December 2023

Volume 06 Issue 12 December 2023
A Structural Equation Modelling Approach in determining the influence of assessment conception on formative assessment practices
1Syaza Hazwani Zaini, 2*Nor Hasnida Md Ghazali, 3Mahizer Hamzah
1,2,3Faculty of Human Development, Universiti Pendidikan Sultan Idris
DOI : https://doi.org/10.47191/ijsshr/v6-i12-78

Google Scholar Download Pdf
ABSTRACT

This study was carried out to determine the influence of assessment conception on formative assessment practices. The study used a quantitative approach and involved 450 respondents from some universities in Malaysia. Data was collected using multistage sampling technique. The questionnaire used in this study has been adapted from previous studies. The data has been analyzed descriptively statistically using the Statistical Package for the Social Sciences (SPSS) version 26 software while the structural process and the suitability test of the structured equation model were carried out using the IBM SPSS AMOS version 24 software. The result of the study shows that the assessment conception of respondents influences their formative assessment practices with a contribution of 35% of the amount of variation explained by the assessment conception. The results of the study could be used as a guidance in optimizing formative assessment implementation by upgrading the conception of assessment of lecturers.

KEYWORDS:

Formative Assessment Practices, Assessment Conception, structural equation modelling

REFERENCES
1) Ajzen, I. (2005). EBOOK: Attitudes, Personality and Behavior. McGraw-hill education (UK).

2) Alsalem, M. S. (2020). Language Teacher Cognition on English Grammar Assessment: Investigating EFL Teachers’ Beliefs and Practices regarding Classroom-based Assessment in Public Higher-Educational Institutions in Saudi Arabia (Doctoral dissertation, University of Essex).

3) American Federation of Teachers, National Council on Measurement in Education, & National Education Association. (AFT, NCME & NEA) (1990). The Standards for Competence in the Educational Assessment of Students. Retrieved July 22, 2019, from http://www.unl.edu/buros/article3.html

4) Areekkuzhiyil, S. (2021). Issues and Concerns in Classroom Assessment Practices. Online Submission.

5) Awang, Z, Lim. SH. & Zainudin, NFS. (2018). Pendekatan mudah SEM- Structural Equation Modelling. Bandar Baru Bangi, MPWS Rich Resources.

6) Azis, A. (2015). Conceptions and practices of assessment: A case of teachers representing improvement conception. Teflin Journal, 26(2), 129-154

7) Bakar, R., Aziz, N. I., & Banua, N. M. (2018). Hubungan Antara Pemahaman, Amalan dan Penilaian Dengan Pembelajaran Berasaskan Hasil (OBE) di Kalangan Pensyarah Kolej Komuniti. National Innovation and Invention Competition Through Exhibition, 1-11.

8) Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

9) Brown, G. T. (2004).Teachers' conceptions of assessment:Implicationsfor policy and professional development.Assessment in Education: Principles, Policy & Practice, 11(3), 301-318

10) Brown, G. T., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in education: principles, policy & practice, 16(3), 347-363

11) Brown, G.T.L. (2002). Teachers’ conceptions of assessment (Unpublished doctoral dissertation), University of Auckland, New Zealand.

12) Chan, C. K., Fong, E. T., Luk, L. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1-10.

13) Damit, M. A. A., Omar, M. K., & Puad, M. H. M. (2021). Issues and Challenges of Outcomebased Education (OBE) Implementation among Malaysian Vocational College Teachers. International Journal of Academic Research in Business and Social Sciences, 11(3), 197-211.

14) Elshawa, N. R. M., Nadzimah Abdullah, A., & Md Rashid, S. (2017). Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms. International Journal of Education and Literacy Studies, 5(2), 29. https://doi.org/10.7575/aiac.ijels.v.5n.2p.29

15) Gonzales, R. D., & Fuggan, C. G. (2012). Exploring the conceptual and psychometric properties of classroom assessment. The International Journal of Educational and Psychological Assessment, 9(2), 45-60.

16) Habibah, M. R. (2016). Amalan pentaksiran dalam pengajaran dan pembelajaran INSYA’sijil tinggi agama Malaysia (STAM)/Habibah Mat Rejab (Doctoral dissertation, University of Malaya)

17) Hassan, N. A. B., Nor Hasnida, C. M. G. & Hassan, R. M. (2022). Exploratory Factor Analysis (EFA) of Assessment Practice Skill Among Lecturers in Malaysia. Selangor Science & Technology Review (SeSTeR), 6(2), 24-33

18) Hair, J., Hult, T., Ringle, C., & Sarstedt, M. (2014). A primer on Partial Least Squares Structural Equation Modeling (PLS SEM). Thousand Oaks, CA Sage.

19) Jamil, H., & Said, R. R. (2019). Pelaksanaan Penskoran Pentaksiran Lisan Bahasa Melayu Dalam Pentaksiran Bilik Darjah (The Implementation of the Scoring for Malay Language Oral Assessment). Jurnal Pendidikan Bahasa Melayu, 9(2), 25- 36

20) Jorre de St Jorre, T., Boud, D., & Johnson, E. D. (2021). Assessment for distinctiveness: recognising diversity of accomplishments. Studies in Higher Education, 46(7), 1371-1382.

21) Kitula, P. R., & Ogoti, E. O. (2018). Effectiveness of implementing continuous assessments in Tanzanian universities. International Journal of Contemporary Applied Researchers, 5(7), 1-18.

22) Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts- based, and community-based participatory research approaches. Guilford Publications.

23) Matovu, M. (2019). A Validation of the Assessment Practices Inventory Modified (APIM) Scale using Rasch Measurement Analysis. Interdisciplinary Journal of Education, Vol. 2, No. 2, December 2019

24) Middleton, G. (2017). Assessment conceptions and practices among high school teachers in government-funded schools in Belize. Unpublished PhD dissertation.

25) Ndalichako, J. L. (2015). Secondary school teachers’ perceptions of assessment. International Journal of Information and Education Technology, 5(5), 326-330.

26) Othman, R., Salleh, M. F. M., & Awang, M. I. (2016). Pentaksiran Dalam Kelas Melalui Pendekatan Outcome Based Education (OBE): Satu Analisis Terhadap Pengetahuan Dan Amalan Pensyarah. Proceeding of ICECRS, 1, 56–68. https://doi.org/10.21070/picecrs.v1i1.576

27) Remesal, A. (2009). Spanish student teachers’ conceptions of assessment when starting their career. In Symposium: Perceptions and conceptions of assessment in the classroom: Different national perspectives. 13th Conference of the European Association for Research in Learning and Instruction.

28) Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill-building approach: John Wiley & Sons.

29) Stiggins, R. (2014). Improve assessment literacy outside of schools too. Phi Delta Kappan, 96(2), 67-72.

30) Suppian, Z., & Ahmad, J. (2016). Sikap Guru Pelatih Terhadap Pentaksiran Pendidikan. Jurnal Pendidikan Bitara UPSI, (Edisi Khas), 25–34.
Volume 06 Issue 12 December 2023

Indexed In

Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar