CORRELATION BETWEEN TEACHERS PERCEPTION TOWARDS SCHOOL

BASED ASSESSMENT AND STUDENTS ENGLISH LANGUAGE

PERFORMANCE

YONG CHUI SHAN (JESSIE)

GP03813

FAKULTI PENDIDIKAN
UNIVESITI KEBANGSAAN MALAYSIA
2015

TABLE OF CONTENTS

Page
TABLE OF CONTENTS
CHAPTER I

INTRODUCTION

1.1

Introduction to the Problem

1.2

Background of the Study

1.3

Statement of the Research Problem

1.4

Limitations

1.5

Significance of the Study

1.6

Purpose/ Objective of the Study

1.7

Research Questions

1.8

Theoretical /Conceptual Framework

1.8.1 Theoretical framework

1.8.2 Conceptual framework

Operational Definition of Terms

1.9.1 Assessment

1.9.2 School Based Assessment

1.9.3 Perceptions

1.9.4 Teachers

1.9

1.9.5 Performance
1.10
CHAPTER II

Summary of the Chapter

9
10

LITERATURE REVIEW

2.1

Introduction

12

2.2

Teachers Perception

12

2.2.1 Implications of teachers perception on

13
English languague learning
2.3

Performance

15

2.4

Performance Assessment

15

2.5

School Based Assessment

17

2.5.1 Background of School Based

17
Assessment
2.2.5 The Design of School Based
18
Assessment
2.6

Past Studies

21

2.7

Summary of the Chapter

23

CHAPTER III

METHODOLOGY

3.1

Introduction

24

3.2

Research Design

24

3.2.1 Descriptive research

25

3.2.2 Triangulation Design

25

Research Site

26

3.3

3.4

Population

26

3.5

Sampling Design and Participants

26

3.6

Data Collection Techniques

26

3.7

Instrument

27

3.7.1 Questionnaire

27

3.7.2 Interview

28

3.7.3 English Language Results

28

3.7.4 Validity and reliability

28

3.8

Pilot Study

29

3.9

Procedures

29

3.10

Data Analysis Plan

30

3.10

Summary of the Chapter

30

REFERENCE

32-36

CHAPTER I

INTRODUCTION

1.1. INTRODUCTION TO THE PROBLEM

Assessment literacy is a significant criteria in the process of school assessment.
According to Ahmad (2010), an assessment is considered perfect when the teachers get to
help the students to overcome their learning problems which are identified in the early
stage so that the problems will not reoccur again. Therefore, it is apparent to see that
teacher plays an important role in determining the success of an assessment.
Malaysia has undergone educational transformation in order to reform its
education system. Among the education policy initiatives are Education Development
Master Plan (PIPP) , National integrity Plan (PIN) and Primary School Standard
Curriculum (KSSR). Alongside with that, our Ministry of Education (MOE) has initiated
School Based Assessment (SBA) as an effort to develop young generation holistically
through the focus on the mastery of knowledge, intellectual modal, cultivation of
progressive behaviours as well as the practice of values, ethics and moral (Lembaga
Peperiksaan 2011).
However, teachers have gone through a lot of struggles while implementing SBA
in schools. They have to experience increasing workload and pressure in conducting a
new form of assessment and recording the assessment online. (Azrul 2011; Mohd
Aisamuddin & Rohaya 2013; Lee 2012). Hence, this research aims to investigate the
correlation between English teachers perception towards SBA and their students English
Language performance in a secondary school in Kuching, Sarawak.

1.2. BACKGROUND OF THE STUDY

Prior to 2011, students in Malaysia have been undergoing summative or formal
assessment by using standardized tests developed by the Malaysian Examinations
Syndicate (MES). These standardized tests included the Primary School Assessment
(UPSR) in Standard 6, Lower Secondary School Evaluation (PMR) in Form Three, and
Malaysian Certificate of Education (SPM) in Form Five. (Sedigheh 2014). Under the
trend of globalization, the emphasis of formative assessment strategies are highlighted as
effective design in determining students current status of learning intentions and helping
them bridge their learning gap (Wiliam 2011). In order to shift away from this
examination-oriented education system, SBA was launched on 1st February 2012 in all
national schools.
SBA is managed by school authority and is conducted by teachers throughout the
teaching and learning process in schools. The students performances are then recorted as
the letter grades (Brown 2011). In contemplation of this new assessment design, MOE has
revamped new education curriculum designs, which is Primary School Standard
Curriculum (KSSR) for primary level and Secondary School Standard Curriculum
(KSSM) for secondary level. It aims to modify the previous Ujian Pencapaian Sekolah
Rendah (UPSR), the national assessment for Primary Standard Six students, and replace
Peperiksaan Menengah Rendah (PMR), the national assessment for Secondary Form
Three students beginning from 2014 (Berita Harian 2012 Nov: 5).
In Malaysian context, SBA is an assessment conducted in accordance with the
collection method, analysis, and interpretation of the overall performance of teaching and
learning process. This assessment policy has given autonomy and acknowledgment to
teachers to carry out school-based formative and summative assessment (Lembaga
Peperiksaan 2012). Teachers, who are the front-liners in an education system, are said to
be indispensable in making the transformation a success. According to Jaba (2013),
teachers reception and willingness to implement the policy are important in achieving the
aspirations of the SBA. Anyhow, many studies have indicated that teachers response of

