Post on 24-Feb-2023
CHAPTER 1
1.0 Introduction
The aim of education in Malaysia has always been to
produce holistic individuals and examinations have been used
as tools to measure students’ achievement (Nesamalar,
Saratha and Soo Choon, 2005 in Aisamuddin and Rohaya, 2013).
UPSR, PMR and SPM are the main national exams in our country
used to assess students. However, Malaysian education system
has long been labelled as being too exam oriented despite
its gallant objective in producing holistic individuals.
Teachers were said to be too engaged in producing students
with good grades in examinations rather than providing
meaningful feedback through assessment (Bhasah Abu Bakar,
2003). The former Minister of Education, Tan Sri Musa
Mohamed also pointed out that there would be greater
reliance on SBA in the future. According to him, such a
method of assessment would be in line with current practices
in other countries such as the United States, Britain,
Germany, Japan, Finland and New Zealand (Musa, 2003; Marlin
Abd. Karim, 2002).
Therefore, in order to overcome this, the MOE (Ministry
of Education) has made a swift move to revamp the existing
assessment system to PBS, a more dynamic and holistic form
of assessment which integrate both summative and formative
assessments for a subject unlike the previous summative
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assessment system “which only tested students on what they
have learned in a certain period of time” (Aisamuddin and
Rohaya, 2013). As mentioned by Black and Wiliam (1998) in
their book, governments all over the world have been more
and more enthusiastic in making necessary changes to their
country’s educational system and making this aim an
important national priority in order to elevate the
standards of learning that can be achieved through
schooling.
This shift is hoped to increase the quality of teaching
and learning process in schools especially in the English
Language classrooms. The School-based Assessment or
Pentaksiran Berasaskan Sekolah (PBS) has been officially
implemented full swing; in public schools to replace the
current public examination system beginning 2011 (SBA and
PBS terms will be used interchangeably). This is the latest
profound reform made by the Malaysian government through its
Ministry of Education for the betterment of Malaysian
education system that has always been labelled as being too
exam oriented. In its third phase of implementation now, PBS
kicked off in 2011 for the Year 1 primary school students
and in 2012 for the Form One secondary school students.
Extensive researchers have been made on the hows, whys,
perception of teachers and students before the
implementation of PBS in schools but very little on the
readiness or concerns pertaining to its implementation so
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far especially on ESL classroom.
Thus, this investigation study will focus on English
teachers readiness and concerns towards SBA implementation,
particularly in the English Language subject since its
official implementation in 2011 (for secondary schools).
This study will also investigate the problems encountered by
teachers on PBS implementation in ESL classrooms. It is
imperative to fathom how this change in assessment practices
and procedures have improved the teaching and learning
process of the English Language subject (Shanusi, 2013).
1.1 Background of the Study
School-based assessment (SBA) is a process of
monitoring, evaluating and implementing plans to address
perceived weaknesses and strengths of the school. Today,
policymakers and educators are looking towards SBA as a
catalyst for education reform. Since the late 1990s and
the beginning of 2000, SBA has slowly made its way into
the Malaysian classrooms. The Malaysian government has
proposed to implement school-based assessment in public
schools in the attempt to replace the current public
examinations. The implementation is hoped to produce more
holistic individuals who are physically, emotionally,
spiritually, intellectually and socially (JERIS) balanced
as aspired in the National Education Philosophy. Our
current education system is labelled as being too exam
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oriented and thus the need for school-based assessment,
which assess students more formatively.
Previous literatures have reported a lot about the
importance of SBA in enhancing the teaching and learning
experiences especially in a language classroom (Rohaya,
2009). SBA is indeed a beautiful concept on paper to help
reform our education system. However, the success of the
implementation over the previous assessment system is
still in grey as there are lots of issues pertaining to the
running of the whole system. Teachers’ adaptability to the
new assessment system is crucial, as they are the front
liners in ensuring the success of SBA implementation in
schools. With this in mind, this study aims to
investigate English teachers readiness and concerns on SBA
implementation in ESL classroom.
SBA implementation in schools all over Malaysia has
received varied reviews from the public especially from
teachers and students. Teachers and students struggled to
implement it due to lack of information and training
(Aisamuddin and Rohaya, 2013). If not given proper
emphasis, SBA will just be another documentation
requirement of students’ progress in a particular subject
with no meaningful feedback as an essential element of
any formative type assessments. Thus, teachers concern
and readiness are very important to help students to
succeed in their study.
