Hamimah Abu Naim

Science Process Skill Assessment: Teachers Practice and Competency

This study aimed to assess the overall implementation of the practices of Science Process Skills Assessment in the classroom for subjects of science in Malaysia Secondary School. Teachers Science Process Skills Assessment Practice Inventory was developed for this purpose. This inventory consists of three sections on information about teachers’ background, training, and knowledge on assessment as well as assessment practices implemented by teachers. In addition, this study also explores whether there are significant differences based on gender, teaching experience, and training options in terms of the level of services and Science Process Skills Assessment practices. The respondent for this study was made up of 52 science teachers of secondary school from the southern region of Malaysia. The Rasch analysis showed person reliability index of 0.92 and item reliability index of 0.87 for Assessment Practice section and person reliability index of 0.75 and item reliability index of 0.94 for Science Process Skills Competency section. Item fit analysis showed that infit mean square values are between 0.58 and 1.95, and the outfit mean square values are between 0.56 and 2.46 for Assessment Practice section. For Science Process Skills Competency section that infit mean square values are between 0.72 and 1.33, and the outfit mean square values are between 0.37 and 1.84.

Assessment Literacy: A Catalyst to the Success of School-Based Assessment in Malaysian Schools

The Malaysian Education Ministry has proposed to implement the school-based assessment (SBA) in public schools in an attempt to have a holistic approach in assessing students’ achievement and performance. Due to that, this study was conducted with the purpose of identifying the level of teachers’ assessment literacy on 465 secondary school teachers in the state of Johor from three categories: subject teacher, subject panel, and the examination secretary. Data collection was done by administering Literacy Assessment Test (LAT) which consists of 45 multiple choice items covering 5 assessment dimensions – Assessment Concepts (ASC), Measurement Methods (MEM), Testing (TET), Scoring and Grading (SCG), and Statistics and Reporting (STR). Data was analyzed using Quest 2, a program which combines the principles of two measurement theories: Classical Test Theory and Item Response Theory. Findings from the study indicated that 13.33 % of teachers are at a high literacy level, 68.82 % are at a moderate literacy level, and 17.85 % at a low literacy level. In addition, the results also identified mean differences on four demographic factors and five assessment dimensions with values between 46.66 and 50.97. Several implications and recommendations were drawn to enhance teachers’ professionalism in assessment in order to ensure the smooth running of the school-based assessment in Malaysian public schools.