as a basis for planning
their lesson.

Teachers view highly of the factors related to AFL namely feedback

and students strengths. Other aspects of AFL like questioning, self
and peer assessment and sharing learning objectives fall in the
moderately high category. Teachers value about AFL is at the
higher side although there is a slight decline in the actual practice.
This could be due to factors relating to teachers readiness and
understanding of the process. It should be the concern of the
higher authority to address the gap in the practices of AFL so
that the transition of assessment practices towards AFL would
be fruitful.
References
[1] P, Black, and D. Wiliam, D. Inside the Black Box: Raising
Standards through Classroom Assessment. Phi Delta
Kappan. Vol. 80(2), pp. 1-20,1998
[2] D. Sadler. Formative Assessment and the Design of
Instructional Systems. Instructional Science. Vol. 16, pp.
119-144, 1989
[3] R.Stiggins, New Assessment Beliefs for a New School
Mission Phi Delta Kappan, Vol. 86, (1), pp. 22-27,2004
[4] W. Mansell, and M. James, Assessment in schools. Fit for
purpose? A Commentary by the Teaching and Learning
Research Programme. London: Economic and Social
Research Council, Teaching and Learning Research
Programme, 2006
[5] A. Gallo, and G, Linda . Assessment B e n e f i t s
and
Barriers: What Are You Committed To? Journal of Physical
Education, Recreation & Dance 77(8), 2006.
[6] D.Carless, D.Learning-oriented Assessment: Principles,
Practice and a Project. Innovations in Education and
Teaching International 44(1), 2007
[7] G. Catherine and E. Michael, Formative and Summative
Assessments in the Classroom www.measuredprogress.org,
2002
[8] Assessment Reform Group. Assessment for Learning: Beyond
the Black Box. In Assessment Reform Group (Ed.), (pp.
1-12).1999
[9] H. Wyyne, Teachers summative practices and assessment
for learning tensions and Synergies, The Curriculum
Journal, Vol. 16 (2), pp. 207 223, 2005
[10] H, Wyyne, The Quality Of Learning: Assessment Alternatives
For Primary Education (Primary Review Research Survey
3/4), Cambridge: University of Cambridge Faculty of
Education.2007
[11] M.James, and D.Pedder, Beyond method : Assessment and
Learning practices and values. The Curriculum Journal,
17(2), pp 29.2009
[12] T. Crooks, The validity of formative assessments. British
Educational Research Association, University of Leeds,
Available at:

http://www.leeds.ac.uk/educol/documents/00001862.htm.
retrived on July 20 2024
[13] R.J. Stiggins, Assessment Crisis : The Absence of Assessment
For Learning. Phi Delta Kappan, 83, pp 758-765.2002
[14] D.R. Sadler. Formative assessment and the design of
instructional systems. Instructional Science 18, pp 119144. 1989
[15] Ramaprasad, A. In Sadler, D. R. (1989). Formative
assessment and the design of instructional systems.
Instructional Science 18, pp 119-144.
[16] D.C.Vercauteren. Feedback in New Zealand Classrooms:

The findings also suggest that giving marks and grades fall short
of teachers interest. They look at the students achievement more
constructively and holistically. How well the students have
acquired the intended skill and ways to improve them is the priority
given by the teachers in carrying the assessment. Another aspect
that the teachers view lowly is the peer assessment. It suggests
that teachers do not give priority to peer assessment as a form
of learning. It is due to the level of the students who are still in
the primary level and it takes a lot of task to guide them to carry
out peer assessment. The students are not ready to carry out peer
assessment. Other than that, comparing students performance
in relation to others also does not fare well with the teachers.
It shows that the teachers prefer to see the students individual
achievement as a benchmark for them to improve and not the
overall achievement in the classroom as a basis for viewing the
student achievement as in the case of summative assessment.
Sharing of learning objectives is also an important factor in AFL.
While the teachers value discussing of learning objectives during
the T&L process highly, their practices does not resemble their
intention. This shows that the practice of discussing learning
objectives among the teachers is at the moderate level. But the
practice of determining learning objectives is viewed highly as
this is the teachers routine job and an important task. It is very
important because the learning objective chosen for the T&L
process would determine the success of the lesson. Furthermore
teachers have to take into consideration of the students level of
achievement in the previous lesson so that they could follow the
next lesson continuously and effectively.
Although the self and peer assessment factor falls in the moderate
level, yet the mean score of it is at a lower level compared to the
other items related to AFL. The practice of self and peer assessment
falls into the moderately high level. Self assessment and peer
assessment is carried out at a moderate level. The practice of
self and peer assessment could only be done when the teachers
are carrying out written work as the teachers will guide them to
evaluate the work.
VI. Conclusion
Based on the findings, the value teachers hold about assessment
and their actual practices are at a moderately high level with mean
score of more than 2.50. There are not much difference in the
value they hold and their actual practices. Assessment has been an
integral part of T&L as can be seen from the value teachers hold
of assessment and their actual practices. The emphasis teachers
give on assessment is to help students learn. This can be summed
from the fact that teachers give more emphasis on feedback of
student work which in actual fact is the assessment process.
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Do students get the message?. Victoria University of

Wellington,2005
[17] C.Garrison, D. Chandler, and M.Ehringhaus, Effective
Classroom Assessment: Linking Assessment with Instruction,
NMSA & Measured Progress.2009

learning process.

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Specializing in classroom assessment

and working experience of more than
20 years training teachers, assessment is
seen as an important aspect of Teaching
and Learning process. Research on the
teachers role in the classroom particularly
in carrying out Assessment For Learning
is the key area of research that I currently
undertake and hope to bring changes in
the practices of teachers in carrying out
assessment as part of the teaching and

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