the implementation of the SBA are not encouraging. For example, Chan and Sidhu (2011)
found out that teachers are concerned about the validity and reliability of the assessments
constructed due to the cut and paste design. Besides, from Suttons research (2010), it is
found that teachers find SBA stressful as parents and students are opposing the adoption
of new strategies insomuch as the results from the formative assessments.
Another issue of SBA is teachers insufficient knowledge and skills to cope with
the new assessment design. Chan, Gurnam and Md Rizal (2010) revealed in their study
that quite a number of teachers were not exposed to SBA, wcausing them to be lacking in
knowledge and skills in interpreting test scores, analyzing item as well as forming item
bank. Hamzah and Pamasivam (2009) also questioned anout the validity and reliability of
the SBA system as they found out that teachers did not stick to the guidelines in assessing
Schoo-based Oral Assessment (SBOA) due to the lack of exposure. Their findings were
aligned with Nor Hasnida et al. (2012) who discovered similar results as Hamzah and
Pamasivam (2009). All these statistical evidences signify that teachers are not prepared
and have no clear idea about the criteria of SBA.
The former Education Director General, Tan Sri Dr Murad Mohammad Nor stated
that teachers are the most significant component in an education plan. (Faizah 2011). In
that event, it is of part and parcel to investigate teachers perception towards SBA and its
correlation with students English Language performance. Hopefully with the current
study, it sheds some light to the policymakers and school administrators to figure out
solutions to fix the gaps of the issue.
1.3. STATEMENT OF THE RESEARCH PROBLEM
Teachers perception towards SBA ir relatively important as they are the ones who
conduct the assessments in schools. However, Mohd Aisamuddin and Rohaya (2013)
indicate that the drastic change have not given teachers sufficient time of training and
readiness to grasp and apply the concept of formative assessment in classroom learning.
Therefore, Azlin et. Al,. (2013) highlights the aims of SBA is not only to improve

students achievements by enhancing their confidence, but also to strengthen teachers

teaching strategies to adapt themselves with the reformation. This is in line with Norzilas
(2013) statement in which a well-planned and implemented SBA will forge a harmonious
learning environment for the classroom lesson. As a result, this study will provide an
insight from teachers point of view to the authorities so that they can consider timely
and appropriate corrective resolutions.
1.4. LIMITATIONS
This study will employ purposive sampling with regard to reap teachers perceptions
towards SBA in English classroom. Due to such sampling design, the respondents of this
study only cover the English teachers in Kuching District of Sarawak who have
experience in SBA. Hence, no in-depth study had been conducted on the opinions of the
teachers in individual specifically.
Apart from that, the research only portrays an overview of SBA scenario in
Kuching, Sarawak. There is a tendency of external factors which may contribute to the
results of the findings for other regions. Therefore, this study only represents the general
views among English teachers in Kuching, Sarawak.
1.5. SIGNIFICANCE OF THE STUDY
With the aim of exploring the correlation between English teachers perceptions towards
SBA and students perforamance in English subject, this research hopes to provide some
implications in the betterment of current SBA.
First of all, this study hopes to shed some light on the SBA design so as to
improve its applicability and effectiveness. With that, it will enhance the validity and
reliability in assessing students achievement while helping teachers to carry out the
policy more efficiently.

Secondly, it aims to provide teachers response as the front-liners to the State

Education Departments and District Education Offices on the ways to improve SBA
system in order to ensure the smooth implementation according to the planned
procedures.
It is also wish that this research can deliver teachers perceptions towards SBA to
the school administrators so that they get to identify the limitations of the procedures and
figure out solutions to overcome them.
Last but not least, this study hopes to be the guidelines or reference to schools in
other districts as well as states, which may face similar difficulties as they do.
1.6. PURPOSE/ OBJECTIVE OF THE STUDY
This study hopes to discover whether teachers perception on SBA have an impact on
students performance in English Language. Apart from that, there are a few purposes
which the present study wish to bring forward:
1. Identify English teachers perceptions towards SBA.
2. Identify difference of perceptions between male and female English teachers.
3. Identify difference of perceptions among English teachers with various
teaching experience.
4. Identify difference of perceptions among English teachers of diverse ethnic
groups.
1.7. RESEARCH QUESTIONS
Generally, this study aims to investigate the correlation between English teachers
perception towards SBA and their students performance in English Language. The
research questions derived from the research objectives are:

1. To what extent does English teachers perception correlate with their students
performance in English Language?
2. Is there a statistically relationship between male and female English teachers on
their perceptions towards SBA?
3. Is there a statistically relationship among English teachers perceptions towards
SBA and their teaching experience?
4. Is there a statistically relationship between English teachers perceptions towards
SBA and their ethnicity?
1.8. THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY
1.8.1. THEORETICAL FRAMEWORK
A theoretical framework has been used in this study in order to understand the English
teachers perception towards SBA would bring an effect towards students performance in
English language, which is The Perception Information Processing Model.
The Perception Information Processing Model was introduced by Robert Kreitner
and Angelo Kinicki (2007). It describes perception is a manner that associates directly
with the information processing in which it can be linked to teachers perceptions in
English classroom. According Kreitner and Kinicki (2007), perception is interpreted as a
cognitive process which enables us to decode and understand our surroundings. There are
four underlying stages of information processing in the perception of people:
Stage 1: Selective attention/ comprehension stage
At this stage, humans selectively perceive environmental stimuli because they do not
have sufficient mental capacity to comprehend all the physical and social stimuli
thoroughly. Here, the selective attention takes place, which can be information from
environment of from memory.

