SCRLondons First International

Conference on Social Sciences and

Humanities in the Islamic World
(28-30 a!" 20#2$
%WH& '( W) *))' +( CH,*-)./ +),CH)RS ,++I+0')
+(W,R'S SCH((L-1,S)' ,SS)SS)*+ S&S+)
*or Hasnida d -ha2ali
Facult! of )ducation and Human 'e3elo4ment
Sultan Idris )ducation 0ni3ersit!
+an5on6 alim" 7era8" 39:00" ala!sia
hasnida;f44m<u4si<edu<m!
1aharim &aa8u=
I*C)IF" >uala Lum4ur" ala!sia
=aharin?;!ahoo<com
,fian ,8h=ar ustam
*ational 0ni3ersit! of ala!sia
afiana8h=ar;6mail<com
ABSTRACT
Im4lementin6 a ne@ s!stem of assessment can lead to a 4aradi6m chan6e in education<
,ttitudes research mi6ht ha3e somethin6 to offer in 4ro3idin6 4ossi=le eA4lanation for the
3arious reactions of teachers ada4tin6 to the ne@ assessment s!stem in ala!sia< +his stud!
aims to determine the le3el of teachers attitudes to@ards school-=ased assessment and the
differences =ased on 6ender" school locations" school t!4e" education le3el and assessments
eA4erience< , total of #80 teachers from four schools res4onded to Buestionnaires on attitudes
to@ards school-=ased assessment im4lementation< +he Buestionnaire consists of 30 items
measurin6 teachers =elief" feelin6 and readiness< +he findin6s indicated that teachers
attitude to@ards this ne@ s!stem of assessment is at moderate le3el< +here is a si6nificant
difference in attitude to@ards school-=ased assessment im4lementation =ased on school
location and assessment eA4eriences< +hese findin6s ha3e an im4lication that this ne@ s!stem
of assessment should =e deli3ered to the teachers in that relatin6 it more to the
understandin6s of 7ro4het uhammads s!stem of education<
Keywords: School-based assessment, teachers Attitude, teachers belief, teachers feeling,
teachers readiness .
Introduction
)ducation in ala!sia is 6oin6 throu6h a transformation 4rocess as in most 4arts of the
@orld< +his 4a4er ta8es as it startin6 4oint the document of fi3e-!ear 4lan in the +enth
ala!sian 7lan (20##-20#9$" and eAamines in @hich the ne@ assessment s!stem" the
*ational )ducation ,ssessment S!stem (S77>$ mi6ht ma8e a 6reat contri=ution to the future
ala!sian societ!< It ar6ues that the S77>" ali6n @ith the ne@ curriculum" the 7rimar!
School Standards Curriculum (>SSR$ could hel4 in education s!stem reform to im4ro3e
students 4erformance as stated in the core strate6ies of the 4lan<
In #:83" ala!sia started to im4lement *e@ 7rimar! School Curriculum (>1SR$ until
20#2" then" it transfers into a ne@ curriculum" the 7rimar! School Standards Curriculum
(>SSR$ (>7" 20#0$< ,li6n @ith this" is the introduction of *ational )ducation ,ssessment
S!stem (*),S$< +he main o=5ecti3es of *),S are to reduce the focus on 4u=lic
eAamination" to im4ro3e students learnin6" to create a holistic and e3erlastin6 assessment" to
de3elo4 a =etter human ca4ital and to stren6then school-=ased assessment (Lem=a6a
7e4eri8saan ala!sia" 200:$<
In ala!sian conteAt" school-=ased assessment is a 4lanned assessment conducted =!
the su=5ect teachers durin6 teachin6 and learnin6 4rocess follo@in6 4rocedures from the
)Aamination 1oard (Lem=a6a 7e4eri8saan ala!sia" 20##$< It consists of four com4onents"
@hich are the academic 4art" the school assessment and centre assessment and the non-
academic 4art" the 4h!sical acti3it!" s4orts and co-curriculum assessment and 4s!chometric
assessment< It contri=utes to certain 4ercent of the @hole assessment de4endin6 on the le3el
of schoolin6< Since it is ne@ and has 5ust =een introduced to the &ear # students in 20## and
&ear ? students in 20#2" it is eA4ected that =! the !ear 20#C" &ear C students @ill =e ha3in6
school-=ased assessment contri=utin6 D0 4ercent and 4u=lic eAamination for the rest< +he
same 6oes to the &ear : students" the! @ill =e ha3in6 S1," @hich contri=utes #00 4ercent of
total eAamination =! 20#D (Lem=a6a 7e4eri8saan ala!sia" 200:$<
Ho@e3er 6reat the 4lan is" it @ill =e of no use if those @ho run the s!stem do not
understand the s!stem itself< +eachers role are 3er! im4ortant in this ne@ assessment as lon6
as the! are 6i3en em4o@erment to assess their students (d *oor E Sahi4" 20#0$< *ot onl!
teachers" it also in3ol3es head teachers" 4arents" officers from the ministr! and the
sta8eholders to u4hold this reform< ,s stated =! the former )ducation 'irector -eneral" +an
Sri 'r urad ohammad *or" that teachers are the most im4ortant feature in an!
