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UPSI Digital Repository (UDRep)
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| Abstract : University of Southampton |
| The implementation of the school-based assessment (SBA) system is an effort in improving human capital development in a holistic manner and also to lessen the negative influences of exam-oriented education systems on students. The need to evaluate the new system is of critical importance as the SBA system is still in a relatively early stage of development. The research is conducted to evaluate the implementation of the SBA system in Malaysian schools by using Stufflebeam's CIPP (context-input-process-product) ModeL According to Stufflebeam, any programme could be evaluated from four dimensions of context, input, process and product. Applying the CIPP Model and supported by relevant learning theories - behaviourism, Piaget's learning theory, constructivism, multiple intelligence and brain research and the assessment models - formative model, the logic model and the SCAP (Social Constructivist Assessment Process) Model, this research examines the evaluation instrument in order to choose valid, just and quality items. The research also investigates the interrelationship of all the evaluation dimensions in the context of SBA implementation. Although much has been done to investigate the relationship between dimensions in this context, none has related all the dimensions together. Additionally, this research incorporated different types of school (urban-rural) and school category (secondary-primary) as variables, which possibly moderated the relationship between the evaluation dimensions. A stratified random sampling technique was applied to collect data from 776 teachers in primary and secondary schools in Kelantan, one of the states in the north-east of Peninsular Malaysia. All the dimensions of evaluation were measured using a questionnaire developed by the researcher. A structural equation modelling software called AMOS (Analysis of Moment Structures) was applied to test all the hypotheses of the study. Results of the study showed i) input dimension has met the desired result, process dimension could still be strengthened and production dimension showed that participants' needs were partially met; ii) evidence of measurement models for input, process and product. Results failed to reject the hypothesised relationships between input and process dimensions and also between process ani} product dimensions; iii) input had a significant relationship with process, some process components had a significant relationship with product'; and there was an indirect relationship between input and product; and iv) school category was found to moderate the relationships between dimensions. Theoretical, methodological and practical implications are discussed. in short,this study provides support for the effectiveness of SBA implementation in schools. |
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