期刊名称：International Journal of Social Sciences and Education
印刷版ISSN：2227-393X
电子版ISSN：2223-4934
出版年度：2014
卷号：4
期号：4
出版社：Federal College of Education
摘要：School-Based Assessment (SBA) has been implemented in Malaysian schools in 2011 with attempts to (i) achieve theaspiration of National Philosophy of Education towards developing learners’ physical, emotional, spiritual andintellectual abilities, (ii) reduce exam-oriented learning, (iii) evaluate learners’ learning progress and (iv) enhanceteachers’ integrity in assessing, recording and reporting of learners’ learning. Malaysian SBA system laid emphasison features like Standard-Referenced Assessment, Holistic, Integration, Balance, Robust and Assessment forLearning (AfL). The purpose of this study is (i) to investigate teachers’ AfL competencies across gender, teachingexperience and measurement training and (ii) to examine the effect of gender, teaching experience and measurementtraining on the AfL practices. A set of questionnaire consisted of 30 items on 4 point frequency scale was used tocollect data from 408 respondents which have been randomly selected using the cluster sampling procedure from 10districts. Data were analyzed using descriptive and inferential statistics. Overall results showed that the competencylevels of AfL practices were mainly at the basic level. Effect of gender were found statistically significant on the levelof practices. The implications of the results that underpin AfL are discussed to enhance teachers’ overall assessmentcompetency
关键词：Classroom Assessment; Assessment for Learning; Attitude Measurement; Assessment Feedback; Students’;Motivation and Self-Esteem
