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Standardised Assessment vis-a-vis School Based Assessment (Literature…
Standardised Assessment
vis-a-vis
School Based Assessment
Background of the study / Introduction
Standardised Assessment
Represents true assessment whereby individual performances can be compared to other performances in a meaningful manner.
School Based Assessment
A process of monitoring, evaluating and implementing plans to address perceived weaknesses and strengths of the pupils.
Research Objectives:
To identify the implications of Standardised Assessment and School Based Assessment on pupils' learning development in ESL context.
To suggest ways to improve these assessments on pupils' learning development in ESL context.
Research Questions:
What are the implications of Standardised Assessment and School Based Assessment on pupils' learning development in ESL context?
What are the ways to improve these assessments on pupils' learning development in ESL context?
Literature review
SBA: The implementation is to ensure all primary school pupils have the achievement in basic literacy skills after they have six years undergone their formal primary schooling. (Ikhsan Othman et al. 2013)
SBA: Students are evaluated under four components namely school assessment, psychometric assessment, physical activity assessment and sport and co-curriculum. (Ikhsan Othman et al. 2013)
Sufficient research and literature (Frederksen, 1984; Cunningham, 1998; Dietel, Herman & Knuth, 1991; Borich & Tombari, 2004: 270) has shown the shortcomings of exam-oriented testing which are rather centralised and summative in nature. (Chan and Gurnam 2012)
SBA gives all educational stakeholders, namely educators, parents, pupils and the community, the power to improve teaching and learning practices. (Chan and Gurnam 2012)
Lack of knowledge in analysing and interpreting scores which resulted in poor reporting of test scores in the implementation of SBA. (Chan and Gurnam 2012)
To meet vision 2020, Malaysia needs active learners who have acquired the skills of problem solving, independent thinking, and autonomous learning as well as the abilities to work co-operatively. Schools need to emphasise different kinds of teaching and learning strategies such as co-operative learning, group work and other learner-directed modes of operation. (Awanis et. al. 2011)
One of the valuable purposes of using standardized tests is that they can assist teachers to guide students create higher standard as to what students can attain. ( Brown & Hattie 2012)
Standardized assessments are beneficial to children's development when the goal of assessment is to inform teachers so that they can take appropriate decisions and actions. (Brown & Hattie 2012)
The misuse and overuse of standardized testing has greatly damaged education as the evidence clearly shows that it failed to improve educational outcomes. (Strauss 2018)
Educational testing to elicit ongoing evidence regarding students' levels of achievement so that better decisions can be made about how to teach those students.(Popham 2016)
Conclusion
There is a need for a balance between a standardized assessment and school based assessment.
Both standardised assessment and school based assessment has shown positive impacts on pupils development.
Pupils should be given equal and fair ways of assessing by their teacher and school.
Significance of the study
Students:
We want to help our pupils to develop holistically in line with the six student aspirations of the Malaysia Education Blueprint (2015-2025).
Teachers: We want to ensure that teachers can develop their knowledge, skills and expertise in the teaching professions.
Policy makers: To make amendments and improvisations on the existing ways of assessments.
Discussions and Implications
Exam Oriented Assessment
Do educationist approve the idea of abolishing the standardised examinations by the government?
A study was conducted to know educationists' stand on the proposal of abolishing standardised examination of UPSR and PMR back in 2011. Respondents were teachers from different age levels and educational background level.The method of this study is through questionnaire-based survey.
Findings: The findings of the study shows that majority of teachers disagree with the government's intention to abolish standardised assessment.
Reasons: Majority of teachers reject the idea of abolishing standardised examinations due to some reasons.
Tool for teachers to evaluate primary school pupils before entering secondary school.
Examination aids pupils to be more focused and responsible in their studies.
Pupils would know their level of achievements and they can improve themselves in the future.
Parents will be more attentive towards their children education.
Teacher can provide accurate feedback to students which is a teaching strategy that has a large positive effect on performance.
Help students to identify their strengths and gaps.
Students gain an
accurate understanding of their ability and increase self-awareness.
Aim to motivate students to
greater effort.
Assist teachers to help students create higher standard as to
what students can attain.
Issue 1. Concentration on studying exam materials instead of materials beyond the exam syllabus.
Issue 2: Students' hidden talents may recede.