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1.2 Problem Statement
Bhasah Abu Bakar (2003) stated that the Malaysian
education is too exam oriented because teachers in
school concentrate too much on getting good grades in
examinations rather than using assessment as a mean to
provide meaningful feedback. This has prompt the
ministry to change the assessment procedures and in
2011, the new Primary School Curriculum Standard
(KSSR) along with revamped assessments in the form on
“Pentaksiran Berasaskan Sekolah (SBA)” were
introduced. However, as school-based assessment has
yet to be in full swing, relatively little is known
about the concerns of the teachers who would
directly be involved in the implementation system.
SBA requires teachers to assess their students
progress in empowering their knowledge and skills.
Teachers will be given empowerment in assessing their
students. Nonetheless, the empowerment also comes with
the requirements of sufficient knowledge and skills in
using various informal methods of testing and
psychometric testing such as diagnostic general
ability, and aptitude test (Teacher Education
Department, Ministry of Education, 2007). Nonetheless,
it is quite alarming to note that as reported by
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Hamzah and Sinnasamy (2009) based on a preliminary
study they conducted, the oral school-based assessment
was not implemented according to guidelines and
objectives provided by the Malaysian Examination
Syndicate. This indirectly provides evidence of
teachers' lack of knowledge and skills in conducting
school-based assessment such as the oral English
assessment despite the availability of the guidelines
and objectives (Faizah, 2011). According to Faizah,
2011, teachers also are uncertain and worry about the
role. Besides, as seen in newspapers or heard in tv's
news, a lot of complaints from the teachers and
parents regarding this new education system SBA in
terms of their online system, students performances
and teachers' workload. This leads to an on hold to
SBA in January 2014, (NST 2014).
As indicated by an internet search on Malaysian
thesis online (MYTO) done on 21 January 2014, very few
results were found on research done on school-based
assessment in Malaysia and none was found for English
teachers' concern and readiness of SBA implementation
in ESL classroom. For example, a doctoral candidate
conducted a research on the Malaysian teachers'
readiness towards school-based assessment scheme in
selected Malaysian teacher training institutes
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(Shanusi, 2007). Therefore in this study, since SBA is
new in Malaysia that is in the early stage of
implementation; it is uncertain about English
teachers’ concerns and readiness for the
implementation of SBA in ESL classroom. In light of
the issues this study is on Englsih teachers’ concerns
and readiness for the implementation of SBA in ESL
classroom especially in all secondary schools in
Kelantan.
1.3 Purpose Statement
This study focuses on an investigation of English
teachers’ readiness and concerns for School Based
Assessment (SBA) in ESL classroom.
1.4 Research Questions
The research questions addressed are:
1) How English teachers identify their readiness
towards SBA in ESL classroom?
2) What are English teachers' concerns on SBA
implementation in ESL classroom?
3) What are the problems encountered by English
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teachers on SBA implementation in ESL classroom?
1.5 Definition of Terms
a) School Based Assessment (SBA)/ Pentaksiran
Berasaskan Sekolah (PBS)
A new assessment system for schools implemented in
2010 to give way for the change of the Malaysian
education system from centralized examination, to a
combination of centralized examination and school-
based assessment (Shanusi, 2008)
b) English Teachers' concern
English teachers' concerns is related to teachers'
worrisomeness regarding to the students performance in
their study especially in English subject in secondary
schools in Kelantan. As SBA is a new assessment,
teachers are concerns about the students' performance
in class and their acceptance towards this new
curriculum (Rohaya and Mat Hassan, 2013)
c) English Teachers' readiness
School-based assessment (SBA) is a process of
monitoring, evaluating and implementing plans to
address perceived weaknesses and strengths of the
school. It involves the teachers' readiness to conduct
this assessment. Teachers as a catalyst of education
reform should be ready to implement SBA (Chan and
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Gurnam, 2013).
d) Secondary school
Secondary education lasts for five years, referred
to as Form (Tingkatan) 1 to 5. Form 1 to Form 3 are
known as Lower Secondary (Menengah Rendah), while Form
4 and 5 are known as Upper Secondary (Menengah Atas).
