Page 65 - Jurnal Kurikulum BPK 2018

Implementing Classroom Assessment In Malaysia:

An Investigation

Ilhavenil Narinasamy, PhD , Nor’Aidah Nordin
2
1
1,2 Curriculum Development Division
2
1 ilhavenil@moe.gov.my, noraidah.nordin@moe.gov.my

Abstract

This article discusses the importance of classroom assessment that informs students’ learning.
Classroom assessment generally practices three types of assessment; assessment of learning,
assessment as learning and assessment for learning and Malaysia holds the same principles in
classroom assessment. Earliest document on classroom assessment in Malaysia was in 1983 and
subsequent guidelines were developed to guide teachers in performing classroom assessment
effectively. In implementing classroom assessment, professional judgement of teachers is deemed
important as it informs future instruction to enhance students’ learning. The challenges faced by
teachers in implementing classroom assessment and the way forward in enhancing classroom
assessment are also discussed.

Keywords: classroom assessment, formative assessment, summative assessment, professional
judgement

INTRODUCTION

Judging one based on the quality of one’s work in the name of assessment is nothing new
as it has been around for more than two centuries ago (DeLuca & Johnson, 2017; Pollitt, 2012).
Summative assessment has been the core business or literally said, marking students’ scripts has
taken center stage for more than 200 years old to compare and rank students. In the 21st century,
classroom assessment has been intensified and given attention in recent years to improve
instructional activities in classrooms (Barnes, Fives & Dacey, 2017; Black, 2014; Black &
Wiliam, 2009). The reason for this is too much emphasis has been given to tests and examinations
that the process of acquiring knowledge, skills and values has been overlooked. In many Asian
countries, implementing classroom assessment is still an on-going issue due to lack of basic school
facilities (Leong, 2014). Furthermore, countries such as Hong Kong, Singapore, Korea and China
still consider high stakes testing as inevitable as to maintain the high standards that they have
achieved by competing in the international measures of educational achievement. However,
examination and assessment landscape in Asian countries, especially in Singapore has been
reviewed and refined recently to support the use of classroom assessment to enhance teaching and
learning in the classrooms to equip students for global challenges (Lam, Alvier-Martin, Adler &
Sim, 2012; Leong, 2014).
Malaysia is of no exception. In 2011, the Ministry of Education has launched a
comprehensive review of the education system in Malaysia (Ministry of Education, 2013). The
review has resulted the Malaysia Education Blueprint 2013-2025 where the main aim is to equip
students holistically to compete in the global economy and social in the 21st century. There are
six key attributes needed by every student to be globally competitive which are knowledge,

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