Stage 2: Encoding and simplification stage

Humans store the observed information by comparing their characteristics with the
information in their schemata, which is the mental picture of a particular event or
memory. This stage will normally result in different interpretation of information due
to the four factors: individual varied schemata, mood and emotion, recent cognitive
category used as well as individual difference.
Stage 3: Storage and retention stage
This stage involves the storage of information in long-term memory. Kreitner and
Kinicki (2007) believe that long-term memory comprises three different
compartments, which are categories of information about events, semantic materials,
and people.
Stage 4: Retrieval and response stage
At this stage, humans will either retrieve information in which they store in the
long-term memory or recapturing the summary judgment that they have already made
to make judgment and decision.
Diagram 1.1: The Perception Information Processing Model
Stage 1
(Selective attention/
comprehension
stage)

Stage 2
(Encoding and
simplification
stage)

Competing
environmental
stimuli

Interpretation
and
categorization

People
Events
Objects

Stage 3
(Storage and
retention
stage)

Stage 4
(Retrieval and
response
stage)

Memory

Judgments and
decisions

Source: Kreitner and Kinicki Organisational Behaviour 2007

In sum, it is apparent that humans usually make judgment based on their
impression of their own perception. Therefore, it is necessary for humans to confront once
they encounter faulty schemata as it may lead to wrong decisions.
1.8.2. CONCEPTUAL FRAMEWORK
Teachers perception towards SBA involves a complex process, which consists of
different perception factors and the SBA process. In this study, the discussion lies in the
assumption that teachers perception is a significant factor that determines students
performance. Therefore, the study aims to propose that there is a relationship between
teachers perception towards SBA and students in English language performance. This
study also includes the other factors which may lead to or affect the students English
language performance. Due to that, factors such as gender and teaching experience among
teachers which might influence the result of the findings are also considered. In sum, this
study will be conducted based on to the conceptual framework as shown in Diagram 1.2.
1.9. OPERATIONAL DEFINITION OF TERMS
1.9.1. ASSESSMENT
Gurnam, Chan and Sarjit (2011) point out five different parties, namely policy maker,
administrator, teacher, parents and student, may have their diverse understanding and
perspectives on assessment respectively. Nur Diana, Saedah Siraj, Norlidah Alias &
Mohammad Attaran (2013), policy makers regard assessment is a standard in which the
quality of the education is being monitored. Administrators perceive assessment as a
method to monitor the effectiveness of a program while teachers view assessment acts as
a tool to supervise their students development and progress in school. However, from
students point of view, assessment infers their continuing performance. As for parents,
assessment provides feedback on their childs progress and schools liability as an

education hub.
Diagram 1.2 Conceptual Framework

Demography
1. Gender
2. Ethnicity
3. Teaching
Experience

English Teachers

Perception on:
understanding of
SBA
ability to
implement SBA
facilities given
for SBA
implementation
time adequacy
for SBA
implementation

Different
Perceptions of
English Teachers in
terms of Gender

Different
Perceptions of
English Teachers in
terms of Ethnicity

Different Perceptions
of English Teachers
in terms of Teaching
Experience

Students English Language

Performance

10

1.9.2. SCHOOL BASED ASSESMENT

Syed Ismal and Ahmad Subki (2010) defines SBA as an assessment planned, created,
administered, checked and reported by teachers in schools which involves students,
parents and external organization. Azlin et al. (2013) described SBA as an alternative
approach towards assessing students academic progress. To add on to that, Salmiah
(2013) viewed SBA as a formative assessment which is used to evaluate students
achievement holistically by taking into consideration of both academic and non-academic
aspects.
1.9.3. PERCEPTIONS
Perception, as defined by the Oxford Learners Dictionary (2015), is an idea, a belief or
an image you have as a result of how you see or understand something. Akurugu (2010)
stated that the word perception is originated from the Latin word, percipere, which
means to perceive. In the context of this study, teachers perception refers to teachers
perspectives on everything regarding School Based Assessment (SBA) through their
observation and experience of teaching all this while.
1.9.4. TEACHERS
According to A. Rashid et al., (2012), teachers are a category of people playing the role of
giving lessons and guidance to a group who needs to be taught and educated. Teachers
area group which possess knowledge and skills as well as responsibilities to pass on
knowledge and education to the society.
1.9.5. PERFORMANCE
The Oxford Learners Dictionary (2015) defines performance as the action or process of
performing a task or function. In this study, students performance in English language

11

indicates their both summative and formative results of their Form Three Assessment
(PT3) Mid Year Examination.
1.10. SUMMARY OF THE CHAPTER
The implementation of SBA, which is a new design of assessment system to Malaysian
education field, will definitely be a challenging task to deal with. Due to that, teachers
should equip themselves with readiness of knowledge, skills as well as emotion to face
the coming challenges. Positive attitudes and perceptions towards the problems occur
along the process will be beneficial to students education experience and teachers
professional development. Some related studies which are significant to this topic will be
discussed in the next chapter.