Most students who had completed primary education are
admitted to Form 1 (KPM Website). It also refers to
all government secondary schools in Malaysia which
means private secondary schools are not included in
this study.
e) ESL Classroom
ESL classroom refers to secondary ESL classrooms in
all types of government schools in Kelantan. English
language subject is the main concern for English
teachers when the new assessment is introduced.
1.6 Significance of the Study
This study is designed to investigate English teachers
concerns and readiness to conduct SBA in ESL classroom.
Researcher will look at the receipt of new learning system
introduced by the Ministry of Education. System is defined
as a change-oriented educational system to the orientation
of the school-based examination of the School-Based
Assessment (PBS). This study examines the English
teachers' concerns and readiness shown by principal in
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secondary schools in Kelantan. Through this study we can
see the position of the secondary schools on how the
English teachers implementing the SBA in ESL classroom.
In addition, this study can help other teachers who are
still under the impression that when the orientation of
educational change, the skills they teach are also
changing. Besides, teachers concerns and readiness are
the major factor that they should consider in this new
implementation of SBA. English teachers' concerns and
readiness are also important things in an effort to
success to its students especially in English subject.
1.7 Limitation
This is a small scale preliminary qualitative study in
investigating the English teachers readiness and concerns
of the implementation of PBS in the English Language
classrooms. The limitation of this research is that the
sample will be narrowed to represents only the population
of 676 English teachers in Kelantan secondary schools.
Therefore, due to the small sample size, findings in this
research might not be generalizable to represent all
English teachers in Malaysia. Results in this study can
only be used as an empirical finding for a broader
research to be done.
1.8 Conclusion
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In conclusion, this chapter has introduced the scope
of the study which is to investigate English teachers
readiness and concerns towards SBA implementation in ESL
classroom in secondary schools in Kelantan. The problems
encountered by English teachers are also important to
note. Thus, this chapter has outlined the need for
conducting this study, the objective, the purpose, the
significance and also the limitation and delimitation.
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CHAPTER 2
2.0 Literature Review
This chapter outlines related literature and research on
the topic. It discusses the three elements of the study
which are teachers' concerns, readiness and problems in
implementing SBA. In this chapter, the researcher will
address the discussion in separate topics, which represents
the area studied.
2.1 Introduction
In early implementation of SBA, teachers do not fully
understand the concept of school based assessment; and
they lack of the know-how in the assessment for their
pupils; consequently many still emphasized on excellence
in the final examination which denotes the summative
evaluation and neglect the continuous development of the
individual pupil (Arfah Aziz, 1991 in Adi Badiozaman,
2006). Therefore in this study, since SBA is new in
Malaysia that is in the early stage of implementation; it
is uncertain about teachers’ concern and readiness for
the implementation of SBA in the curriculum.
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2.2 School- Based Assessment in the English Language
Classroom
SBA is not a new invention in Malaysia especially in
the English Language classroom as it has slowly been
employed by the English teachers in Malaysia since the
late nineties and the early 2000 (Chan and Sidhu, 2011).
The first form of school-based assessment for the English
Language subject is the SBOET (School-based Oral English
Test). This test was introduced to Malaysian Form 4 and
Form 5 students in 2002 (Zaiton, Arshad & Malachi, 2011)
in order to break the Malaysian extremely centralised
education and assessment system (Suseela & Sim, 2010).
SBOET was also introduced because the policymakers
already realized that the main focus of teaching and
testing of the English language subject in schools are on
writing and reading skills only and listening and
speaking are not given much emphasis (Zaitun et al,
2011), thus contributing to the declining standard of
spoken English amongst Malaysian students.
Thus, the Malaysian education reform shifted a step
further with the introduction of PBS. There are four main
objectives hoped to be achieved with the implementation
of PBS as quoted from the Ministry of Education (2010)
especially for the English Language subject are:
1. To enhance the meaningfulness of assessment where the
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focus is more on pupils’ development and growth in
learning rather than merely on their scores and
grades.
2. To reduce the over-reliance on data (grades and
scores) obtained through central examinations in
getting information about pupils in the school
system.
3. To empower the school and teachers to conduct quality
assessment of pupils.
4. To ensure that the performance of students is
comparable to world standards in various areas of
knowledge, skills and competence, with the
introduction of a standard-referenced assessment.
