PENTAKSIRAN BILIK DARJAH DAN PRESTASI MURID SEKOLAH JENIS KEBANGSAAN CINA DI HULU LANGAT, SELANGOR

Abstract

Classroom-Based Assessment (CBA) is an ongoing process in teaching and learning sessions to identify students’ development, progress, ability and mastery of the curriculum objectives. Information obtained from CBA not only enables teachers to know the mastery level of their students, it also helps students to do self-evaluations to improve their performance in various aspects. Therefore, this study aimed to identify the implementation level of CBA among teachers in National Type Chinese School (SJKC), Hulu Langat district, Selangor. In addition, this study analysed whether there are significant differences in the implementation of CBA between novel and experience teachers. This study used quantitative methods and questionnaires to collect data. A total of 290 respondents were randomly selected among teachers in SJKC, Hulu Langat district, Selangor. The findings of the study were analyzed using descriptive and inferential statistics. The findings showed that the implementation level of CBA among teachers (M = 3.96, SP = .411) is high. The t-test result showed that there was no significant difference in the implementation of CBA between novice and experience teachers, t(290)=.218, p=.828. Further, the results of the study showed a significant but weak correlation between the implementation of CBA and studens’ performance, r(290)=.510, p=.000. The findings of this study provide insights to school leaders, teachers, teacher education institutions, Ministry of Education Malaysia and future researchers.