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Exam Oriented Education System Vs. School Based Assessment (References…
Exam Oriented Education System Vs.
School Based Assessment
SBA
International
A study published by Cambridge Assessment Publication
Findings: Advantages, Flaws, Issues
Advantages
Low Anxiety Environment
More authentic Assessment of Skills
Dual Purpose as both pedagogical and assessment tools
Flaws
Construct Irrelevance Variance (Johnson & Burdett, 2008)
Plagiarism
Getting help from parents or a more knowledgeable other
Teacher interference
Problems encountered in implementing SBA
Focus on assessment
Transmissive Pedagogy: students learn rote responses and not transferable skills
Difficult to accurately assess student's work
Norm referencing instead of standard referencing
Narrows educational outcomes
Set criteria is important in reliability and validity
Cons of this is a narrowing of educational outcomes
SBA leads to disinterest and low morale
Can occur on both parts
Long process, therefore should be flexible and allow for individual progression
Issues
When is it appropriate to carry out SBA
Appropriate
When the aim is to create more active learners
Mechanism to achieve educational imperatives
When it improves validity and offers a more focused and efficient assessment
NOT appropriate to carry out SBA
To promote good teaching when SBA does not fit comfortably in the subject area.
If SBA is dissociated from pedagogic principles and hinders learning feedback mechanisms.
External pressure for reliability poses large burden for students and teachers
False Equivalence (Morrison et al, 2001)
Malaysian
The study is based on the perception of teachers, to evaluate the effectiveness of SBA in schools (items in the questionnaire)
CIPP evaluation model
by Daniel Stufflebeam (1971)
Linking input aspect, process aspect and product aspect to measure the effectiveness of the assessment system
Context evaluation - urban / rural, category (primary or secondary)
Input evaluation - materials, personnel qualifications, physical infrastructure & ICT
Issues regarding input (Wei, 2010)
lack of training on assessment
reliability of assessment tasks
Process evaluation - belief, feeling, readiness, understanding, challenges, moderation, monitoring
challenges (Wei, 2010)
materials - documents, etc.
support from admin, parents, community
internet availability
process of assessment
constructive feedback
giving explanation / purpose of the assessment
assessment techniques (Suzana & Jamil, 2012)
questioning
matching
singing
discussion
product evaluation - students' attitude, knowledge and motivation towards learning
students' achievement
self-assessment skills
Aim of SBA
holistic assessment
academic / non academic components
Findings
positive - SBA helps students to assess their own learning
negative - burden (storage and documentation), online key-in of data
A study, by Nor Hasnida (2016)
Published by Malaysian Journal of Society and Space
EOS
International
A study on Japanese entrance exam washback in context of cram school
Findings: Advantages; Washback; Issues
Advantages
mimics mainstream education
focuses on examination skills
provides tutoring for test takers
Washback
memorisation of context
Issues
No published studies that investigated relationship between skills learned at cram school and those tested in entrance exam
Cram school environment encouraged a test-taking mentality and did not promote skills necessary for communication
The Washback Effect Of Primary School Evaluation Test (UPSR)
Issues
Usage of Materials
Usage of exam-related book and previous exam paper (Spratt,2005)
Neglected English Skills
Tendency of teacher to touch on reading and writing skills in class while ignoring the skills of listening and speaking that were not included in the examination
(Cheng and Watanabe ,2004)
Teaching strategies
Change teaching method in order to cater for the exam preparation (Didi Sukyadi & Ridha Mardiani, 2011).
Definition Exam Oriented Education System
focusing on standardised tests and learners' progress were graded based on results of the examination
Conclusion:
Educate parents and the community on why we are moving away from EOS and on the need towards a more holistic assessment
SBA as a supplementary system for assessment in addition to exams for a more holistic view of students' performance
Background of study
This study is to review the assessment practices in Malaysia and to explore the nuances of each practices to further improve our practices in evaluating our student's performance in a holistic manner without sacrificing issues of validity and reliability.
Problem Statement
How far have SBA and EOS assessed our students holistically?
Research
Research Objectives
To study educators and learners' perceptions of SBA and EOS respectively
To examine the extent EOS and SBA have been implemented in the Malaysian classroom.
Research Questions
To explore the effectiveness of EOS and SBA in teaching and learning in Malaysia
Significance of Study
Reflecting the current situation in assessment of learning in the Malaysian context
Creating awareness for the need for holistic assessment and quality assessment
References
Johnson & Burdett. 2008. School-based assessment in international practice. Research Matters: A Cambridge Assessment Publication 1(5):24-28. Retrieved from
http://www.cambridgeassessment.org.uk/research_matters/
Abbasnasab Sardareh S., Zuraidah M. D. & Dutt A.. 2018. Improving Assessment for Learning in Malaysian Primary Schools: ESL Teachers’ Voices. Proceeding of The 5th International Conference LUMEN 2014 - Transdiciplinary and Communicative Action (LUMEN-TCA). Romania, 21-22 November. 5-9
Nor Hasnida Che Md Ghazali. 2016. The Implementation of School-Based Assessment System in Malaysia: A study of teacher perceptions. Malaysian Journal of Society and Space 12 (9): 04-117. Retrieved from
http://ejournals.ukm.my/gmjss/article/view/17734/5471
Norafiah Binti Mohd. 2018. The Washback Effect of Primary School Evaluation Test (UPSR) on Teaching and Learning : A Case Study of An English Teacher in Kuala Terengganu, Malaysia. International Research Journal of Education and Sciences (IRJES).Malaysia.2(2):1-4.
Malaysian