A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.
A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
Learning is the central concern of teachers they need to be equipped with a well-informed understanding of learning that takes account in particular of its socially situated dimensions. Learning is a phenomenon detachable from context and transferable elsewhere only under specific conditions. Nor is learning a purely individual accomplishment, being achieved alongside others in definable circumstances and in relation to particular cultural communities. Our account of this situatedness of learning is presented in terms of two well-known examples, Brazilian street vendors and English girls at home and at nursery school. The authors present a view of pedagogy consistent with the theoretical account of learning and based on four elements: situated practice, overt instruction, critical framing and transformed practice. This view is not so much prescriptive as a means of providing a vocabulary for critical discussion of teaching and learning in practice.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
This report is based on a research done to analyse and point out why students of public school generally score less than that of students in private school. a set of variables are tested to conclude on the result.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
To maintain equality in higher education level both in private and public universities are very diverse both in function and in nature in Bangladesh. Quality teaching Initiatives and go-long-maintenance-and-continuation are basically an interesting issue in higher education landscape and found enormous difficulty with increasing diversity in the factors’ influence. The study focused on the factors by which effective teaching quality be enhanced in higher education level along with considerations for perfection in teaching methodology. This paper determines the research area of critical success factors of quality enhancement and assurance in higher education level which has potential to be explored and generate new knowledge, to improve the quality education practices and outcome. By using Factor Analysis and ranking of the factors, it has found that Teacher’s Distinctiveness, Human Resources Development, Teaching Approach and Quality of Teachers, Interpersonal and Pedagogy Skills are worth considerable to determine appropriateness in ensuring quality in higher education level.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
Learning is the central concern of teachers they need to be equipped with a well-informed understanding of learning that takes account in particular of its socially situated dimensions. Learning is a phenomenon detachable from context and transferable elsewhere only under specific conditions. Nor is learning a purely individual accomplishment, being achieved alongside others in definable circumstances and in relation to particular cultural communities. Our account of this situatedness of learning is presented in terms of two well-known examples, Brazilian street vendors and English girls at home and at nursery school. The authors present a view of pedagogy consistent with the theoretical account of learning and based on four elements: situated practice, overt instruction, critical framing and transformed practice. This view is not so much prescriptive as a means of providing a vocabulary for critical discussion of teaching and learning in practice.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
This report is based on a research done to analyse and point out why students of public school generally score less than that of students in private school. a set of variables are tested to conclude on the result.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
To maintain equality in higher education level both in private and public universities are very diverse both in function and in nature in Bangladesh. Quality teaching Initiatives and go-long-maintenance-and-continuation are basically an interesting issue in higher education landscape and found enormous difficulty with increasing diversity in the factors’ influence. The study focused on the factors by which effective teaching quality be enhanced in higher education level along with considerations for perfection in teaching methodology. This paper determines the research area of critical success factors of quality enhancement and assurance in higher education level which has potential to be explored and generate new knowledge, to improve the quality education practices and outcome. By using Factor Analysis and ranking of the factors, it has found that Teacher’s Distinctiveness, Human Resources Development, Teaching Approach and Quality of Teachers, Interpersonal and Pedagogy Skills are worth considerable to determine appropriateness in ensuring quality in higher education level.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The purpose of this study was to look into the factors that influence
mathematics teacher educators' formative assessment practices. This paper
took a qualitative case study research design approach with six educators
teaching mathematics in three teacher Colleges of Education in Ghana. The
exploration focused on factors that hinders teacher educators use of
formative assessment practices. Data were generated through the
administration of semi – structured interviews and lesson observations. The
qualitative data was analyzed using thematic analysis. Findings revealed that
major factors which limit teacher educators formative assessment practices
were: large class size, time, lack of transparency in assessment, and internal
and external summative assessment issues. The factors limiting teacher
educators' use of formative assessment (FA) discussed in this study are
beneficial for teacher college administration in addressing the issues and
educators in assisting pre-service teachers in eliminating these factors during
their training and after passing out from the college of education to the
teaching field. Based on the findings, it is recommended that a large scale
study is conducted on factors that affect teachers formative assessment
practices and the effect on students mathematics learning.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Running Head: Investigation Report: Teachers in Schools 1
Investigation Report: Teachers in Schools 8
Investigation Report: Teachers in Schools
UMUC
Christina Rothstein
November 21, 2014
Introduction
An investigation was conducted, focusing on, the performance of teachers and their teaching techniques in local area schools. The Education for Prosperity Centers helped in conducting this research, as they have been offering advanced training to teachers for several years, and they were of great help with the evaluation process. The Education for Prosperity Center (EPC) is a private organization. It is a non-profit making body. Established in 2001, EPC has seen tremendous development in the line of training teachers as well as providing better teaching methods. Seeing higher performances of students in other school area’s, after teachers have been through The Education for Prosperity Centers training, is a sign of a tremendous development being achieved by the center. The organization is a certified body, registered under the Ministry of Education Science and Technology. The goals of The Education for Prosperity Center is to provide the teachers with the tools required for problem solving, management, reasoning and thinking, so that they can continue to transfer better knowledge to the students.