For English SBA, as well as any other subjects, a
Standard Referenced Assessment will be used by teachers
to report a student’s achievement with reference to the
statements of standard for each subject (Examination
Syndicate, 2011). In reporting students’ achievement,
Document of Performance Standard (DSP) is formulated by
the ministry for teachers to carry out the Standard
Referenced Assessment (Examination Syndicate, 2011). The
DSP for English Language subject are as follows:
Form 1, 2 & 3 English Language DSP
BAND PERNYATAAN STANDARD
1Know fundamental skills in listening, speaking,
reading and writing
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2Understand meanings at word, phrase and sentence
level.
3Use knowledge acquired through listening, speaking,
reading and writing.
4Apply knowledge acquired in a variety of situations
using some appropriate language conventions.
5
Demonstrate the ability to use language in a variety
of situations using largely appropriate language
conventions.
6Appreciate literary works and present ideas
critically in an exemplary manner.
2.3 English Teachers' Concerns towards the Implementation of
School- Based Assessment in ESL Classroom
As school-based assessment is a fairly new innovation
in the Malaysian education system which is also a
directive from the Ministry of Education, there is a
possibility that some teachers may have concerns which
deserve due attention from the Ministry. As posited by
Wilhelm and Chen Pei (2008, p. 80),
... ELT curricular reform efforts in Asia are impressive but have taken, for
the most part, a top-down approach. Long-lasting change will depend upon
the beliefs, responses, and efforts put forth by participants as they strive to
meet the challenges of change.
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Their claim is further supported by Hamzah and
Sinnasamy (2009, p. 14) who quoted Tan Sri Dr Murad
Mohammad Nor, the former Education Director General as
claiming, “...The most important part in the
implementation of any plan, is the teachers. However good
the plan, it will be of no use if the teachers do not
implement it well.”
2.4 English Teachers' Readiness Towards the Implementation
of School- Based Assessment in ESL Classroom
Cheung (2001) claims that there are various reasons
why changes such as innovations fail. He commented that
of the various reasons, one reason seems to be the most
important; readiness of the staff involved in the
innovation attempt. According to Wilhelm and Chen Pei
(2008), since the mid 1970s, a number of Asian countries
have been ready with economic reforms which in turn have
brought about various improvements in the education
system. Malaysia is of no exception. A new assessment
system for Malaysian public schools will be implemented
by the end of 2010 to replace the current centralized
examination. Regarding to this, SBA was introduced.
Formative assessment or school-based assessment can also
influence student affects, for example, motivation, self-
esteem, and confidence (Black & Wiliam, 1998). Cowie
(2005a, 2005b) found in his studies that students’ trust
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and respect were important in assessment for learning.
Teachers should be ready to implement this new system of
education as they perform as a catalyst for students
success. It is also a fact that the role of teachers in
the new assessment system is vital. Teachers will be
given empowerment in assessing their students.
Nonetheless, the empowerment also comes with the
requirements of sufficient knowledge and skills in using
various informal methods of testing and psychometric
testing such as diagnostic general ability, and aptitude
test (Teacher Education Department, Ministry of
Education, 2007).
2.5 English Teachers' Problems To Conduct School- Based
Assessment in ESL Classroom
The implementation of SBA has received mixed reviews
among teachers. Some questions the haste in its
implementation which brought forth criticism in the
amount of planning and research done before implementing
KSSR, KSSM and SBA. Heavy criticisms were poured
specifically upon the implementation of SBA and the
Secondary Schools Curriculum Standards (KSSR) in the
secondary school level. When announced, SBA in secondary
school is said to start in January 2012, which is in the
beginning of the new schooling year. If SBA in secondary
school has started at that time, it would be perfect
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timing as in SBA, all subjects taught in schools are
evaluated by each lessons taught in class. Teachers
struggled to implement them (Azrul, 2011; Mohd Fadzli,
2011; Lee, 2012). Teachers who wanted to record the
assessments online frequently experience server
malfunction. This has considerable increase teachers
workload and pressure in performing something that is
very new not only to them, but to the students as well
(Aisamuddin and Rohaya, 2013). Besides, according to a
study conducted by Faizah, 2011, she discovered teachers
claimed that they did not have enough time and they spend
time on non- academic matters related to SBA. They also
indicated a need for exposure on how to conduct the
assessment more efficiently. These are the problems that
teachers have encountered in implementing SBA.
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CHAPTER 3
3.0 Methodology
This chapter outlines the methodology employed in this
study which includes the research design, sample and sample
selection, data gathering instruments, methods of data
collection and also the methods used for data analyses.
