Teachers’ Perceptions Towards School-based Assessment: The Malaysian Context

Tee Yong Hwa, Chap Sam Lim

The over emphasis of examination results has created phenomenon where teachers teach-to-test and students learn by rote such as memorizing all the facts without really know how to apply the knowledge and skills in the real life context. In order to reduce the focus on examination results, the Blueprint of Education Development suggested that students’ assessment should be measure through school-based grading system which is holistic in nature. In Malaysia context, there is yet available a well-established school-based mathematics assessment framework to be used by the school teachers. Hence, this study aims to develop and validate a framework for Mathematical Thinking Assessment (MaTA). However, prior to this, we see the importance of seeking teachers’ perceptions about school- based assessment. Hence, this paper discusses the interview analysis of 18 mathematics teachers from six secondary schools on the issues and possible challenges faced for the implementation of school-based assessment for mathematics. The results show that the lack of exposure, availability of assessment guidelines, preference to current traditional assessment, time constraint, students’ mathematical ability and English language proficiency; are the main concerns of the participating teachers in this study.

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Teachers’ Perceptions Towards School-based Assessment: The Malaysian Context

Teachers’ Perceptions Towards School-based Assessment: The Malaysian Context

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