Statement of the problem
The Education for Prosperity Center has a purpose of offering these further training sessions to teachers if needed. It seeks to address the problems faced by the teachers teaching methods. This investigation focused on the teachers because the results/performance of the students in these local area schools have been going down at an alarming rate over the past year. The investigation was done to seek out if the reason for the lower performances of students was indeed due to the lack of teaching skills needed in order for the students to succeed. The drop in the performance is thought to be as a result of the majority of teachers lacking the required skills and knowledge in their disciplines. In the past, EPC has found that teachers are faced with issues related to poor teaching methods, lack of proper counseling skills, poor ways of relating to students, and use of irrelevant teaching-learning resources (Hagger, McIntyre, Wilkin & Wilkin, 2013).
The Education for Prosperity Center has been tasked with the work of carrying out research on those factors affecting both the students and teachers. This body has been chosen to help out because it has been offering advance training to teachers with positive results. Since it has many years’ experience of dealing with teachers, it will be easier for this body to investigate the problems, and come up with a better solution to resolve any and all issues that may need to be addressed. The Educational for Prosperity Center used various.
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...FRANCIS SOLOMON
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
2013 mansor et al
1. Asian Social Science; Vol. 9, No. 8; 2013
ISSN 1911-2017 E-ISSN 1911-2025
Published by Canadian Center of Science and Education
101
The Benefits of School-Based Assessment
Azlin Norhaini Mansor1
, Ong Hee Leng2
, Mohamad Sattar Rasul1
, Rose Amnah Raof3
& Nurhayati Yusoff4
1
Universiti Kebangsaan Malaysia, Bangi, Malaysia
2
Open University Malaysia, Kuala Lumpur, Malaysia
3
Universiti Malaya, Kuala Lumpur, Malaysia
4
Multi Media University, Malacca, Malaysia
Correspondence: Azlin Norhaini Mansor, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi,
Selangor, Malaysia. E-mail: azlinmansor@ukm.my
Received: February 17, 2013 Accepted: March 29, 2013 Online Published: April 25, 2013
doi:10.5539/ass.v9n8p101 URL: http://dx.doi.org/10.5539/ass.v9n8p101
Abstract
School-based assessment (SBA) approach in evaluating students’ academic progress was officially introduced by
the Ministry of Education Malaysia and implemented in-line with the Standards-based Primary School
Curriculum, in stages starting in 2011 as part of Malaysia educational reform. Under this approach, teachers are
given greater responsibility to design quality assessments that align with their students’ learning outcomes Hence,
the objectives of this qualitative case study is focused on how the newly introduced assessment approach has
benefits the teaching and learning process in evaluating Year 1 academic progress in three urban Chinese primary
schools. Data collected from interviews involving three Year 1 Chinese language teachers found that teachers
have very positive perspectives towards SBA and that overall both teachers and students have benefited from this
system. However, there are also weaknesses that need to be acknowledged and improvements to be made. The
findings implicate that for SBA to be successful, teachers need to be creative, using varying strategies in their
teaching and exploiting repertoire of methods in assessing their students. Further study on the matter is inevitable
in ensuring the success of SBA’s implementation.
Keywords: school-based assessment – SBA, benefits – case study
1. Introduction
To accomplish the government’s initiatives in improving the quality of human capital development to suit the
world’s rapid changes, the Malaysian Examinations Syndicate (MES) has introduced the National Educational
Assessment System (NEAS). The assessment system proposed by the MES promotes a change from a one-off
certification system to one that propagates accumulative graduation. Therefore the school-based assessment
(SBA) approach in evaluating students’ academic progress was officially introduced by the Ministry of
Education (MOE) and implemented in-line with the Standards-based Primary School Curriculum also known as
KSSR, in stages starting in 2011 as part of Malaysia’s educational reform.
