The relationship between Malaysian university lecturers' conceptions of Assessment Practice
Hubungan konsepsi pensyarah universiti di Malaysia terhadap Amalan Pentaksiran
Keywords:Assessment Practice, Conception, Pensyarah
This study was conducted to identify the level of university lecturers' conception of assessment and their practices towards assessment in Malaysia. The relationship between conception and the implementation of assessment practices by lecturers was also examined. The study employed a quantitative approach with cross-sectional time frame and involved a total of 382 respondents that consist of university lecturers in Malaysia. Multistage sampling technique was used in data collection. The survey instrument used in this study was adapted from two previous studies (COA-III and APIM). The data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS) version 26, while structural equation modeling and model fit tests were conducted using IBM SPSS AMOS version 24. The findings of the study indicated that the level of conception and the practice of assessment among lecturers were high. The analysis using Structural Equation Modeling revealed that conception significantly influenced lecturers' assessment practices which explaining 33% of the total variance through conception. In conclusion, the findings of this study can serve as a guide for the stakeholder in optimizing the level of assessment practices among lecturers through improving their conception of assessment.
Ajzen, I. (2005). EBOOK: Attitudes, Personality and Behaviour. McGraw-hill education (UK).
Alsalem, M. S. (2020). Language Teacher Cognition on English Grammar Assessment: Investigating EFL Teachers’ Beliefs and Practices regarding Classroom-based Assessment in Public Higher-Educational Institutions in Saudi Arabia (Doctoral dissertation, University of Essex).
American Federation of Teachers, National Council on Measurement in Education, & National Education Association. (AFT, NCME & NEA) (1990). The Standards for Competence in the Educational Assessment of Students. Retrieved July 22, 2019, from http://www.unl.edu/buros/article3.html
Areekkuzhiyil, S. (2021). Issues and Concerns in Classroom Assessment Practices. Online Submission.
Awang, Z, Lim. SH. & Zainudin, NFS. (2018). Pendekatan mudah SEM- Structural Equation Modelling. Bandar Baru Bangi, MPWS Rich Resources
Azis, A. (2015). Conceptions and practices of assessment: A case of teachers representing improvement conception. Teflin Journal, 26(2), 129-154
Bakar, R., Aziz, N. I., & Banua, N. M. (2018). Hubungan Antara Pemahaman, Amalan dan Penilaian Dengan Pembelajaran Berasaskan Hasil (OBE) di Kalangan Pensyarah Kolej Komuniti. National Innovation and Invention Competition Through Exhibition, 1-11.
Biggs, J.(1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/bf00138871
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Brown, G. T. (2004). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11(3), 301-318
Brown, G. T., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in education: principles, policy & practice, 16(3), 347-363
Brown, G.T.L. (2002). Teachers’ conceptions of assessment (Unpublished doctoral dissertation), University of Auckland, New Zealand
Brown, G. T. L., & Michaelides, M. P. (2011). Ecological rationality in teachers' conceptions of assessment across samples from Cyprus and New Zealand. European Journal of psychology of Education, 26, 319-337.
Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational measurement: Issues and practice, 22(4), 5-12.
Byers, C. (2001). Interactive assessment: An approach to enhance teaching and learning. Journal of Interactive Learning Research, 12(4), 359-374
Chan, C. K., Fong, E. T., Luk, L. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1-10
Damit, M. A. A., Omar, M. K., & Puad, M. H. M. (2021). Issues and Challenges of Outcomebased Education (OBE) Implementation among Malaysian Vocational College Teachers. International Journal of Academic Research in Business and Social Sciences, 11(3), 197-211.
Elshawa, N. R. M., Nadzimah Abdullah, A., & Md Rashid, S. (2017). Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms. International Journal of Education and Literacy Studies, 5(2), 29. https://doi.org/10.7575/aiac.ijels.v.5n.2p.29
Gonzales, R. D., & Fuggan, C. G. (2012). Exploring the conceptual and psychometric properties of classroom assessment. The International Journal of Educational and Psychological Assessment, 9(2), 45-60.
