UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :article
Subject :LB1501 Primary Education
Main Author : Nadiah Jahidin
Additional Authors :Chan, Yuen Fook
Title :The role of senior leader team on the formative assessment practices among primary school teachers in Petaling
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris
Formative assessment has become a most discussed topic when many countries recognized the importance of assessment for learning in enhancing students’ holistic development. Most of the times, teachers are not quite clear with the differences between assessment of learning and assessment for learning. In Malaysia, teachers still feel uncomfortable with the implementation of formative assessment compared to summative assessment due to the heavy workload to prepare the tests by themselves. Hence, this study was conducted to examine the role of leaders and how the leader’s role was associated with teachers’ formative assessment practices in schools. An online questionnaire was administered to a total of 198 randomly selected teachers from 25 public primary schools in Petaling. A descriptive correlational research design was employed to identify the relationship between these two variables. The findings indicated that there was a moderately strong linear relationship between the role of the leaders and teachers’ formative assessment practices in schools. The study also revealed that the role of leaders has significantly predicted the teachers’ formative assessment practices with 20.4% of contribution. The findings showed that teachers’ practices in formative assessment process still far from much desired, and leaders still need to further enhance their implementation of formative assessment in school. Overall, this study has its contribution for the enrichment of the body of knowledge of formative assessment and provided insights for the improvement of the implementation of formative assessment in schools.

References

Abiog, E. (2022). Strengthening Adult Education: An Assessment of Technical and Vocational Texts. Asian Journal of Vocational Education And Humanities, 3(1), 33-41. https://doi.org/10.53797/ajvah.v3i1.5.2022

Beach, D. M., & Reinhartz, J. (1989). Supervision: Focus on instruction. Harper & Row.

Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-48. https://doi.org/10.1177/003172171009200119

Bunyi, G. W. (2013). The quest for quality education: the case of curriculum innovations in Kenya. European Journal of Training and Development. https://doi.org/10.1108/EJTD-01-2013-0008

Bonner, D. P. (2012). The Impact of Formative Assessment on Student Learning and Teacher Instruction. Educational Leadership, 22-31.

Brookhart, S., Moss, C., & Long, B. (2009). Promoting student ownership of learning through high-impact formative assessment practices. Journal of MultiDisciplinary Evaluation, 6(12), 52-67.

Chappuis, J. (2022). Student involvement in assessment. Routledge. https://doi.org/10.4324/9781138609877-REE8-1

Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning. Educational leadership, 60(1), 40-44. Scribbr.

http://hssdnewteachers.pbworks.com/w/file/fetch/50394085/classroom.assessment.for.learning.chappuis.pdf

Chin, H., Thien, L. M., & Chiew, C. M. (2019). The reforms of national assessments in Malaysian education system. Journal of Nusantara Studies (JONUS), 4(1), 93-111. https://doi.org/10.24200/jonus.vol4iss1pp93-111

Clark, C., Scafidi, B., & Swinton, J. R. (2012). Does AP Economics improve student achievement?. The American Economist, 57(1), 1-20. https://doi.org/10.1177/056943451205700101

Cornelius, K. E. (2013). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms. Teaching exceptional children, 45(5), 14-21. https://doi.org/10.1177/004005991304500502

Cotton, J. A. (2003). The instructional leadership proficiencies of elementary principals: A study of preparation and continuing professional development needs. The George Washington University.

DeWitt, P. M. (2017). School climate: Leading with collective efficacy. Corwin Press.

Duckor, B., Holmberg, C., & Joanne, R. B. (2017). Making moves: Formative assessment in mathematics. Mathematics Teaching in the Middle School, 22(6), 334-342.

Asian Journal of Assessment in Teaching and Learning

Vol 12, Issue 2, 2022 (53-70) /eISSN 2821-2916

Earl, L. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. London: Corwin Press.

Engelking, J. L. (2007). Action-Oriented Principals: Facing the Demands of External Pressures. Rowman & Littlefield Education. Scribbr. https://eric.ed.gov/?id=ED499320

Erkens, C., & Jakicic, C. (2006). The collaborative teacher: Working together as a professional learning community. Solution Tree Press.

Farley, G. C. (2010). Instructional supervision: A descriptive study focusing on the observation and evaluation of teachers in cyberschools. Indiana University of Pennsylvania.

Gall, T. (2010). Inequality, incomplete contracts, and the size distribution of business firms. International Economic Review, 51(2), 335-364. https://doi.org/10.1111/j.1468-2354.2010.00582.x

Gronlund, E. N., & Waugh, K. (2009). C, Assessment of Student Achievement, New Jersey Columbus, Ohio: Pearson Education.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge Taylor & Francis Group.

Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in educational evaluation, 38(1), 21-27. https://doi.org/10.1016/j.stueduc.2012.04.001

Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of educational research, 86(2), 531-569. https://doi.org/10.3102/0034654315614911

Huff, J., Preston, C., Goldring, E., & Guthrie, J. E. (2018). Learning-centered leadership practices for effective high schools serving at-risk students. Teachers College Record, 120(9), 1-38. https://doi.org/10.1177/016146811812000905

Ismail, I., & Tini, T. (2020). The effect of formative assessment on students’ grades in learning English. MAJESTY JOURNAL, 2(1), 20-30. https://doi.org/10.33487/majesty.v2i1.315

Jorissen, K. T. (2006). 3 SKILLFUL MOVES to assessment for the busy principal. The Learning Professional, 27(1), 22.

Kenyon, B. J. (2019). Teachers' formative assessment use to check for understanding and to adjust instruction (Doctoral dissertation, Walden University). Scribbr. https://www.proquest.com/pagepdf/2181643576?accountid=13155

Knight, J. (2009). The big four: A simple and powerful framework to dramatically improve instruction. Strategram, 21(4), 1-7.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press.

Krejcie, R., & Morgan, D. W. (1970). Determining sample size for reseach activities. Educational and Psycological Measurement, 607-610.

Lochmiller, C. R., & Cunningham, K. M. (2019). Leading learning in content areas: A systematic review of leadership practices used in mathematics and science instruction. International Journal of Educational Management. https://doi.org/10.1108/IJEM-03-2018-0094

MacNeill, N., Cavanagh, R., & Silcox, S. (2003, January). Beyond instructional leadership: Towards pedagogic leadership. In Paper submitted for presentation at the 2003 Annual conference for the Australian Association for Research in Education: Auckland.

MOE. M. o. (2013). Malaysia Edcation Blueprint 2013-2025 (Preshool to Post-Secondary Education). Ministry of Education Malaysia.

MOE, M. o. (2016). Kurikulum standard sekolah menengah: Standard kurikulum dan pentaksiran Matematik Tingkatan 1 [Secondary school standard curriculum: Form 1 Mathematics curriculum and assessment standard document]. Putrajaya: Curriculum Development Centre, Ministry of Education.

MOE, M. o. (2017). Dasar pendidikan kebangsaan. Putrajaya: Ministry of Education Malaysia.

MOE, M. o. (2018). Pemansuhan Amalan Peperiksaan Pertengahan dan Akhir Tahun Murid Tahap 1 (Tahun 1, Tahun 2 dan Tahun 3) di Sekolah Rendah Kementerian Pendidikan Malaysia Mulai tahun 2019. Putrajaya: Ministry of Education Malaysia.

The Role of Senior Leader Team on The Formative Assessment Practices among Primary School

Teachers in Petaling

O'Donnell, R. J., & White, G. P. (2005). Within the accountability era: Principals' instructional leadership behaviors and student achievement. NASSP bulletin, 89(645), 56-71. https://doi.org/10.1177/019263650508964505

Oneal-Self, A. (2015). Formative assessment in the classroom: A phenomenological study of instructor perceptions of formative assessment strategies (Doctoral dissertation, Capella University).

Popham, W. J. (1999). Classroom assessment: What teachers need to know. Allyn & Bacon, A Viacom Company, 160 Gould St., Needham Heights, MA 02194; Scribbr. http://www.abacon.com.

Privette, C. S. (2015). The Extent Principals Employ the Essential Practices Identified by Previous Research and Interpreted by the Researcher as Necessary for Strong Instructional Leadership in the Use of Formative Assessment by Teachers. ProQuest LLC, 1-127.

Sanzo, K. L., Myran, S., & Caggiano, J. (2014). Formative assessment leadership: Identify, plan, apply, assess, refine. Routledge. https://doi.org/10.4324/9781315769943

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119-144. https://doi.org/10.1007/BF00117714

Shauki, E., Alagiah, R., Fiedler, B., & Sawon, K. (2009). Do learner’s gender and ethnicity really matter for academic performance evaluation. Journal of International Education in Business. https://doi.org/10.1108/18363261080001595

Stanley, T., & Alig, J. (2013). The school leader's guide to formative assessment: using data to improve student and teacher achievement. Routledge. https://doi.org/10.4324/9781315852348

Stiggins, R., & DuFour, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90(9), 640-644. https://doi.org/10.1177/003172170909000907

Stiggins, R., & Duke, D. (2008). Effective instructional leadership requires assessment leadership. Phi Delta Kappan, 90(4), 285-291. https://doi.org/10.1177/003172170809000410

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right, using it well. Assessment Training Institute.

Stiggins, R. J. (2001). The principal's leadership role in assessment. NASSP bulletin, 85(621), 13-26. https://doi.org/10.1177/019263650108562103

Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership. Aurora, CO: McREL.

Wei, Y., Lai, X. Y., Li, X. Q., Zhang, P. X., Guo, J. H., & Nur Rahma Putra, A. B. (2022). An Assessment of Online Learning Competency among Students of Higher Vocational and Technical School in China. Journal of Technology and Humanities, 3(1), 17-25. https://doi.org/10.53797/jthkkss.v3i1.3.2022

Wylie, C., & Lyon, C. (2016). Using the formative assessment rubrics, reflection and observation tools to support professional reflection on practice (Revised). Formative Assessment for Students and Teachers. USA: Educational Testing Service.


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.