Under this system, teachers are given greater responsibility to design quality assessments that align with the
learning outcomes as they are the most suitable people to assess their students and they have a better
understanding of the context of the subject area. This provides opportunities for teachers to continuously monitor
their students and to give constructive feedback to improve students’ learning abilities (Brown, 2001; AACU,
2011). Based on the assessment outcomes, teachers can make a further decision whether to continue to a new
topic, give necessary help or send the more academically challenged students to remedial class. All students will
be appraised based on their ability and readiness and teachers are encouraged to use various methods such as
quizzes, question and answer sessions, short writing, dramas, and role-playing to assess students’ learning
outcomes (Davison, 2007; Dietel, Herman & Knuth, 1991). Indirectly, teachers have to develop a series of
effective teaching strategies to enhance the learning for students with different abilities (Mansor, 2012). This
way, students are able to progress according to their ability, good students progressing faster and weaker
students given more time to learn (Chapman, 2010).
With the implementation of school-based assessment, the MOE (2012) not only hopes to improve students’
achievements in learning by raising their confidence, but also hopes to improve teachers’ teaching strategies.
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Thus, the government acknowledges the challenges that may need to be overcome, including teachers’ readiness,
skills and their extra workload. As such, the government has been ready to provide further explanation and extra
training programs to cater to these problems.
1.1 Benefits of School-Based Assessment
Assessment should be viewed as a tool to measure the effectiveness of teaching and learning process, and should
not be interpreted as the objective of student’s learning experiences (Yong & Lim, 2008). It should serve as a
mean to attain educational goals. MOE Malaysia believes that SBA has the characteristics that fulfill the above
requirement. And it is the ideal assessment system to relieve students’ pressure while at the same time allowing
teacher initiative in assessing their students (Brown, 2001). To promote the benefits of the assessment, teachers
are expected to be involved in four phases of the assessment process: a) planning, b) gathering evidence, c)
interpreting evidence, and d) using the results for decision making.
The benefits laid down by the Hong Kong SBA Consultancy Team (2005) for using SBA in teaching a language
subject such as English, includes providing stable and continuous pressure-free assessment, reducing the reliance
on standardized examination, improving test item reliability, reflecting students’ ability, promoting leisure
reading, fostering teaching, enforcing independent learning, facilitating learning autonomy and empowering
teachers in the evaluation process.
Another important benefit of SBA based on the researchers teaching experience is that students themselves are
evaluated based on school standards and school information, not on statewide or nationwide information.
Students are not compared to students in other locations when school-based evaluation is used. Though NEAS
regulates that SBA encompasses only a percentage of the total evaluations used in schools, the bigger picture
impact is how SBA itself transforms the classroom teaching and learning process that benefits the students most.
Because SBA is completely educator written and can create evaluations based on their own students’
accomplishments, it clearly shows what students have learned during a specific grading period or school year;
unlike standardized tests, which are researched and written by the state or by teachers in another school.
In the case of Malaysia, students are given mid-year and end-year statewide tests for easy standardizations and
school ranking practices. These tests assume that all schools study the same material covering similar topics.
While this should be true, the fact is that some schools do not get to cover every topic due to unexpected
situations or students’ inability to complete a study in a particular area. School-based evaluations can be tailor
made to include only what has been accomplished by the students and the scores will reflect what the students
have actually learned, instead of what they were supposed to be learning.
All of the above suggest that the change in the assessment system has further lead to a paradigm change in the
teaching and learning processes of all primary schools that deserve the attention of academicians, educators and
researchers, including stakeholders. Therefore, the role of teachers in this new assessment system is vital;
teachers have to have a variety of teaching approaches and assessment techniques that have a direct impact on
the assessment outcomes (Chan, Sidhu, & Yunus, 2006). The questions of whether SBA is suitable to our
education system and what the teachers’ perspectives are towards SBA has led to this study. More important is,
what benefits would both teachers and students get from the implementation of SBA in evaluating academic
performance?
2. Objective
The objective of this study is to identify the benefits in implementing SBA in a language-based subject, i.e. the
Chinese language. It also aims to understand the rationale supporting these benefits for both teachers and
students from the implementers’ own perspectives.
3. Methodology
This is a small scale preliminary qualitative case study based on the observations and interviews of three
experienced Year 1 Chinese language teachers at three different Chinese Primary School. The first is Mr. Chan,
who has been teaching the subject for more than 20 years’ in a small Chinese school in a rural area. Next is Ms.