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3.1 Research Design
This research will use both quantitative and
qualitative methods to accumulate the findings. But,
quantitative method will be the main methodology for this
study.
3.2 Sample and Sample Selection
3.2.1 Setting
The questionnaire will be distributed to English
teachers in all types of secondary schools in
Kelantan.
3.2.2 Population and Sample
The population consists of 676 English teachers
from all types of secondary schools in Kelantan. 20
English teachers will be selected as a sample and the
sample will also include 3 English teachers for the
interview.
3.3 Data Gathering Instruments
3.3.1 Questionnaire
A questionnaire will be adapted from Yu (2010) to
collect the study data. The adapted and edited
questionnaire will be named “English Teachers’
Readiness and Concerns of School-Based Assessment in
ESL Classroom Questionnaire”. This questionnaire will
be divided into four sections of A, B, C and D.
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Section A contains items on demographic information
such as, name of schools, sex and years of teaching
experience. Section B contained eight items that
centers on the extent to which English teachers
consider themselves ready for the implementation of
SBA in ESL classroom in terms of their understanding
of SBA requirements and professional knowledge in
conducting SBA. Section C of the questionnaire
contained ten items that focuses on English teachers’
concerns of implementing SBA in ESL classroom
especially on their teaching practices while section D
contained one item on problems that English teachers
have encountered to conduct SBA in ESL classroom. The
items were designed in a 4-point Likert scale, with 1
= strongly disagree, 2 = disagree, 3 = agree, and 4 =
strongly agree (see the appendices). The Cronbach
coefficient alpha for each section B, C, and D is
0.79, 0.70 and 0.71.
3.3.2 Interview
Interviews will be conducted with all 75 English
teachers in Gua Musang district to answer research
question three. Interview will be conducted to
discover the problems encountered by English
teachers to conduct SBA in ESL classroom. The
teachers' recommendations are also will be
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considered to help other teachers to conduct this
new curriculum of SBA
3.4 Methods of Data Collection
Cluster sampling technique will be used in this study.
All 169 secondary schools in Kelantan will be clustered
to their type of school (SMK Harian, SM Berasrama Penuh,
SM Teknik/ Vokasional, SMKAgama ang SABK). Then random
sampling will be used to choose the schools from all
types of schools. Four English teachers will be chose
from each schools (Alaba, 2012). The 676 english teachers
in secondary schools are to answer a set of questionnaire
and to be interviewed by the researcher to find out more
on the problems encountered by the teachers in conducting
SBA (see table 1 in the appendices).
3.5 Methods of Data Analyses
3.5.1 Quantitative Data
The data gathered will be analyzed by using two
methods. For the questionnaire, SPSS is used to
identify the mean and standard deviation for each
items to interpret the data collected .
3.5.2 Qualitative Data
Thematic analysis will be used to find the common
ground and main theme that emerged in the interview.
The data will be presented in form of chart.
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3.6 Pilot Study
A pilot study had been conducted on 19th May 2014,
Monday before the actual study. It involved 8 english
teachers from two different secondary schools in
Kelantan. The findings of the pilot study indicated
that 53% of English teachers are ready to conduct SBA
in ESL classroom while another 47% are not ready. 85%
of English teachers are concerned about SBA while
another 15% are not concerned about SBA. The data were
presented in a table (see the appendices) The problems
encountered by English teachers are most of the them
do not have enough time to prepare evidences for their
students and no experts to refer and still confuse
since SBA is on hold in January 2014 till now. From
the pilot study, it can be conclude that English
teachers are ready and concerned to conduct SBA in ESL
classroom but they still encountered few problems in
conducting SBA.
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REFERENCES
Adi Badiozaman Tuah (2006). Improving the quality of primaryeducation in Malaysia throught curriculum inovation: Some current issues on assessment of student performance and achievement. Proceeding ICMEE 2006. Penang: Universiti Sains
Malaysia.
Cheung, D. & Ng, D. (2000). Teachers‟ stages of concern about the target-oriented curriculum. Education Journal, 28 (1), p. 109-122.
Faizah A Majid (2011). School-based Assessment in Malaysian Schools: The Concerns of the English Teachers. Journal of US-China Education Review, Vol.8, No.10. Retrieved May 2, 2013, from
http://education.uitm.edu.my/v1/images/stories/publication/faizah/article7.pdf
Hamzah, M.O. and Sinnasamy, P. (2009). Between the ideal andreality: teachers‟ perception of the implementation of
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school-based oral English assessment. In The English Teacher, Vol 38, pp. 13 – 29.
