NAMA MUHAMMAD ZAHIN BIN SARIKAL ANUAR KUMPULAN TESLK NAMA PENSYARAH MADAM YUSNEE BINTI YUSOFF INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA LEMBAH PANTAI, 59200 KUALA LUMPUR SEMESTER 5 2024 EDUP3153 ASSESSMENT IN EDUCATION
ESSAY In the realm of primary education, the approach to assessment has been undergoing a significant shift, particularly in Malaysia. Dr. T. Vanitha, the head of the ELTC Assessment and Evaluation Department, concisely summarised this shift towards more humanised and comprehensive techniques of evaluation.‘Humanising assessment is looking at values and attitudes, which can be developed through classroom-based assessment’, says Dr.Vanitha (New Straits Times, September 8, 2023). This viewpoint emphasises how crucial it is to go beyond traditional, inflexible methods of evaluation that frequently concentrate only on academic performance. Rather, it promotes a more all-encompassing strategy that considers the various aspects of a student's growth, such as their views and values. According to Bailey (1996) and McNamara (2004), assessment is the process of gathering data regarding students' performance in order to comprehend and ascertain their current level of knowledge. Evaluating and measuring students' real level of progress to determine what they have learnt and what they still need to work on is a frequent practice in educational contexts around the world. This essay will examine alternative assessments used by Malaysian primary school teachers and their impact on holistic student development. Over time, there has been a noticeable change in education from traditional to alternative assessment methods. Traditional assessment is typically regarded as a required instrument of evaluation that forces educators and students to adhere to a particular set of guidelines. This kind of evaluation frequently results in improper and unsuitable types of evaluation since learners' and teachers' voices are not heard during the process (Matsuno, 2009). Though they are still useful for evaluating some areas of learning, traditional assessments should not be the only means of assessment. An attempt has been made to provide a more equitable, inclusive, and comprehensive approach to student evaluation through the switch to alternative assessments. Scholars have introduced and promoted alternative assessment methods, such as authentic assessment, dynamic assessment, self-assessment, portfolio assessment, performance assessment, and peer assessment, in response to the widespread criticism of traditional assessment for its flaws (Chen, 2008; Huerta- Macias, 1995). Alternative assessment, according to Richards and Renandya (2002), is a different strategy from standardised testing and all the problems associated with conventional testing and evaluation. The objective of the alternative assessment method is to assign tasks and gauge students' competence in an actual setting. The new evaluation instruments may include
elements of amusement, competitiveness, surprise, and fun. Teachers can choose from a variety of authentic, non-traditional tools, such as concept maps, projects, portfolio assessments, peer and self evaluations, performance assignments, drama, journals, teacher and student interviews, diagnostic trees, and posters (Acar & Anil, 2008; Büyüktokatli & Bayraktar, 2014). Classroom assessment can be considered as alternative assessment. In Malaysia, classroom assessments are not a recent development. Classroom assessment has been a component of school-based assessment since 2011. The goal of several studies, including Dorin and Yasin (2019), Salleh et al. (2019), Yeh (2021), Jusoh and Mahamod (2019), and Omar (2019), was to determine how prepared teachers were to use classroom assessment. All research indicated that teachers are prepared to conduct classroom assessments, with the exception of Yeh (2021), which found otherwise. These variations clarified why some teachers, especially those who taught subjects outside of their areas of expertise are not prepared to use classroom assessment. Researchers Lius and Mahamod (2021) found that teachers were stressed since they were not prepared to conduct assessments in the classroom. Despite the fact that feedback is a crucial part of implementing classroom evaluation, teachers were not doing a good job of offering it (Khamis & Selamat, 2019). According to a study conducted by Isa et al. (2020), teachers continue to implement classroom assessment through examination. Plus, one of the alternative assessments which is portfolio evaluation was acknowledged but not commonly implemented in Malaysia, according to Samad, Hussin, and Sulaiman (2015). Peer assessment is a form of "Assessment for Learning'' (Black & William, 1998) in which students are asked to rate the calibre of work completed by a peer, thus actively participating them in the assessment process (Falchikov, 1995; Topping, 2009). Peer assessment involves students reflecting, debating, and working together to evaluate their peers' work on a range of learning products, including essays, writing portfolios, test performance, oral presentations, and other skilled behaviours (Topping, 2009). The goal is to provide a quantitative and/or qualitative assessment of their peers' work (Strijbos & Sluijsmans, 2010). Next, portfolio assessment is one technique that has been extensively utilised in formative evaluation (Birgin & Baki, 2009; Hamilton, 2011). Teachers, parents, and students themselves can access more accurate and up-to-date student information through portfolios (Arter, 1999). The portfolio evaluation method, particularly in elementary schools, gives teachers clear information about their students and facilitates more efficient lesson planning (Borhan, 2005).
Then, there is also a performance-based assessment. Students are given relevant assignments for this evaluation that are similar to authentic, or real-life, situations. Because of this, authentic assessment and performance-based evaluation are occasionally used interchangeably (Palm, 2008).Students are examined on their capacity to use certain practical skills or to use their knowledge to support their results through performance-based assessment (Ghaffar & Yusop, 2018). Higher-order thinking abilities are also required for performance-based assessments, which lead to the production of goods or the accomplishment of procedures (Chun, 2010). A student's portfolio can provide them with a comprehensive understanding of the learning process and provide for continuous feedback (Charoenchai, Phuseeorn, & Phengsawat, 2015; Zhang, 2009). Additionally, portfolios allow students to evaluate their own learning and academic performance (Gavriel, 2013). Furthermore, a student's portfolio, which is a systematic collection of their studies, can offer dynamic and visible proof of their interests, abilities, successes, and development throughout time. This aids in the assessment of the student as a whole (Birgin & Baki, 2009). Unlike standardising tests that are evaluated within a specific time frame, portfolio assessment allows for the relevant measurement of high level talents over a longer period of time (Arter, 1999). On top of that, portfolio assessments offer educators the option to provide students with feedback on their learning process and facilitate effective communication between educators and parents. To sum up, portfolio evaluation offers a more genuine and reliable evaluation of students' academic performance. It can help parents, teachers, and even the students themselves get a better understanding of what the students are studying. Instructors will also have the chance to comment to students on their areas of strength and weakness. Besides, portfolio evaluations have the ability to show how pupils progress over time and what they have learned. It can therefore provide specific information about how students are progressing during the learning process. Malaysia is not an exception, much like many other nations that are currently shifting to place a greater focus on formative evaluation. The assessment component, along with the curriculum and the teaching and learning process, has become a focus of transformation in the Malaysian English Language Education Reform, also known as "The Roadmap 2015-2025," in an effort to produce high-quality student outcomes in English learning by 2025 (Ministry of Education, 2015). The new curriculum places a great emphasis on the use of formative evaluation, which includes peer and self-assessment. Planning this kind of evaluation in real time alongside instruction and learning creates a link that can accelerate learning (William,
2017). In Malaysian higher education, five main categories of alternative assessments are used: peer and self-assessment, group-based assessment, performance-based assessment, portfolio, and technology-based assessment. These models allow for a more comprehensive and authentic evaluation of a student's abilities. Classroom-Based Assessment (PBD) In Malaysia assesses the cognitive (intellectual), affective (emotional and spiritual), and psychomotor (physical) aspects of students' ' This aligns with the holistic development promoted by alternative assessments. The Implementation of PBD encourages students to take control of their learning, develop positive attitudes towards learning, and become more engaged in the learning process.
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