Tan, with 8 years teaching experience and Ms. Loh, with 10 years teaching experience, both of whom are
teachers at two different Chinese schools in an urban area. All teachers attended a one-week course on SBA
approach organized by the District Education Office and were selected purposively based on their excellent
record as Chinese language teachers. All teachers were interviewed for a total of two hours each using a prepared
semi-structured interview protocol. Interview data was transcribed and analyzed together with field-notes data
from three classroom observations of each teacher.
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4. Findings
What is most important is that all the teachers involved in this study were very committed and have taken a
positive approach to this latest policy on assessment. Classroom observations on all of the teachers proves
further that these teachers take their jobs very seriously and go all out to make the teaching and learning process
lively, interesting and to touch each student’s learning cord. They all agreed that there were more ‘teething
troubles’ than problems, and overall they managed to embrace the benefits of SBA amidst all of the challenges,
which they had to overcome at the same time. This study found that for these Chinese language teachers, the
benefits that outweighed the problems were that the implementation of SBA encourages personal progress, helps
to develop positive attitudes, enhances collaborative skills and promotes creative teaching and learning activities.
4.1 Encourages Personal Progress
From the respondents’ point of view, one of the benefits of SBA is that it encourages both the teacher’s and
student’s personal progress. In this system, the assessment is designed by the subject teacher; it provides a
platform for teachers to use a broader range of assessment methods in assessing students’ abilities. Teachers do
not limit the assessment to the traditional test method. In such cases, role-play, project work, presentation and
other methods were used in the classroom during assessment. The respondents also pointed out that these
assessments have no right or wrong answers, but the purpose was to evaluate how well the students were able to
perform based on the learning outcomes. Indirectly, it encouraged teachers and students to develop their
creativity and develop their talent. In addition, it also encouraged students to develop their thinking and
analytical skills.
They can give many different answers, there are no wrong answers as long as they can give logical
answers…we cannot limit their abilities, such as creativity ability. We cannot deny their ideas but we
can guide them based on what they think,…this system emphasized on individual performance, … no
student can be left out (Mr. Chan)
Besides students, teachers also have shown personal progress by using various teaching approach to improve
their teaching skills. Ms. Tan, mentioned that she has been using different methods to assess her students:
It could be any kind of format. Sometimes it is quizzes, sometimes it is acting, role-playing, sometimes
it can be a short reading comprehension; many kinds of assessment can be done…sometimes I use real
objects, …I want them to speak out loud, then I want them to write…The answers are not limited, it is
free and they can write anything (Ms Tan)
Ms. Tan also reflected that she has improved in her teaching skills:
I can see that I have improved in my teaching, I learned to use other teaching approaches that I have
not used before…and it is very effective(Ms Tan)
Ms. Loh showed the improvement in her teaching skills by not limiting her questions to the text. She preferred to
let students express their own experience in the speaking test. She said:
We need to let the students become familiar with different types of performances…to ensure students
are able to achieve the goal…they should be able to express their feeling and ideas related to the real
world… this system is aimed to produce a holistic individual and to encourage individual performance,
we can already see a positive sign towards this aim. (Ms. Loh)
4.2 Developed Positive Attitudes
In primary language subjects, the curriculum focuses more on speaking than writing. Therefore students have
more chances to practice their speaking skills through daily activities, for example role-playing and discussion.
As a result, students are more out-spoken and less shy than they were in the old system. They have shown
increased confidence in communicating with people and can do so politely and effectively. They also like to
contribute ideas during discussion or in class activities, showing their commitment to learning. The teachers feel
that this assessment system has reduced the pressure of exams and that the students now are happier, and
therefore enjoy learning more.
Ms. Tan observed that her students have developed positive attitudes towards learning and assessment. They
enjoy learning in her class:
To them, learning is fun, learning is not for the exam. They have no pressure. I can see that they are
more confident, more proactive, and most importantly their attitude towards learning is different (Ms.
Tan)
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Similarly, Ms. Loh also commented that her students looked happier than their elder siblings who were stillin the
old system where they have to take exams.
4.3 Enhance Collaborative Skills
The activities, such as group work, role-play and practical work, not only give immediate feedback to teachers
about students’ progress, it has also encouraged the students to collaborate with their peers. They enjoy sharing
ideas, discussing and solving problems together, and working towards the learning outcomes because this system
has reduced the unhealthy or unnecessary competition among students. Some respondents also realized that they
have improved their collaboration skills with their colleagues.
Before, the students were competing with each other because they wanted to get higher marks; now,
since this assessment has no marks, there is less comparison and that encourages them to work
together (Ms. Loh)
Ms. Loh said that under school-based assessment, both teachers and students need continuous collaboration. The
need to collaborate in order to succeed heightens and further develops the collaborative skill required.
