Juxtaposing the Primary School Assessment Concepts and Practices in Singapore and Malaysia

  • Authors

    • Mazidah Mohamed
    • Mohd Sallehhudin Abd Aziz
    2018-08-08
    https://doi.org/10.14419/ijet.v7i3.21.17232
  • Central Assessment, School-Based Assessment, Formative Assessment, Assessment for Learning)

  • Abstract

    The assessment practices in schools have moved from the traditional way of assessing students, which is too exam oriented and relies heavily on standardized exams, towards a more holistic assessment which involves the integration of Central Assessment and School-based Assessment. This paper aims to review the relevant studies on Central Assessment, School-Based Assessment, Formative Assessment (FA) and Assessment for Learning (AfL) in Singapore and Malaysia. It begins with a brief history of assessment in Malaysia and Singapore. Then, it critically reviews the concepts of Formative Assessment and Assessment for Learning as practiced in both countries. From the review, some differences and challenges between the two educational systems particularly with regard to the implementation of classroom assessment are identified. These differences include the medium of instruction, the assessment system and the average class size. Despite the challenges, School-based Assessment, Formative Assessment and Assessment for Learning should be duly implemented regardless of the increased workload and the level of the teachers’ skills in assessment. It is found that these factors do not adversely affect the practices of Formative Assessment and Assessment for Learning by the teachers.

     

     

  • References

    1. [1] Hazita A. Implementation and Challenges of English Language Education Reform in Malaysian Primary Schools. 3L Southeast Asian J English Lang Stud. 2016;22(3):65–78.

      [2] Kaur N. Non-autonomy and low-English proficiency among Malaysian students: Insights from multiple perspectives. Kamisah Ariffin, Mohd Rozaidi Ismail, Ngo Kea Leng, Rosl Abdul Aziz(Eds), English Malaysian Context. 2006;21–34.

      [3] Nor Hashimah J, Norsimah MA, Kesumawati AB. The mastery of English language among lower secondary school students in Malaysia: A linguistic analysis. Eur J Soc Sci. 2008;7(2):106–19.

      [4] Normazidah CM, Koo YL, Hazita A. Exploring English language learning and teaching in Malaysia. GEMA Online J Lang Stud. 2012;12(1):35–51.

      [5] Saw LO. Assessment profile of Malaysia: highâ€stakes external examinations dominate. Assess Educ Princ Policy Pract. 2010;17(1):91–103.

      [6] Baksh A, Mohd Sallehhudin AA, Tayeb YA, Norhaslinda H. Washback Effect of School-based English Language Assessment: A Case-Study on Students’ Perceptions. Pertanika J Soc Sci Humanit. 2016;

      [7] Sidhu GK, Fook CY, Sidhu SK. Student’s reaction to school based oral assessment. Asian EFL J. 2011;13(4):1738–1460.

      [8] Hamzah MO, Sinnasamy P. Between the ideal and reality: Teachers’ perception of the implementation of school-based oral English assessment. English Teach. 2009;38:13–29.

      [9] Sardareh SA. Assessment for Learning in a Malaysian ESL primary school context. University of Malaya; 2014.

      [10] Nor Hasnida CMG. An evaluation of the implementation of the school-based assessment system in Malaysia. University of Southampton; 2015.

      [11] Tan YK, Chow HK, Goh C. Examinations in Singapore: Change and Continuity (1891-2007). World Scientific; 2008.

      [12] Ratnam-Lim CTL, Tan KHK. Large-scale implementation of formative assessment practices in an examination-oriented culture. Assess Educ Princ Policy Pract. 2015 Jan;22(1):61–78.

      [13] Saravanan V. `Thinking Schools, Learning Nations’ Implementation of Curriculum Review in Singapore. Educ Res Policy Pract. 2005 Aug;4(2):97–113.

      [14] Berry R, Bob A, editors. Assessment Reform in Education: Policy and Practice. 1st ed. Springer Netherlands; 2011. XXVIII, 216.

      [15] Scriven M. The methodology of evaluation. In: Tyler RW, Gagné RM, Scriven M, editors. Perspectives of curriculum evaluation. Chicago: Rand McNally Education; 1967. p. 39–85.

      [16] Black P, Wiliam D. Assessment and Classroom Learning. Assess Educ Princ Policy Pract. 1998;5(1):7–74.

      [17] Ausubel DP. Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston, Inc.; 1968.

      [18] Taras M. Assessment – Summative and formative – some theoretical reflections. Br J Educ Stud. 2005;53(4):466–78.

      [19] Brookhart SM. Editorial. Educ Meas Issues Pract. 2009;28(1):1–2.

      [20] Broadfoot P, Daugherty R, Gardner J, Harlen W, James M, Stobart G. Assessment for Learning: 10 Principles. Nuffield Foundation and University of Cambridge.; 2002. p. 3.

      [21] Leahy S, Lyon C, Thompson M, Wiliam D. Classroom Assessment: Minute by Minute, Day by Day. Educ Leadersh. 2005;63(3):18–24.

      [22] Lysaght Z, O’Leary M. An instrument to audit teachers’ use of assessment for learning. Irish Educ Stud. 2013;32(2):217–32.

      [23] Lysaght Z, O’Leary M. Scaling up, writ small: using an assessment for learning audit instrument to stimulate site-based professional development, one school at a time. Assess Educ Princ Policy Pract. 2017;24(2):271–89.

      [24] Black P. Formative Assessment - an optimistic but incomplete vision. Assess Educ. 2015;22(1):161–77.

      [25] Singapore M of E. Education Statistics Digest. 2016.

      [26] Noor Hayati R, Mohd Sallehhudin AA. The Use of Bahasa Melayu in the English Language Classroom by ‘Non-optionist’ English Teachers. Procedia - Soc Behav Sci. 2015 Jan;172:770–7.

      [27] Malaysia M of E. QUICK FACTS 2016 Malaysia Educational Statistics. Putrajaya: Education Data Sector, Educational Planning and Research Division; 2016. 20 p.

      [28] Azlin NM, Ong HL, Mohamad Sattar R, Rose Amnah R, Nurhayati Y. The benefits of school-based assessment. Asian Soc Sci. 2013;9(8):101–6.

      [29] Vygotsky LS. Mind in Society: The development of higher psychological processes. Mind in society : the development of higher psychological processes. 1978. 1-90 p.

      [30] Rohaya T, Mohd Zaki K, Hamimah AN, Adibah AL. From Principle to Practice: Assessment for Learning in Malaysian School-Based Assessment Classroom. Int J Soc Sci Educ. 2014;4(4):8.

      [31] Marshall B, Drummond MJ. How teachers engage with Assessment for Learning: lessons from the classroom. Res Pap Educ. 2006;21(2):133–49.

      [32] Fook CY, Sidhu GK. School-Based Assessment Among Esl Teachers In Malaysian Secondary Schools. J Pendidik USM. 2006;11(3):1–18.

  • Downloads

  • How to Cite

    Mohamed, M., & Sallehhudin Abd Aziz, M. (2018). Juxtaposing the Primary School Assessment Concepts and Practices in Singapore and Malaysia. International Journal of Engineering & Technology, 7(3.21), 552-556. https://doi.org/10.14419/ijet.v7i3.21.17232

    Received date: 2018-08-09

    Accepted date: 2018-08-09

    Published date: 2018-08-08