12

CHAPTER II

LITERATURE REVIEW

2.1 INTRODUCTION
This study aims to explore the correlation between English teachers perception towards
SBA and their students performance in English language. This literature review will
present an overview of teachers perception and its implications on English language
learning. Next, emphasis will also be given to the discussion of performance and
assessment as well as the assessment of performance. Moreover, School Based
Assessment (SBA) will be detailed. Finally, past studies on teachers perceptions and
SBA will also be reviewed.
2.2 TEACHERS PERCEPTION
According to Akugur (2010), there are two dimensions in perceiving ideas and concepts:
The first is the attentive realization and judgment of sensory stimuli, which serves as the
foundation of understanding, learning and encouraging a certain action or reaction;
Another dimension will be the outcome of the perceived act. Instinctive knowledge is
frequently used to describe the term perception.
Sigmund Freud (1949) expressed his opinions that the primary elements for every
type of knowledge are simple perceptions received passively by humans. In addition, he
further illustrated the difference between the perception of impression and idea, which

13

is on the degree of strength and clarity experienced by human brains during its occurence.
The perception which causes strong and clear impact is known as impression whilst
idea is fuzzy images in our mind as a result of the combination of impression and our
brains thoughts.
According to Borko (2000), teachers perception in their professional development
is the influenc of their beliefs. Opfer et al. (2010) then relates teachers beliefs with the
general understandings on learning that they hold to be true. These beliefs are the catalyst
for their professional learning as they will prioritize the practice of knowledge and skills
in order to assure their own beliefs. These perspectives are aligned with Fivess and
Buehls (2008) statement in which teachers beliefs are closely connected to other
significant outcomes, for instance, classroom practices and student achievement. This
connection provides teachers with guidelines on tailoring the needs of future with the
development of learning experiences.
2.2.1. IMPLICATIONS OF TEACHERS PERCEPTION ON ENGLISH
LANGUAGE LEARNING
Teachers perception has a profound impact towards students learning as well as their
performance in the subject. Kreitner and Kinicki (2007) highlighted of the importance of
teachers making correct decisions based on their impression of their perception towards
the subject. In this study, the subject is English Language. Once inaccurate impression
exists, teachers or even students may encounter faulty schemata about what constitutes
the difficulty level of the learning process as well as the necessity to learn this subject,
which will have a direct impact on the disposition of the students, thus affecting their
general performance and wrong assessment. In consideration of avoiding this to happen,
teachers need to get to know their students behavioral character traits. It helps the
teachers to determine the standards of evaluating students performance in certain aspect
of the subject. This is a form of objective assessment.
Objective assessment is crucial as it is able to design suitable intervention

14

measures for students who have poor performance while subjective indicators has
tendency of bias and inaccuracy. Kreitner and Kinicki (2007) implied that teachers
perception plays an important role on the implications on the types of their interaction
with students in English language classroom. Teachers need to learn about social
perception, which is a screening process that can alter both in-coming and on-going
communication. Teachers who have insufficient knowledge of the perception process may
result in perceptual errors, causing problems in teaching and learning process. Diagram
2.1 shows specific examples of perceptual error cases by Kreitner and Kinicki (2007).
Diagram 2.1 The Perceptual Index
Perceptual
Error
Halo effect

Leniency
(similar-to-me
Effect)

Description

Example

A person forms an overall

impression about an object and
then uses that impression to rate
that object.
A personal characteristic that
leads
an
individual
to
consistently
evaluate
other
people or objects in an extremely
positive fashion.

Student A is not bright.

This means he/she is lazy.
Student B is smart.
It means he/she is hardworking.
Rating a learner high on all
dimensions of performance in
English as a result of good oral
competence, and regardless of his
or her actual performance in other
aspects of the language.
A learner rating a teacher average
on all dimensions of performance
regardless
of
the
actual
performance in specific areas
because the learner is trying to
avoid offending the teacher.
A learner might remember a
punishment given him/ her by the
teacher and evaluate him/her as a
bad English teacher.

Central
tendency

The tendency to avoid all

extreme judgments and rate
people or objects an average or
neutral.

Recency effect

The tendency to remember

recent information. If the
information is negative, the
person or object is evaluated
negatively.
The tendency to evaluate people Rating a learner an average
or objects by comparing them because one compared his or her
with characteristics of recently performance with other learners.
observed people or objects.

Contrast effect

Source: Kreitner and Kinicki Organisational Behaviour 2007

15

2.3 PERFORMANCE
Marvin Carlson (2013) defined performance as all activities carried out with a
consciousness of itself. Performance is viewed as repeated and socially sanctioned
modes of behavior human activities. This is in line with Richard Schechners (2013) idea
of performance, which is made up of twice-behaved behaviours or restored
behaviours. Schechner (2013) describes performance as actions that people are trained to
do. By saying trained, he means people practice and rehearse on their action to make it
as a performance.
There are seven functions of performance, as stated by Schechner (2013) in his
book Performance Studies 3rd Edition:
To entertain
To make something that is beautiful
To mark or change identity
To make or foster community
To heal
To teach, persuade, or convince
To deal with the sacred and/or the demonic.
2.4 PERFORMANCE ASSESSMENT
To assess students performance, Grant J. Wiggins & Jay McTighe (2005) have created
five significant criteria for performance assessment, namely (i) real-world goal, (ii) role,
(iii) audience, (iv) standards for success, and (v) product or performance. Their guidelines
have then been revised by Marc Chun (2010), the director of education for the CWRA
and CLA host, Council for Aid to Education (CAE).