…because the system is still new, I think it needs continuous effort from both teachers and students to
work together (Ms. Loh)
Ms. Tan claimed that the aim of grouping her students in a small group is to develop their collaboration skills.
We have grouped the students into smaller groups…so the stronger student will help teach the weaker.
We also hope that they will learn to collaborate in doing so. (Ms. Tan)
4.4 Promotes Creative Teaching and Learning Activities
Though the teachers felt overwhelmed with their workloads, they managed to express positive perspectives on
the effectiveness of this assessment system. Under this assessment system, teachers must use different
assessment methods to assess students’ learning outcomes. Teachers also use different teaching methods to
ensure the effectiveness of the learning. Sometimes they use colorful pictures or real objects to stimulate
students’ thinking; sometimes they play games such as board games, bingo or scrabble to increase students’
vocabulary, and they also give them worksheets for practice.
On the other hand, under the SBA’s goal, which is “no one will be left out”, they have to monitor every student’s
progress everyday to ensure the effectiveness of every lesson.
I really have to monitor every student’s progress, have to check if s/he has grasped the skill, how much
has s/he learned, what has s/he learned, what can s/he perform. So, every day I have to think of how I
should teach, what strategies I should use so that they can learn a lot and not feel bored…we are like
‘magicians’, trying to change our teaching strategies every day to attract them (Ms. Tan)
I have to surf the internet to get ideas, you know. Nowadays students are smarter than us teachers
when it comes to using the internet, so I have to be better. There are many good ideas and I try using
new approaches, the students like it too. When the students enjoy the lesson, they motivate me to be
more creative in my teaching (MsLoh)
5. Discussions
The respondents in this study agreed that amidst the challenges, the SBA has its own strengths and advantages
that benefits them and their students alike. What they appreciate most of all is the move from an exam-oriented
culture to a more relaxed and exam-free environment, especially to the Year I students. The students are happier,
have more confidence and learn better because they do not have tests or exams to worry about. The students can
even communicate better and be better team players when working as a group.
All these findings support the findings of the Hong Kong SBA Consultancy Team (2006) regarding the benefits
of the SBA and validate the studies done by Chan, Sidhu, and, Md. Yunus (2006). The fact that teachers also
benefit from SBA is in line with Brown (2001). However, this would only hold true if teachers regard the change
positively and undertake the ‘teething troubles’ to push them to strive, thus turning the problems into challenges
to be met.
The fact that these teachers find that the SBA promotes creative teaching and learning activities defies Adi
(2006), who points out that most Malaysian teachers are far from ready to implement the SBA in their classroom.
He feels that teachers have yet to understand the concept of SBA and thus lack the know-how to develop the
assessment tasks, which will further lead to the validity of the school-based assessment. Though some teachers
may fall under Adi’s criticism, yet there are still more teachers out there who do not conform and are willing to
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struggle in ensuring that the policy holds. Of course subject matter, attitudes and sheer perseverance underlie the
perceptions of these respondents, amongst other factors, which then might produce a different finding.
Good assessments are those that focus on students and their learning (Mitchell, 1992; Majid, 2011). Meaning,
implementation of the SBA requires a set of procedures, which apply the minimum professional requirements to
all teachers and personnel involved in the process of SBA. All teachers in this study admit that there were
glitches or ‘teething troubles,’ mostly in preparing the instruments and in finding ways to embed the assessment
into their classroom activities. Establishing a strong networking of professional personnel within and between
schools could be a short-term solution to help these teachers. Furthermore, the education district offices should
also move toward the establishment of a network of professional trainers to help implementers at the school level.
Indirectly, this opens up opportunities for further research. More in-depth and comprehensive investigations that
focus on the problems and challenges faced by the implementers found in the student feedback are deemed
necessary.
6. Conclusion
In conclusion, this study shows that the teachers have the basic understanding of the characteristics of SBA in
primary school. This study shows that SBA has benefited both teachers and students; the lively teaching
approaches have impacted students’ learning positively, and this has been reflected in the students’ performing at
a high standard in the school-based assessment. The limitation of this study is that the findings are only based on
the perception of three respondents teaching the Chinese language to Year 1 students. However, these findings
are significant within its limitations and are strongly supported by the documents collected – students’ worksheet,
students’ marks and classroom videos. Thus, it is pertinent that this study be followed up with other subjects as
well, using both the qualitative and quantitative methods. The feedbacks would certainly benefit academicians,
stakeholders and policy makers in ensuring a smooth and successful SBA implementation in all schools.
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