Trainee Teachers' Perceptions of School-Based Assessment in Malaysia: An Exploratory Study.
School-based assessment, while quite established in many Western countries, is still relatively new in the Asian education context. Consequently, operational problems such as large class sizes, lack of teacher skills and inadequate computer management systems mean that many teachers are still focused on more traditional methods of assessment. This paper attempts to address this apparent reluctance by teachers to embrace school-based assessment through an exploratory research study on 25 first year bachelor of education students from a Malaysian Institute of Teacher Education. Findings showed that the majority of students were more positive towards a student-centred and formative learning approach after the students had experienced a teaching unit based on formative assessment principles. Results may serve as a useful starting point for researchers interested in more classroom-based explorations of school-based assessment in Asia.
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