educational 4lan (Fai2ah" 20##$< In order for the teachers to im4lement the s!stem
successfull!" their 4ositi3e attitudes to@ards S1, should =e nurtured< 1! 4ossessin6 4ositi3e
attitude" it is ar6ued that teachers @ill ha3e stron6 tendenc! to em=ar8 themsel3es in this ne@
assessment s!stem" hence u46radin6 the education Bualit!<
The Problem Statement
7ositi3e attitude to@ards S1, is 3er! im4ortant in ensurin6 the smoothness of the s!stem
im4lementation< *e3ertheless" it does not ha44en as it su44ose to =e @hen some of the
)n6lish teachers are found not follo@in6 the 6uidelines 4roduced =! the ala!sian
)Aaminations 1oard and some are not sure of the assessment criteria< Some schools are 5ust
im4lementin6 the s!stem onl! to satisf! the administrati3e tas8 (Ham2ah E 7aramasi3an"
200:$< Some of the teachers do not ha3e a clear understandin6 on Course @or8 ,ssessment
'ocument" for eAam4le" the! are unsure of the siA 6radin6 4rocess to e3aluate achie3ement
le3el" thin8in6 that 6rades are confidential and not to eA4ose it to the students or unsure a=out
the due date of students mar8 su=mission (u8hari E d ,min" 20#0$<
Hence" attitude research is 3er! im4ortant since throu6h attitude" @e could relate it to
the other actions =ein6 ta8en< For eAam4le" a teacher @ith a 4ositi3e attitude to@ards S1,
@ill ha3e minimal 4ro=lem in im4lementin6 S1, such as attendin6 courses or meetin6s on
S1," mana6in6 all the administration @or8 and also to im4lement it durin6 teachin6 and
learnin6 4rocess<
,=out a centur! a6o" 4eo4le ha3e =een discussin6 a=out attitude and 3arious schools of
thou6ht emer6e concernin6 this area< In the earl! nineties" attitude is defined as a mental and
neural state of readiness, organized through experience, exerting a directive or dynamic
influence upon the individuals response to all objects and situations with which it is related
(+homas E Fnaniec8i" #:#8$< Later" it is seen as com4rises of three distinct com4onents" the
affecti3e or feelin6" =eha3ioral or readiness and co6niti3e or =elief com4onents (>rech"
Crutchfield E 1allac8e!" #:C2G Fim=ardo E Lei44e" #::#$<
+he first com4onent is the =elief" @hich is a 4erce4tion that somethin6 @ould 4roduce
somethin6 6ood (La@less E Smith" #::?$< ,s in m! Buestionnaire" %S1, im4lementation in
class can hel4 students to =ecome more inde4endent learners assesses teachers le3el of
a6reement that S1, hel4s in 4roduces =enefits such as learnin6 de3elo4ment< +he second
com4onent is feelin6" an emotional" affecti3e or internal res4onse to@ard or a@a! from
somethin6 =ased on 6eneral thou6hts rather than definite issues (Fish=ein E ,52en" #:?9G
Fim=ardo E Lei4e" #::#$< For eAam4le" %im4lementin6 S1, in class is 6ratif!in6 me
assesses teachers le3el of a6reement on their internal feelin6s to@ards S1,< Last is the
=eha3ioural or readiness" as an intent =eha3iour or 4redis4osition to act to@ard somethin6
(Fish=ein E ,52en" #:?9$ li8e for eAam4le" %I share m! assessment eA4erience @ith m!
collea6ues< ,ll the three com4onents 4ro3ide an o3erall measure of teachers attitude
to@ards S1, im4lementation<
+his stud! aims to identif! the le3el of teachers attitude to@ards school-=ased
assessment and also to loo8 at the si6nificant difference of teachers attitude to@ards school-
=ased assessment @ith res4ect to 6ender" school location" school t!4e and eA4eriences in
assessment<
Methodology
(ne hundred and ei6ht! secondar! school teachers 4artici4ated in the stud!< , stratified
sam4lin6 techniBue (*e@man" #:::$ @as used" @here the researcher di3ides the schools into
strata" @hich are ur=an" rural" secondar! or 4rimar! school t!4e< +hen" randoml! dra@ school
from each stratum< +he instrument to measure the attitudes to@ards school-=ased assessment
com4rises of 30 items" measurin6 teachers =elief" feelin6 and readiness< It @as de3elo4ed
=ased on 4re3ious literature on the three h!4othesi2ed constructs (Fim=ardo E Lei44e" #::#$<
+he instrument used in this stud! has =een 5ustified in terms of its 3alidit! as @ell as
relia=ilit!<
Results
ainl!" it @as found that teachers attitude to@ards school-=ased assessment is at a3era6e
le3el< +here eAist a si6nificant difference in terms of teachers attitudes to@ards school-=ased
assessments @ith res4ect to school locations and assessment eA4erience< 'etails anal!sis
re3eals that in o3erall" teachers 4ossess an a3era6e le3el for =elief and readiness to@ards S1,
im4lementation< Ho@e3er" their feelin6 to@ards S1, im4lementation sho@s a 3er! lo@ le3el<
+o conclude" the attitudinal 4rofile 4ro3ides 3ia=le information a=out the status of teachers
attitude to@ards S1, im4lementation" a small 4art of an in4ut e3aluation com4onent if @e
@ere to e3aluate the S1, im4lementation as a @hole< +his is due to the fact that the
attitudinal 4rofile 6enerated" reflects not onl! the effecti3eness of the 4rofessional
de3elo4ment in resultin6 attitudinal chan6es in the teachers" =ut also to the other resources as
@ell if @e @ere to 6ain a =etter result in terms of resources and su44ort from the ministr!<
Practical implications
+he main 4ractical im4lication is that teachers ha3e to =e ac8no@led6ed on the role of
education itself< +he 4ro4er education in Islam is an education that is a=le to de3elo4 the
students mind" lust" 4h!sical and s4iritual in an inte6rated @a! (,shaari" 200C$< If this is to =e
u4held =! the teachers" then the! @ill not =e ha3in6 4ro=lem in u4holdin6 an! educational
s!stem that is ali6ned @ith the Islamic teachin6s<
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