Page 68 - Jurnal Kurikulum BPK 2018

The implementation of classroom assessment in Malaysia follows the same dimension of
assessment stated in the subtopic above which is assessment for learning, assessment as learning
and assessment of learning.

Implementation of Classroom Assessment in Malaysia

Implementation of classroom assessment is carried out in two ways: formative and
summative. In carrying out classroom assessment, teachers plan, construct items, administer,
monitor, record and report student’s mastery level in any subject taught based on Standards-Based
Curriculum and Assessment Document provided (Bahagian Pembangunan Kurikulum, 2017).
In formative assessment which is on-going during instructional activities in classrooms,
teachers first decide which content and learning standard that need to be mastered by the students
based on the standard curriculum and assessment document by subject. Then, appropriate
assessment method will be prepared to ensure students master the content and learning standards,
followed by instructional activities in the classroom. As instructional activities are carried out,
teachers refer to the performance level based on content and learning standard clusters related, to
decide on the mastery level of the student. As the teacher decides on the mastery level of the
student based on the description of rubrics given, he or she would record in a template assessment
provided and later analysed the student’s mastery level to decide on the course of action needed
to improve the development stage of the student. This on-going assessment or known as
‘assessment for learning’ is essential as it gives appropriate and timely feedback to students, and
how it can improve their work (Pattalitan Jr., 2016; Zhao, Huevel-Panhuizen, Velduis, 2017; Tee
& Ahmed, 2014). Research has shown that feedback which is a critical feature can improve
learning as every student is given specific guidance on their strengths and weaknesses, without
comparing students to one another (Black, 1998). ‘Assessment as learning’ is also encouraged on
the students to reflect on and discover their learning strengths and weaknesses. Above average or
excellent students are lauded to aid the average and below average students in the classrooms.
Various strategies, methods and techniques could be adopted in carrying formative assessment
(Black, Harrison, Lee, Marshall & Wiliam, 2004; Wiliam & Leahy, 2015). Students can be
assessed through observations, oral presentations such as role plays and dramas, quizzes, projects,
practical work, worksheets, question and answer sessions, tests, written assignments and various
exercises through appropriate assessment instruments developed by teachers.
Summative assessment or ‘assessment of learning’ is carried out by the end of a learning
unit, end of a semester or end of a year (Lembaga Peperiksaan, 2012). Teachers construct
assessment items based on content and learning standards of the Standards-Based Curriculum and
Assessment Document. Then, summative assessment in the form of mid-year exam or end-of-the
year exam is administered to the students. Teachers mark students’ exam scripts, record their
achievement and report their performance level in terms of marks and grades to the respective
stakeholders namely, Ministry of Education and parents.
In assessing students, professional judgment of teachers is needed to ascertain the level of
mastery that the students have acquired.

Enhancement of Professional Judgement

In deciding the level of mastery of students, teacher’s professional judgement is of
paramount importance. How do teachers acquire professional judgment? According to Allal and
Lopez (2014), teachers form professional judgement when it takes account resources and

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