Mohd. Aisamuddin M. H. & Rohaya T. (2013), Perception towards SBA implementation among Teachers in Malaysian Schools. 2nd International Seminar on Quality and Affordable Education (ISQAE 2013). Available
at:http://educ.utm.my/wpcontent/uploads/2013/11/28.pdf (Accessed: 10 February 2014).
Shanusi, (2007). An Investigation of Teachers' Readiness towards School Based Assessment Scheme in Selected Malaysian Teacher Training Institutes. (Online). Retrieved 21 February, 2009, from http://iaea2007.tqdk.gov.az/cp.html
Wilhelm, K.H. and Chen Pei, B. (2008). University Teachers And Students "Perceptions Of ELT Methodologies And Their Effectiveness". In GEMA Online Journal of Language Studies, Vol 8(2), pp. 79 – 102.
THE APPENDICES
1) Table 1- The Sample
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3) Table 3- SECTION C (English Teachers’ Concerns Of
Implementing SBA On Their Teaching Practices in ESL
Classroom)(α= 0.70)
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Dear English
teachers,
The
questionnaire aims to investigate English Teachers'
Readiness and Concerns to conduct SBA in ESL Classroom.
Please finish this questionnaire according to the English-
subject School-based Assessment in your school. There are no
right or wrong answers for the questions. The survey is only
for academic use, not for any other use. All the data
obtained will be kept strictly confidential. I sincerely
hope you can answer the questions honestly according to your
true feelings or experience.
Thank you very much for your participation.
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Regards,
Zahidah Binti Zakaria
Pusat Pengajian Bahasa dan Linguistik UKM
“ English Teachers’ Readiness and Concerns of School-Based Assessment in ESL Classroom Questionnaire”
SECTION A (Demographic Information)
a) Name of the school: _________________________________b) Sex: _____________________________________________________________c) Experience of teaching English: ________________________________________
The following questions in Section B and Section C ask your opinions about your readiness and concern to conduct SBA in ESL classroom. Pleaseremember that there are no right or wrong answers, just answer the questions as correctly as possible. Circle one number only for each answer. To answer every question, you have to select from four options (strongly disagree (1), disagree (2), agree (3), strongly agree (4)).
SECTION B (English Teachers' readiness To Conduct SBA in ESL Classroom)
Teachers' Readiness StronglyDisagree
(1)
Disagree(2)
Agree(3)
StronglyAgree(4)
1) I have a good understanding of the requirement of SBA
1 2 3 4
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2) I have a good understanding of the procedures of SBA
1 2 3 4
3) I have a good understanding of the marking criteria of SBA
1 2 3 4
4) I have a good understanding of the moderation system of SBA
1 2 3 4
5) I have a good understanding of the underlying assessment philosophy of SBA
1 2 3 4
6) I have had plenty of opportunities toattend professional development courses on SBA
1 2 3 4
7) I have had plenty of opportunities todiscuss SBA with other teachers
1 2 3 4
8) I have had plenty of opportunities todiscuss the process and scoring criteriafor SBA with my students
1 2 3 4
SECTION C (English T eachers’ Concerns O f Implementing SBA O n T heir T eaching P ractices in ESL Classroom)
Teachers' Concerns StronglyDisagree
(1)
Disagree(2)
Agree(3)
StronglyAgree(4)
1) I teach my students according to the SBA requirement
1 2 3 4
2) I put more emphasis on fostering the development of students' all round skills
1 2 3 4
3) I put more emphasis on the integration of skills
1 2 3 4
4) I put more emphasis on giving my students feedback
1 2 3 4
5) I used feedback on my students' SBA performance to improve my teaching
1 2 3 4
6) I involve my students more in self assessment
1 2 3 4
7) I involve my students more in peer assessment
1 2 3 4
8) I have provided more opportunities for my students to interact during class
1 2 3 4
9) I am more motivated to share my teaching material/ideas with other teachers
1 2 3 4
10) I have made more efforts to promote extensive reading habit in my students
1 2 3 4
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SECTION D (English Teachers Problems in Conducting SBA in ESL Classroom)
1) What are the problems that you have encountered in conducting SBA?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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