16

In his article, Marc Chun (2010) implied that:

...Assessment should align with student learning objectives so that what faculty are
teaching maps directly into what is being assessed. However, a way to achieve
even closer alignment is to seek convergence between pedagogical practice and
assessment tools: in other words, for an institution to teach and assess in the same
way. Teaching and assessment so often seen at odds- instead become coterminous.
To make the learning even more powerful, this can also be done so that both the
teaching and assessment mimic how the skills or knowledge will eventually be
used....
With reference to his idea above, March Chun (2010) has identified five revised
guidelines for performance assessment for educators:
Real-world scenario
Students are given different scenario based on the real-life situations which are the
problems that they may encounter in future. The scenario may be connected to their
desired careers. The more students can put themselves into the imagination of the
scenario, the ore engaged they are possibly to be. In order to solve the problems, they
are required to apply the knowledge that they have learned from the course as well as
the skills outside the of a career. Successful application signifies their ability to
transfer the learned knowledge and skills into real life context.
Authentic, complex process
Real world challenges may consist of problems with diverse complexity and
ambiguity. There may be no definite right or wrong answer, no significant solutions,
only conflicting or partial information is available and different perspectives to judge
the situation. Hence, students need to go through the process of the most possible
actions and behaviors they are going to take if they are facing this scenario.

17

Higher-order thinking
The assessment task requires students to engage in different high -order thinking
skills such as critical thinking, analytic reasoning and problem-solving. The emphasis
of the assessment is on the students ability to analyze, synthesize and apply
evidences so as to come to a judgment or decision. At the end of the decision,
cognitive conflict may arise as the judgment made may cause another problems.
Hence, students may instill the sense of creativity from there.
Authentic performance
The product of students performance should reflect students assumpment or
judgment of the role presented and not just some academic writing.
Transparent evaluation criteria
The students should be informed the rubric and evaluation criteria so that they are
clear in setting their goal of achievement. Apart from that, students themselves can
act as the peer evaluators to give feedback of their peers strengths and weaknesses.
This peer evaluation needs to be conduted acoordin to criterion reference rather than
norm referenced.
2.5 SCHOOL BASED ASSESSMENT
2.5.1. BACKGROUND OF SCHOOL BASED ASSESSMENT
The earliest SBA type was started in the late 1970s, which was the Teacher Assessment
Scheme for Science subjects. This type of assessment seems to be a new one both to some
teachers and students, but the earliest type of SBA is the Teacher Assessment Scheme for
science subjects in Hong Kong started from late 1970s. Yip and Cheung (2005) reported
that many teachers viewed SBA as additional work imposed on them by the authorities

18

and, together with the lack of implementation skills and supporting resources, the scheme
adds extra workload and pressure to their routinely busy timetable.
SBA for English Language was launched in 2007 in the Certificate English
Examination (Carless 2010). Hong Kong SBA Consultancy Team (2005) pointed out the
strengths underlying in using SBA for English, which include stable and continuous
pressure-free assessment, reducing the reliance on standardized examination, improving
test item reliability, reflecting students ability, promoting leisure reading, fostering
teaching, enforcing independent learning, facilitating learning autonomy and empowering
teachers in the evaluation process. Developed countries like United Kingdom, New
Zealand, Canada and England followed Hong Kongs footsteps and carried out SBA
successfully for quite a long time. Apart fro that, SBA is also adopted by some developing
countries such as Ghana and Zambia (HKDSE 2012).
SBA was first introduced in Malaysia in the form of School-based Oral English
Test (SBOET). According to Zaiton, Arshad and Malachi (2011), this test was introduced
to the Form 4 and Form 5 students in the year of 2002. It is the transformation of
Malaysian assessment-centralized education system (Suseela & Sim 2010). Zaitun et al.
(2011) further justified the rationale behind the implementation of SBOE in which the
policymakers came to a realization that the emphasis of English language learning in the
classroom are writing and reading skills. They saw the need of speaking and listening
skills, which had not been significance and therefore causing these skills to deteriorate
drastically among Malaysian learners.
2.5.2. THE DESIGN OF SCHOOL BASED ASSESSMENT
Dr. Azian Abdullah, the MOE Deputy Director of Curriculum Development Division,
(2013) stated that, Our current education system is considered good, but if we want to
compete on the global stage, we must ensure that we meet international standards.
Hence, in tandem with the Malaysia Education Blueprint, School Based Assessment
designed by the MOE comprises both formative and summative assessments. Teachers are
given autonomy and acknowledgment as key evaluators in this assessment design at their

19

discretion. Therefore, teachers integrity and credibility are very crucial as the determiners
of the validity of their results of evaluations. In contemplation to carry out the assessment,
teachers need to continuously monitor their own students developments and provide
them with constructive feedback to help them to improve in the learning process
according to the Performance Standards, as stated by MOE (2014).
According to Naimah Ishak, the Examinations Director from Ministry of
education Malaysia (2011), the rationale of SBA in Malaysia are :
1.