School Based Assessment (SBA)
Issue 2: Reliability and Validity
Issue of biasness. Teachers lack of knowledge in analysing and interpreting scores.
Recommendations
Giving appropriate number of hours in teachers' teaching timetable.
Effective and on-going training to teachers who lacked exposure to SBA.
Effective monitoring, supervision and valuable feedbacks on SBA implementations.
Benefits
Encourages personal progress: The teachers can continuosly monitor their pupils' growth.
Developed positive attitudes among pupils: Pupils enjoy learning in a pressure-free environment.
Enhance collaborative skills: SBA has reduced the unhealthy or unnecessary competition among the pupils. Thus, it encourages the pupils to share idea, to discuss and to solve problems together towards the learning outcomes.
Promotes creative teaching and learning activities: Teachers can assess the pupils through different ways such as through quiz, exit card and a on-the-spot performance.
Needed in the improvement of students' learning: Teachers can provide constructive feedback to help improve pupils' learning abilities.
Issue 1: Time Adequacy
No adequate time for teachers to manage the documents including filing system within the school hours.
Suggested improvement
Type of assessment:
formative
hollistic
summative
include soft skills assessment : e.g. presentation (cooperative skills)
Frequency of testing: SBA (throughout the year), Standardized assessment (end of year 6, Form 3 and Form 5)
Target Groups: Primary and secondary school students
Reporting/ Feedback: take weightage of the marks in School Based Assessment(SBA) into the Standardized assessment e.g.(60:40)
References
Ikhsan Othman, Norila Md Salleh & Nurul Aida Mohd Norani. 2013. The implementation of school based assessment in primary school standard curriculum.
International Journal of Education and Research
1(7): 1-10.
Chan, Yuen Fook & Gurnam, Kaur Sindhu. 2012. School based assessment among ESL teachers in Malaysian secondary schools.
Journal of the Malaysian Education Deans' Council 9: 1-18.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.889.9372&rep=rep1&type=pdf
[27 March 2019]
Nurul-Awanis, A.W., Hazlina, A.H., L. Zariyawati, M.A. 2011. Malaysian Education System Reform: Educationists' Perspectives.
Proceeding of the International Conference on Social Science, Economics and Art 2011,
hlm 107-111.
Brown, G. T. L. & Hattie, J. 2012. The Benefits of Regular Standardized Assessment in Childhood Education: Guiding Improved Instruction and Learning. In Suggate, S. & Reese, E. 2012. Contemporary Debates in Childhood Education and Development. London: Routledge
Kementerian Pendidikan Malaysia. 2015. Pelan pembangunan pendidikan Malaysia 2015-2025: Pendidikan tinggi. Putrajaya: Kementerian Pendidikan Malaysia.
Mansor, A.N., Hee Leng, O., Rasul, M.S., Amnah Raof, R., & Yusoff, N. 2013. The benefits of school based assessment.
Asian Social Science
, 9(8), 101-106.
https://doi.org/10.5539/ass.v9n8p101
[27 March 2019]
Strauss, V. 2018. There are better ways to assess students than with high-stakes standardized tests: These schools are using them with success. The Washington Post, 3 April.
https://www.washingtonpost.com/news/answer-sheet/wp/2018/04/03/there-are-better-ways-to-assess-students-than-with-high-stakes-standardized-tests-these-schools-are-using-them-with-success/?noredirect=on&utm_term=.b23e60e824de
[27 March 2019]
Aduloju, M., Adikwu, O., & Agi, C. 2016. School-based assessment: Implication for national development. Open Access Library Journal 3: 1-8. doi:10.4236/oalib.1102392
Popham, W.J. 2016. The fatal flaw of educational assessment.
https://www.edweek.org/ew/articles/2016/03/23/the-fatal-flaw-of-educational-assessment.html
[28 March 2019]
Norazilawati Abdullah, Noorzeliana Idris, Mohd Sahandri Gani Hamzah, & Saniah Sembak. 2015. Planning and implementation of school-based assessment (SBA) among teachers. Procedia - Social and Behavioral Sciences, hlm. 247-254.
Problem Statements
The misuse and overuse of standardized testing has greatly damaged education as the evidence clearly shows that it failed to improve educational outcomes. (Strauss 2018)
Lack of knowledge in analysing and interpreting scores which resulted in poor reporting of test scores in the implementation of SBA. (Chan and Gurnam 2012)