Habibah, M. R. (2016). Amalan pentaksiran dalam pengajaran dan pembelajaran INSYA’sijil tinggi agama Malaysia (STAM)/Habibah Mat Rejab (Doctoral dissertation, University of Malaya)
Hassan, N. A. B., Ghazali, N. H. C. M., & Hassan, R. M. (2022). Exploratory Factor Analysis (EFA) of Assessment Practice Skill Among Lecturers in Malaysia. Selangor Science & Technology Review (SeSTeR), 6(2), 24-33
Jamil, H., & Said, R. R. (2019). Pelaksanaan Penskoran Pentaksiran Lisan Bahasa Melayu Dalam Pentaksiran Bilik Darjah (The Implementation of the Scoring for Malay Language Oral Assessment). Jurnal Pendidikan Bahasa Melayu, 9(2), 25-36
Jorre de St Jorre, T., Boud, D., & Johnson, E. D. (2021). Assessment for distinctiveness: recognising diversity of accomplishments. Studies in Higher Education, 46(7), 1371-1382.
Kinash, S., McGillivray, L., & Crane, L. (2018). Do university students, alumni, educators and employers link assessment and graduate employability? Higher Education Research & Development, 37(2), 301–315. https://doi.org/10.1080/07294360.2017.1370439
Kitula, P. R., & Ogoti, E. O. (2018). Effectiveness of implementing continuous assessments in Tanzanian universities. International Journal of Contemporary Applied Researches, 5(7), 1-18
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications
Markley, C. T., Miller, H., Kneeshaw, T., & Herbert, B. E. (2009). The relationship between instructors’ conceptions of geoscience learning and classroom practice at a research university. Journal of Geoscience Education, 57(4), 264–274
Matovu, M. (2019). A Validation of the Assessment Practices Inventory Modified (APIM) Scale using Rasch Measurement Analysis. Interdisciplinary Journal of Education, Vol. 2, No. 2, December 2019
Middleton, G. (2017). Assessment conceptions and practices among high school teachers in government-funded schools in Belize. Unpublished PhD dissertation
Ndalichako, J. L. (2015). Secondary school teachers’ perceptions of assessment. International Journal of Information and Education Technology, 5(5), 326-330
Othman, R., Salleh, M. F. M., & Awang, M. I. (2016). Pentaksiran Dalam Kelas Melalui Pendekatan Outcome Based Education ( OBE ): Satu Analisis Terhadap Pengetahuan Dan Amalan Pensyarah. Proceeding of ICECRS, 1, 56–68. https://doi.org/10.21070/picecrs.v1i1.576
Önalan, O., & Karagül, A. E. (2018). A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English. Journal of Language and Linguistic Studies, 14(3), 190-201
Remesal, A. (2009). Spanish student teachers’ conceptions of assessment when starting their career. In Symposium: Perceptions and conceptions of assessment in the classroom: Different national perspectives. 13th Conference of the European Association for Research in Learning and Instruction
Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, 101030
Stiggins, R. (2014). Improve assessment literacy outside of schools too. Phi Delta Kappan, 96(2), 67-72
Sulaiman, T., Kotamjani, S. S., Rahim, S. S. A., & Hakim, M. N. (2020). Malaysian Public University Lecturers’ Perceptions and Practices of Formative and Alternative Assessments. International Journal of Learning, Teaching and Educational Research, 19(5), 379–394. https://doi.org/10.26803/IJLTER.19.5.23
Suah, See Ling, Ong Saw Lan & Shuki Osman. (2010). Pentaksiran Pembelajaran Pelajar: Amalan Guru-guru di Malaysia. Malaysian Education Deans’ Council Journal 5, 68-83
Suppian, Z., & Ahmad, J. (2016). Sikap Guru Pelatih Terhadap Pentaksiran Pendidikan. Jurnal Pendidikan Bitara UPSI, (Edisi Khas), 25–34.
Swan Sein, A., Rashid, H., Meka, J., Amiel, J., & Pluta, W. (2021). Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. Medical Teacher, 43(3), 300-306
Taber, K. S., Riga, F., Brindley, S., Winterbottom, M., Finney, J., & Fisher, L. G. (2011). Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development, 15(2), 171-186
How to Cite
Copyright (c) 2023 Noor Asiah Hassan , Nor Hasnida Che Md Ghazali , Izazol Idris, Rodiah Mohd Hassan , Emilia Man
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.