To achieve the aspirations of the National Philosophy of Education towards

developing learners or students physicals, emotional, spiritual and intellectuals
abilities

2.

To reduce exam-oriented learning among students.

3.

To evaluate students learning progress.

4.

To enhance teachers integrity in assessing, recording and reporting of students

learning or academic performance.
There are two major aspects of SBA in Malaysian context, which are: (i) academic

aspect in which assessment is conducted using performance standard in the form of

centralized assessment or year-end compilation, and (ii) non-academic aspects, which
refer to physical activities or extra-curricular activities and sports assessment (PAJSK).
Psychometric / Psychological test will be used as the indicator of students development.
The two main components of SBA highlighted in the implementation of SBA are:
the concept of Standard Referenced Assessment and the introduction of SBA
Management System. The former refers to the Performance Standard which is the
guidelines to measure students achievement; while the latter is the concept to assist
teachers in recording and storing evidences regarding students achievement (MOE 2014).
According to the blueprint of Examination Syndicate (2011), teachers need to use a
Standard Referenced Assessment to report a students progress in concordance with the
Document of Performance Standard (DSP) formulated by the ministry.

20

Diagram 2.3 Framework of the Performance Standards

Band
1
2
3
4
5
6

Standard
Know
Know, understand
Know, understand and able to do
Know, understand and able to do in a systematic manner
Know, understand and able to do in an admirable manner
Know, understand and able to do in an exemplary manner
Source: Examination Syndicate 2011

As for English Language subject, another more detailed form of DSP is being used in
assessing students performance.
Diagram 2.2 Document of Performance Standard (DSP) for English Language
BAND
1
2
3

STANDARD STATEMENT
Know fundamental skills in listening, speaking, reading and writing
Understand meanings at word, phrase and sentence level.
Use knowledge acquired through listening, speaking, reading and

writing.
Apply knowledge acquired in a variety of situations using some

appropriate language conventions

Demonstrate the ability to use language in a variety of situations using

largely appropriate language conventions.

Appreciate literary works and present ideas critically in an exemplary
manner.
Source: Malaysia Examination Syndicate 2011
With the implementation of SBA in Malaysia education system, the Ministry of

Education (2010) aims to achieve the following objectives, ultimately for the English
Language subject:
1. To enhance the meaningfulness of assessment where the focus is more on pupils
development and growth in learning rather than merely on their scores and grades.
2. To reduce the over-reliance on data (grades and scores) obtained through central

21

examinations in getting information about pupils in the school system.

3. To empower the school and teachers to conduct quality assessment of pupils.
4. To ensure that the performance of students is comparable to world standards in
various areas of knowledge, skills and competence, with the introduction of a
standard-referenced assessment.
2.6 PAST STUDIES
Since its implementation, SBA has said to come across a lot of challenges and
difficulties. Klenowski (2013) has conducted a research in Queensland, Australia and he
states that teachers roles in SBA are viewed as the primary change agents, who through
judgment practices that are integral to the requirements of assessment tasks and
expectations of quality performance, are best placed to identify important steps for
students to improve in their learning and to develop useful insights about how best to
change pedagogy to meet students particular learning needs.
Meanwhile, in Malaysian context,

Hamimah and Rohaya (2014) stated that

teachers have faced various challenges in throughout the implementation of SBA. Among
the challenges were:
the lack of societal understanding on the info-structure, SBA concepts, its
implementation as well as its implications
time constraint
the online recording of students SBA data in the SBA online system (SPPBS)
the management of SBA evidence
overcrowding classroom, and
teachers assessment competencies.
Another study done by Mukhari dan Amin (2010) discovered that the prosedures
of SBA were not carried out as planned because the teachers did not understand the
coursework assessment document thoroughly, especially in the process of grading. The

22

result is in line with the findings revealed by Nor Sahidah (2014). She indicated that 68%
of her respondents, who were teachers involved in SBA, had medium level of knowledge
towards the SBA, while 13% of the respondents were in the weak level.
Moreover, Nor Hasnida, Baharim dan Afian Akhbar (2012) also signified that
teachers attitudes towards SBA were medium for the belief and implementation
dimensions while for the feeling dimension fell low. This finding was supported by
Mohd Aisamuddin (2014) in his study which involved 400 teachers. The min score for
teachers attitude was in the continuum of less agree for three categories, which were
SBA concept, planning and implementation. His research also pointed out that the
practice of learning assessment, which is considered a prominent characteristic of SBA,
had fallen into the continuum of rarely. On the same hand, Norzilas (2013) stated in her
study that there were teachers who were not contented with the way the authorities
disseminate SBA knowledge to them while. A significant number of them were said not
ready although the rest showed willingness to accept SBA.
Apart from that, Sanitah and Norsiwati (2012) had conducted a research to
investigate teachers readiness from the aspects of interest, attitudes and mastery of
knowledge and skills in the implementation of KSSR. The sample of the study involved
50 primary school teachers who teach Standard One in Kluang District. The research
indicated that teachers with more teaching experience in Standard One showed higher
interest in imparting knowledge. A similar study was also conducted by Ruzlan M.A,
Arsaythamby V. & Hariharan N.K. (2015) to investigate experienced teachers thoughts
on SBA. They indicated that there were teachers who were deficient in knowledge about
SBA and the rationale of its implementation. Besides, some of the respondents were not
ready to embrace the new transformation of assessment pattern.

Rozila (2013) also pointed out that the cascading model adopted by the ministry
was not very successful in disseminating knowledge about SBA to teachers in Malaysia.
Noteworthy, as of 31 December 2104, there are a total of 238,073 primary school teachers

23

and 181,747 in Malaysia (MOE, 2014b). There is a need to establish to what extent the
early dissemination of knowledge about implementing SBA via the cascading model had
yielded less than satisfactory result. For instance, there is little research that explores the
extent of teachers knowledge with regards to SBA in the northern states of Peninsular
Malaysia, despite the fact that SBA had been introduced in 2011.
Looking at what have been researched on School Based Assessment as well as
teachers perceptions, this study aims to expand the current understanding of English
teachers perceptions by identifying the different perspectives of their attitudes on SBA.
2.7 SUMMARY
This chapter attempts to present the literature review so as to have an in depth
understanding on the topic discussed. From this related literature, it is apparent that
teachers perception is paramount in SBA because much researches have proven techers
perception have a profound relationship with students performance. Thus, it is pivotal
that MOE consider teachers perception as an important determiner which may have an
impact on students English Language performance.
Nevertheless, despite their role as the front-liners, relevant studies on English
teachers perception are scarce. Hence, it is imperative to explore students performance
in English Language with relative to English teachers perceptions towards SBA.
The following chapter will deliberate on the methodology used in this research to
figure out the correlation between teachers perception towards SBA and students
English Language performance.

24

CHAPTER THREE

METHODOLOGY

3.1 INTRODUCTION
This is a quantitative survey carried out to examine the correlation between English
Language teachers perception towards SBA and their students English Language
performance in a secondary school in Kuching, Malaysia. In this chapter, research design
and data collection techniques will be discussed in details. In addition, research site,
population, sampling design and participants, data analysis plan will also be included.
3.2 RESEARCH DESIGN
Gopala et al (2012) indicated that there is a need of having a research design in order to
carry out a research. This study is a preliminary study to investigate the correlation
between teachers perception and students performance. This study is a descriptive
research which incorporates both quantitative and qualitative methods to determine the
relationship between teachers perception and students English Language performance.
Fraenkel et al. (2012) pointed out that the usage of both quantitative and qualitative
methods will be able to give a more holistic and in depth understanding to the research
problems.
The present study uses correlational research analysis to figure out the potential
and direction of relationship of the examined variables. This research design is selected as
it is an effective method to analyze the data collected and examine the relationship
between the variables. It is paramount to explore the relationships between different
variables because it helps the policy makers to carry out SBA more efficiently as well as

25

providing guidelines on intervention and modification for the current SBA.

3.2.1. DESCRIPTIVE RESEARCH
Descriptive research method involves making meticulous descriptions of the study.
Adapting descriptive research in this study aims to get the thoughts, perspectives and
perceptions of the samples based on the SBA in English Language learning. The
administration of questionnaire as well as interview will be done on the secondary
teachers who are the research participants in this study.
The quantitative part of the research conducted is questionnaire, which focuses on
English Language teachers perception (as respondents) towards SBA. Questionnaire is
chosen to make data collection more convenient, while saving time as well as cost.
Next, the qualitative method will be carried out to further analyze and figure out
the in depth perspectives of a few teachers on SBA, which is through a one-on-one openended interview.
In order to see the effects of teachers perception towards SBA on students
performance, the formative and summative results of the students taught by the interview
participants will be extracted from their PT3 Trial or Third School English Language
Examination.
3.2.2. TRIANGULATION DESIGN
The triangulation design will be employed. In other words, questionnaire survey will be
conducted simultaneously with interview. This is to imply whether the understandings
among English teachers are convergent on the research area. After that, each response will
be tabulated and reported in the findings.
3.3 RESEARCH SITE

26

The schools which are selected in this study is public secondary school from Kuching,
Sarawak. This school is from sub-urban region. There are a total number of 2123 students
and 144 teachers in the school.
3.4 POPULATION
Among the 144 teachers in the selected school, there are 21 English teachers. 14 out of 21
English teachers have experience in SBA. Therefore, the population of this study consists
of 14 English Language teachers in the selected school in Kuching, Sarawak whom have
had experience in SBA in 2015.
3.5 SAMPLING DESIGN AND PARTICIPANTS
Purposeful sampling is used in selecting the sample for this research. According to
Creswell (2012), purposeful sampling indicates that researchers intentionally select
individuals and sites to learn or understand the central phenomenon. The rationale of
using this sampling design is to provide a detailed understanding on the topic of the
research from the population tha might provide useful information, help people learn
about the phenomenon or give voice to silenced people (Creswell 2012). The subjects
of the survey comprise 9 female and 3 male teachers who have experience in SBA while
one-on-one interview will be conducted to 2 female and 1 male teachers from the survey
participants to give more in-depth opinions on their perception towards SBA.
3.6 DATA COLLECTION TECHNIQUES
A secondary school in Kuching, Sarawak will be chosen and 14 English teachers, who
have experience in SBA will be selected as samples of the study. First, each of them will
be requested to answer the questionnaire distributed to them under the permission given
by the school administrators. Before answering, each participant is given a brief
explanation on the purpose of the survey.

27

Next, one-on-one open-ended interview will be conducted to the selected samples

to get more in depth insights to support the results of the survey. Again, this procedure is
given permission by the school administrator and the targeted respondents will be
informed of the purpose of the interview. Before the interview, the respondents will be
assured of the confidentiality of their response, which their identities will remain
anonymous to everyone. This is to make sure that their response given is honest and free
from influence of external factors.
In order to investigate whether there is any relationship between teachers
perception towards SBA and their students English Language performance, formal and
summative results of the students of the interview respondents.
3.7 INSTRUMENT
Three research instruments will be used in the study, which consists of questionnaire,
interview and students English Language summative and formative results in Final or
PT3 Trial Examination.
3.7.1. QUESTIONNAIRE
Gopala et al (2013) stated that there are two types of questions, structured and
unstructured questions. The instrument selected by the researcher will be adapted and
adopted from New Senior Secondary (NSS) Curriculum Implementation Study 2011 used
by Mark Barley (2013). The questionnaires will investigate teachers perspectives on
School Based Assessment in ESL Classroom.

3.7.2. INTERVIEW
The interview employed will be semi-structured in order to obtain as much information as

28

possible from the respondents. Open-ended questions will be designed as they enable the
respondents to give comments that they have freely without being confined by the closeended questions. Not rigid time limit will be fixed to each question to allow flexibility in
the process of interview. Moreover, other relevant questions will be added for the
interviewees along the process of interview because they may deliver opinions and
perspectives which need to be further discussed and clarified.
3.7.3. ENGLISH LANGUAGE RESULTS
In this study, it involves the collection of document, which is the students summative and
formative English Language results in PT3 Trial or Third School Examination. According
to Creswell (2012), these sources provide valuable information in helping researchers
understand central phenomena in the study and they are ready for analysis without the
necessary transcription that is required with observational or interview data.
3.7.4. VALIDITY AND RELIABILITY
Validity refers to the extent in which a test measures what it is supposed to measure. To
ensure the validity of the survey questionnaire and questions of the interview, three
experienced teachers will be recruited to check the validity of each question. Their
feedback like suggestions and recommendation will be taken into consideration of the
question modification. After that, an expert in research methodology will be recruited to
check the questions before finalizing them. Lastly, the modification of the questions after
the pilot test will be once again be verified by them.
Meanwhile, reliability indicates the importance of the instrument in the levels of
producing stable and consistent results. Cronbach Alpha will be computed to test the
reliability of the instruments. This is to make sure that the instrument in consistent in
testing the measures.
3.8 PILOT STUDY

29

Andrew, Lori & Helen (2011) defines pilot study as a paramount phase of the research
process to investigate the practicability of an instrument intended to be used in a larger
scale study.
During the pilot study, five respondents will be selected from English teachers
from other secondary schools in Kuching who have experience in SBA. The respondents
will be answering questionnaires as well as acting as the be interviewees for the interview.
3.9 PROCEDURES
There are four phases of procedures in this study. The four phases are summarized as in
Diagram 3.1 below:

Phase 1

Identifying research problem

Reviewing of related literature

Phase 2

Formulation of research questions

Formulation of instruments
Identifying population

Phase 3

Selecting sample
Pilot study
Data collection

Phase 4

Data analysis and interpretation

Reporting findings and conclusion
Diagram 3.1: Phases of Study Procedures

Following with that, the steps below are carried out for the data collection of this
study:

30

1.

Collecting information of all English teachers in the selectd schools in Kuching,

Sarawak.

2.

Analyzing teachers who fulfill the criteria required (the respondents must have
experience in SBA).

3.

Choosing samples from the school.

4.

Developing instruments, which is validated by an SBA expert and three teachers.

5.

Conducting a pilot study in the school to identify problems.

6.

Conducting the actual research in the selected school.

7.

Analyzing the data collected.

8.

Reporting on the findings.

3.10 DATA ANALYSIS PLAN

Statistical Package for the Social Sciences (SPSS) will be used to analyze the data
collected in the survey. Then, the data obtained will be tabulated to provide a brief
summary about the sample and the measures using descriptive statistics. Research
question One will be analyzed using Pearson coefficient, r.
The second third and fourth research questions, which is the difference of
teachers perception due to various factors will be analyzed. An independent t test will be
used to test the gender factor, ethnic group factor, as well as teaching experience factor.
3.11 SUMMARY OF THE CHAPTER
This chapter describes the methods and procedures to select participants in this study, the
development of instruments including their validity and reliability, pilot study, the data
collection and analysis. This study adopts mixed methods of quantitative and qualitative
research to investigate the relationship between teachers perception towards SBA and
students English Language performance. The correlational research analysis design is
chosen so as to investigate the strength of the relationship between teachers perception
and students performance. Apart from that, this analysis design will provide a more valid

31

result while interpreting and determining the correlation between the variables.

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